2025 PARENT HANDBOOK by St Julian's Lisbon

PRIMARY

Welcome

Dear Parents,

This Parent Handbook will support and guide you through life at St. Julian’s. Keeping everything in one single place the answer to your questions as quickly as possible.

Reason to Believe Learning

Together to Shape a Brighter Future.

everything we do at St. Julian’s.

To underpin this vision, we have our Shaper Proﬁle, which includes, the 6Cs, a set of six traits and values that we refer to frequently and aspire to embody: compassion, curiosity, collaboration, communication, courage and global citizenship.

Mr Paul Morgan Head of School head@stjulians com

4 Guiding Statements

Guiding Statements

Encouraging students to become curious, creative, lifelong learners.

LEARNING TOGETHER

Fostering a stimulating environment which celebrates the uniqueness of each student and where everyone feels they belong.

TO SHAPE

Enabling students to construct meaning for themselves and to be active in creating a better society.

A BRIGHTER FUTURE

Learning is the guiding light that enables students to be global citizens, driving change towards a more peaceful, inclusive and sustainable world.

Compassionate

The student is compassionate, empathetic and respectful: seeks to understand themselves, and others, be kind and have a positive impact on the world.

Kindness I am friendly, polite and considerate towards others

Respect I value the rights of others and our environment

Empathy I think about how others are feeling and consider the impact my actions can have.

Helping others I help others whenever I can, within and beyond our community

Balance I care for myself by looking after my physical and mental wellbeing and balancing different aspects of my life

Curious

The Student is a compassionate, curious, collaborative communicator who above all has the courage to be an active global citizen to make a world.

The student is a curious and creative thinker: thirsty to learn, interested in other perspectives, open to view the world in different ways and propose innovative solutions.

Growth mindset I believe abilities and intelligence can be developed through effort, learning, and perseverance I show commitment to growth and development

Creative I use critical and creative thinking skills to analyse, generate innovative ideas and take responsible action on complex problems.

Inquisitive I ask questions, seek understanding and explore the unknown

Open-minded I am open to new ideas, perspectives and experiences. I seek and evaluate a range of points of view and am willing to grow from the experience

Reﬂective I reﬂect on experiences and feedback to grow and develop

Courage

Collaborative

The student is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.

Trust I nurture positive relationships by presuming positive intent and acting with integrity

Sharing ideas I encourage others to contribute their perspe ctives, skills or knowledge

Taking responsibility I complete tasks to the best of my ability and help to ensure others do the same

Influencing I have a positive influence on the team by valuing the contributions of others, reflecting and evaluating to improve

Listening I understand that other people with their differences can also be right

Global Citizenship Communicator

The student is a communicator: an active listener to other perspectives, with a unique voice who has the conﬁdence to express and challenge ideas.

Active Listening I pay attention to what others are saying and respond respectfully

Unique voice I share my views and opinions with integrity and honesty

Expressing ideas I express myself clearly, conﬁdently and creatively, in more than one language and in a variety of ways

Challenging ideas If I disagree, I do so in a respectful and constructive way

The student has courage: willing to take the lead, be independent, take risks and demonstrate resilience to overcome challenges and to be an agent of positive change.

Resilience I show determination to overcome challenges and learn from my mistakes.

Independence I use strategies to manage my learning and wellbeing

Risk Taking I am willing to step out of my comfort zone to grow and develop

Asking for help I seek suppor t to overcome challenges when I need it

Leadership I lead with a strong sense of fairness and justice and with respect for the dignity of others

The student is a global citizen: acts to make a positive difference in the lives of others and in the world around us.

Valuing equity and diversity I appreciate my own culture and personal history, as well as values and traditions of others. I strive to understand the world around me I demonstrate respect for the dignity and rights of people everywhere creating a sense of belonging

Making a difference I have a commitment to service and action to make a positive difference in the lives of others and the local and global environment

Responsibility I exercise initiative in making reasoned, ethical decisions based on strong values and morals.

Integrity I am an upstander. My actions reﬂect my beliefs and I take responsibility for their consequences

Digital Citizenship I use technology in an appropriate and responsible way

THE LEARNING ESSENTIALS

Through our teaching all students:

Enjoy a positive learning environment with excellent relationships Are inspired and enjoy learning

Learn collaboratively and independently

Enquire, make connections and construct meaning for themselves

Are appropriately challenged and supported in their learning

Understand how well they are doing and what their next steps are

Understand and reﬂect on how they learn

Develop skills, knowledge and understanding

Understand why their learning matters

Feel safe to take risks in their learning, and develop a growth mindset

School Sections

Ages of children Year groups

Primary Pre-Prep School 3 to 5 Nursery and Reception

Prep School 5 to 11 Years 1 to 6:

• Key Stage 1 (Years 1 and 2)

• Lower Key Stage 2 (Years 3 and 4)

• Upper Key Stage 2 (Years 5 and 6)

Secondary 11 to 18 Years 7 to 13:

• Key Stage 3 (Years 7 to 9)

• Key Stage 4 (Years 10 and 11)

• Key Stage 5 (Years 12 and 13)

Bilingual 1º ciclo 6 to 10 1º to 4º ano

2º & 3º ciclo 10 to 15 5º to 6º ano and 7 º to 9º ano

In this Handbook, when we refer to the Primary Pupils we mean all the children in Pre-Prep, Prep and 1º ciclo, unless speciﬁed otherwise. Prep School and 1º ciclo pupils are generally mentioned together.

Likewise, when we refer to Secondary Students, we mean the Students in the Secondary Section and 2º and 3º ciclo of the Bilingual Section, unless speciﬁed otherwise.

The WLT consists of nine members: Head, Bursar, two Deputy Heads, Principal of the Billingual Section (formerly known as the Diretora Pedagógica do Currículo Bilíngue), the Heads of the Pre-Prep and Prep Schools and two Whole-School Deputy Principals leading on technology and professional learning. The WLT focuses on overall School improvement, policy matters, chool performance, matters related to wellbeing, technology and professional development and is dedicated to ensuring that St. Julian’s is a school that is focused on student learning and wellbeing. Our Reason to Believe (guiding statements) have enabled the development of the School’s Strategic Plan.

Name Role Contact Other contact details

Mr Paul Morgan Head head@ stjulians.com

Mrs Adela Metaxa Bursar bursar@ stjulians.com

Executive Assistant Catherine Cushnan + 351 910 104 544 ccushnan@ stjulians.com

Finance & Compliance Ofﬁcer

Tânia Serras de Sá +351 214 585 302 tserrassa@ stjulians.com

Mr Dan Norbury Deputy Head (Teaching & Learning) and Secondary Principal dnorbury@ stjulians com

Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians.com

Secretary Karen Martins + 351 214 585 342 kmartins@ stjulians com

Secretary Luena Martins + 351 214 585 342 lumartins@ stjulians.com

Continue over to the next page for the other members of the WLT.

Name Role Contact

Dra Joana de Sousa Principal of the Bilingual Section directora@ stjulians.com

Miss Louise Banthorpe Head of the Prep School lbanthorpe@ stjulians com

Other contact details

Secretary Antónia Paiva +351 214 585 390 bilingual@ stjulians.com

Secretary Alex Stanway Costa +351 214 585 361 primary@ stjulians com

Mrs Sarah Kilbane Head of the Pre-Prep School skilbane@ stjulians com

Mr Michael Brooke Director of Technology* mbrooke@ stjulians.com

Secretary Alex Stanway Costa +351 214 585 361 primary@ stjulians com

+351 214 585 300

Ms Sarah Dore Director of Professional Learning* sdore@ stjulians com

+351 214 585 300

*Deputy Whole-School Principal

The Extended Leadership Team (ELT) consists of the WLT and the Deputy Principals and Director of Enrichment. The ELT is responsible for initially creating and implementing the Strategic Plan.

Name Role Contact

Mr Tom Mullins Deputy Head of Prep School tmullins@ stjulians.com

Mrs Jo Stedman Deputy Principal (KS3) jstedman@ stjulians com

Mr Jon Burke Deputy Principal (KS4) jburke@ stjulians com

Dr Dina Shah Deputy Principal (KS5) dshah@ stjulians com

Mrs Luísa Gomes Deputy Principal of the Bilingual Section lgomes@ stjulians com

Mr Mark Hooper Director of Enrichment mhooper@ stjulians.com

Section Leadership Teams

Each section also has its own leadership team and these are shown in the respective parts of this handbook. These teams meet on a weekly basis.

On these occasions the meetings are chaired by the Head, Mr Morgan. The two deputies also attend, Mr Norbury, Deputy Head (Teaching & Learning) and Ms Cullen, Deputy Head (Pastoral).

Association

St. Julian’s School is the ﬁnancial and legal responsibility of the St. Julian’s School Association. Founded in 1938, the Association has an important role in developing the educational vision and character of the School. The Statutes of the St. Julian’s School Association allow there to be between 30 and 50 members. As of July 2025 there are 48 members. A Member must be proposed by the Nominating Committee and have been voted in at the Association’s Annual General Meeting. The Nominating Committee strives to ensure that a wide and balanced membership is maintained, including alumni and former or current parents, in addition to members f rom the wider community. Some Association members are f rom the Greater Lisbon region, whilst others are f rom the UK and other European countries.

All surpluses f rom the St. Julian’s School Association must be reinvested or reserved for the pursuit of its objectives, and any transactions relating to property are the sole responsibility of the Association.

The School is governed by a Board of Governors. The Board operates as a non-executive body whose responsibility is to ensure that the School’s guiding statements is fulﬁlled by providing strategic direction, governing through policy andmonitoring progress. The Board has three core objectives:

• To ensure clarity of vision, ethos and strategic direction.

• To hold the Head and Bursar accountable for the educational performance of the organisation and its students and staff

• To oversee the ﬁnancial sustainability of the organisation and make sure its ﬁnances is well spent.

The Board’s only executive role is to appoint the Head and the Bursar (also known as the Director of Finance and Operations). The Board of Governors consists of a maximum of nine members, of whom three are required to be British citizens, and all members of the Board are elected at a General Meeting of the St. Julian’s School Association f rom among the members of the Association. The Association aims to ensure that the Board is composed of members with a balance of skills and experience that will enhance the governance of St. Julian’s in addition to being able to make the required commitment for participation.

Newly elected Governors serve for a term of three years and are restricted to a maximum of three consecutive terms in ofﬁce. The Governors assume this role on a voluntary basis and are not remunerated for their work Board meetings are generally held around six times a year, which will involve a presentation of written reports f rom the Head and the Bursar. On occasions, other members of the Extended Leadership Team will

Subcommittees

A large amount of the detailed work undertaken by the Board is done in subcommittees of the Board. The current subcommittees of the Board

Education

The Education Subcommittee focuses on the quality of teaching and learning through academic outcomes, including examination results, student progress and university admissions.

Finance

The Finance Subcommittee exists to exercise the finances of the School to ensure that there is financial sustainability and transparency, ensuring that funds and financial risks are managed effectively within the financial policies recommended by the Finance Subcommittee and the Board.

Discounts and Bursaries

The Discounts and Bursaries Subcommittee’s remit is to review and decide upon any request for discounted School fees within predeﬁned guidelines set by the Board.

Inf rastructure

The Inf rastructure Subcommittee assists the Board in providing oversight of all matters pertaining to the building project, capital assets of the School, all matters pertaining to the IT inf rastructure, and any other matters referred to it by the Board.

Policy & Compliance

The Policy & Compliance Subcommittee supports the Head in establishing policies, ensuring that they are aligned as appropriate with the School’s Guiding Statements and overseeing their effective implementation. In addition, this subcommittee is also kept informed of the various compliance aspects related to current legislation and accreditation.

Alumni & Development

The Alumni & Development Subcommittee assists the Head, Bursar and Communications & Alumni Relations Team in setting strategies and direction to increase alumni engagement and participation in school life.

The Chair of the Board, Miss Teresa Roque can be contacted by email at: chair@stjulians.com.

Mr James Frost Mr Jamie Darke Mr João Alves

Miguel Stilwell

Mr Paul Slocombe, who was Head f rom August 2021 to August 2022, is an advisor to the Head and Board. He attends meetings of the Board and the Education Subcommittee.

The Fiscal Board meets termly and represents the Association. The members are Mr Nick Heaton, Mr Pedro Mendonça, and Mr Henrique Soares dos Santos (Chair).

The Head and Bursar participate in all of the above meetings.

Miss Teresa Roque

Murphy

Mr Daniel Ernst

Luis Cocco

Taheer Saiyad

FP = Former Parent, P = Current Parent, A = Alumnus

The leadership is dedicated to ensuring that St. Julian’s is a school where everyone is focused on the quality of student learning and wellbeing and is guided by the Guiding Statements. The Guiding Statements have enabled the development of the Strategic Plan of which the main objectives are:

n g

Teaching & Learning Organisation for Learning

Wellbeing

Objectives

Students experience inspiring, innovative, and personalised teaching and learning. The curriculum is reviewed to ensure:

Progression pathways through the whole school. are fully incorporated in the curriculum. Teaching is informed by assessment that moves learning forward.

Technology is integrated to enhance learning. Data is used to meet the needs of all students. We provide an enrichment programme that enables students to develop their passions. The curriculum supports academic, social, and emotional learning for all students.

St. Julian's aims to create a happy and safe school for everyone. We have a positive learning environment that is underpinned by openness, fairness, trust and mutual respect. The Shaper

agency and leadership. School listens attentively and responds effectively to the wider community The School supports the physical and mental health and overall wellbeing of all students and staff

The culture and ethos of the School are underpinned by our guiding statements. Organisational processes and communication are smart and streamlined, allowing teaching staff to focus on teaching and learning. Parents are actively engaged in the life of the School and experience an excellent service. The physical environment is optimised for learning, wellbeing and sustainability. Innovative and technological solutions are implemented to automate tasks and reduce workload where possible. All staff are growing and developing within a strong professional learning culture. The School has established systems for self-evaluation and improvement which will lead to accreditation.

Our curriculum is holistic, meets our learning needs and is clearly articulated.

Data is used effectively to support learning and wellbeing.

Student wellbeing is at the heart of everything we do.

is a caring employer.

The culture and ethos of the School are underpinned by our guiding statements

All staff are growing and developing within a strong professional learning culture.

Organisational processes and communication are smart and streamlined, allowing teaching staff to focus on teaching and learning and to support leadership

Parents are actively engaged in the life of the School and experience an excellent service.

The physical environment is optimised for learning, wellbeing, and sustainability

Innovative and technological solutions are implemented to automate tasks and reduce workload where possible.

The School has established systems for self-evaluation and improvement which will lead to accreditation.

St. Julian’s

Communication

Pre-Prep and Prep Schools

primary@stjulians com

+351 21 458 5361

Secondary

secondary@stjulians com

+351 21 458 5300

Bilingual Section

bilingual@stjulians com

+351 21 458 5390

Main School Line

+351 21 458 5300

More contact information is available in the contacts on page 103 of this section.

The SJS Portal

The SJS Portal app will be the centralised hub for all essential School-to-home communication and information, replacing the previous Parent Portal.

The SJS Portal aims to provide seamless communication and effortless access to information, fostering a stronger connection between home and School.

Through The SJS Portal, you will have access to:

Personalised Communication:

Receive information relevant to your child's year group

Academic Information: View reports, timetables, and

School Calendar:

Access the integrated School calendar for relevant events and dates

Digital Forms: Submit forms directly through the app.

Important Documents:

Find School policies and other key information in the digital hub.

The SJS Portal will be accessible via a dedicated web page and as a mobile app for both Android and iOS devices. Further details, including download instructions and a comprehensive guide, will be provided to parents.

Android Or go to Google Play and search SJS Portal

iOS App

Or go to the App Store and search SJS Portal

Technology Guide for Parents

Communication

The School uses two main learning platforms: Google Classroom (from Year 1 to 13) and Seesaw (from Nursery to Year 5).

Guardian Summaries for Google Classroom send email summaries to parents from Year 7 and above about students’ work in Google Classroom so that parents can keep track of the assignments and homework that teachers post

https: //tinyurl com/ yfhjjbcw

The SJS Portal - Students

The SJS Portal is also available to students. They can consult timetables, calendars and reports

Seesaw family member access gives parents a window into the learning of our younger students. Information on how to access both of these is sent out at the beginning of the School year.

Or go to sites google com/ stjulians.com/ technology-at-sjs and select Parent Platforms and then Seesaw in Primary

This portal is also available as an Android or iOS app. Students are given instructions on how to access their SJS Portal when they arrive at School. Students also have access to a Student Intranet which is only accessible by stjulians.com accounts.

Student Intranet Or go to sites. google.com/ stjulians.com/ studentintranet/ home

Or go to stjulians.com and click on Menu then Portals.

Support

If Parents are having any problems using or accessing these platforms they can contact our IT helpdesk by emailing support@stjulians.com We would also recommend parents using our Technology Guide Website not only t nd support for platforms but to get well-curated information on e-safety issues such as parental controls, social media and gaming.

Technology Guide Website sites.google.com/ stjulians com/ technology-at-sjs

as well as celebrating what

We also periodically publish a podcast called The Keeper ’s Pod, which y nd on our Spotify

Every year, we publish our annual yearbook, which is called Wings. Past online issues of Wings can be accessed via the SJS Portal Parents can choose to have this electronically or as a paper version. Year 13 also contributes to their own

For Alumni, the School publishes The Juliana newsletter.

This can be subscribed to through our Alumni platform or by sending alumni@stjulians.com

Or go to stjulians.com and click on Menu then Portals. Or go to stjuilians. isams.cloud

follow the School’s social

Instagram

@StJuliansLisbon

@StJuliansHead

Facebook

StJuliansLisbon

StJulian’sLisbon

Instagram @St.juliansschoolalumni

Facebook @SJSAlumniGroup

LinkedIn www.linkedin com/groups/ 153537/

The 6Cs of compassion, curiosity, collaboration, communication, courage and global citizenship guide our expectations for positive behaviour at St. Julian’s School.

Positive behaviour is reinforced through a combination of rewards, sanctions, and restorative practice. Students are also taught explicitly about positive behaviour in various ways, including via the Health & Citizenship curriculum, assemblies, and celebration events such as Anti-Bullying Week

Students in Years 6/5º ano to 13 who demonstrate outstanding application of one of the 6Cs are rewarded with a merit, which is emailed home to Parents/Guardians and visible on the SJS Portal. The introduction of this system in Year 6 is designed to help prepare our students for the positive learning f ramework used in Secondary Section, ultimately easing the transition f rom Year 6 to Year 7

If students ar ndin l t to display the expected behaviours, teachers apply the following f ramework:

Calm Lessons

Step 1 Non-verbal reminder

Step 2

Verbal reminder

Step 3

Step 4

Reset conversation

Learning n

Restorative conversation Possible detention

If, after a non-verbal and verbal reminder, your child continues to find it challenging to manage their behaviour, they are given an opportunity to reset, and a Learning Notification is sent home. The Learning Notification is not intended as a sanction, but as a form of dialogue with you as parents/guardians as to how your child is doing, what actions were taken by the teacher, and what the next steps are to support your child to be successful in managing their behaviour.

The teacher will also engage in a restorative conversation with your child, guiding them through the

1 Reﬂect: share what happened other perspectives.

2 Repair: consider any steps that need to be taken to repair the situation.

3 Prepare: plan for success in the

This system aims to provide parents with a deeper understanding of their child’s achievements and conduct at School, fostering stronger collaboration between teachers and parents.

Current Behaviour Policy can be accessed here:

Secondary-aged students in the Secondary or Bilingual Section may also be referred to detention for additional reﬂection. There are three weekly detention, which, which take place in Room W109.

• Breaktime Detention: Happens every breaktime f rom 10 40 to 10.50. Students who have arrived late to School that day are expected to attend this detention as well as other infractions, such as incorrect uniform.

• Friday Detention: Friday lunch f rom 12.00 to 12.30. Students are referred to this detention in order to reﬂect on their behaviour, or for repeated instances of lateness.

• After-School Detention: Thursdays after School f rom 4 to 5pm, for students in the Secondary Section, or on Fridays from 2 to 3pm for students in the Bilingual Section. Students are referred to this detention for more serious incidents of behaviour or when there have been repeated concerns about behaviour.

You will be notiﬁed by email if your child has been issued with a detention and your support with this is greatly appreciated. Or

Physical: A child can be punched, pushed, kicked, hit, spat at, tripped up or attacked in some other way.

