Parent Handbook 2026/27

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Contents

PRIMARY

GENERAL 02 04 05 06 07 09 15 16 20

Introduction Welcome Guiding Statements Shaper Profile and the 6Cs Learning Essentials School Structure Leadership & Governance Strategic Plan Communications Parent-School Communication The Lighthouse and other publications

21

Social Media

22

Map

23

School Life Positive Behaviour

25

Expectations for Success in Lessons

26 28 47

Bullying Curriculum Overview Academic Integrity

53

Use of Mobile Digital Devices Houses Absences and Late Arrivals

58 60 62 63 65 66 67 75

Trips Organisation for Learning Standardised Assessment Tools Student Leadership School Uniform Technology

Wellbeing and Student Support 77 Learning Support 80 Language Development 82 Counselling 83 Student Wellbeing and Pastoral Care

85

87 88 89

Safeguarding and Child Protection Safeguarding and Child Protection Health, Safety and Security Surgery Security and Arrangements Emergency Procedures

Community Parents’ Association Accreditation Admissions and Re-enrolment 92 Parent School Agreement 93 Payments 94 Transportation 95 Food

90 91 92

Wider Life Programme (WLP) 97 WLP 98 Sports and PE 100 Community Engagement 102 Instrument Tuition School Contacts 103 School Contacts

02 05

10 12 13 14 19 20

Leadership Primary Leadership Teams Staff Lists Primary Curriculum Assessment and Reporting Parents’ Evenings Homework Daily Life School Equipment Daily Equipment Checklist

SECONDARY 02 04 05 06

11 16 17 19 20 22 23 24

Leadership Secondary Leadership Team Pastoral Team Heads of Faculty and Whole School Staff Lists Secondary Curriculum Assessment and Reporting Parents’ Evenings Homework Daily Life School Equipment Daily Equipment Student Futures Enrichment

CALENDAR 02 03 04 04

Autumn Term 2026 Spring Term 2027 Summer Term 2027 Term Dates 2027/28

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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.

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On the following pages, you will find what we call our Reason to Believe, which sets out our guiding statements: our mission, vision and core values. Our vision, Learning Together to Shape a Brighter Future, sits at the heart of everything we do at St. Julian's.

Underpinning this vision is our Shaper Profile, built around the 6Cs, six traits and values we aspire to embody every day: compassion, curiosity, collaboration, communication, courage and global citizenship.

Mr Paul Morgan Head head@stjulians.com Marta Marques Executive Assistant mmarques@stjulians.com +351 916 788 789

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Guiding Statements Guiding Statements

LEARNING

Encouraging students to become curious, creative, lifelong learners.

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.

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

OUR

Cs: Compassionate

Curious

Collaborative

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

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

Kindness I am friendly, polite and considerate towards others.

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

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

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.

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.

Sharing ideas I encourage others to contribute their perspectives, 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.

Reflective I reflect on experiences and feedback to grow and develop.

Communicator

Courage

Global Citizenship

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

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.

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

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

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

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

Independence I use strategies to manage my learning and wellbeing.

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

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

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

Asking for help I seek support 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.

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.

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THE LEARNING ESSENTIALS Through our teaching all students:

Enjoy a positive learning environment with excellent relationships

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

Are inspired and enjoy learning

Learn collaboratively and independently

Enquire, make connections and construct meaning for themselves

Understand and reflect on how they learn

Develop skills, knowledge and understanding

Understand why their learning matters

Are appropriately challenged and supported in their learning

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

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School Sections

Primary

Pre-Prep School 3 to 5 Prep School

Secondary

Bilingual Curriculum

Ages of children

5 to 11

11 to 18

Year groups

Nursery and Reception 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) 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)

1º ciclo

6 to 10

1º to 4º ano

2º & 3º ciclo

10 to 15

5º to 6º ano and 7º 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 Curriculum, unless specified otherwise.

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Access to International and Portuguese Universities

Year 12

(16 to 17 year olds)

Year 11

(15 to 16 year olds)

9º ano

Year 10

(14 to 15 year olds)

(14 to 15 year olds)

Year 9

8º ano

Year 7

6º ano

(11 to 12 year olds)

(11 to 12 year olds)

Year 6

5º ano

(10 to 11 year olds)

(10 to 11 year olds)

Year 5

4º ano

(9 to 10 year olds)

(9 to 10 year olds)

Key Stage 2

Year 4

3º ano

(8 to 9 year olds)

(8 to 9 year olds)

Year 3

2º ano

(7 to 8 year olds)

(7 to 8 year olds)

Year 2

1º ano

(6 to 7 year olds)

Year 1

(5 to 6 year olds)

Foundation

Reception Early Years National Curriculum

Pre-Prep

Key Stage 1

(6 to 7 year olds)

(4 to 5 year olds)

Nursery

(3 to 4 year olds)

Bilingual Curriculum

7º ano

(12 to 13 year olds)

2º ciclo

Key Stage 3

English National Curriculum

Prep School

Year 8

(12 to 13 year olds)

Bilingual & Portuguese National Curriculum

(13 to 14 year olds)

3º ciclo

(13 to 14 year olds)

1º ciclo

GCSE

Key Stage 4

Secondary Section Primary Section

IB

Key Stage 5

Year 13

(17 to 18 year olds)

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The WLT comprises the Head, the Bursar, two Deputy Heads, the Director of the Bilingual Curriculum, the Heads of the Pre-Prep and Prep Schools, and the Directors of Learning Technology and Professional Learning. Through strategic oversight of school performance and policy, the WLT is focuses on ensuring the highest standards of learning and wellbeing of every child.

Other contact details

Name

Role

Contact

Mr Paul Morgan

Head

head@ stjulians.com

Executive Assistant Marta Marques +351 916 788 789 mmarques@ stjulians.com

Mrs Adela Metaxa

Bursar

bursar@ stjulians.com

Finance & Compliance Officer Tânia Serras de Sá +351 214 585 302 tserrassa@ stjulians.com

Ms Caroline Deputy Head Cullen (Pastoral)

ccullen@ stjulians.com

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

Mr Robin Hardman

rhardman@ stjulians.com

Secretary Ana Pais + 351 214 585 300 apais@ stjulians.com

Deputy Head (Academic)

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

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Other contact details

Name

Role

Contact

Ms Joana de Sousa

Head of the Bilingual Curriculum

jsousa@ stjulians.com

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

Miss Louise Head of the Banthorpe Prep School

lbanthorpe@ 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

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

Mr Michael Director of Learning Brooke Technology

mbrooke@ stjulians.com

+351 214 585 300

Ms Sarah Dore

sdore@ stjulians.com

+351 214 585 300

Director of Professional Learning

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The Extended Leadership Team (ELT) consists of the WLT and other senior members of staff. The ELT is responsible for creating and implementing the Strategic Plan.

Name

Role

Contact

Mr Tom Mullins

Deputy Head of Prep School

tmullins@ stjulians.com

Mrs Jo Stedman

Director of IB Students

jstedman@ stjulians.com

Dr Dina Shah

Director of IB Curriculum

dshah@ stjulians.com

Mr Jon Burke

Senior Master

jburke@ stjulians.com

Mrs Luísa Gomes

Deputy Head of the Bilingual Curriculum

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.

These meetings are chaired by the Head, Mr Morgan. The two deputies also attend, Mr Hardman, Deputy Head (Academic) and Ms Cullen, Deputy Head (Pastoral).

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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 2026 there are 50 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 from the wider community. Some Association members are from the Greater Lisbon region, whilst others are from the UK and other European countries.

All surpluses from 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 from 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.

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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.

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

Board meetings are generally held around six times a year, which will involve a presentation of written reports from the Head and the Bursar. On occasions, other members of the Extended Leadership Team will

Infrastructure The Infrastructure 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 infrastructure, and any other matters referred to it by the Board.