Verbal: Verbal abuse can take the form of name calling. It may be directed towards gender, ethnic origin, physical appearance, social disability, or any other individual characteristics.

Exclusion: A child can be bullied simply by being excluded f rom discussions, conversations, or activities, by those they believe to be their f riends.

Damage to property or theft: Students may have their property damaged or stolen. Threats may be used by the bully to force the student to hand over property to the bully

Emotional: Students being intentionally unf riendly, tormenting looks,

Cyber: Cyberbullyin form of bullying that takes place online, platforms, or mobile phone messaging, or any other digital channel. Sometimes, bullying can take place online and ne at the same time.

At St. Julian’s, we take a range of proactive steps to avoid situations of bullying and educate students to do so. This includes:

• Educating students about building and maintaining positive relationships

• Embedding the 6Cs across the curriculum and in all School activities.

• Promoting respectful attitudes among all members of the community

• Promoting a whole-school ethos that is opposed to all forms of bullying.

• Supporting students in identifying and regulating their emotions.

• Ensuring appropriate supervision in the classroom and playground.

• Addressing lower-level concerns through restorative practice

• Implementing proactive strategies and programmes to reinforce support for anti-bullying

• Applying the School’s Behaviour Policy rigorously.

• Ensuring that students and staff know that bullying is not acceptable in our School and how to report any concerns.

The School will personalise its approach to bullying depending on the situation and the needs of the students involved. The ﬁrst step will always be to listen to the voice of those affected as they recount their experience. Any next steps will then be determined in collaboration between the student(s), their family, and the School, to ensure that they feel involved and supported throughout the process.

Disciplinary Action

The School takes all situations of bullying seriously and will use reasonable judgment when determining whether bullying has taken place. Where disciplinary action is appropriate, the School will apply its Behaviour Policy

Disciplinary sanctions issued will be appropriate to the child’s age and developmental stage. For example, a younger pupil may be suspended from using the playground at break and/or lunchtime, while an older Student may be suspended from School or recommended for permanent expulsion to the Head, depending on the circumstances involved. Parents/Guardians will be kept informed and involved in the disciplinary process. See the Behaviour Policy for further details.

Due to the complex nature of bullying, additional monitoring will be required even after an incident has been dealt with, in order to ensure that the situation is fully resolved. If bullying continues after an intervention has taken place, the student is likely to be referred for permanent expulsion.

Additional Monitoring and Support

Both those affected by bullying and those who have engaged in bullying are likely to need additional monitoring and support.

A range of actions may be taken, including:

• Check-ins with those who have been affected, to ensure that the bullying has been fully resolved.

•

Liaison with teachers to ensure that additional monitoring is taking place in the classroom and playground.

•

Structured restorative mediation between students, guided by adults.

Counselling for students who have been affected by bullying or who have engaged in bullying behaviour.

• Resolution

Behaviour support plans for students who have engaged in bullying.

Follow up with any students who may have witnessed bullying.

Additional communication/meetings with Parents/Guardians. Support from the School’s DEI Coordinator.

Referral to external agencies. Personalised support depending on the needs of the student(s) involved.

An intervention will be considered to have been successful when no further bullying takes place and when all students involved:

Are protected and respected.

Have had the opportunity to have their voices heard and to be listened to by the adults supporting them.

Can see that the School takes the incident of bullying seriously and has supported them.

Can move forward.

Parents with concerns about speciﬁc examples of bullying are strongly encouraged to contact the School immediately through the child’s Class Teacher or Form Tutor so that swift action can be taken, including support for all children involved.

We aim to support the learning and development of students as they grow into young adults, preparing them for a bright future beyond school by developing skills, knowledge and understanding in a wide range of subjects as well as enhancing learning attributes through the Shaper Proﬁle’s 6Cs.

Primary Foundation Nursery & Reception (Ages 3–5)

Key Stage 1 Year 1, Year 2 (Ages 5–7)

Key Stage 2 Year 3, Year 4, Year 5 and Year 6 (Ages 7-11)

ano

3º and 4º ano

The Foundation Stage at St. Julian’s is where our children begin developing the ability to become independent and capable learners for life. Environments and opportunities are provided that enable children to gain the fundamental skills and attitudes required to help them become lifelong learners, focusing on not just what they need to learn, but how they learn it.

Learning together to shape a brighter future starts in our Foundation Stage: Nursery and Reception. It is here where our pupils begin to learn to be compassionate by being encouraged to think about others. It is in the Foundation Stage where they start working collaboratively and learn how to communicate their ideas. Where their curiosity is sparked through play, and they are encouraged to take risks and have a go. Finally, it is where they start learning to realise that everyone is different and that they should respect each other.

We believe children must first feel safe and happy in a stimulating learning environment. Our staff work hard to establish positive relationships with the children and their families, which is the first step for children to feel secure. Routines are quickly established, and the children are encouraged to be independent and explore the rich setting St. Julian’s School offers. Along with the well-resourced indoor spaces, the School grounds provide various environments for our children to investigate grass, mud, water, sand, forests, fields, and the beach, which is a short distance f rom the campus.

The Portuguese language is is informally introduced in the Pre-Prep providing diverse opportunities for linguistic exploration. We use stories, songs and games to develop the Portuguese Language and phonological awareness.

The St. Julian’s School Shaper Proﬁle and the 6Cs are integral to learning in Key Stage 1. Children are taught about these learner values and are encouraged to consistently apply them in all aspects of learning and play.

To develop our student’s well-being, conﬁdence and self-esteem, we have a Health & Citizenship Programme (formerly called Personal, Social and Health Education – PSHE) which aims to give children the knowledge, skills and understanding to lead conﬁdent, healthy and independent lives.

English

The English language is integral to all we teach, with the f ramework of the National Curriculum for England used to guide our planning, enhanced with an international approach and outlook Our engaging English curriculum is enriched through a wealth of texts which enable the development of their reading, writing and listening skills.

Additionally, there is an emphasis on phonics, spelling, grammar and punctuation. We aim to build a passion for reading, equipping students with language to communicate effectively through the written and spoken word.

Mathematics

Our aim in Mathematics is to help each child achieve their potential and attain basic skills and concepts. We focus on developing their insight by applying these skills in various situations. This approach allows pupils to understand the real-life relevance of the subject. In Key Stage 1, we follow the White Rose Schemes of Learning. When the children are introduced to a new concept, they have the opportunity to build competency by adopting the following approaches:

• Concrete – children will have the opportunity to use concrete objects to help them understand what they are doing.

• Pictorial – alongside this, the children learn to use pictorial representations. These representations can then be used to help reason and solve problems.

• Abstract – concrete and pictorial representations enable children’s understanding of abstract methods.

Differentiated, stimulating and exciting activities help the pupils enjoy Mathematics and see the fun and beauty in it. Students can use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills.

Science

Throughout Key Stage 1 Science lessons, the pupils will learn about the importance of asking questions, gathering evidence, carrying out experiments, and looking at different ways of presenting their results. Lessons are practical and will focus on the world around them.

Cross-Curricular Subjects

History, Geography, Art and Design & Technology (DT) are incorporated in cross-curricular topics that are constantly reviewed to ensure they are interesting and relevant to the children.

Computing and

In Year 2 there is one Computing lesson a week led by a specialist teacher, whilst Year 1 has an integrated approach with dedicated computer lessons introduced at the end of the school year The classes have access to banks of iPads to enable them to plan to use technology in

Physical Education (PE)

During the two lessons a week, Primary PE specialists ensure that the children experience a wide range of activities to encourage children to develop a love of sport and exercise.

Music

The early principles of Music are taught by a Music specialist in one lesson a week, but Music also plays a daily part in the classroom and in cross-curricular topics and assemblies.

St. Julian’s Environmental Education Development (Forest School)

Forest School is part of Primary life at St. Julian’s, offering Reception to Year 5 pupils opportunities to learn outside the classroom and to develop an emotional attachment to the natural world. It is important that students are prepared for these sessions – please see the uniform section for more information.

Portuguese

From Year 1, there are weekly sessions for native Portuguese children and for children for whom Portuguese is a foreign language. We take an informal approach to the Portuguese language, providing diverse opportunities for linguistic exploration. We use stories and games to develop phonological awareness, word awareness and syntactic awareness as well as songs that allow work with rhythm and speed in orality.

From Year 2, Portuguese as a First Language follows the guidelines of the Ministry of Education of Portugal, with the necessary adjustments, according to the timetable of the subject at St. Julian’s Primary School. Portuguese as a Foreign Language follows the guidelines of the Ministry of Education of Portugal and the European Framework of Reference for

Assemblies

A weekly assembly is planned for the children in Year 2 and above, where the children learn about different celebrations and the 6Cs are embedded throughout the year Year 1 children are introduced to these assemblies in the Summer Term.

Curriculum

Key Stage 2 (KS2) at St. Julian’s is designed to build on the skills, knowledge and understanding that our students have already developed in Key Stage 1. Teachers provide opportunities for children to think more for themselves and develop skills in planning how they are to tackle and set out their work by focusing on independence, resilience and reﬂection, enabling opportunities for children to make decisions about their learning and to fully use their initiative. Teachers capture and hold the childrens’ imaginations through well-planned activities, lively introductions to lessons and good use of resources.

As a result, children are conﬁdent, safe and enjoy their learning in a stimulating environment. They are also encouraged to take risks in their learning and feel comfortable making mistakes throughout their learning journey.

The KS2 Curriculum is based on the National Curriculum for England, which we use to guide the study of Mathematics and English and to support the development of our cross-curricular approach for other subjects. As part of our curriculum, we offer specialist subject teaching in Portuguese, Computing, Art, Music and Physical Education. Health & Citizenship (formerly Personal, Social and Health Education – PSHE) is incorporated into curriculum time and assemblies throughout Key Stage 2.

Portuguese is compulsory for all children and is taught at all levels, f rom beginners to ﬁrst language level. In Year 6, children have the opportunity to learn German and French.

English

Children are provided with a dynamic, engaging English curriculum, enriched through a wealth of texts that enable the development of their reading, writing, spelling, and listening skills. Additionally, there is an emphasis on spelling, grammar and punctuation. We aim to build a passion for reading, equipping them with language to effectively communicate through the written and spoken word.

Mathematics

Our aim in Mathematics is for each child to achieve their potential, to attain the basic skills and concepts in Mathematics and to develop the insight to apply these skills in a variety of situations. Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy Mathematics and to see the fun and beauty in it. They are able to use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills. Children are continually developing skills in all areas of Mathematics; this helps them to see how mathematics is such an important part of everything we do

Science

We aim to develop children’s scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Pupils develop understanding of the nature, processes and scientific methods through different types of science enquiries that help them to answer scientific questions about the world around them. We teach Science using a practical, investigative approach that equips children with the scientific skills required to understand the uses and implications of science, today and for the future.

We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this. Pupils will be encouraged to ask questions, gather evidence, carry out experiments and present their ﬁndings.

Cross-curricular subjects

Topic lessons are delivered through a cross-curricular approach and incorporate other subjects, including History, Geography, Art and Design & Technology (DT). Our topics range f rom ‘ Temples, Tombs and Treasure’ in Year 3 and ‘Af rica’ in Year 4 to ‘Earth and Beyond’ in Year 5 and ‘ World War Two’ in Year 6. Children are encouraged to follow their lines of enquiry, develop their independent research skills and present their learning in various ways.

Computing and

Pupils f rom Years 3 to 6 have one Computing lesson every week in the dedicated Prep IT Laboratory led by a specialist computing teacher. The National Curriculum for Computing in England focuses on three key areas: Information Technology (IT), Digital Literacy and Computer Science. In IT, pupils learn to use various software applications and tools for creating and managing digital content. Digital Literacy emphasises responsible and safe technology use, covering aspects like online safety and personal information protection.

The Computer Science component introduces more advanced programming concepts, including loops and procedures, and develops computational thinking skills, such as abstraction and decomposition. Some of the skills taught in Computing lessons are then applied in other subjects back in the classroom on their class iPads. Parents can support their children by encouraging age-appropriate exploration, while reinforcing positive online behaviour and safety practices.

Physical Education (PE) PE lessons are taught by specialist PE teachers. There are two lessons each week which cover a wide range of sporting activities. In Years 3-5, one term is dedicated to swimming lessons which happen offsite.

Music

We believe that Music is inherently inclusive and collaborative, playing a vital role in supporting children’s physical, emotional, intellectual and social development. In Key Stage 2, our Music Programme centres on three core elements: listening, performing, and creating.

From Year 3, pupils begin to develop their musical skills through singing and playing a variety of instruments, including glockenspiels, ukuleles and percussion. They are also introduced to basic music notation.

This foundation is built upon in Year 4, where the focus shifts to developing ensemble skills and musical ﬂuency.

In Years 5 and 6, all children receive an additional music lesson each fortnight in which they learn to play a string instrument and perform together as a class orchestra. Throughout the year, every child is given the opportunity to perform, with singing remaining at the heart of our musical experience.

Portuguese

Portuguese as a First Language follows the guidelines of the Ministry of Education of Portugal, with the necessary adjustments, according to the timetable of the subject at St. Julian’s Primary School. Portuguese as a Foreign Language follows the guidelines of the Ministry of Education of Portugal and the European Framework of Reference for Foreign Languages.

Whether in Portuguese as a First Language or in Portuguese as a Foreign Language, in addition to following the current curriculum guidelines, teachers try, whenever possible, to create a parallel between the Portuguese subject and the other subjects of the English curriculum. The goal serves the purpose of establishing an articulation of knowledge and learning between the two languages, making the teaching of Portuguese more meaningful

From Year 1 onwards, the pupils are divided, according to their linguistic competence. Foreign pupils who are integrated into intermediate/advanced groups whose linguistic competence allows effective interaction in a Portuguese native language environment. They can, at any time throughout the school year, gradually transition into the Portuguese as a First Language class. This transition is always communicated to the parents.

The Bilingual Curriculum aims to create a happy, stimulating and secure learning environment within which all students can achieve their full potential, cultivate a sense of belonging and identify with the School’s values. Based on a tradition of academic success achieved by pupils with diverse abilities, we promote an intercultural learning experience which values knowledge and respect for different cultures, the foundation of mutual understanding and international-mindedness.

Portuguese

The Portuguese language is integral to all we teach. The f ramework of the Portuguese National Curriculum is used to guide planning, enhanced with an international approach and outlook. The engaging Portuguese curriculum is enriched through a wealth of texts that enable the development of reading, writing, listening, and

Mathematics

The aim in Mathematics is for each child to achieve their potential, attain skills and concepts in this subject and develop the insight to apply these skills in various situations, allowing students to see how this subject is used in real-life situations. The teaching of Mathematics aims to cultivate enjoyment and conﬁdence in the subject, ensure understanding of concepts and methods across various topics through real-world situations, develop skills to solve diverse problems, foster the ability to reason mathematically, integrate computational thinking skills and promote making connections within mathematics and with other disciplines. Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy Mathematics and see the fun and beauty in it. Students can use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills. Children are continually developing skills in all areas of Mathematics; this helps them to see how mathematics is such an important part of everything we do

English

Children are provided with a dynamic, engaging English curriculum, enriched through a wealth of texts which enables the development of their reading, writing, listening and speaking skills. Additionally, there is an emphasis on spelling, grammar and punctuation. We aim to build a passion for reading, equipping pupils with language to effectively communicate through the written and spoken word.

Estudo do Meio

A combination of History, Geography and Science, this subject is delivered through a cross-curricular and bilingual approach. Children are encouraged to follow their lines of enquiry, develop their independent research skills and present their learning in various ways.

International Time

In 3º and 4º ano, pupils have a weekly “International Time”, where they learn about all the different countries represented in the year group and their cultures. Parents are invited to share aspects of their culture and traditions. The international dimension of the School enriches the pupils’ experience and is mirrored in the curriculum visibly through interdisciplinary work. This promotes intercultural learning, depth of knowledge and enhances responsibility, creativity, autonomy, cooperation, r ction, critical thinking and respect

Information and

There is one Computing lesson a week led by a specialist teacher and class teachers have access to banks of iPads to enable them to use technology in the classroom.

Physical Education (PE)

During the two lessons a week, Primary PE specialists ensure that the children experience a wide range of activities to encourage them to develop a love of sport and exercise.

Music

The early principles of Music are taught by a Music specialist in two lessons a week, but Music also plays a daily part in the classroom and in cross-curricular topics and assemblies.

Interdisciplinary Topic

An overarching interdisciplinary topic is selected each year and students explore it in an age-appropriate and contextualised way. Students showcase their learning through exhibitions

Assemblies

One assembly is held each week where the children learn about different celebrations, and the 6Cs are embedded throughout the year

Key Stage 3 at St. Julian’s provides students with a diverse curriculum which both expands and deepens students’ understanding of the world around them. Moving f rom primary, the curriculum becomes broader and students have specialist teachers for all subjects. We want our young people to continue to develop as independent learners and thinkers through a wide range of experiences both in and out of the classroom.

Class-based subjects and lessons are complemented by practical and enriching subjects to create a holistic curriculum, which acts as a vital foundation for our students’ future learning.

The Key Stage 3 curriculum consists of consists of:

• A core of English, Portuguese, Mathematics and Science.

• History & Geography.

• One additional Modern Language: French or German, chosen by the student and their parents.

• Six practical/creative subjects: Art, Computing, Creative Arts, Design & Technology, Music and PE

• Enrichment – a cross-curricular course aimed at enhancing skillsbased learning and developing the 6Cs. Subjects covered include service, life skills and outdoor education activities which develop collaboration

• Health & Citizenship Education encourages pupils to reﬂect on their own personal, social, emotional and intellectual development

St. Julian’s Bilingual Section provides students with a diverse curriculum which both expands and deepens students’ understanding of the world around them, as they continue to learn in two languages. The curriculum becomes broader and students have specialist teachers for all subjects. We value independence, critical thinking and global citizenship through a wide range of experiences both in and out of the classroom. Class-based subjects and lessons are complemented by practical and enriching activities to create a holistic curriculum, which acts as a vital foundation for our students’ future learning.

5º and 6º ano students study the following core subjects:

In addition to these core subjects, the curriculum

7 º to 9º ano students study the following core subjects:

• Portuguese

• English

• French

• History

• Geography

• Mathematics

• Science

• Physics and Chemistry

• Art

• Design & Technology

• Physical Education

• Health and Citizenship

In addition to these core subjects, the curriculum also includes:

• Information and Communication Technology

• Extra English

• Creative Arts

• Outdoor Education / Duke of Edinburgh

At the end of 9º ano, students can proceed to a Pre-IB year and then on to the International Baccalaureate Diploma Programme.

Hours per week for each subject

–

Students take up to 10 GCSEs that are awarded by two different exam boards:

• English Language and Literature

• Science (Triple or Double Award)

• Mathematics

• An additional language (f rom Portuguese, German or French)

In addition to this core, each student is able to shape their own curriculum through optional

• Art and Design

• Business Enterprise

• Computer Science

• Design & Technology

• Drama

• Geography

• History

• ICT

• Music

• GCSE PE

All students in Years 10 & 11 also take part in a range of non-examined courses designed to enrich the curriculum and support students’ development for school and beyond:

• Physical Education

• Health & Citizenship education which encourages pupils to reﬂect on their own personal, social, emotional and intellectual development

• Enrichment – a cross-curricular course aimed at enhancing skills-based learning and developing the 6Cs. Experiences include service and the option to pursue enhanced academic study through an independent passion project. Students also have the opportunity to enter the Duke of Edinburgh's International Award.

When selecting their GCSE subjects, students in Year 9 and their parents are guided through three key processes:

1 Introductory presentations in December for Year 9 students and their parents.

2 Discussions with teachers in class about the courses available.

3 A subject options evening in January for parents and students to meet with Teachers and ask questions about the courses.

The options form should be completed and submitted before

Hours per week for each subject

Students successfully completing the Portuguese National Examinations in of 3.75 are admitted to the Pre-IB year in the English Section (Year 11). This programme is designed to support transition to the IB Diploma and learning all subjects in English. Students study for GCSEs in English, Mathematics, at least one Science, Portuguese and a bespoke range

The Components of the IB Diploma Programme:

The IB Diploma Programme (DP) has well deﬁned components that interlink to create a rigorous, interesting and broad curriculum that is unique to each student. The Diploma is underpinned by reﬂective practice that supports independent learning. The IB Core components build on the foundation of the 6Cs and are essential in developing young people who can make the most of their opportunities, form positive relationships and make a positive difference in the world.