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.

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 Marketing & Alumni Relations Teams in setting strategies and direction to strategise on marketing and increase alumni engagement and participation in school life.

The Chair of the Board, Mr João Alves can be contacted by email at: chair@stjulians.com.

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Subcommittees Board Members

Policy & Compliance

Finance

Alumni & Bursaries & Development Infrastructure Discounts

Education

Mr João Alves Chairman

(FP)

Mr James Frost (P)

Mr Jamie Darke Chair

Chair

Mrs Murphy Cobbing (FP)

Chair

Mr Daniel Ernst (P, A)

Chair

Mr Luís Cocco (FP)

Chair

Mr Taheer Saiyad (P, A)

Mr Alexandre Portugal (FP)

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

Mr Paul Slocombe, who was Head from August 2021 to August 2022, is an advisor to the Head and Board.

He attends meetings of the Board and is the Chair of the Education Subcommittee.

The Fiscal Board meets termly and represents the Association. The members are Mr Nick Heaton (Chairman), Mr Pedro Mendonça (P) and Mr Alan Johnson CMG (FP).

The Head and Bursar participate in all of the above.

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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:

Teaching & Learning

Wellbeing

Impact

Teaching & Learning

Students experience inspiring and highly personalised teaching and learning anchored to our Learning Essentials.

The curriculum is reviewed to ensure: Progression pathways are clear and articulated vertically and horizontally across the whole school.

The Shaper Profile is fully incorporated in the curriculum.

Teaching is informed by assessment data and the Engagement Scale, so that learning keeps moving forward.

Technology and AI are meaningfully integrated to enhance teaching and learning and strengthen critical thinking skills.

We provide an enrichment programme that enables students to develop their passions.

Service learning is woven into the curriculum, giving students authentic opportunities to contribute to the wider community.

Organisation for Learning

Wellbeing

Teaching and learning support the academic, social and emotional development of 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

Objectives

1.1

Learning is inspiring and engaging, and students are challenged and well supported.

Our curriculum meets the needs of every

1.2 student and is clearly articulated, vertically and horizontally, across the whole school.

1.3

AI is used to enhance teaching and learning and strengthen critical thinking skills.

Oracy and language development are

1.4 embedded in teaching and learning.

1.5 Data is used effectively to support learning.

High expectations and consistent routines

2.1 create a positive learning environment.

agency and leadership. School listens attentively and responds effectively to the wider community.

The School supports the physical and mental 2.2 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.

Organisation for Learning

3.1

St. Julian’s is a caring employer.

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

All staff are growing and developing within

3.2 a strong professional learning culture.

Organisational processes and communication are smart and streamlined,

3.3 allowing teaching staff to focus on teaching and learning and to support leadership.

Parents are actively engaged in the

3.4 life of the School and experience an excellent service.

The physical environment is optimised

3.5 for learning, wellbeing, and sustainability.

AI is implemented to automate tasks and

3.6 reduce workload where possible.

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Communication

Pre-Prep & Prep Schools

Bilingual Curriculum

primary@stjulians.com +351 21 458 5361

bilingual@stjulians.com +351 21 458 5390

Secondary

Main School Line

secondary@stjulians.com +351 21 458 5300

+351 21 458 5300

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

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The SJS Portal The SJS Portal app is 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.

The SJS Portal is 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.

Through The SJS Portal, you will have access to: Personalised Communication: Receive information relevant to your child's year group.

Android

Or go to Google Play and search SJS Portal

Academic Information: View reports, timetables, and School Calendar: Access the integrated School calendar for relevant events and dates.

iOS App

Or go to the App Store and search SJS Portal

Steps to connect the SJS Portal Calendar to your device

Digital Forms: Submit forms directly through the app.

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

Technology Guide for Parents

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

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Communication The SJS Portal - Students The School uses two main learning platforms: Google Classroom (from Year 6 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

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.

The SJS Portal is also available to students.

They can consult timetables, calendars and reports.

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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 nd support for platforms but to only t 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

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as well as celebrating what

The School Yearbook 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 yearbook as part of their graduation.

Alumni Newsletter For Alumni, the School publishes The Juliana newsletter.

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

Or go to community. stjulians.com

Or go to ui.app.weduc.co. uk/login

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follow the School’s social

Instagram @StJuliansLisbon @StJuliansHead Facebook StJuliansLisbon LinkedIn StJuliansSchool

Instagram @St.juliansschoolalumni Facebook @SJSAlumniGroup LinkedIn linkedin.com/groups/153537/

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Map

Pavilion J - Bilingual Curriculum 1º Ciclo

Drop Off Gate for Primary

West Gate (Main Primary Entrance)

Queen’s Building Primary School

Primary PE Covered Courts

Head’s Garden

PA’s Office

West Wing

Palácio

Courtyard (Pátio)

Main Gate Side Gate

Theatre

New Gym Water Tower

East Wing DT Workshops

Secondary Library Secondary Classrooms (Xbox X106 and X107)

Astroturf Sports Fields

Workshop

Casa B Chemistry Labs

Greenhouse Biology Labs

Computer Science Labs

Covered Courts

New Hall

Soft Rock Café

Secondary Classrooms (Xboxes X102 to X105)

Humanities Office Learning Support

PE Pavilion & Gym

Forest School

Grass Sports Fields

X100 and X101

Physics Lab

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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.

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 framework used in Secondary Section, ultimately easing the transition from Year 6 to Year 7.

If students are finding it difficult to display the expected behaviours, teachers apply the following framework, subject to their professional judgement: Calm Lessons

Step 1

Non-verbal reminder

Step 2

Verbal reminder

Step 3

Reset conversation Learning n

Step 4

Restorative conversation Possible detention

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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

Secondary-aged students in the Secondary or Bilingual Curriculum may also be referred to detention for additional reflection.

•

•

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.

Lunchtime Detention: These take place everyday at lunch time and range in duration from 10-30 minutes, depending on the nature of the concern. For example, a one-off punctuality issue may result in a shorter detention, whereas a pattern of concerns or a behaviour issue within a lesson may result in a longer detention.

After-School Detention: These take place on Thursdays from 4 to 5pm for students in both the Secondary Section and Bilingual Curriculum.

Students are referred to this detention for more serious behavioural incidents or where there have been repeated concerns about their behaviour.

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

Current Behaviour Policy can be accessed here:

Or go to stjulians.com/wp-content/ uploads/2025/07/Behaviour -Policy.pdf

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Bullying is intentional behaviour that hurts someone else and is repeated over a long period of time. It may cause physical and/or emotional harm and can take many forms.

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.

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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.

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.

Resolution 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.

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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)

1º ano

Key Stage 2

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

2º, 3º and 4º ano

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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 from the campus.

The Portuguese language is 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.

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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 framework 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.

Inclusive, 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.

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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.

Assemblies A weekly assembly is planned for the children in Year 2 to 6 and 1 to 4º ano, where the children learn about important events and different celebrations.

Separate Oracy Live! assemblies allow children to develop their speaking and listening skills. The 6Cs are recognised and celebrated through weekly certificates throughout the year. To support transition, Year 1 children are introduced to these assemblies in the Summer Term.

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curriculum time and assemblies throughout Key Stage 2.

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 their work. By focusing on independence, resilience and reflection, children have opportunities 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.

Curriculum 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

In the Prep School, Oracy is not taught as a discrete subject but is central to our inquiry-based approach to learning. Informed by the Voice 21 Oracy Framework, we explicitly develop pupils’ skills across the physical, linguistic, cognitive and social-emotional strands. High-quality talk underpins every area of the curriculum, enabling children to question, reason, collaborate and build understanding together. Through structured discussion, purposeful dialogue and opportunities to present, pupils develop strong oracy skills, learning to articulate ideas with clarity, confidence and purpose.