•

• • • Six subjects must be studied concurrently:

One subject from each of the groups* (*may take two subjects from Group 1, 2, 3, or 4 instead of Group 6).

• Plus Core subjects:

Three at Higher Level.

• Theory of Knowledge (ToK): interdisciplinary course to stimulate critical thinking and reﬂection.

• Extended Essay (EE): a 4000-word minidissertation – a topic chosen by the student and supervised by a teacher.

• Creativity, Activity, Service (CAS): students engage in experiential learning to develop new or existing talents and develop social awareness.

IB Career-related Programme

The IB Career-related Programme (CP) is a two-year educational framework. It combines academic studies with a career-related focus, providing students with a pathway to further education, apprenticeships, or employment. The CP consists of three interrelated parts: academic subjects from the DP, a career-related study (CRS) and the CP core. The exact make up of the CP is unique to each student and will be carefully discussed before enrolment.

Academic Subjects

We recommend that students study at least 2 Higher Level Diploma subjects.

Career-related Study

At St. Julian’s we offer a BTEC in Business from the Pearson examination board.

The Components of the IB Career-related Programme:

Personal and Professional Skills (PPS): equips students with the transferable skills needed for their chosen career pathway, fostering adaptability and preparedness for future studies and employment

• Community Engagement: fosters social responsibility and a deeper understanding of students’ role in society

• Language and Cultural Studies: students enhance their global understanding and communication abilities, preparing them for an increasingly interconnected professional world.

• Reﬂective Project: students synthesise learning from their CRS, academic subjects, and core, using critical thinking in relation to an ethical dilemma.

Hours per week for each subject

When the CP moves into Year 13 in September 2026 the distribution of hours will be the same for both year groups.

Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work. (IBO, 2020)

Deﬁnitions

• Authenticity – a piece of work that is based on the student’s individual and original ideas where they correctly attribute sources, acknowledging the work and ideas of others.

• Academic misconduct – deliberate or inadvertent behaviour that has the potential to result in the student, or anyone else, gaining an unfair advantage. Behaviour that may disadvantage another student is also regarded as academic misconduct. It is also an act that potentially threatens the integrity of examinations and assessments that can happen before, during, or after the completion of the assessment, or the writing time of an examination.

• Plagiarism – the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgement. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism as well as work

produced by third parties such as tutors, parents or other agents.

• Collusion – supporting academic misconduct by another student, for example allowing one’s work to be copied or submitted for assessment by another

• Duplication of work – the presentation of the same work for different components.

• Misconduct during an examination – for example taking unauthorised material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate.

• Unethical behaviour – for example, the inclusion of inappropriate material in any assessment materials or breach of ethical guidelines when conducting research.

• Other behaviours – any action that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a record, disclosure of information to and receipt of information f rom candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media. (IBO, 2016)

School responsibilities

At every age, St. Julian’s School fosters an ethos of academic integrity. This is embedded in daily practice through our ten Learning Essentials and The Shaper Proﬁle which includes the importance of responsibility and citizenship.

The School will aim to ensure that:

• Teachers, students and parents have an understanding of expectations regarding academic integrity through workshops and meetings at the start of each academic year.

• Teachers, students and parents understand what constitutes academic misconduct and

• The timetable allows time to inform new teachers/remind teachers of the policy and to discuss how it applies to their subject or key stage.

• Students, teachers and the Extended Leadership Team are held accountable when involved in academic misconduct or maladministration.

Teacher responsibilities

Teachers will provide students with opportunity to practice referencing in their subjects. It is important that students are given the opportunity to practice how to research and reference in an academically honest manner.

To ensure consistency and fairness, teachers initiating a discussion about suspected misconduct with a student will avoid using judgmental language, allowing for the fact that the mistake may be unintentional.

Teachers must ensure that all written coursework assignments which are to be submitted to external bodies for assessment (for example internal assessments for the IB Diploma Programmes) are checked by plagiarism software. The results of this check are available to students. This applies to both ﬁrst drafts and ﬁnal versions. This software can also be used to check the authenticity of other classwork and homework assignments.

For coursework that will be submitted to external bodies, “ Teachers should be careful not to intervene excessively in the support provided to their students. It is acceptable to guide them on how to structure an essay (the usual: introduction, body and conclusion). However, providing a rigid step by step outline of what to write where and when, becomes a template, particularly if the work submitted by the cohort is almost identical in the structure and ﬂow of ideas ” (Academic integrity for IAs, IBO, 2020).

Student responsibilities

Students are responsible for ensuring they produce work in an academically honest way. This applies to all work including that which is submitted for assessment to awarding bodies such as the IBO, Pearson Edexcel and Cambridge Assessment

In written assignments, students must ensure that information, ideas and sources used are acknowledged in the body of the text and are fully listed in the bibliography using the recommended form of citation (see appendix). This may also apply to some oral tasks

Students should cite sources, at point of use, so that readers can ﬁnd them. It is very important that they carefully plan assignments, allowing adequate time for completion, taking good notes, recording dates, sources etc.

Students should develop the skills to evaluate sources of information and aim to

Students should always consult their teacher or the Librarian if in any doubt about what and how to cite correctly.

The general mantra for students is ‘If in doubt, cite!’

Students are also expected to know and follow the rules of acceptable behaviour in the exam room and around the time of the examination.

Students will recognise that they are ultimately responsible for their own work and that the consequences of any breaches of the standard of academic honesty will be theirs alone.

Parent responsibilities

If a student is having extra help or guidance outside of school (for example, though not limited to, private tutors, f riends, family members), parents should ensure that this help does not constitute

Procedures in the event of

To ensure consistency and fairness when mistakes are made, it is important that the School keeps central records of each situation and the consequences. While each incident may initially be treated on a case-by-case basis by the teachers themselves, or by a senior leader or panel if serious enough, this should be recorded on iSAMS by using a Flag or issuing a Learning Notiﬁcation. This will help ensure consistency and may also highlight general trends or challenges which may warrant

If suspected of a breach of academic honesty, as per the Behaviour Policy, students will be given the opportunity to explain how they produced the work. The meeting between the student and teacher may also include the Head of Department, form tutor or Head of Year Students can request the presence of their form tutor or another teacher. In such a meeting the severity of the situation will be explained, the particular misconduct discussed and strategies offered for how this can be avoided in the future. In some situations, the meeting may involve the appropriate Deputy Principal and/or the Secondary Principal or Head.

Each incident will be treated on a case-by-case basis and viewed in conjunction with the Behaviour Policy Consequences and actions can be one or more of the following:

• The work may need to be redone. This may need to be done under supervision in school. The new work will be checked and whether feedback will be given on the work will be determined on a case-bycase basis.

• The Parents of the student may be called to a meeting to explain the situation, sanctions given and the consequences.

• The work (or the plagiarised section of the work) may receive a mark

• The work may not be submitted to external bodies such as the IBO.

• External bodies such as IBO may be informed of the breach. If they investigate an alleged breach of rules a student’s intent cannot be taken into account; they can only evaluate the evidence.

• The student might be internally suspended, externally suspended or possibly permanently excluded.

Recommended form of citation

The School will default to APA (American Psychological Association) referencing in all subjects to support consistency in approach and make referencing simpler for students.

referencing being carried out correctly

The APA system:

APA

Or go to apastyle. apa.org/stylegrammarguidelines/ references/ examples.

• Provides simple in-text citation.

• Is very similar to Havard, which is the most common in UK universities.

• Is available as a tool in Google Docs to simplify the process of referencing for students.

Effective citing and referencing

This guide provides useful examples and deﬁnitions, as well as a documentation checklist. Please note that this IBO publication is intended for

Artiﬁcial Intelligence (AI) software

The use of AI software is not banned as this is an ineffective way to deal with innovation. However, the use of AI tools should be in line with our academic integrity policy.

Opportunities created by AI tools reinforce that academic integrity is an ethical choice that students must make. In this sense transparency is the key, and we expect students to give full credit to any source/material that they have used when writing and creating their own work

How do students reference AI?

In any type of work where an external source has been used, a citation must be included at the point of use. The inclusion of a reference at the end of the paper is not enough. The citation in a text should link to a full reference in

If students are using ChatGPT responses as a primary source (e.g., studying the abilities of AI language models), students should cite it for this purpose, just as they would any piece of evidence.

If students use ChatGPT to help them

questions or create an outline), they should cite it

When citing, the prompt used to generate AI feedback should be given and the owner of the AI credited for the response.

For example (McAdoo, 2023):

When prompted with “Is the left brain right brain divide real or a metaphor? ” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialised, “the notation that people can be characterised as ‘left-brained’ or ‘ right-brained’ is considered to be an oversimpliﬁcation and a popular myth” (OpenAI, 2023).

Reference: OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https: //chat openai com/chat

Students should not cite ChatGPT considered a credible source for use

Works cited

IBO Academic Integrity. Updated 2020 Academic integrity – International Baccalaureate Organization(UK) Ltd, https: //www.ibo.org/ contentassets/76d2b6d4731f44ff800d0d06d371a892/ academic-integrity-policy-english.pdf Accessed February 2022.

IBO. General regulations: Diploma Programme. 2016

General regulations: Diploma Programme, https: // www.ibo org/globalassets/new-structure/become-anib-school/pdfs/general-regulations-diplomaprogramme-en.pdf

IBO. General Regulations: Diploma Programme. International Baccalaureate Organization, https: // fdocuments.in/document/general-regulationsdiploma-programme.html.

McAdoo, T. (2023, April 7). How to cite ChatGPT. APA Style. Retrieved January 30, 2024, f rom https: // apastyle apa org/blog/how-to-cite-chatgpt

Other resources

Academic honesty in the IB educational Context International Baccalaureate Organization (UK) Ltd, 2014, updated 2016. https: //drive google com/ ﬁle/d/ 1RsmsdETvRLmF6IUtTd-NV3rPD8ETLGB8/view

Posters:

Are you completing your IB assignments honestly ? IBO, 2012. https: //p10cdn4static.sharpschool.com/ UserFiles/Servers/Server 19402919/File/IB%20 Academics/Policies/Academic_honesty ﬂyer.pdf

Ten tips for acting with integrity IBO 2022. https: // drive google com/ ﬁle/d/ 1R 2AwBL0RP1JmEB2UrGCf-NQpeyuL4ho/view https: //ibo org/globalassets/new-structure/ digital-toolkit/pdfs/academic-integrity-poster-en.pdf

This policy also applies to students during school trips, residential visits and extra-curricular activities. Teachers will give clear guidance on the appropriate use of mobile devices whilst on all visits.

Mobile Devices

Students are not permitted to use mobile devices on the Schools grounds. If a student brings a device:

• Power off the device before entering School grounds.

Students and their Parents must read and understand this policy so as to ensure that mobile devices are used appropriately and responsibly

Or read at stjulians com/ our-school/policies.

• Store the device in their locker (preferred) or school bag. Students cannot carry devices on their person throughout the day

• Mobile phones can not be used at all on the School grounds

• Students in Years 7 to 9 and 5º to 8º Ano cannot use their School iPads (or similar devices) during breaks or lunchtime.

Exceptions

• School-issued iPads and Bring Your Own Device (BYOD Years 10 to 13 and 9º Ano) devices are allowed

• Students in Year 10 and 9º Ano upwards can use laptops during break and lunch times.

Contacting Home

• School-parent communication (e g. arranging early departure) must occur through the respective

• If a student becomes ill, they must see one of the School Nurses at break he Surgery will contact parents to determine if the student needs to go home.

• Parents can contact their child through the sch ce, which will relay the message.

• The School encourages limiting student-parent contact to

Primary Section

Pre-Prep and Prep Schools primary@stjulians.com

+351 21 458 5361

Secondary Section

secondary@stjulians.com

+351 21 458 5300 Bilingual Section bilingual@stjulians.com

+351 21 458 5390 Main School Line

+351 21 458 5300

Mobile Device Safety

The School is not responsible for lost, stolen, or damaged mobile devices on School grounds, travel to or f rom school or on trips. Device safety and security are the sole responsibility of students and parents.

Students are strongly advised to use appropriate security measures to prevent unauthorised device use.

Inappropriate Mobile Device Use

The following actions constitute unacceptable mobile device use and will result in sanctions:

• Using the device inappropriately as outlined above.

• Recording videos, audio, or taking pictures of staff or students

• Using text, email, multimedia, or phone applications for bullying or harassment of other students (during or outside school hours).

• Downloading, viewing, or distributing inappropriate material. Conﬁscation and potential contact with parents, or relevant authorities may occur if a breach is suspected.

Sanctions

If a phone is seen or used at School:

the teacher.

The device will be labelled with the student's name and stored with the relevant sectional secretaries.

The student's name will be logged in for tracking purposes.

A parent will need to collect the phone from the relevant sectional receive a Thursday after-school detention.

A repeated offence will result in an internal suspension and parents will be invited in for a meeting.

• Persistent breaches will be regarded as at least a High-Level incident as per the Behaviour Policy and a ban on bringing a mobile device to school may be implemented for a period of time.

• The School reserves the right to request students to present their devices for ver

Behaviour Policy Or go to stjulians. com/our-school/ policies.

We are proud of our traditional house system at St. Julian's School. It aims to foster a sense of community, belonging, sportsmanship and competitiveness. Students from the same House are encouraged to work together across year groups and School sections. Tutor groups in Years 7 to 9 are in Houses.

All students and staff are assigned to one of four Houses, Bucknall, Franklin, Etherington-Smith (E.S.) or Russell. The Houses are named after some of the Founders of the School and the British Ambassador at the time of

Mr Etherington-Smith Th rst Chairman of School (1932–1944)

Mrs Douglas Bucknall OBE Governor of the School & Life Patron (1932–1950)

Mrs Franklin CBE Secretary of the Parents’ National Education Union (PNEU)

In 1932, Mrs Bucknall, who had been connected to the Parents’ National Education Union (PNEU), took th rst steps towards the creation of an English-speaking School. Mrs Bucknall’s vision and perseverance were behind the many initiatives that led to the creation of St. Julian’s. With great determination, she organised meetings with the British community and contacted the PNEU for assistance and advice. Serendipitously, Mrs Franklin, a committee member of the PNEU was coming to Portugal on a short visit that year, during which she would be giving lectures on the aims of the PNEU. Mrs Franklin’s assistance proved to be invaluable in setting up the innovative pedagogy espoused by the

Sir Claud Russell KCMG

British Ambassador and First Honorary Chairman of the Board of St. Julian’s School (1932–1959)

A committee was formed to examine the legal an ncial aspects of founding a school and t nd suitable premises. Mr Etherington-Smith, Mrs Bucknall, and others were elected to this committee. As th rst Chairman of the Board, Mr EtheringtonSmith successfully guided the School until he departed for England in 1944.

The committee inspected several properties aiming t nd a suitable building. At the time, there was a serious outbreak of typhoid fever in Carcavelos, and the Founders feared that some of the properties being inspected could be contaminated.

In th rst decades of the 20th century, Carcavelos was home to one of the stations of the Eastern Telegraph Company (ETC), the largest communications cable company in the world. Underwater cables were the links of that era’ rst information highway The cable installed in Carcavelos connected Europe to Af rica. Its maintenance and operation required the services of specialised workers. A large group came f rom the UK and settled in the region. Major Montgomery, Manager of the ETC at Quinta Nova, generously offered a part of its facilities for the establishment of the School.

The support and recommendations provided by the British Ambassador, , were of great importance during this period. In his role as Honorary Chairman, he was present at the St. Julian’s inaugural party, which was held on 24 November 1932. This date is now celebrated every year as Founders’ Day

Staff House Leaders

Staff House Leaders and Student support the organisation and running

including the Food Bank, sponsored walk and dance, PE Celebration of Learning, Lawson House Plays, the Talent Show and many more fantastic community celebrations.

When a child joins St. Julian’s, they are given a T-shirt in their house colour to wear at every special house event. For any replacement T-shirt, the cost is €15. Please contact your section secretary if you need

Primary Section

Currently vacant

Franklin House Leader f ranklin@stjulians com

Mrs Maria Aleixo

Etherington-Smith House Leader es@stjulians.com

Miss Charlotte Mills

Bucknall House Leader bucknall@stjulians.com

Miss Stephanie Heath

Russell House Leader russell@stjulians com

Secondary Section

Mr Stephen Jones

Whole School House Coordinator & Franklin House Leader f ranklin@stjulians com

Mrs Roo Burridge

Etherington-Smith House Leader es@stjulians.com

Ms Jennie Cottam

Bucknall House Leader bucknall@stjulians.com

Ms Maria Pinto

Russell House Leader russell@stjulians.com

Punctuality

Being late for sch impact on learning. Students must be in class for the start of the day at 8.20 or 8 30 if they are in the Pre-Prep (Nursery & Reception). Students arriving late can be particularly detrimental to the ‘ ow’ of a lesson and a positive start to the school day

In the Pre-Prep School, pupils arriving after 8.30 should go directly to the Secretar ce to register late.

In the Prep School, pupils arriving after 8 20 should go directly to the Secretaries ce to register late.

In the Bilingual Section, pupils arriving after 8.20 go directly to their classroom. Teachers communicate any

In the Secondary Section, any student who is not in Tutor Time by 8.20 will be marked as late and will be required to attend a Break Time Detention.

Students arriving in school after Tutor Time has ended must register their arrival with the Secondary Secretaries.

If there is an acceptable reason for being late, parents should contact the Secondary Secretary before 9am secondary@stjulians.com or +351 21 458 5300. Students are given a Late Slip by their form tutor, or, if they arrive after tutor time has ended, by the section secretary, and they will receive an email to remind them that they will have a Break Time Detention. Parents are also emailed. Failure to attend this detention will mean that a student is automatically placed in a half-hour Lunchtime Detention on Friday

Attendance

It is the responsibility of parents to ensure that their child attends school. Any absence f rom school must be reported in writing to the relevant section secretary:

• Pre-Prep and Prep Schools primary@stjulians.com

• Secondary Section secondary@stjulians.com

• Bilingual Section bilingual@stjulians.com

Type of absences and expectations Absence for any of the following reasons will be consider

• Illness: If a student is absent due to illness, parents must inform the school in writing. Any medical absence of more than three days requires a medical cer te and in the case of contagious diseases, on their return to school, a letter f rom the doctor stating that the c to return.

• If a student has a chronic or recurrent long-term illness affecting attendance, parents should contact the school surgery so that a care plan can be drawn up, to include provision for any likely absence f rom school.

• Outpatient treatment: This may be due to illness or disability, which cannot be carried out outside the period of teaching activities and should be c rmed in writing by a medical professional.

• Prophylactic isolation: This may occur when a person who lives with the student is diagnosed with an infectious disease. Absences for this reason must be certiﬁed through a declaration f rom the health authority

• Death of a family member: Parents are asked to liaise with speciﬁc circumstances will vary

• Birth of a sibling: Absence is authorised for the day of the immediately following.

• Religious observance: This covers acts of religious observance that cannot be carried out outside of the school day. The School should be notiﬁed in writing in advance.

• Participation in speciﬁc cul tural or sporting activities: This must be discussed and conﬁrmed in advance with the school.

There are some additional rare circumstances where an absence circumstances should be discussed In accordance with Portuguese law:

• Students in the 1 º Ciclo, or up to absences of more than 10 days per school year.

• Students f rom 2.º Ciclo/ Year 6 upwards must not have unjustiﬁed absences of more than double the number of weekly teaching hours for a subject

When a student’s attendance falls below this limit, parents will be invited to the School to jointly agree on a solution to address the attendance concern. In cases where a solution cannot be agreed, it may be necessary to involve external agencies.

Communicating absence

To ensure the safety and wellbeing of our students, the School will contact parents if their child is absent in the morning without prior communication. Our staff will attempt to contact parents ﬁrst by telephone. If we are unable to reach you by phone, an email will be sent to notify you of your

To help expedite this process, we secretaries of absences ahead of time and give a reason for the absence

information on to the class teachers

If a child has to miss school, parents must contact the section secretaries and the class teacher/form tutor.

Trips

Primary

All children in the Primary Section attend school trips throughout the year

The trips are linked with the curriculum and topics they happen to be studying at the time.

Trips are arranged every term, with the exception of Pre-Prep School who may only go on two trips.

In addition to year group outings, Years 4 and 5 will visit places of interest and discuss topics related to the Portuguese Language Department.

At the end of the academic year, Year 6 and 5º ano have a three-day residential trip to Quinta da Broeira in Cartaxo to mark and celebrate their time in the Prep School.

Parents are invited to accompany on trips, where needed and will be required to read and sign this document:

At the start of each year, parents will receive a Parental Consent form via email. Once signed, this gives the school authorisation to take the children on outings for the rest of the year Parents will receive information in regards to the outings beforehand. Trip information can also be found on the school academic calendar and on the SJS Portal.

The School pays for all Primary Section outings except the Year 6/5º ano residential. A picnic style lunch is provided for children who normally eat a school lunch.

Secondary Day and residential trips are an

When students look back on their time at School, it is often trips such as a Duke tournament or an ISTA Festival that stand out as memorable experiences. They ar value in enhancing curriculum learning, but also as opportunities to develop relationships and character. St. Julian’s has a wide range of opportunities for students to learn beyond the classroom.

There will be off-site opportunities for students in each year group with a ran rips and visits.

The year will begin with residential camps for Years 8/7º to 10/9º ano and Year 12, along with a Year 11 Duke of Edinburgh Expedition to the Alentejo. Year 7/6º ano will have activities in the Lisbon area, whilst the remaining Year 11 and Year 13 students will have activities in school.

At the end of the year students in Years 7 to 9 will have the opportunity to take part in service learning trips. Year 10 students will be part of our Academic Internship Programme and will spend three days in a business setting experiencing the world of work.

The cost of day trips that are part of the Secondary curriculum is covered by the school. If it is expected that all students attend a residential, for example, a whole year group camp, the cost might be split between the School and parents (for f ncial hardship, the school will support the cost of these trips). The cost of trips and visits that are outside of the normal curriculum, for example, Duke of Edinburgh, Model United Nations (MUN), ISTA Festival or sports tournaments, will be covered by families

Year Group Platform Description

Nursery Seesaw In Primary, learning experiences are shared between school and home via Seesaw. The children are encouraged to become increasingly independent in reﬂecting on their learning through the use of Seesaw

1º ano to

Year 5 to Google Classroom

Google Classroom has a built-in “ To Do” list

Assignments will also show up on the students’ Google Calendar, giving them a clear picture of

They can also use Google Tasks to create to-do lists that can be synced to their Google Calendar.

Year 12 Managebac Students studying for IB use Managebac

reﬂections for ToK, CAS, Extended Essay and their subjects.

5º ano to

Year 7 to SJS Portal App

The SJS Portal is a one-stop shop for your child at School. Through the portal, they can access their:

Schedule: See their class timetable, including teachers and groups.

Grades & Reports: View their report cards, assessments, and exam information (including timetables and results).

Attendance: Track their attendance and punctuality record.

Behaviour: See their conduct record, including any rewards or detentions.

School Information: Stay informed about School news, events, and activities. This is a great way for your child to take ownership

Guardian Summaries

In Secondary, we also have “Guardian Summaries” set up for parents linked to each Google Classroom. These summaries provide an overview of the work being set and the due dates for assignments, homework, and assessments. Parents can also see work that has not yet been submitted.

More info here:

Or go to sites google com/ stjulians.com/ technology-at-sjs and select Parent Platforms then Google Classroom.

At St. Julian’s we use externally standardised assessments to help benchmark the attainment and progress of our students. This helps to ensure that we have an accurate picture of the progress being made by each child and that we can provide the best interventions to ensure positive outcomes for every student.

• GL CAT4 – cognitive ability test conduct year groups. Results and an explanation will be shared with parents.

• GL New Group Tests – tests that measure attainment in mathematics, reading comphrension and spelling tests

• GL PASS survey – a measure of student attitudes to school and themselves Information is not shared with parents or students to preserve the integrity of the survey, as students may want to change answers to “ improve” results.

CAT4

PASS Survey

PIRA Reading

White Rose Maths

Progress Test in Maths

Progress Test in Science

New Group Reading Test

New Group Maths Test

• GL New Group Maths Test – a test of mathematical skills and year groups.

• GL Progress Tests – an externally standardised measure of attainment done for Mathematics and Science

• PIRA Tests – an externally standardised measure of attainment in English (used in primary).

• White Rose Maths – a curriculum programme and an externally standardised measure of attainment in Mathematics (used in primary).

Year Groups When

Year 4

Year 6

Year 8

Year 10 + 9º ano

Year 12 (or on admission for new students)

Years 1 to 13 1º to 9º ano

Years 3 to 6

Years 1 to 6

Years 7 to 10

Years 4 to 6

Years 7 to 9

Year 2 to 6

Autumn Term

Once in each term

Autumn Term and Spring Term

Spring Term

Autumn Term and Spring Term

Diagnóstico da Fluência Leitora 2º ano Summer Term

4º and 6º ano Summer Term

In KS3 each tutor group has two House Reps, a Tech Rep and Buddies which are all selected via an application process.

The House System, which supports students to work collaboratively across different year groups and sections of the school, offers the opportunity for students in 4º ano/ Year 5 and above to become House Captains, representing Bucknall, Etheringston-Smith, Franklin, or Russell with pride.

House Captains support the organisation and running of several House and school events, including the Food Bank, sponsored walk and dance, PE Celebration of Learning, Lawson House Plays, the Talent Show and many more fantastic community celebrations.

There is a rigorous selection process for House Captaincy, with students required to show thorough commitment to the 6Cs and the skills necessary to be successful role models for their peers.

Students in 4º ano/ Year 5 can also volunteer as Student Monitors. These roles encourage students to develop their leadership sk rea linked to their interests and the needs of the community. Student Monitor teams include the Eco Monitors, Library Monitors, Playground Monitors, Lunchroom Monitors, Book Monitors, Digital Monitors and Lost Property Monitors All students are encouraged to apply, and each student is assigned a role for one term within that academic year

Students f rom 9º ano are also selected to become prefects and monitors, with

younger students and collaboration in school life.

In Year 12, students have the opportunity to become Student Ambassadors (Prefects) or House Captains. Following a rigorious selection process involving interviews and group tasks, teams of Student Ambassadors and House Captains are chosen. Those who excel are invited to interview to become Senior Ambassadors (Head Boy & Head Girl and their deputies).

The Student Ambassadors meet regularly and run sub-committees, many involving younger students who have become Student Representatives –junior student leaders. This year, the achievements of these sub-committees have included promoting environmental sustainability, coordinating student knowledge of clubs and Wider Life activities, and running the Student Council, where Form Captains and Student Ambassadors come together to share ideas and further the ideas discussed in the sub-committees, in a General Assembly that is attended by the Head and members of the Secondary Leadership Team.

The Student Council is led by Student Representatives and is composed of students f rom all year groups who are selected on an annual basis.

The School also runs a successful Peer Mentoring programme, with students in Year 12 providing support and guidance to younger peers.

For further information about student leadership opportunities in school, please contact Mr Mark Hooper, Director of Enrichment: mhooper@stjulians.com.

School Uniform

• Promotes a sense of pride in the school.

• Creates a feeling of belonging.

• Is practical and distinctive.

• Identiﬁes students within the school.

• Makes students feel equal in terms of appearance.

• Reﬂects the sense of community that the school takes pride in.

• Is in keeping with a purposeful learning ethos.

• Should be appropriate for the season of year (a winter and summer uniform are in place).

Uniform Policy

Or go to stjulians. com/our-school/ policies

General

requirements

Uniform requirements should be always followed, including at break and lunchtime (unless there is an active game on the pitches or the tennis courts). The requirements are as follows:

• Shirts should be tucked in.

• Coloured T-shirts or T-shirts with logos should not be visible under the school shirt.

• Skirts and shorts should be worn mid thigh length and lower.

• Hair that is shoulder length or longer must be off the face. Hair should be of natural colour Long hair needs to be able to be tied back for practical work. In the Primary Section, long hair needs to be always tied back.

• For Winter Uniform, ties must be worn to the neck with the top button done up

• Jewellery should be discrete – a single plain stud/small ring in each ear, and

ano and up, rings and bracelets should be kept to a minimum.

School Uniform

• Piercings may need to be removed for sport or other activities.

• Make-up should not be obvious and nail varnish should only be clear.

• In cold weather, students can wear a pullover or ﬂeece over the top of the shirt. Girls can wear grey or black tights under their skirts. A winter jacket of the student’s choice is allowable to and f rom home.

• PE kit to be in a suitable bag.

• All articles must be identiﬁed with the student’s name.

For Year 6 and 5º ano uniform requirement see Secondary (page 72).

In Nursery and Reception, please provide a spare change of clothes to be kept in your child’s cubby – these do not have to be school uniform.

• Hats: On hot sunny days it is essential that children wear hats, and children without hats will need to stay in the shade. Hats are left at school f rom Monday to Friday and should be taken home to be washed over the weekend. On sunny days, please apply sunscreen before school. Hats must have the school logo.

•

• Shoes: Please make sure your child has shoes that they can fasten independently. Shoes with Velcro fastenings are recommended for younger children. For Nursery and Reception children, please send in a pair of Wellies to keep in school for wet play

Coats: In the winter please send your child to school with a warm coat, every day. The weather can

Students should wear PE kits to school on PE days, there is no need to bring school clothes on these days. Please look at the timetable to know what days children have PE.

Reading bags are provided by

Primary Summer Uniform Worn from after the Easter Holidays

Girls . . . .

Green and white striped cotton dress.

Optional: Dark green cardigan with school logo.

Short, plain green, grey or white socks.

Black or brown shoes (no sandals).

Boys Grey shorts.

Optional: Dark green sleeveless or long-sleeved V-neck pullover with school logo.

White short-sleeved polo shirt with school logo.

Short, plain green, grey or white socks.

Black or brown shoes (no sandals).

Primary Winter Uniform Worn f rom the Autumn Half-Term Break until the Easter Holidays

Girls

Grey pinafore dress, grey skirt or grey trousers.

White long-sleeved polo shirt with school logo.

Dark green V-neck pullover or dark green cardigan with school logo

. Optional: Green St. Julian’s ﬂeece jacket.

White, green, or grey socks or tights

Black or brown shoes (no boots).

Wet weather uniform for Pre-Prep.

Boys Grey shorts or grey trousers.

White long-sleeved polo shirt with school logo.

Dark green V-neck pullover with school logo.

Optional: Green St. Julian’s ﬂeece jacket.

White, green, or grey socks.

Black or brown shoes (no boots).

Wet weather uniform for Pre-Prep.

School Uniform

Primary PE

White T-shirt (with or without school logo).

Black shorts (shorts must be of a reasonable length and should certainly not be at the top of the leg).

Long black leggings or tracksuit.

White socks.

Black or white trainers.

For sports events, Years 5 and 6 pupils training and competing in representing the School are asked to purchase their own sports team kit for volleyball, basketball and football.

For more information, please contact the PE Faculty, Mr Phil Hughes phughes@stjulians.com.

House t-shirt for School House Events

• Blue – Etherington-Smith

• Green – Bucknall

• Yellow – Russell

• Red – Franklin

Forest School Clothing

We appreciate your effort in preparing your child for Forest School. Proper clothing is essential for their safety and enjoyment.

It's always colder in the shaded woods, so layering is key. Regardless of the season or weather, your child must wear wellies or waterproof walking boots and waterproof trousers. This protects them from wet and mud, as well as scratches and insect bites.

Children without appropriate waterproof clothing will not be able to participate. Please remember that outdoor play often means bringing some mud home!

During the times your child has Forest School sessions, we have the following recommendations:

ALL year-round:

• Wellies or waterproof walking boots.

• Waterproof trousers.

Autumn/ Winter

• Waterproof Jacket.

• Fleece or extra layer.

Spring/Summer Additions

• Cap or sunhat.

• Long trousers or waterproof trousers.

Swimming

Girls: One-piece swimming costume (no bikinis).

Boys: Plain dark "Lycra" trunks/shorts (no Bermudas or long sports shorts).

All students: Swimming cap, goggles, ﬂip-ﬂops, a towel and a plastic bag for wet items.

School Uniform

Girls

• Grey pleated or straight mid-thigh (no leggins or shorts).

• White shirt.

• Dark green V-neck pullover or cardigan with the school badge.

• School tie (should only be worn as part of the Winter Uniform, after the Autumn Half-term Break to the Easter Holidays. The tie should not be worn as part of the Summer Uniform).

• Green St Julian’ ce jacket (optional)

• Green or grey socks or tights.

• Black or brown polishable leather formal school shoes (no boots, suede shoes or any trainer/skate style footwear).

Boys

• Grey shorts or grey trousers.

• White shirt.

• Dark green V-neck pullover with the school badge.

• School tie (should only be worn as part of the Winter Uniform, after the Autumn Half-term Break to the Easter Holidays. The tie should not be worn as part of the Summer Uniform).

• Green St Julian’ ce jacket (optional)

• Green or grey socks.

• Black or brown polishable leather formal school shoes (no boots, suede shoes or any trainer/skate style footwear.)

Outdoor clothing: Anorak or coat may be worn to school and between lessons, but not in the classroom. Jackets and overcoats should be removed in class, along with hats and scarves.

Secondary PE

• St. Julian’s branded white PE T-shirt (plain white T-shirt is also acceptable, not house T-shirts).

• Plain black shorts or plain black tracksuit bottoms (shorts must be of a reasonable length and should certainly not be at the top of the leg).

• St. Julian’s branded jumper, St. Julian’s branded sports jacket or St. Julian’s bran ce (not house jumper or T-shirt).

• White socks.

• Trainers or when outside on the Astroturf or grass pitches, boots with plastic studs can be used. If wearing skin pads, long green socks should be worn.

• Students should wear PE kits to school on PE days, there is no need to bring school clothes on these days. Please look at the timetable to know what days children have PE

House T-shirt for School House Events

• Blue – Etherington-Smith

• Green – Bucknall

• Yellow – Russell

• Red – Franklin

Sports Teams

All students taking part in after-school Sports Teams (between Division 5 and Varsity) must have their own personalised training and match kits. For more information, please contact the PE Faculty, Mr Phil Hughes phughes@stjulians.com.

Creative Arts Kit

For this year, the timetable has been arranged so that most of the Creative Arts (CA) lessons will take place on the same day as Physical Education (PE). Students should come to School wearing their PE kits. For the few classes where CA lessons are not on the same day, the students must come to School in their normal School Uniform and then change at the start of the CA lesson in the PE Changing Rooms.

The purpose of wearing PE kit in CA lessons to is allow the students to move freely and comfortably in a variety of spaces, including outdoor and for explorative and performance work.

Enrichment Kit

Depending on the activity, students will need to bring in appropriate kit, e g. sportswear for yoga or sturdy shoes and old clothing for tree planting. Students will be expected to change at the start of the lessons and should come to School in their normal School Uniform.

For day-to-day use, students can

students dress for a professional

Students in Years 12 and 13 set an example to the younger students in school, so we ask that students consider this. Clothes should be comfortable and appropriate for a learning and

Students should wear clothes that they would be happy to wear in a workplace, rather than dressing for the beach or a weekend. Please make choices that are respectful of the school environment and our guiding statements, including the Shaper Pr

• Jeans, trousers or cut offs may be worn provided they are not torn, ripped or in a poor condition.

• Blouses, shirts or T-shirts should not have offensive writing.

• Midriffs should be covered at all times

• Footwear: shoes, trainers, or sensible sandals (n

• Clothing must be in

• Hats, head sweatbands and sunglasses should not be worn indoors.

• Ostentatious body/face piercing is not acceptable.

• Shaved heads or coloured/dyed hair (of a non-natural colour) are not permitted.

School Uniform

Formal Wear “IB Uniform”

The IB Uniform for formal occasions, including lectures in school, ofﬁcial school

• The St. Julian’s School Year 12 and 13 Tie

• A navy-blue blazer (not black).

• A white shirt or blouse (if a T-shirt

• Dark (grey or blue) skirt or trousers.

• Black/brown polishable leather shoes (not boots or trainers).

Togs Uniformes

Dutil Child

www.dutilchild.com dutilchild@gmail com

Lisbon Store

Rua Guilhermina Suggia 8, 1700-339 Lisboa

+351 917 793 999

Opening hours: Monday to Friday 10am to 4pm

Carcavelos Store

Loja Chinha, Riviera Center, Rua Bartolomeu Dias, 2775-551 Carcavelos

+ 351 214 582 680/+351 964 792 516

Opening hours: daily 10am to 10pm

Dutil Child have a stall outside the West Gate (Primary Section entrance) every Thursday during term time, f rom 3 to 5 pm

www togsuniformes com togs@togsuniformes.com

Rua dos Cheinhos 118, 2645-106

Alcabideche, 2645-106 +351 214 837 187 WhatsApp: +351 912 475 689

Opening hours: Monday to Friday 10am to 6.30pm; Saturday 10am to 1pm

Togs Uniformes have a stall outside the West Gate (Primary Section entrance) every Tuesday during term time, f rom

El Corte Inglés

www.elcorteingles.pt

Av. António Augusto Aguiar 31, 1069-413 Lisboa +351 213 711 700

Opening hours: Monday to Thursday f rom 10am to 10pm Fridays, Saturdays f rom 10am to 11 30pm Sunday 10am to 8pm

Uniform items with the school badge are not available. Located in the Secondary Playground. Opening hours: every Friday during term time, f rom 8 40 to 10am

Our parent guide to technology website contains details for all information parents need to know:

Or go to sites.google.com/ stjulians.com/ technology-at-sjs

Device Allocation

St. Julian’s provides students with the most suitable technology for their learning stage. Younger years utilise shared iPads, fostering collaboration and creativity From Year 10 (9º) onwards, students transition to a Bring Your Own Device (BYOD) programme, promoting personal responsibility

Details of each year group can be seen on the website by going to sites. google.com/ stjulians.com/ technology-at-sjs and selecting Digital Learning at SJS and then Digital Learning.

Parent Platforms

We offer a suite of high-quality parent platforms, including a user-f riendly SJS portal , a parent evening system that allows video conferencing, vibrant parent community platforms, and access to resources and booking for our Wider Life Programmes. Additionally, we provide guides to our main learning platforms like Seesaw and Google Classroom, empowering you to gain insights into your child’s academic journey

Or go to sites google com/ stjulians.com/ technology-at-sjs

eSafety

St. Julian’s School prioritises student safety in the digital world. We offer year-round parent workshops and webinars designed to equip you with the knowledge to support your child’s responsible use of technology. Our website also provides a wealth of resources and links to empower your digital parenting journey, such as our guides to parental controls and

Parental

Controls Guide

Please visit sites. google.com/stjulians. com/technology-atsjs and use the drop down menu eSafety

Acceptable Use Policies (AUPs)

Our AUPs clear ne safe and responsible technology use for students on school-provided devices. These policies ensure all technology is used appropriately and exclusively for educational purposes within the school environment

AUPs

Please visit sites. google.com/ stjulians com/ technology-at-sjs and use the drop down menu Acceptable Use Policies.

Schoolwide Technology

Social Media Guide

St. Julian’s boasts a seamless, schoolwide Wi-Fi network, granting students and teachers access to the internet This access is made safe with robust intern lters. Th lters operate on our school-provided iPads in Years 7/5º to 9/8ºano, whether they are in school or at home. Every classroom is equipped with interactive panels, fostering a dynamic learning environment Additionally, digital signage throughout the school keeps our community informed

Support

Planning for the needs of a diverse range of students is an integrated aspect of the school’s approach to teaching and learning, and the central role of the Learning Support Team is to work collaboratively with teachers to ensure that the environment is appropriately adapted to meet the needs of all students in the classroom.

To ensure continuity of classroom instruction, students will only be withdrawn for targeted interventions when there is a clear and documented need for individualised support that cannot be effectively delivered within the regular classroom setting. Any intervention will take place for a set time period with ﬁxed aims and expected outcomes. It is important to note that learning support intervention is an integral part of the

How are students with learning support needs identiﬁed?

Students with additional needs may be identiﬁed through the following routes:

• At the point of admission

This includes information shared with the school through the initial application form, or in discussions between the school, the student, and their family. When a student transfers f rom another school, the St. Julian’s Learning Support Team will liaise with the Learning Support Team f rom the previous school to conﬁrm details of the students’ needs and the support they have had in place in the past. When a student transfers between different sections of St Julian’s School, this information is automatically transferred so that the student experiences continuity of provision.