Portuguese is compulsory for all children and is taught at all levels, from beginners to first language level.

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.

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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. Inclusive, 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.

STEM in Year 6 Year 6 students participate in three intensive STEM weeks as one part of their wider termly topics, acting as electrical, aerodynamic, and biomedical engineers. By integrating Science, Computing, and DT, pupils tackle real-world challenges through an inquiry-based "research, design, make, and evaluate" process.

Using our specialist DT Labs and BBC Micro:bit technology, students program automated light displays, design high-performance racing prototypes, and analyse body systems using health sensors. This collaborative, hands-on experience effectively prepares students for future technical demands by ensuring that an inquiry-led approach drives every project, prioritising the depth of the learning process and its contextual relevance to their wider curriculum.

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 from ‘Temples, Tombs and Treasure’ in Year 3 and ‘The Edo Kingdom’ in Year 4 to ‘Space’ 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.

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Computing and Pupils from 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.

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Portuguese Language Classes

Discrete Portuguese language lessons are delivered to all pupils from Nursery to Year 6. From Year 1 onwards, pupils are assigned to First Language and Foreign Language groups based on their language proficiency, informed by the teachers’ informal observations and previous experience with the language. New students will join the group that seems most appropriate for their linguistic background, however adjustments may be made in the first months.

Curriculum and Learning Objectives From Nursery to Year 1, an informal approach to the language is emphasised, providing a variety of opportunities for linguistic exploration through stories, games, and songs, which help to develop phonological, lexical, and syntactic awareness, as well as rhythm and fluency in oral expression.

From Year 2 to Year 5, pupils in Portuguese First Language groups follow the guidelines of the Ministry of Education’s National Curriculum for Portuguese in the 1.º Ciclo do Ensino Básico, while pupils from Year 2 to Year 6 in Portuguese as a Foreign Language groups follow the Ministry of Education guidelines, articulated with the Common European Framework of Reference for Languages (CEFR). In both cases, the curriculum is adapted to the international school context and to the timetable allocated for the subject.

Objectives vary between First Language and Foreign Language, according to the needs of each group.

Contact Hours The weekly distribution of Portuguese classes is as follows: • Nursery: 30 minutes, 3 times per week • Reception: 45 minutes, 2 times per week • Year 1: 60 minutes, 2 times per week • Year 2: 60 minutes, 3 times per week • Year 3: 60 minutes, 3 times per week • Year 4: 60 minutes, 3 times per week • Year 5: 60 minutes, 3 times per week • Year 6: 60 minutes, 3 times per week Level differences within the Groups In First Language Portuguese classes, pupils from Year 1 to Year 5 are divided into two groups. This division does not reflect different levels of knowledge; groups are balanced to respect individual learning pace, diversity of profiles, and personal development.

Differentiated teaching strategies are therefore applied to respond to each student’s individual needs.

In Foreign Language Portuguese classes, pupils from Year 2 to Year 6 are usually organised into three proficiency groups – beginners, intermediate, and advanced – except for Year 1.

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Mixing Native and Non-Native Speakers The determining factor is linguistic proficiency. Sometimes the labels “native” or “non-native” do not accurately reflect true language mastery. Grouping is therefore based on actual linguistic competence and not on nationality.

Homework and the Importance of Reading in Portuguese We recognise that families may not always be able to provide direct support with homework. The purpose of homework is to consolidate learning that has already taken place in class; for this reason, if a pupil is unable to complete a task independently, it may be returned unfinished. This also allows the teacher to monitor the child’s progress and identify areas where additional support may be needed.

However, positive reinforcement and family support remain very helpful in the learning process. Homework must preferably be handed in during the following lesson.

At the beginning of the academic year, homework days are scheduled in accordance with the pupils’ timetables.