• Baseline assessments

All students undergo baseline testing using cognitive ability tests at regular intervals. These assessments are well established in UK and international schools. They provide standardised and UK-normed scores for a range of skills (e g. vocabulary, non-verbal skills, and maths). The tests may identify areas of need that warrant further investigation. In such cases, the School will contact parents/guardians to discuss

Support

• Referral f rom a member of teaching staff

Members of teaching staff develop a good understanding of students’ learning proﬁles through their day-to-day teaching and, therefore, are well-placed to identify how a student’s needs may manifest in the classroom. A teacher or other staff member may pass their observations to the Learning Support Team for further investigation. Where this happens, the School will contact Parents/Guardians to discuss the

• Referral f rom a parent/guardian

Parents/guardians may contact their child’s class teacher or form tutor to ask for advice if they have concerns about the learning or progress of their child. This staff member will liaise with the Learning Support Team to determine what action needs to be taken.

• Self-referral

Students may get in touch with the Learning Support Team to discuss

After receiving a referral, a member of the Learning Support Team conducts an initial review, including consideration of whether further

Specialist Assessment of Need

In cases where a student exhibits signs of a learning need that has not been previously identiﬁed, parents/guardians will be invited to discuss next steps, including potential assessment pathways. At this point, the School may request consent for additional specialist assessment to determine the nature

reasonable adjustments might be appropriate to meet those needs

The School’s Learning Support Team has the capacity to conduct some specialist assessments in house. This is part of the school’s standard offer and does not incur additional costs for parents/guardians.

Sometimes, a more detailed assessment f rom an external professional is required. In such cases, parents will be asked to commission an assessment by an external educational psychologist and/ or other professional. This is not included in the school’s standard offer and is paid for by parents/guardians. External assessments must be conducted in consultation with the school and assessments conducted without the involvement of the school may not be accepted. This is particularly important in cases where students may be eligible for examination access arrangements. Parents/guardians should refer to the External Specialist Assessment Policy for further details.

Examination Access Arrangements

Students with special educational arrangements. These are adjustments made by examination bodies to ensure that students with specific needs examinations without being at a substantial disadvantage in comparison to someone who does not have a profile of SEND. It is important to note that, for international qualifications, a diagnosis of a disability or special educational need does not confer automatic entitlement to access arrangements, and schools must apply for access arrangements on a case-by-case basis to the qualification awarding body Parents/guardians must refer to the External Specialist Assessment Policy

For further information, please contact:

• Primary Section: Ms Ceri Grünewald-Davies, Head of Learning Support cdavies@stjulians.com

• Secondary Section: Mr Ross Hobart, Head of Learning Support rhobart@stjulians.com

• Bilingual Section: Ms Luísa Gomes, Coordenadora 1º Ciclo & Educação Especial lgomes@stjulians.com

To access these policies go to stjulians.com/our-school/policies

Development

All students’ language pr re collected during the admissions process. In the Primary Section, where English is the main language of instruction, students’ English language pr ncy is tracked on the NASSEA EAL (English as an Additional Language) Assessment f ramework Additional English language support is recommended for students on Steps 1-4 of the NASSEA f ramework. This typically involves the creation of a personalised programme of support for each student to enable them to successfully access the curriculum, alongside making progress with English language skills. Students’ progress through the language levels is tracked closely, and the EAL Team regularly liaises with parents/guardians to inform them of their child’s progress and of ways to support them at home.

Nursery children are not typically withdrawn f rom class for additional language intervention. This is developing their language through the Communication and Language area of the EYFS curriculum, with their language needs supported by the

In the Bilingual Section, Portuguese instruction. When learning through Portuguese and English, students are provided with the support needed to maximise their learning. Observation

Curriculum Coordinator will determine the additional support required, either in English, Portuguese, or both, by teachers of Portuguese and English

pr ncy is assessed when necessary to adjust support measures in place.

In the Secondary Section, the English Across the Curriculum (EAC) Coordinator works closely with Heads of Department to identify trends in student needs and to develop effective English language learning opportunities across all subject areas. As well as being subject-specialists, it is recognised that all St. Julian’s teachers are also teachers of language.

Language Development Policy

To access this policy go to stjulians com/ our-school/policies.

• Primary section: Ms Jane Scott Head of EAL jscott@stjulians.com

• Secondary section: Ms Tory Coats EAC Coordinator vcoates@stjulians.com

• Bilingual section, 1º Ciclo: Contact your child’s class teacher

Ms Luísa Gomes lgomes@stjulians com.

• Bilingual section, 2º and 3º Ciclo: Contact your child’s Diretor(a) de Turma

Counselling may include:

• Preventative intervention, in cases where there are emerging signs of need or behavioural change

• Early intervention, where a speciﬁc need has been identiﬁed

• Assessment, including risk assessment or referral to additional external services

• Parallel support alongside external specialist intervention

• Tapering support after a period of external specialist intervention has drawn to a close

• Drop-in sessions for students in need of immediate support, which may or may not lead to further

Counselling must take place with the student’s informed consent. Parent/ guardian consent is also sought for all students up to Key Stage 4 /9º ano. Parents/guardians will be included in discussions about the purpose and aims of counselling and an overview of how the support will proceed. The speciﬁc content of counselling sessions is not shared with parents/guardians except

Where possible, counselling appointments will be scheduled at varying times to avoid any

For further details or to arrange counselling for your child, please contact:

counselling@stjulians.com

aconselhamento@stjulians.com if your child is enrolled in the Bilingual Section.

The counselling teams are:

• Ms Edele Nolan, Lead Counsellor

• Mrs Mariana Mangerão in Secondary

• Mrs Joana Lobo in the Pre-Prep

• Ms Constança Gonçalves, Bilingual Section

The School aims to promote a sense of belonging among all students. This is supported by the House System, with students working across year groups and School Sections on shared initiatives which foster a strong sense of community.

Regular assemblies support students to develop the 6Cs, to learn about speciﬁc topics of relevance (e g. staying safe online) and to celebrate important dates and festivals throughout the year Children in Years 2-6 and 1-4º ano have a Prep School assembly each week, while in the Secondary Section students attend assemblies in year groups or Key Stages.

In the Bilingual Section, student wellbeing is facilitated by strong relationships between students and their Professor(a) Titular de Turma (1º ciclo) or Director(a) de Turma (2º-3º ciclo), who is the ﬁrst point of contact for parents/guardians on all matters of student wellbeing. Class teachers and form tutors have a weekly meeting time available to parents. In the primary years (1º ciclo), the teachers are coordinated by Ms. Luísa Gomes and in 2º and 3º ciclo, the form tutors are coordinated by Ms. Paula Dias.

In the Primary Section, pastoral care is led by class teachers, who should be the ﬁrst port of call for parents/guardians who have queries or concerns about their child’s wellbeing. The best way to contact your child’s class teacher is

Class teachers are supported by Phase Leaders and the relevant head:

Pre-Prep School

• Head of Pre-Prep: Mrs Kilbane – skilbane@stjulians.com

• Phase Leader for Foundation: Ms Peacock – epeacock@stjulians.com

Prep School

• Head of Prep School: Miss Banthorpe – lbanthorpe@stjulians.com

•

• Phase Leader for Key Stage 1: Mrs Leybourne –sleybourne@stjulians.com

Deputy Head of Prep School: Mr Mullins– tmullins@stjulians.com

•

• Phase Leader for Upper Key Stage 2: Mrs Norbury –hnorbury@stjulians.com

Phase Leader for Lower Key Stage 2: Miss Waters – swaters@stjulians.com

In the Secondary Section, each student is part of a form group, with a form tutor and support tutor on hand to support them on a daily basis. Students meet as a tutor gr rst thing every morning. This is a very special time of day: as well as providing an important touch-point for students to register and hear important announcements, this is also the time when students in KS3 meet with their Y12 Peer Mentors, attend assemblies for their year group or Key Stage, and when celebrations, and

For parents/guardians, a student’s form tutor should be th rst port of call for communication about any aspect of life at St Julian’s.

Each year group in the Secondary Section is also coordinated by a Head of Year, who oversees the wellbeing of the year group as a whole:

• Head of Year 7: Ms Stedman jstedman@stjulians.com

• Head of Year 8: Ms Hooke ihooke@stjulians com

• Head of Year 9: Ms Hammacher shammacher@stjulians com

• Head of Year 10: Mrs Abecassis aabecasis@stjulians.com

• Head of Year 11: Ms Baker rbaker@stjulians.com

• Head of Year 12: Mr Machemer

dmachemer@stjulians.com

• Head of Year 13: Mrs Ozkurt vozkurt@stjulians.com

There is one Deputy Principal responsible for the learning and wellbeing of students in each of the three Key Stages in the

• Key Stage 3 – Year 7-9: Ms Stedman jstedman@stjulians.com

• Key Stage 4 – Year 10-11: Mr Burke jburke@stjulians.com

• Key Stage 5 – Year 12-13: Dr Shah dshah@stjulians com

Parents/guardians will have the opportunity to meet with staff members at the Year Group/Key Stage Information Meetings at the beginning of the academic year and during regular individual parents/guardians consultations throughout the year

Overall responsibility for pastoral care across all sections of the School lies Ms Caroline Cullen, Deputy Head: ccullen@stjulians.com – please do not hesitate to get in touch to discuss any aspect of student wellbeing.

The School has been awarded Selo Protetor status for 2025 /26 in acknowledgement of its successful implementation of the standards outlined by the Comiss o Nacional de Prom o dos Direitos e Prot o das Crian ovens – the National Commission for the Promotion of the Rights and the Protection of Children and Young People in Portugal.

The School has a comprehensive Safeguarding and Child Protection Policy in place, the purpose of

• Ensure that students are protected f rom harm.

• Share with the community the principles that guide the School’s approach to safeguarding and child protection.

• Ensure that everyone in the School community (including students, families and staff members) has the necessary information to enable them to meet their safeguarding responsibilities, including understanding how to report

Safeguarding and Child Protection Policy

To access this policy go to stjulians com/ our-school/policies.

The School promotes a climate where children and adults will feel conﬁdent about sharing any concerns that they may have about their own safety and wellbeing or the safety and wellbeing of others. The procedures in place for reporting a concern are outlined in the Safeguarding and Child Protection Policy. This policy is updated annually and can be accessed by scanning the QR code on the previous page.

Every member of Staff, including outsourced Staff ; the Board of Governors; the PA Committee; and all volunteers at the school undergo thorough police and background checks. The School also has a range of procedures in place to ensure the safety and security of the campus, and these are regularly reviewed.

In accordance with both the UN Convention on the Rights of the Child and Portuguese law, the School recognises that all children and young people, regardless of race; colour; sex; language; religion; or other protected characteristic(s); have equal rights to protection and support. This is supported and enabled by the school’s Diversity, Equity and Inclusion Policy

For queries related to safeguarding, please get in touch with the Senior Designated Safeguarding Lead:

Ms Dina Ayoub: dayoub@stjulians.com

Health, Safety & Security

Our Students and Staff health and safety are our highest priority.

Surgery

The Surgery team

The School employs two full-time nurses, a doctor (part-time) and a physiotherapist (part-time).

Daily Medication

All medication must be given to the school nurses as class teachers are not permitted to receive or administer medication. Medication must be in the original package. If it is prescribed medication, we need to have the prescription too. Please ensure the medication is clearly labelled with the child’s name, dosage and within the expiration date.

Unwell at School

If your child is not well in school, you will be contacted by the school nurses. Students should not be calling their Parents directly. The nurses will arrange the early pick-up with

Absence Due to Illness

Absences of more than three days for medical reasons need a medical certiﬁcate, which can be made available by Doctors in public or private practices.

Heal th Queries

Any health queries should be

surgery@stjulians.com

Please scan to access the School Procedure for Allergies or go to stjulians com/our-school/policies.

The Team in the Surgery includes:

Dr Ellen Blonde

School Doctor

Nurse Beki Silva

Nurse Susana Moniz

Physiotherapist / Sports Nurse

Ana Rita Rodrigues

Health, Safety & Security

Security & Access Arrangements

Continued We have a dedicated Safety and Security Team providing 24-hour coverage, with CCTV surveillance active accross the entire campus.

The School operates an ID card system, colour coded for type of access:

Green: Students and Staff

Orange: Families

Yellow: Visitors

Purple: Wider Life Programme Staff

Student ID Cards

Student ID Cards will be issued to all new Students and will be replaced, f ree of charge, periodically. They are used for:

• Access: mandatory for students f rom Year 6/5º ano to Year 13.

• Meals: mandatory for all students in Year 2/ 1º ano and up (below Year 6/5º ano, cards can be kept at school).

• Printing: for Secondary

Secondary-aged students who do not bring their cards will be registered on campus manually. This should be exceptional. After three consecutive days of access without a card, a new card will be issued to the students, and the cost will be invoiced to parents.

Request for replacement of lost cards can be made by scanning the link below: ID Card request form or by looking on the SJS Portal App. All replacement cards will be charged €15.

Family ID Cards

All adults entering the campus must visibly carry an ID card at all times. Family members can be issued a Family ID card for easy access. This card can be used for daily access to school for pick-up, workshops, meetings, events, the PA ofﬁce, and the parents café. Please read the QR code to the Family ID Card request form or by looking on the SJS Portal.

Family members without a card must register with security at the gates and enter the school as visitors.

Visitors

All visitors must register with security and be announced. The visitor card must be visibly worn at all times and returned to security upon exiting

ID card guidelines can be School Photo ID card Policy by scanning below.

Or go to stjulians. com/our-school/ policies.

Health, Safety & Security

Continued

Emergency Procedures

We have well-deﬁned crisis procedures that are regularly reviewed and rehearsed.

Emergency Drills

All Students and Staff participate in at least two different emergency drills each year. These ensure everyone knows how to respond effectively and calmly in various situations.

Alert Systems

In an emergency, alerts will sound across campus through the public address system:

• The ﬁre alarm system is directly connected to emergency services for the fastest response.

• In the case of an intruder, local authorities are notiﬁed immediately.

•

During a tsunami warning, evacuation will be directed to the designated point in front of Carcavelos train station, as set by the Municipality.

Communication During an Emergency

We will promptly inform you of pick-up arrangements as soon as they are determined by the post-event conditions and guidance from the authorities. Our primary method of communication will be SMS, followed by email if possible. We use technology that allows us to send mass notiﬁcations, keeping you informed about the situation, your child's location, and any instructions from civil protection authorities. Any student whose Parents we cannot reach or whose Parents cannot make it to School will remain safely in our care for as long as necessary.

Medical Emergencies

In addition to our dedicated medical team:

• Staff are regularly trained in ﬁrst aid and basic life support.

•

First aid kits and deﬁbrillators are strategically located across campus for immediate response.

Association

The Parents’ Association also has a shop for second-hand uniform sales, which is run by Parent volunteers and is open every Friday during term time f rom

Parents also organise social and fundraising events such as the annual White Party, which is a get-together for all parents and teachers, and the fam re Night, a traditional fair, which welcomes all Community members. All parents are welcome!

If you would like to help, please get in touch with PA via e-mail at: pact.stjulians@gmail.com

The Parents’ Association Committee For the members of the Parents’ Association Committee and Class Representatives please check the SJS Portal.

Each class has a PA Representative. Parents are n by their Class Representatives at the start of the

Our commitment to excellence is r cted in our accreditation f rom respected organisations like CIS and NEASC, as well as our delivery of the IB Diploma and the Portuguese National Curriculum. By seeking accreditation f rom multiple bodies, we demonstrate our dedication to continuous improvement External validation and evaluation help us ensure that we are always evolving to provide the best possible education for your child.

Accreditations:

• Council of International Schools (CIS)

• International Baccalaureate Organization (IBO)

• Head’s Conference (HMC)

• Council of British International Schools (COBIS)

• Association of Portuguese Private Schools (AEEP)

• New England Association of Schools and Colleges (NEASC)

• Ministério da Educa o de Portugal (Portuguese Ministry of Education)

Eco-Schools

•

• Selo Protetor (Protective Seal) by the Comiss o Nacional de Prom o dos Direitos e Prot o das Crian e Jovens (the National Commission for the Promotion of the Rights and the Protection of Children and

Re-enrolment

Parents must inform the School by 1 February 2026 if they wish to re-enrol the child for the academic year 2026/27, by completing the re-enrolment online form on the SJS Portal. This is an essential step without which

Enrolment of siblings

Siblings are given priority on the waiting lists. However, applying early is essential. Please contact the Admissions team at admissions@stjulians.com, as soon as possible before the desired date of entry and no later than the end of the Autumn term.

The re-enrolment form will be available on the SJS Portal f rom February, once the tuition fees for next year have been announced.

Admissions

Step-by-Step Guide Or go to stjulians. com/admissions

Parents agree with the terms and conditions of the Parent/School Services Agreement when re-enrolling for the next academic year

For any questions regarding the Parent/ School Services Agreement, please send an email to bursar@stjulians.com.

Parent/School Service Agreement

All school invoices will be emailed to you from accounts@stjulians.com.

You may also receive automated payment reminders from Reduniq (noreply.reduniq@unicre.pt), our MB Way payment platform. For any questions, please contact accounts@stjulians.com.

Every email regarding payment for school services will also include an Open Balances Statement. Always refer to this document when making payments, as it lists all due amounts to date.

Tuition fees

The Tuition fees are invoiced termly, following the schedule below:

• Autumn Term: invoices sent 1 June 2025, due 30 June 2025.

• Spring Term: invoices sent in October 2025, due in November 2025.

• Summer Term: invoices sent in January 2026, due in February 2026.

Parents can opt for alternative invoicing solutions for tuition fees:

• Annual payments, invoiced in June 2025, granting a 1% discount on fees.

• Direct Debits, invoiced in 10 instalments f rom July 2025 to April 2026.

Lunches, transportation and examination fees

These fees are typically invoiced at the same time as Tuition Fees.

Other invoices

Music tuition fees, instrument rentals, trip payments and other fees will be invoiced separately

Pa y ment Method s

MB Way

For convenient MB Way payments, email and also in the Open Balances Statement.

Entity and Reference (Multibanco)

Your unique Entity and Reference codes for payment are provided on your Open Balances Statement.

Direct Debits

To set up a Direct Debit, please email accounts@stjulians.com with your request.

Bank Transfers

Our bank account details are clearly listed on your invoices. When making a Bank Transfer, please remember to include the student's name(s) in the payment details so we can correctly allocate your payment.

Check the due date of each invoice. Unless otherwise stated, the payment due date is 30 days f rom the date of the document. Payments not received within the terms of the invoice will be subject to an administrative charge of 7% of the outstanding amounts.

For more details about fees and payments, please scan the following QR Code for the school Fees and Notes of Guidance or go to stjulians.com/our-school/ policies.

Except for 8-seater vans, all

The School invoices transportation along with the termly tuition fees.

For further details and pricing, please scan the link below or go to the SJS Portal.

BatOnRoute

This academic year, the School will introduce BatOnRoute, an app that facilitates real-time information ﬂow between the school, buses, and parents. This will enhance student safeguarding by enabling parents to monitor their child's school bus location, including notiﬁcations for boarding and disembarking.

questions

be addressed by email to: transportation@stjulians.com.

emergencies regarding transportation,

There are two options for

1 Reserve and pre-pay lunch termly dining venues; parents should contact the Financ ce: accounts@stjulians.com, and

2 Choose a pay-as-you-go system (top-up) f exible lunch plan. In this case, parents will need to charge (top-up) the student’s cards and pay for each meal individually

The Student’s ID cards can be charged either online or at the

Online top-up method: Web page: sige.stjulians.com

• Username: student’s School Number, available on the student’s school ID card; alternatively, this number can be requested by email at the school secretary’ ces

• PIN: the student’s day and month

• Select the option “Charging” to top up or “ Transactions” to see

Important!

Should the student hav funds on their ID card, lunch will still be served, however, this lunch will be invoiced separately, with an extra admin charge of 1€ per meal.

The Primary Dining Hall (Queen’s building) –for Students in Foundation and Year 1

The Main Dining Hall (Palácio)

– for Students f rom Year 2/ 1º ano upwards

The Soft Rock Café

– for Students f rom Year 6/5º ano upwards

Both dining halls offer a self-service lunch, including soup every day and a variety of hot dishes, salads, f ruit and desserts. Tap water and often juice smoothies are served.

The menu varies every week and is published on the SJS Portal.

The Soft Rock Café serves a selection of hot and cold items, such as takeaway soups, wraps, sandwiches, deli-type hot meals, sala nd juices.

The Soft-Rock set menu (for Students with prepaid lunch) includes soup + sandwich/wrap/salad/hot meal of the day + dessert.

Dietary Restrictions

All food venues have vegetarian options. Lactose-f ree and gluten-f ree foods are also offered and labelled at the buffet

Parents should ensure that the School surgery: surgery@stjulians.com is aware of any dietary restrictions

Students f rom Year 3/2º ano upwards with a packed lunch f rom home can sit with their colleagues at the dining venues or can have lunch in the outdoor eating areas on the playground. The School is not able to heat up food brought f rom home.

In Primary, all Students receive f ruit in the morning. Students are not requested to bring a morning snack f rom home. However, we encourage parents to send an afternoon snack, especially if the students have after-school activities.

When sending food to School, please respect the no-nut policy.

In Secondary, Students can purchase snacks f rom the Soft Rock Café during morning break and after school.

In Primary, we invite Parents to bring a special 'Birthday Book' on this day, which will stay in the classroom with your child and Parents are encouraged to join us to read to the class.

To celebrate a student’s birthday, Parents may send in nut-free cupcakes to share in class on a date and time pre-arranged with the class teacher For health and safety reasons, candles are not allowed.

In Nursery and Reception, Parents are welcome to come into school to sing Happy Birthday and share the cakes with their child’s class.

Through our expanded Wider Life Programme, we are dedicated to offering students avenues to explore the world, expand their perspectives, and express their passions within our

• Sport & Wellbeing, Knowledge,

• Language & Skills,

• Art, Creativity

• Music

Our aim is to promote active lifestyles, nurture conﬁdence, foster resilience, and cultivate curiosity for new experiences while encouraging personal growth and collaboration with others. Grounded in our School’s core values, including the 6Cs, we instil principles of respect, integrity, and tolerance in all our students as they navigate their educational

The activities will be either in-house-led/ f ree or externally led/ paid by club providers. The detailed information about WLP activities will be published and communicated to all families at the beginning of of September.

Schoolsbuddy Schoolsbuddy is the school online platform where parents can register daily diary for their children. The Schoolsbuddy platform provides parents with all the necessary information to choose and enrol their children in their preferred in-house and externally led clubs and activities. We offer an open preference option activities at their own pace.

WLP Team:

Ms Maxine Small, Director of Sports & WLP

For more information, please consult the WLP section of our website.

If you have any questions, please send an email to: widerlifeprogramme@stjulians.com

Mr Alex Brice, WLP Assistant

Mr Martim Gomes, WLP Assistant

Sports

St. Julian’s mission is to provide every student with a positive physical activity experience, fostering anticipation and understanding of its signiﬁcance in a healthy lifestyle.

Our inclusive sports teams and training sessions are central to our community, promoting participation, commitment, and respect With a diverse range of activities and excellent facilities, we offer students a wide variety of choices for active pursuits.

Our experienced coaching staff serve as positive role models, focusing on holistic student development As active members of competitive sports networks like CHESS1 and ESC,2 we engage in spirited competitions at both local and international levels.

We prioritise inclusion and support in Divisions 6, 5 and 4, offering opportunities for all students to develop their interests both within and beyond the school environment. In Portugual we follow the sports system of Divisions 6, 5, and 4 generally corresponding to the age groups of 10-12, 13-15, and 16-18 respectively.

Our representative teams

• Team A – Competitive

• Team B – Developing

• Team C – Participation (will only play f riendly ﬁxtures).

The criteria for each team depend on students’ commitment to training, development, and performance. Our Division 3 and Varsity teams are our opportunity for our students to strive for excellence after developing their foundation skills.

The competitive sports programme is aligned with local and international schools, and participation is seasonal, allowing students to develop their skills in a highly competitive environment in a range of sports, including the core activities of Football, Basketball, Athletics and Volleyball.

To support our seasonal sports programme preparations and in order

develop their skills all year round, we have links and partnerships with the following teams who offer training sessions beyond the school day hosted by St. Julian’s:

• Quinta dos Lombos Basketball Academy for Girls and Boys

• Estoril Praia Girls & Women’s Football

• Sporting Clube de Portugal Academy for Boys football

• Clube Nacional de Voleibol for Girls

• St. Julian’s Rugby Club

Furthermore, we actively seek and encourage links with local clubs to further enable talented students the opportunity to follow their sporting passions all year round in a competitive

1 CHESS = Council of Heads of English Speaking Schools (a group of 22 top international schools in Portugal).

2 ESC = European Sports Conference (a group of 13 top international schools in Europe) www eurosportconference eu

Participation pathway at SJS/Commitment policy

COMPETITIVE

Basketball, Football, Volleyball, Golf, Swimming, Tennis, Rugby, Cross Country, Athletics

Team A Competitive, Team B developing & Team C participation

One/two training/games sessions a week failing to attend two weeks training to removal.

PERFORMANCE

Basketball, Football, Volleyball, Swimming, Rugby CHESS & ESC Tournaments Div 3 & Varsity

One/two training/games sessions a week failing to attend two weeks training without notiﬁcation lead to removal.

RECREATIONAL

Swimming, Dance, Basketball. Football Volleyball, Track & Field, Gymnastics ‘Convivio’

Optional but failing to attend two consecutive weeks without

Physical Education

At St. Julian’s, our Physical Education programme is dedicated to cultivating a passion for lifelong learning and well-being. Through dynamic and enjoyable lessons, we guide students on a journey of self-discovery in movement and physical exploration. Our curriculum is designed to foster physical literacy, ensuring that each student leaves our school with a personal motivation for physical activity.

We pride ourselves on offering an inclusive environment where every student can experience success and appreciate the value of collaboration and teamwork. Our commitment is to nurture continual growth, encouraging students to enhance their abilities across diverse activities

From an early age, our lessons are structured to instil healthy habits, promote a positive mindset, and deepen students’ understanding of holistic health. We also provide a seamless connection to broader educational programmes, including GCSE PE and IB Sports, Exercise and Health Science, integrating practical experiences with theoretical knowledge. Our aim is to give students a glimpse into the enriching topics covered in

Moreover, we actively support and encourage participation in the school’s sports teams, offering students opportunities to advance

Above all, our ultimate goal is

Education, fostering a joyful and educational experience.

Community Engagement

At St. Julian’s, we believe in nurturing compassionate, globally-minded leaders through authentic and sustained community involvement. Our Community Engagement Programme is a vital part of every student’s educational journey, grounded in our vision to be a good citizen. We envision a school where every student develops a lifelong commitment to the 6Cs, helping to shape a brighter future. By embedding community engagement into the curriculum from Nursery through to Year 13, we support our children in becoming thoughtful contributors to both local and global communities.

The Student Futures Advisors include:

Curriculum integration

Year 7: Centro Social Paroquial Nossa Senhora de Porto Salvo

Mrs Helena Blanchard (Coordinator) hblanchard@stjulians.com

Mrs Claire Knowles cknowles@stjulians.com

Provides childcare, elderly care, family support and social services in the Porto Salvo community.

Mrs Christine Sousa e Sá csousasa@stjulians.com

Mrs Paula Santos psantos@stjulians.com

All year groups from Nursery to Year 11 will have focused community engagement time at some point throughout the academic year. Primary and the Bilingual Section have identiﬁed where they are able to apply the principles of community engagement in the curriculum. They have highlighted areas where they will develop an understanding of the 5 stages of community engagement which are investigation, preparation, action, reﬂection and demonstration year groups from Nursery to Year 11 will have focused community engagement time at some point throughout the academic year.

From Years 7 to 11, Community Engagement is delivered through timetabled Service Learning lessons as part of Enrichment. The students will have two hands-on sessions each year involving direct community action or site visits. Each year group partners with a speciﬁc charity or community centre to build long-term relationships and maximise impact.

Year 8: Carcavelos Community Centre

Offers social services, educational activities, and support programmes for all ages in Carcavelos.

Year: Cercica

Supports adults and chidren with disabilities through education, training, and inclusion programmes.

Year 10: Regen Waves

A youth-led project focused on environmental awareness and ocean conservation.

Year 11: Individual Charity Project

Students will investigate a local charity of their choice and look at possible engagement opportunities which will build to their experience in Year 12 and 13.

Community Engagement

Continued

The enrichment classes will involve an initial visit to a local community centre, where students will gain insight into the work of the organisation and the issues it addresses. In addition, theory sessions will be delivered to explore the social challenges faced by the community, the role of such centres, and the students' own place and responsibility within the wider society.

A second visit will provide an opportunity for students to implement and action some of the ideas they have developed to support and engage with the centre. This will be followed by a period of preparation, practical engagement, and subsequent reﬂection, enabling students to consider the impact of their contributions and how they might continue to support the community in the future.

Year 12 and 13 students will design and action their own community engagements and will be involved in collections, and practical support. These range from collecting donations to support good causes for example a local dog shelter to developing a strategy to make an ongoing project like the House food bank collection even more successful.

This phased approach is designed to develop students’ understanding of civic responsibility and will serve as foundational preparation for the more independent community engagement projects undertaken in Years 12 and 13, where students will be expected to design and lead their own initiatives based on personal interests and areas of passion.

Student Leadership & Service

Students take an active role in shaping the programme through the Student Charity Committee (SCC). This group, with representatives from secondary students, leads fundraising, coordinates events, manages budgets, and ensures transparency. The SCC is also central to our Emergency Response Process, which mobilizes action during crises (e.g., natural disasters).

Community Action Highlights

Foodbank Collections linked to House competitions.

Emergency Relief Appeals (e.g., Turkey Earthquake, wildﬁres).

Make a Difference Days: talent shows, and donation drives.

Annual Events: Christmas Fairs, Enterprise Day, Year 11 Charity Auction.

In 2024/25 alone, over €26,000 was raised by the Parent Association for causes such as Caritas, Mary's Meals, and the Lisbon Project.

Long-Term Goals

Cultivate leadership, empathy, and civic responsibility.

Equip students with skills needed for the IB Diploma's CAS programme. Build enduring partnerships with local organisations.

Foster a culture of giving and meaningful contribution throughout the school community.

Instrumental Tuition

Our Instrumental Tuition Programme offers students the opportunity to learn a musical instrument under the guidance of skilled instructors in a supportive and engaging environment.

The Instrumental Tuition Programme is open to students f rom Year 2/ 1º ano to Year 13, f rom beginners to advanced players. Our team of experienced and dedicated teachers are passionate about music education and committed to helping students reach their

Students have the option to choose f rom a variety of instruments, including piano, acoustic guitar, electric guitar, bass guitar, violin, viola, cello, double bass, ﬂute, clarinet, oboe, bassoon, alto saxophone, trumpet, trombone, euphonium, French horn, voice and drums. Lessons are offered on an individual basis or in small

Our lessons cover essential aspects of instrumental technique, music theory, sight-reading, ear training, and performance skills. The possibility of preparing for Trinity or ABRSM exams

Interested students and parents can obtain more information about programme offerings, lesson schedules, and fees f rom the St. Julian’s School website or the QR codes opposite.

Secondary Section:

Primary Section:

Guide to Instrumental Tuition

Bilingual Section:

Guide to Instrumental Tuition

School Contacts

Main School Line

Primar ce (Pre-Prep and )

Bilingual

Available daily during term time between 7 45 and 5 00 (Monday–Thursday) and 7.45 and 4 00pm (Friday). During school holidays this

Alex Stanway Costa Ana Pais

Antónia Paiva Ana Pais

Secondar ce Karen Martins

Luena Martins

Thaísa Pessoa

Marta Marques

+351 21 458 5300 mail@stjulians.com

primary@stjulians.com

+351 21 458 5361

bilingual@stjulians.com

+351 21 458 5390

secondary@stjulians.com

+351 21 458 5342

Head’ ce Catherine Cushnan, Executive Assistant head@stjulians.com

+351 91 010 4544

School Nurses Nurses Rebecca Silva surgery@stjulians.com

Security & Helder Regueiró

Mauro Sales security@stjulians.com transportation@stjulians.com

+351 91 028 8833

School Payments Carmo Silva accounts@stjulians.com

Wider Life Programme Team

Maxine Small Alex Brice

Martim Gomes

+351 21 458 5307

+351 966 577 074

+351 910 027 536

widerlifeprogramme@ stjulians.com

PRIMARY

Name Role Contact

Mr Paul Morgan Head of School pmorgan@ stjulians.com

Mr Dan Norbury Deputy Head (Teaching & Learning) & Secondary Principal dnorbury@ stjulians.com

Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians.com

Primar ce: Alex Stanway Costa, Ana Pais primary@stjulians com

+351 214 585 361

Name Role Contact

Mrs Sarah Kilbane Head of Pre-Prep School skilbane@ stjulians com

Ms Elizabeth Peacock Pre-Prep Phase Leader epeacock@ stjulians com

Name Role Contact

Miss Louise Banthorpe Head of the lbanthorpe@ stjulians com

Mr Tom Mullins Deputy Head of the Prep School tmullins@ stjulians com

Ms Sarah Leybourne KS1 sleybourne@ stjulians com

Ms Sarah Waters Lower KS2 swaters@ stjulians.com

Mrs Helen Norbury Upper KS2 hnorbury@ stjulians.com

Name Role Contact

de Sousa

Dra Joana Diretora Pedagógica

Bilíngue jsousa@ stjulians.com

Mrs Luísa Gomes Sub-diretora e Coordenadora 1º Ciclo lgomes@ stjulians.com

Bilin ce: Antónia Paiva, Ana Pais bilingual@stjulians com +351 21 458 5390

Primary Section Teachers

Mr Tom Ackner

Miss Carolina Agostinho

Mrs Maria Aleixo

Ms Ana Alves

Mrs Karolina Andrês

Ms Ana Aragão

Mr Daniel Baxendale

Mrs Maria Bobone

Mrs Catherine Calver

Miss Clare Dawson

Mrs Filipa d'Orey

Ms Kika Drysdale

Mr Matt Dwyer

Miss Cathy Foster

Mr Shane Gielty

Ms Ducha Gomes

Ms Ceri Grünewald- Davies

Mrs Isabel Gusmão

Mr James Harper

Year 4 Class Teacher (4TA)

PE Teacher

ES House Leader, Year 2 Class Teacher (2MA)

PE Coordinator

Music Teacher

Portuguese Language Teacher

Music Teacher

Year 2 Class Teacher (2MB)

Designated Safeguarding Lead, Learning Support Teacher

Director of Music

EAL Support Teacher

Learning Support Teacher

Year 6 Class Teacher (6MD)

Art Leader, Reception Class Teacher (RCF Otters)

DofE International Award Coordinator, Year 6 Class Teacher (6SG)

Nursery Class Teacher (NDG Woodpeckers)

Head of Learning Support

Inquiry Based Learning Leader, Year 5 Class Teacher (5IG)

Nursery Class Teacher (NJH Hedgehogs)

tackner@stjulians.com

cagostinho@stjulians.com

maleixo@stjulians.com

aialves@stjulians.com

kandres@stjulians.com

aaragão@stjulians.com

dbaxendale@stjulians.com

mbobone@stjulians.com

ccalver@stjulians.com

cdawson@stjulians.com

pdorey@stjulians.com

fdrysdale@stjulians.com

mdwyer@stjulians.com

cfoster@stjulians.com

sgielty@stjulians.com

dgomes@stjulians.com

cdavies@stjulians.com

igusmao@stjulians.com

jharper@stjulians.com

Mr Will Harrison

Mrs Sarah Harrison

Miss Stephanie Heath

Mr Ross Hobart

Mr Mark Hooper

Mrs Sarah Leybourne

Mrs Joana Lobo

Mr Andy Lopes

Mrs Rebecca Machemer

Mrs Maria João Maia

Ms Rita Marques

Mr Santiago Marques Taylor

Ms Geraldine McGilchrist

Ms Soﬁa Mendes

Miss Charlotte Mills

Mrs Helen Norbury

Miss Katie O’Hara

Ms Tara Palmer

Miss Liz Peacock

Miss Francesca Reid

Technology Integration Specialist, Computing Teacher

Humanities Leader, Cover Teacher

Early Years Foundation Stage & Key Stage 1 English Leader, Russell House Leader, Year 1 Class Teacher (1SH)

Whole School Head of Learning Support

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Director of Enrinchment

Key Stage 1 Phase Leader, Year 1 Class Teacher (1SL)

Psychologist

Year 2 Class Teacher (2AL)

Computing Teacher, Learning Support Teacher, Cover Teacher

Singing Teacher

PE Teacher

Music Administrator

Nursery Class Teacher (NGM Owls)

Portuguese Language Teacher

Supply Teacher, Bucknall House Leader

Upper Key Stage 2 Phase Leader, Year 5 Class Teacher (5HN)

Year 6 Class Teacher (6KH)

Year 3 Class Teacher (3TP)

Early Years Foundation Stage Phase Leader, Reception Teacher (RLP Dolphins)

Year 5 Class Teacher (5FR), Health and Citizenship Leader

wharrison@stjulians.com

sharrison@stjulians.com

sheath@stjulians.com

rhobart@stjulians.com

mhooper@stjulians.com

sleybourne@stjulians.com

jlobo@stjulians.com

alopes@stjulians.com

rmachemer@stjulians.com

mjmaia@stjulians.com

rmarques@stjulians.com

smarquestaylor@stjulians.com

gmcgilchrist@stjulians.com

smendes@stjulians.com

cmills@stjulians.com

hnorbury@stjulians.com

kohara@stjulians.com

tpalmer@stjulians.com

epeacock@stjulians.com

freid@stjulians.com

Ms Christina Ridley-Thomas

Ms Carina Rodrigues

Mr Edmundo Rosa

Ms Patricia Sá

Mrs Jane Scott

Mr Gavin Shanahan

Ms Maxine Small

Ms Catarina Sousa

Miss Harriet Turner

Mrs Laura Vicente

Ms Rita Vilaça

Miss Katie Wall

Ms Rosie Ward

Ms Sarah Waters

Ms Zoe Weiner

Ms Jo Williams

Environmental Specialist, Forest School Lead

Head of Portuguese

Portuguese Language Teacher

Cover Teacher

Head of EAL

Reception Class Teacher (RGS Seals)

Director of Sport and Wider Life Programme

Piano Teacher

Year 1 Class Teacher (1HT)

Art Teacher

Portuguese Language Teacher

Key Stage 2 Mathematics Leader, Year 3 Class Teacher (3KW)

Year 4 Teacher (4RW)

Lower Key Stage 2 Phase Leader, Year 4 Class Teacher (4SW)

Creative Arts Integration Specialist

Key Stage 2 English Leader, Year 3 Class Teacher (3JW)

cridley-thomas@stjulians.com

crodrigues@stjulians.com

erosa@stjulians.com

psa@stjulians.com

jscott@stjulians.com

gshanahan@stjulians.com

msmall@stjulians.com

csousa@stjulians.com

hturner@stjulians.com

lvicente@stjulians.com

rvilaca@stjulians.com

kwall@stjuliana.com

rward@stjulians.com

swaters@stjulians.com

zweiner@stjulians.com

jwilliams@stjulians.com

Primary Sections Assistants

Ms Catarina Bastos

Ms Carmel Brice

Mr Alex Brice

Ms Manuela Cardiga

Ms Sophie Chrystie

Ms Helena Costa Gomes

Ms Tânia Cuan

Ms Elly Diaper

Ms Claire Eden

Mrs Charmaine Evans

Ms Nichola Fannon

Ms Inês Feio

Mrs Melissa Figueiredo

Mrs Joanna Soares Franco

Ms Ana Gaivão

Mr Martim Gomes

Mrs Sara Gomes

Mrs Candy Goodman

Miss Lucinda Hawkes

Ms Cindy Lopes

Ms Danielle Medeiros

Ms Ina Prifti

Ms Maria Rio

Ms Sílvia Rodrigues

Ms Joana Sales

Mrs Leanne Starr

Mrs Paula Silva

Mrs Paula Seraﬁm

Ms Catarina Silva

Ms Jane Timas Santos

Nursery Teaching Assistant (NJH Hedgehogs)

Year 6 Teaching Assistant

WLP Assistant

Lunch Assistant

Year 4 Teaching Assistant

Reception Teaching Assistant (RGS Seals)

Year 2 Teaching Assistant (2AL)

Personal Learning Assistant

Forest School Assistant

Year 1 Teaching Assistant (1HT)

Portuguese Language Assistant

Nursery Teaching Assistant (NGM Owls)

Portuguese Language Assistant

Year 5 Teaching Assistant

Year 2 Teaching Assistant (2MB)

WLP Assistant

Year 2 Teaching Assistant (2MA)

Year 1 Teaching Assistant (1SH)

Year 3 Teaching Assistant

Year 5 Teaching Assistant

Reception Teaching Assistant (RLP Dolphins)

Personal Learning Assistant

Year 1 Teaching Assistant (1SL)

Lunch Assistant

Nursery Teaching Assistant (NDG Woodpeckers)

Year 3 Teaching Assistant

Year 4 Teaching Assistant

Reception Teaching Assistant (RCF Otters)

Librarian

Care Assistant

Bilingual 1º ciclo Teachers

Ms Carolina Agostinho

Ms Ana Alves

Ms Ana Rita Alves

Mr Luís Calado

Ms Soﬁa Carrilho

Mrs Luísa Gomes

Ms Rita Marques

Ms Margarida Melo

Mr Marcelo Murta

Ms Paula Nina

Mrs Soﬁa Varge

Ms Cristina Ramos

Mr Ricardo Vilhena

Mrs Ana Santorum

Ms Cristina Saião

Mrs Nadia Santos

Mr Marcelo Murta

Professora de Educação Física

Professora de Português Língua Não Materna

Professor de Português Língua Não Materna, Coordenador Eco-Escola

Professora de 1º Ciclo e Professora de Apoio

Sub-diretora do Currículo Bilingue, Coordenadora do 1º Ciclo, Professora Educação Especial

Professora de Educação Física

Professora de Português Língua Não Materna, Coordenadora Eco-Escola

Professor de Educação Musical

Professora de TIC

Professora 1º Ano

Professora 2º Ano

Professor 3º Ano, Professor de TIC

Professora 4º Ano

Professora de Inglês e Arte

Professora de Inglês

Professor de Música

cagostinho@stjulians.com aialves@stjulians.com aalves@stjulians.com lcalado@stjulians.com

scarrilho@stjulians.com

lgomes@stjulians.com

rmarques@stjulians.com mcmelo@stjulians.com

mmurta@stjulians.com pnina@stjulians.com

csgoncalves@stjulians.com

cramos@stjulians.com

rvilhena@stjulians.com

asantorum@stjulians.com

csaiao@stjulians.com

nsantos@stjulians.com

mmurta@stjulians.com

Assessment

In the Primary Section, we use a combination of formative and summative assessment throughout the year to gather pastoral and academic data from our pupils.

Formative assessment is used to inform the teaching and learning cycle so teachers can revisit any area of misconception, support and challenge the students and ensure coverage of all learning objectives. Standardised summative assessment - see schedule on Page 65 of the General Section - is used to track pupil attainment, inform reporting to parents and to pass onto the teachers of the next academic year.

In Pre-Prep, Nursery and Reception, on-going formative assessment is at the heart of effective early years practice. It involves constant observation of children as they act and interact in their play, everyday activities and planned activities, to understand how a child is developing, learning and growing, and then planning the next steps to support and extend

At the end of Reception the children are assessed against the Early Learning Goals to provide a summary of the child’s development and learning across all areas of the curriculum. This is done through observations and records, alongside what is known f rom the child, parents, colleagues and other professionals. The holistic summary gives attention not just to areas of knowledge and skills, but also to the child’s emotional wellbeing and connections, and development of attitudes and dispositions for learning (Characteristics of Effective Learning).

Reports are shared with parents at four points in the year:

Autumn Term:

A general settling in comment from the class teacher and Portuguese Language targets. A further report at the end of the term to share standardised attainment data.

Spring Term:

Interim reports sharing attainment data and information about English, Mathematics, Portuguese Language and target setting.

Summer Term: End of year reports covering all curriculum subject areas, a general comment from the class teacher and

In the Primary Section, the following language is used to share information regarding student engagement in lessons and their attainment:

Engagement Scale

Enjoying

Attainment

The student shows evidence of deep understanding and aspires to take risks and apply their knowledge and understanding to new contexts independently. The student is displaying habits of mind which are exceptional.

The student has demonstrated that they are at times working towards a mastery of knowledge and understanding. They are conﬁdent in their application of learning, displaying a range of positive learning dispositions.

The student has demonstrated on a regular basis that they are conﬁdent in their knowledge and understanding of the subject and secure in skills and application of learning. The student is positively disposed to learning.

The student has a developing knowledge and understanding of the subject, is developing a growing level of competence and is beginning to consider how to apply their learning. The student is developing positive learning dispositions.

The student has an elementary knowledge and understanding in few areas of the content and has achieved a limited competence in some of the

In the Bilingual Section, a report is shared with parents at the end of each term with information about progress in all subject areas.

There is one face-to-face parents’ consultation evening, plus online parents’ meetings and a Learning Conversation Day event with parents each year. The parents’ evenings, in which parents meet with the class teachers, take place in th rst two terms of the academic year and the Learning Conversation Day is in the third term. In the Prep School, learning activities will be set on Seesaw and Google Classroom to be completed at home. Parents and their children come into school at scheduled times throughout the day to meet the teacher and to celebrate some of the learning experiences f rom throughout the year

Pre-Prep (Nursery and Reception) children take part in the Celebration of Learning by inviting their families for a special Stay and Play session. All learning continues to take place in school, as normal.

The Portuguese Language teachers are also available to meet with parents for consultations during th rst two terms. Due to them having a number of pupils f rom many years, they are also available to meet with parents for an allocated period every week throughout the year.

In the Bilingual Section, there are three parents’ consultation evenings each year, in which parents meet with class teachers and English teachers. Both the class teacher and the English teacher are available weekly to meet individually with parents whenever necessary.

Meetings are booked through the Parent Evening Booking System

stjuliansschoolcloud co uk

In addition, children in KS2 will have some homework linked to their English, Maths or topic learning.

Homework Guidance Table

• To develop an effective partnership between the School and Parents and provide awareness of the curriculum

• For consolidating and reinforcing skills and understanding, particularly in English and Maths.

• To encourage children, as they get older, to develop the conﬁdence and self-discipline needed to study on their own.

• To take responsibility for

The days that homework is assigned and collected will be shared in the year group parent presentations at the start of the year.

Primary-aged children can be dropped off in the morning at the dedicated Drop-off Gate between 7.45 and 8.20am. For Nursery and Reception, children can be taken to their classrooms f rom 8.20am, and the day formally starts with Registration at 8 30am

Drop-off etiquette Stop, drop, drive.

The ‘Stop, drop, drive’ system is for quick and easy drop-off of just

To help keep the trafﬁc ﬂowing

• Have children sitting on the right side of the car.

• It is easier to have the bags in the back with the children – if bags need to be in the boot, have them

• Ensure you move forward to where the adults are standing to ease

• Adults, please remain in the car.

• Please be vigilant and drive carefully.

• Please be patient if you have to wait a short while.

Parents can also park and walk with their children to the Primary Gate (West Gate). The Primary Gate opens at 7 45am.

Parents are welcome to pick up their children inside the school grounds at the end of the school day and before the start of the Wider Life Activities. Pick-up areas are as follows:

Pre-Prep School:

• Nursery – f rom classroom doors

• Reception – f rom outside

Prep School:

• Year 1 – f rom KS1 playground (or classrooms if raining)

• Year 2 – f rom KS1 playground (or classrooms if raining)

• Year 3 – f rom tent at

• Year 4 – f rom outside

• Year 5 – f rom West Gate grass

• Year 6 – f rom West or Main gate

Bilingual Section

1º – 4º ano – f rom West Gate

For WLP activities that ﬁnish by 4.15 for Nursery to Year 4 /3º ano, pick up is the Primary Covered Court or West Gate.

For WLP activities that ﬁnish between 3.15- 5.30 for Nursery to Year 6/4ºano, pick up is at the West Gate.

Sibling supervision

Students waiting for older siblings to ﬁnish their school day will be supervised in school until 4pm (Monday to Thursday) and 2pm (Friday).

Should the older sibling participate in the Wider Life Programme, the School will also offer supervision for the younger children until 5 30pm

Communicating Changes

Should students need to leave

another adult, parents must email: primary@stjulians.com or bilingual@stjulians.com. This should be done by 12pm on the day

If the person picking up the student is unknown to the School, Parents must also send a copy of their ID card or passport for identiﬁcation

Wing

a reading record (Reception - Year 2 & 1º ano) and a planner (Year 3 to 6 and 2º to 4ºano). They also receive a house water bottle, a house t-shirt and a reading bag when they join St. Julian’s.

Students will receive an ID card on the ﬁrst day of school which will remain in their classrooms. ID cards are used as a payment method for lunch.

The School will also provide access to an iPad which remains in the classroom.

On the ﬁrst day of school your child should bring: a hat, a healthy after-school snack and a lunch bag (for packed lunch).

Hat

Secondary Leadership Team

Name Role Contact

Mr Paul Morgan Head of School pmorgan@ stjulians com

Mr Dan Norbury Deputy Head (Teaching & Learning) & Secondary Principal dnorbury@ stjulians com

Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians com

Mrs Jo Stedman (KS3) jstedman@ stjulians com

Mr Jon Burke (KS4) jburke@ stjulians com

Dr Dina Shah (KS5) dshah@ stjulians com

Mr Michael Brooke Whole-School Deputy Principal & Director of Technology mbrooke@ stjulians com

Ms Sarah Dore Whole-School Deputy Principal & Director of Professional Learning sdore@ stjulians com

Name Role Contact

Dra Joana de Sousa Diretora Pedagógica Bilíngue jsousa@ stjulians com

Mrs Luísa Gomes

Sub-diretora e Coordenadora 1º Ciclo lgomes@

Ms Paula Dias Coordenadora dos Diretores de Turma pdias@ stjulians.com stjulians com

Name

Mr Mark Hooper Director of Enrichment mhooper@ stjulians.com

Secondar ce: Karen Martins, Luena Martins, Thaísa Pessoa, Marta Marques secondary@stjulians.com

+351 214 585 300

Antónia Paiva bilingual@stjulians.com

+351 214 585 390

Pastoral Team

Key Stage 3

Head of Year 7:

Mrs Jo Stedman jstedman@stjulians com

Tutors: Mr Harry Duncan, Mr James Buxton, Ms Cate Swift, Mrs Lone Hesselbjerg

Head of Year 8:

Ms Bella Hooke ihooke@stjulians com

Tutors: Ms Stéphanie Ameri, Mr David Crespo, Ms Kess Tamblyn, Mrs Karolina Andrês

Key Stage 4

Hear of Year 10:

Mrs Andreia Abecassis aabecassis@stjulians.com

Tutors: Mr Jake Dufﬁeld, Mr Michael Atkinson, Mr Simon Stubbs, Mr Luke Peedell

Head of Year 9:

Ms Sophie Hammacher shammacher@stjulians com

Tutors: Mr Scott Mallard, Mrs Petra Csóbanka, Miss Nadia Skirka Ms Erea Alvarez

Key Stage 5

Head of Year 12:

Mr Daniel Machemer dmachemer@stjulians.com

Tutors: Ms Jennifer Coulshed, Mr Henry Bagnall, Mr Mark Roper, Mr Pedro Gonçalves, Miss Rebecca Davey, Mr Steve Jones

Head of Year 11:

Ms Rebecca Baker rbaker@stjulians.com

Tutors: Ms Claire Sousa, Ms Jane Graham, Miss Louise Oldham, Ms Eleanor Mulhall

Head of Year 13:

Mrs Vicki Ozkurt vozkurt@stjulians.com

Tutors: Ms Kirsten Brown, Mr Jacob Thorpe, Ms Caroline Latter, Mrs Sharon McPherson, Mr Jack Hudson, Mr Richard Hughes

Whole School Heads of Faculty

English

Mr Daniel Davis ddavis@stjulians.com

Humanities

Mr Damien Blanchard dblanchard@stjulians.com

Learning Support

Mr Ross Hobart rhobart@stjulians com

Maths and Computing

Mr Joe Anstis janstis@stjulians.com

Mr David Crow dcrow@stjulians.com

Physical Education

Mr Phil Hughes phughes@stjulians.com

Portuguese

Ms Ana Lúcia Guerreiro alguerreiro@stjulians.com

Performing Arts and Design

Ms Zoe Weiner zweiner@stjulians.com

Science

Mr Luke Peedell lpeedel@stjulians.com

Director of Enrichment

Mr Mark Hooper mhooper@stjulians com

Director of Sport and Wider Life Programme

Miss Maxine Small msmall@stjulians com

Director of Music

Miss Clare Dawson cdawson@stjulians.com

Physical Education

Mr Phil Hughes phughes@stjulians com

Secondary Sections Teachers

Mrs Andreia Abecasis

Mrs Joana Albino

Ms Erea Alvarez

Ms Stéphanie Ameri

Mrs Karolina Andrês

Mr Joe Anstis

Mr Michael Atkinson

Ms Dina Ayoub

Mr Henry Bagnall

Ms Rebecca Baker

Mrs Carla Barros

Ms Filipa Biscaia

Ms Leonor Biscaia

Mr Damien Blanchard

Mrs Helena Blanchard

Mr Alex Brice

Ms Kirsten Brown

Mr Michael Brooke

Mr Jon Burke

Mrs Roo Burridge

Mr James Buxton

Ms Emília Cerquido

Head of Year 10, Mathematics Teacher

Learning Support Psychologist, Designated Safeguarding Lead

Mathematics Teacher

Head of French, Spanish Teacher

Music Teacher

Head of Mathematics and Computing Faculty

Bronze DofE Coordinator, Biology Teacher

Senior Designated Safeguarding Lead, Head of Health & Citizenship, Science Teacher, IB Core Teacher

Business Teacher, Enrichment Teacher

Head of Year 11, Mathematics Teacher, ToK Teacher, Enrichment Teacher

French Teacher

Art Technician

Head of Business and Economics Faculty, Head of Humanities Faculty

Student Futures Coordinator

WLP Assistant

Mathematics Teacher

Whole School Deputy Principal, Director of Technology, Computer Science Teacher

Deputy Principal Key Stage 4, History Teacher, Archivist

Head of Art, ES House Leader

Head of DT, Enrichment Teacher

French Teacher

aabecassis@stjulians.com

jalbino@stjulians.com

ealvarez@stjulians.com

sameri@stjulians.com

kandres@stjulians.com

janstis@stjulians.com

matkinson@stjulians.com

dayoub@stjulians.com

hbagnall@stjulians.com

rbaker@stjulians.com

cbarroso@stjulians.com

fbiscaia@stjulians.com

lbiscaia@stjulians.com

dblanchard@stjulians.com

hblanchard@stjulians.com

abrice@stjulians.com

kbrown@stjulians.com

mbrooke@stjulians.com

jburke@stjulians.com

rburridge@stjulians.com

jbuxton@stjulians.com

ecerquido@stjulians.com

Ms Tory Coates

Mrs Maria Ana Costa

Miss Jennifer Coulshed

Mr David Crespo

Mr David Crow

Ms Petra Csóbanka

Ms Becca Davey

Mr Dan Davis

Miss Clare Dawson

Ms Lorna de Lança

Mr Mário Delgado

Mr Freddie Douglas

Ms Sarah Dore

Ms Georgie Downing

Mr Jake Dufﬁeld

Mr Harry Duncan

Mr Osaze Ehibor

Ms Abi Elvins

Mr Broghan Finnegan

Mr Pedro Gonçalves

Mr Martim Gomes

Mrs Ann Graham

Ms Jane Graham

Ms Ana Lúcia Guerreiro

Mrs Elena Gutierrez

English Across the Curriculum (EAC) Coordinator, English Teacher

Portuguese Teacher

MUN Coordinator, Mathematics Teacher

Portuguese Teacher, Enrichment Teacher

Assistant Director of Professional Learning, Head of Modern Foreign Languages, IB Core Teacher

Head of Computing

Silver DofE Award Coordinator, Art Teacher, Creative Arts Teacher

Head of English Faculty

Director of Music

English Teacher, Librarian

PE Teacher

English Teacher

Whole School Deputy Principal, Director of Professional Learning, IB Core Teacher

Biology Teacher, ESS Teacher

Acting Head of ESS, Biology Teacher

English Teacher

Staff Association Chair, Creative Arts Teacher, Drama Teacher, Enrichment Teacher

Personal Learning Assistant

PE Teacher

Geography Teacher, PE Teacher, Enrichment Teacher

WLP Assistant

English Teacher

Head of Psychology

Head of Portuguese Faculty

Spanish Teacher

vcoates@stjulians.com

mcosta@stjulians.com

jcoulshed@stjulians.com

dcrespo@stjulians.com

dcrow@stjulians.com

pcsobanka@stjulians.com

rdavey@stjulians.com

ddavis@stjulians.com

cdawson@stjulians.com

llanca@stjulians.com

mdelgado@stjulians.com

fdouglas@stjulians.com

sdore@stjulians.com

gdowning@stjulians.com

jdufﬁeld@stjulians.com

hduncan@stjulians.com

oehibor@stjulians.com

aelvins@stjulians.com

bﬁnnegan@stjulians.com

pgonçalves@stjulians.com

mgomes@stjulians.com

agraham@stjulians.com

ajgraham@stjulians.com

alguerreiro@stjulians.com

egutierrez@stjulians.com

Continued

Ms Sophie Hammacher

Mr Keith Harle

Mr Will Harrison

Mr Ross Hobart

Ms Bella Hooke

Mr Mark Hooper

Mrs Clare Hooper

Ms Teresa Horgan

Mr Jack Hudson

Mr Phil Hughes

Mr Richard Hughes

Ms Angeles Jiménez

Mr Steven Jones

Mr Adam Knowles

Mrs Claire Knowles

Ms Caroline Latter

Ms Bárbara Lopes

Ms Jessica Lopes

Mr Paulo Luz

Mr Daniel Machemer

Mrs Maria João Maia

Mr Scott Mallarad

Mrs Mariana Mangerão

Mrs Isabel Marques Taylor

Mr Santiago Marques Taylor

Dr Sally Marsh

Ms Sharon McPherson

Head of Year 9, English Teacher

Opening Minds Coordinator, Drama Teacher

Technology Integration Specialist, Computing Teacher

Whole School Head of Learning Support

Head of Year 8, Bronze DofE Coordinator, English Teacher

Director of Enrinchment

Business and Economics Teacher

Art Technician

Geography Teacher, ToK Teacher

Head of PE Faculty

Head of ToK, Geography Teacher

Spanish Teacher, Portuguese Teacher

Whole School House Leader, Head of Physics

Deputy Head of Mathematics

Student Futures Advisor

Head of Drama, Creative Arts Teacher

German Teacher, French Teacher

Lab Technician

PE Teacher

Head of Year 12, Computer Science Teacher

Singing Teacher

Head of Academic Music

School Counselor

Deputy Head of Portuguese

Music Administrator

Acting Head of Chemistry

Learning Support Teacher

Extended Essay Coordinator, Learning Support Teacher

shammacher@stjulians.com kharle@stjulians.com

wharrison@stjulians.com rhobart@stjulians.com ihooke@stjulians.com mhooper@stjulians.com chooper@stjulians.com thorgan@stjulians.com jhudson@stjulians.com phughes@stjulians.com rhughes@stjulians.com ajimenez@stjulians.com sjones@stjulians.com aknowles@stjulians.com cknowles@stjulians.com clatter@stjulians.com blopes@stjulians.com jlopes@stjulians.com pluz@stjulians.com dmachemer@stjulians.com mjmaia@stjulians.com smallard@stjulians.com mmangerao@stjulians.com imarquestaylor@stjulians.com smarquestaylor@stjulians.com shammacher@stjulians.com kharle@stjulians.com

Ms Sophie Menczer

Mr João Metelo

Mr Tiago Monteiro

Mr Simon Mount

Miss Eleanor Mulhall

Mr Warren Newbery

Ms Edele Nolan

Mr Dan Norbury

Ms Leonie O'Keefe

Miss Louise Oldham

Mrs Vicki Ozkurt

Mr Luke Peedell

Ms Daniela Pereira

Mr Pedro Pereira

Mrs Cristina Pinto

Ms Nádia Pinto

Ms Maria Pinto

Ms Lucy Reeves

Mrs Lone Hesselbjerg-Roper

Mr Mark Roper

Mrs Sandra Sales

Dr Dina Shah

Ms Nadia Skirka

Ms Maxine Small

Mr Duncan Smith

Ms Catarina Sousa

Mrs Christine Sousa e Sá

Mrs Jo Stedman

Mr Simon Stubbs

Ms Cate Swift

Miss Kess Tamblyn

Mr Jacob Thorpe

Mr Nigel Tu

Mr Matt Tupling

Mrs Alexandra Veiga

Ms Emily Warren

Ms Zoe Weiner

Mrs Laura Jenkins White

Ms Claire White Sousa

Extended Essay Coordinator, Learning Support Teacher

Mathematics Teacher, Enrichment Teacher

DT Technician

Head of Geography, Mathematics Teacher

Head of History

PE Teacher

Lead School Counsellor

Deputy Head (Teaching & Learning), Secondary Principal

Head of Chemistry

MUN Coordinator, English Teacher

Head of Year 13, Art Teacher

Head of Science Faculty

Portuguese Teacher

Learning Support Teacher, Mathematics Teacher, Designated Safeguarding Lead

Lab Technician

Lab Technician Coordinator

Russel House Leader, Science Teacher, Enrichment Teacher

Head of Biology

Business Teacher

DT Teacher, Computing Teacher

Library Assistant

Deputy Principal Key Stage 5, IB Coordinator, Chemistry Teacher

DT Teacher

Director of Sport and Wider Life Programme

Data Analyst, MathematicsTeacher

Piano Teacher

Librarian

Deputy Principal Key Stage 3, Head of Year 7, Biology Teacher, IB Core Teacher

Deputy Head of English

Head of German, IB Core Teacher

English Teacher

Diversity, Equity & Inclusion Coordinator, History Teacher

Chemistry Teacher

Physics Teacher, Timetabler

French Teacher

Chemistry Teacher

Head of Performance Art & Design Faculty

Community Engagement Coordinator, History Teacher

Head of Spanish, IB Core Teacher

smenczer@stjulians.com jmetelo@stjulians.com

tmonteiro@stjulians.com smount@stjulians.com

emulhall@stjulians.com wnewbury@stjulians.com enolan@stjulians.com dnorbury@stjulians.com

lokeefe@stjulians.com

loldham@stjulians.com

vozkurt@stjulians.com

lpeedell@stjulians.com

dpereira@stjulians.com

ppereira@stjulians.com

cpinto@stjulians.com

npinto@stjulians.com mpinto@stjulians.com

lreeves@stjulians.com

lhesselbjerg@stjulians.com mroper@stjulians.com ssales@stjulians.com dshah@stjulians.com

nskirka@stjulians.com msmall@stjulians.com

dsmith@stjulians.com

csousa@stjulians.com csousasa@stjulians.com jstedman@stjulians.com

sstubbs@stjulians.com cswift@stjulians.com

ktamblyn@stjulians.com jthorpe@stjulians.com

ntu@stjulians.com

mtupling@stjulians.com aveiga@stjulians.com

ewarren@stjulians.com zweiner@stjulians.com

ljenkins@stjulians.com

cwsousa@stjulians.com

Continued

Bilingual 2º and 3º ciclo Teachers

Ms Carolina Agostinho

Mr Sérgio Almeida

Ms Ana Alves

Ms Ana Rita Alves

Miss Ana Barros

Ms Tessa Bryant

Mr Luís Cerqueira

Ms Emília Cerquido

Ms Jenni Cottam

Mr Mário Delgado

Mrs Paula Dias

Ms Carla Duarte

Mr Paulo Luz

Mrs Luísa Gomes

Ms Teresa Guimarães

Miss Catarina Machado

Ms Paula Nina

Ms Margarida Melo

Mr Marcelo Murta

Ms Maria Pinto

Ms Susana Pires

Mr José Sacadura

Ms Joana de Sousa

Mrs Ana Souza

Ms Rita Viana

Mr Ricardo Vilhena

Professora de Educação Física

Diretor de Turma 8º ano, Professor de Físico-Química

Professora de Educação Física

Diretora de Turma 5º ano, Professora de Português

Diretora de Turma 9º ano, Professora de Português

Coordenadora Prefects e Monitors, Professora de Inglês Extra

Professor de Geograﬁa

Professora de Francês

Bucknall House Leader, Professora de Inglês

Professor de Ed. Física

Coordenadora dos Diretores de Turma, Diretora de Turma 6º ano, Professora de Matemática

Professora de Educação Visual

Professor de Educação Física

Sub-diretora do Currículo Bilingue, Professora Educação Especial

Professora de Educação Visual e Educação Tecnológica

Professora de História

Professora de TIC

Professora de Português Língua Não Materna

Professor de Educação Musical

Russell House Leader, Professora de Ciências Naturais

Professora de Matemática

Professor de Formação Pessoal

Diretora Pedagógica, Professora de Inglês

Diretora de Turma 7º ano, Professora de Educação Visual e Educação Tecnológica, Apoio Educativo

Professora de Educação Tecnológica

Professor de TIC

cagostinho@stjulians.com salmeida@stjulians.com

aialves@stjulians.com aalves@stjulians.com

apbarros@stjulians.com

tessabryant@stjulians.com

lmcerqueira@stjulians.com ecerquido@stjulians.com jcottam@stjulians.com

mdelgado@stjulians.com pdias@stjulians.com

tduarteaes@stjulians.com pluz@stjulians.com lgomes@stjulians.com

tguimaraes@stjulians.com cmachado@stjulians.com pnina@stjulians.com mcmelo@stjulians.com

mmurta@stjulians.com mpinto@stjulians.com

spires@stjulians.com jsacadura@stjulians.com jsousa@stjulians.com asouza@stjulians.com

rviana@stjulians.com rvilhena@stjulians.com

Assessment & Reporting Assessment

At St. Julian’s we use a range of externally standardised, internal, formal, informal and formative assessments to track progress and engage students in meaningful feedback to improve learning.

Assessment for learning is conducted in a range of settings and is an ongoing process. Teachers use all available evidence, including day to day engagement and demonstration of ability to inform their understanding of student learning and progress. Students are given a range of opportunities to demonstrate their learning in authentic ways in order to continuously engage in reﬂection to improvement. For example, these could include quizzes, presentations, debates, production of posters, videos or podcasts, use of mini-whiteboards, practice exam questions, peer assessment and many more.

Exam weeks are one part of the assessment picture. They are scheduled twice a year for each year group and provide an opportunity for students to develop their ability to perform in more formal assessments and to learn how they can best prepare for these situations. Where appropriate, preparation and revision are part of lessons and directed study time in the run up to exam weeks. Speciﬁc guidance and practice on how to revise will be given. Some exam week assessments will be conducted in class and some will be in the New Hall - details are shown in the calendar and speciﬁc timetables will be shared nearer the time.

For Year 7 and Year 8 the exam weeks will consist only of standardised assessments in English, Mathematics and Science.

From Year 9 upwards the exam weeks will include a wider range of subjects as well as the standardised assessments.

Assessment & Reporting

Provisional Schedule of Exam Weeks

Year 7

Week commencing 10 November

Week commencing 16 March

Year 8

Week commencing 8 September

Week commencing 10 November

Week commencing 16 March

Year 9

Week commencing 10 November

Week commencing 24 November

Week commencing 23 February

Year 10

Week commencing 8 September

Week commencing 10 November

Week commencing 17 November

Week commencing 2 March

Year 11

Week commencing 20 October

Week commencing 5 January (for 2 weeks)

Pre-IB

Year 12

Year 13

Week commencing 23 March

Week commencing 8 September

Week commencing 24 November

Week commencing 13 April

Thursday 2 to Wednesday 8 October

Week commencing 19 January (for 2 weeks)

Assessment

Standardised assessments only

CAT4 Tests

Standardised assessments only

Exam week (in class)

Exam week (in the New Hall)

CAT4 Tests

Standardised assessments only

Exam week (in class)

Exam week (in the New Hall

Mock Exams (in the New Hall)

Mock Exams

CAT4 Tests

Exam week (in class)

Exam week (in the New Hall)

Mock Exams (in the New Hall)

Reports

Students will receive three reports during the year (two in Year 11 and Year 13). Each report includes a Form Tutor comment and students are also asked to reﬂect on their own learning and provide a comment. Reports are complemented by Parents’ Evenings and Learning Conversation Day during the year.

Engagement Scale

Standardised Data on Reports

The report will include a Standardised Assessment section. This will show the most recent data from standardised assessments along with cohort averages where appropriate. The standardised data can provide some context to student attainment and progress when viewed as part of the big picture of information provided, including teacher assessment.

The engagement score is designed to give an indication of how well a student is applying themselves to lessons in a subject. The detailed scale provides opportunity for meaningful conversations on what students are doing well and what could be improved.

Assessment & Reporting

Current Attainment

Attainment is measured on the following scales for Year 7 to Year 13.

Year 7-9

Comment

Year 7-9

Description

Mastering The student shows evidence of deep understanding and aspires to take risks and apply their knowledge and understanding to new contexts independently. The student is displaying habits of mind which are exceptional.

Working Toward Mastering

Securing

Developing

Emerging

The student has an elementary knowledge and understanding in few areas of the content and has achieved a limited competence in some of the processes and skills. Positive learning dispositions are emerging.

Target Grade (Year 9–13)

Teachers formulate a target grade for each subject using our best professional judgement of ultimate potential for individual students. This is realistic, but ambitious and is informed by previous attainment, expected progress and the standardised data we receive from adaptive testing. We combine this to make a judgement on each student’s trajectory over the course. The target grade is intended to be aspirational, motivating and something for students to work towards.

A target grade is not a predicted grade and is not a cap on or guarantee of achievement. It should provide a basis for conversation about progress for individual students. If a student’s current attainment is close to or on their target grade it should be a cause for celebration and positive reinforcement that their effort and method of learning is paying off. If a student’s current attainment is well below their target grade it may be an indication that they have some way to go and need some guidance to improve their learning.

Target Grade (Year 9–13)

The ﬁrst predicted grades are issued in the Summer Term of Year 12. They are used by students to guide decisions around university applications or other pathways. Teachers formulate predicted grades using our best professional judgement on the basis of a student’s performance and response to the course over an extended period of time, their previous attainment and the standardised data we receive from adaptive testing.

Each student performs in a number of different academic contexts: in class, through homework, in formative and summative assessments and in formal assessment tasks. Our teachers are adept at using this information to make judgements on the trajectory of progress of students. Predicting grades is challenging, but we have conﬁdence in our teachers and the process of examining all available information before deciding on an appropriate grade. Our teachers discuss and moderate predicted grades to collectively use a vast range of experience in making these judgements. We have a responsibility to support students in their aspirations, but we must also maintain integrity and be realistic in our predictions.

Bilingual Section Reports

In the Bilingual Section, students in 5º-9º ano get a mid-term report in terms 1 and 2 and end of year reports at the end of each term. Mid term reports provide information about participation, engagement, responsibility and achievement, as well as a target for improvement. End of term reports reﬂect achievement (through grades 1-5) and teachers write a comment that summarises progress and suggests areas for further improvement.

Parents’ Evenings

Years 7 to 13 have one information evening with a "Meet the Tutor" event, two Parents’ Evenings and one Learning Conversation Day throughout the academic year. Parents’ evenings are an opportunity to hear how your child is engaging in learning, what is going well and what they could do to improve. It is strongly recommended that students attend Parents’ Evenings in Secondary in order to take ownership of their learning.

This year we will trial a return to face to face meetings. The ﬁrst Parents’ Evening is held in School and the second will be held online.

Learning Conversation Day is an extended, student-led conversation, facilitated by the tutor, in which students are asked to reﬂect holistically on their learning.

Parents can contact their child’s form tutor at any time and should not wait for a Parents’ Evening to raise a concern or share some good news.

A guide to the St. Julian’s Parents’ Evening System Go to sites.google.com/ stjulians.com/technologyat-sjs and select Parent Platforms and then Parents Evenings.

Homework

General guidance

What students can expect for homework and directed study tasks:

• Assignments will be set in Google Classroom irrespective of where the work is to be completed. The task will be clearly labelled.

Instructions will indicate the time required.

Du completion time, aligning with the Homework Timetable for Years 7-9

Assignments will build on previous learning, reinforce new ideas, and may include pre-reading or tasks to support extended learning.

Year 7 to 9

The day for the task to be set and

Homework timetable. Guidance for students, staff and parents will be provided in the SJS Revision Toolkit (this will be shared with parents at the start of each academic year).

English, Mathematics, Modern Foreign Languages, Portuguese and Science should set work of up to 30 minutes each week. All other subjects will set homework tasks every two weeks.

Homework

Year 10 & 11

Students should devote more time to the revision of subjects in advance of assessments. •

Students should have 45 minutes of homework per subject each week.

Beyond homework, students should study independently. Teachers will provide support like reading lists, past papers, student-led reviews, debates, and journals.

Year 12 & 13

The expectations for homework and directed study in Year 12 & Year 13 are as follows:

Diploma Programme

•

SL subjects: 1 hour/week

HL subjects: 1.5 hours/week

Core: 2 hours/week

Career- related Programme

SL subjects: 1 hour/week

HL subjects: 1.5 hours/week

CRS: 2 hours/week

Core areas: 2.5 hours/week

Beyond work set by teachers, students should study independently. Teachers will provide support like reading lists, past papers, student-led reviews, debates, and journals.

Students should devote more time to the revision of subjects in advance of assessments.

Daily Life

The Main Gate and West Gate are open from 7.45am to 5pm, with a Security Team present throughout the school day. A security presence is maintained on campus hours a day, with the Security Team stationed at the Main students from Year / ° ano upwards.

Timings of the day

Students must be in class for the start of the day at 8.20am

After School Supervision

Please note that Students waiting after school should remain in the Playground area, where benches are available for their use. They must register with Mr Fernando Pinto, who can be identiﬁed by his purple T-shirt.

Seemingly, this system has already been in place for the past term. If you see any students around campus after school please send them there. In wet

School Equipment

Essential day-to-day equipment that every student should bring to school:

• x 2 pens to write with (blue and/or black ink)

• x 2 HB pencils

• Rubber

• Ruler

• Pencil sharpener

• Colouring pencils

• Glue stick

• Scissors

• Protractor

• A pair of compasses

• A whiteboard pen

• A fully charged device (iPad Years 7 to 9, Laptop Years 10 to 13 and 9º ano)

• Art

• A pair of headphones with a 3.5mm audio jack Scientiﬁc calculators can be provided for students in Years 7 to 11 upon parent request and invoiced accordingly. Students in Years 12 and 13 are expected to purchase their own calculators. Speciﬁcations are shared with students at the end of Year 11 by the Maths Department

Digital Learning at St. Julian’s School

Go to sites.google. com/stjulians com/ technology-at-sjs

• HB x 1 & 2B x 1 Pencils

• Fine liner pen

• Then as above essential items:-

• Pencil sharpener

• Rubber

• Glue stick

• Ruler

• Scissors

Music

All students f rom Years 6 to 9, 7 º and 8º ano will need to bring their instruments and a fully charged ipad to the music lessons.

• If needed students will be able to buy recorders f rom the school

• If you have signed up for instrumental lessons, you will be able to rent instruments f rom the school

• Keyboards and guitars are available for student use during music lessons

Creative Arts –Years 6 to 9, 7 º and 8º ano Students should wear their PE kits on the days they have Creative Arts.

PE and Outdoor Education

Students should come to school in their PE Kit on the days they have PE. The PE Kit includes the following:

• St. Julian’s branded white PE T-shirt (plain white T-shirt is also acceptable, not house T-shirts).

• Plain black shorts or plain black tracksuit bottoms (or leggings for girls).

• St. Julian’s branded jumper, St. Julian’s branded sports jacket or St. Julian’s branded ﬂeece (not house jumper or T-Shirt).

• White socks.

• Trainers. When outside on the Astroturf or grass pitches, boots with plastic studs can be used. If wearing skin pads, long green socks should be worn.

SJS Teams

Students who are training and competing in SJS teams, should purchase own kit for trainings, ﬁxtures and tournaments at the beginning of the season, this can be done in advance by visiting: www.cgsports.pt/shopsaintjulians or scanning the QR Code.

During break time and lunchtime, students should bring their own labelled volleyball, football, basketball, ping pong & tennis rackets and balls etc The PE epartment will not be lending

Science

• Safety goggles – new goggles to be provided for Year 7 Year 8 upwards to use goggles f rom last year.

• Years 10 to 13 lab coats for science, provided by the School

Design & Technology

• Apron – new aprons to be provided for Years 6 & 7

• Years 8 & 9 to use aprons f rom last year

• Black ﬁne-liner pen

Lockers

Secondary students will be allocated a locker. More information will be provided at the beginning of the academic year.

Once lockers are allocated each Student with an electronic locker will be able to gain access to their locker using their ID card. Each student is responsible for their locker and the items left inside. All lockers must be kept clean and used responsibly.

Daily Equipment Checklist

ID Card (for entry to the school and lunch)

Correct uniform according to timetable for the day

A full water bottle (this should be taken home at the end of each day for washing)

Learning Device ( iPad / Laptop fully charged and with charger)

Relevant equipment for lessons (see equipment list)

Musical instruments

Student Futures

The Student Futures team has designed a bespoke programme that aims in life beyond School. This journey starts early in Secondary, includes and world-class university application guidance.

The Student Futures Advisors include:

Mrs Helena Blanchard (Coordinator) hblanchard@stjulians.com

Mrs Claire Knowles cknowles@stjulians.com

Mrs Christine Sousa e Sá csousasa@stjulians.com

Mrs Paula Santos psantos@stjulians.com

Enrichment

Enrichment activities extend children’s learning through new experiences and opportunities that are key to academic success, personal and social Enrichment Programme that is varied in activities, enabling them to curriculum. These activities provide learning experiences that develop students the 6 C’s, Compassionate, Curious, Collaborative, Communicator, Courage and Global Citizenship.

The beneﬁts of enrichment Enrichment activities are just as important as academics, arguably more so. They help develop well-rounded students, teaching them life skills that will prepare them for the future. Other beneﬁts include:

• Improved academic performance as a result of skills learnt during enrichment, such as time management, organisational skills, problem solving, critical thinking, public speaking and leadership skills

• Empowers students to think creatively, problem solve and think outside the box

• Participation in enrichments boosts conﬁdence and self-esteem

• Provides opportunities for students to explore their interests and discover new hobbies that may inﬂuence future career choices

• Students learn to collaborate with others by working in groups, developing leadership skills

• Creates social opportunities by being

part of a community, it provides a sense of belonging and helps build f riendships

• Additional health and wellbeing beneﬁts associated with both physical activity and activities that promote good mental health

As part of the secondary curriculum all KS3 and KS4 students have planned enrichment lessons. There are 2 core themes to these lessons: life skills and service learning. Life skills comprises a variety of opportunities for personal growth, and includes developing leadership skills, philosophy for life, yoga, ﬁrst aid training, needlecraft, cooking, and study skills to name but a few areas of study. Service learning is a thread throughout each year group and each year group has an associated local charity with which they will work to establish opportunities for service learning and fundraising activities. The current charities that have these direct links with the School are Carcavelos Community Centre, Cercica, Centro Social Paroquial Nossa Senhora de Porto Salvo (CSPNSPS) and Semear

Summer Term 2026

Autumn Term 2026

Tuesday 1 September Induction morning for new students

Wednesday 2 September Classes commence for all students

Monday 5 October Implantação da República*

Monday 26 - Friday 30 October Half-Term Break

Tuesday 1 December Restauração da Independência*

Tuesday 8 December Nossa Srª. Da Conceição*

Thursday 17 December

Last day of the Autumn Term (School ﬁnishes at 12pm)

Spring Term 2026

Monday 4 January Classes commence

Monday 8 - Friday 12 February Half-Term Break

Thursday 25 March

Last day of the Spring Term

Summer Term 2027

Monday 12 April Classes commence

Friday 23 April

Staff Training Day - no classes for students

Thursday 27 May Corpo de Deus*

Friday 28 May

School Holiday

Thursday 10 June Dia de Portugal*

Friday 11 June School Holiday

Wednesday 30 June

Last day of the Summer Term (School ﬁnishes at 12pm)

*School / Public Holiday