Pupils are also provided with a book to take home each week, accompanied by a reading diary (Diário de Leitura). Each child’s reading pace is respected, with some pupils completing a book per week while others may require more time.

Families are encouraged to support and motivate their child’s reading at home, helping to foster a positive and consistent reading habit. At home, pupils (or the adult supporting this task) are expected to write a comment about their reading or the book to confirm it has been read, so that the book can be exchanged the following week.

Communication Between Home and School Any parent or guardian wishing to clarify aspects of the Portuguese department, group organisation, or their child’s learning journey may contact the subject teacher or the Portuguese Coordination team, who will be happy to provide guidance.

The weekly opening hours of the Portuguese teachers are set at the beginning of the academic year.

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Bilingual Curriculum 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 framework 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.

Inclusive, 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.

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Bilingual Curriculum 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, ction, critical thinking cooperation, r 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 A weekly assembly is planned for the children in Years 2-6 and 1-4º ano, where the children learn about important events and different celebrations.

Separate Oracy Live! assemblies allow children to develop their speaking and listening skills. The 6Cs are recognised and celebrated through weekly certificates throughout the year.

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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 from 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.

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Average hours per week for each subject* The Key Stage 3 curriculum consists of consists of:

• • • • • •

Subjects

Years 7 and 8

Year 9

A core of English, Portuguese, Mathematics and Science.

English

3.5

3.5

Mathematics

3.5

3.5

History & Geography.

Portuguese

2.5

2.5

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

Science

3

3

French or German

2.5

2.5

Six practical/creative subjects: Art, Computing, Design & Technology, Music and PE.

PE

2

2

Geography

1.5

1.5

History

1.5

1.5

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

Art

1.5

1.5

Computing

1.5

1.5

Design & Technology

1.5

1.5

Music

1

1

Drama

1

1

Health & Citizenship

0.5

0.5

Enrichment

1

2

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

*The timetable runs over two weeks, which is why some numbers are decimals.

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Hours per week for each subject

Bilingual Curriculum St. Julian’s Bilingual Curriculum 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: Portuguese English History and Geography Mathematics Science Art Design and Technology Music Physical Education Health and Citizenship

•• •• •• •• ••

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

• ••

Information and Communication Technology Extra English French

Subjects

5º ano 6º ano

Portuguese

4

4

English

3

3

Extra English

2.5

3

Mathematics

4

4

Science

2

2

French

2

2

History and Geography

2

2

Art

1

1

Design & Technology

1

1

Music

2

2

PE Information & Communication Technology Health and Citizenship Apoio ao Estudo

2

2

0.5

1

1

1

1 (+3) 0 (+3)

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7º 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 Drama Enrichment

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

Subjects

7º ano

8º ano

9º ano

Portuguese

3

3

4

English

2

2

2

Extra English

2

2

2

French

2

2

2

History

2

2

2

Geography

2

2

2

Mathematics

4

4

4

Science

2

2

2

Physics and Chemistry

2

2

2

Art

1

1

1

Design & Technology

1

1

—

PE

2

2

2

Information & Communication Technology

1

1

1

Health and Citizenship

1

1

1

Drama

1

—

—

Enrichment

—

1

1

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–

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

All students study:

•• ••

English Language and Literature Science (Triple or Double Award) Mathematics An additional language (from 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 Economics 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, world religions, global perspectives and core computing courses.

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

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Average hours per week for each subject* Subjects

Year 10

Year 11

4

4

Mathematics

3.5

3.5

Science – Triple

7.5

7.5

Science – Double

5

5

Language option 1

3

3

Option subject 1

3

3

Option subject 2

3

3

Option subject 3

3

3

PE

2

2

Health & Citizenship

0.5

0.5

Enrichment

1

1

English (GCSE Language & GCSE Literature)

–

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

Average hours per week for each subject* Subjects

Pre-IB

English

3.5

Portuguese

2

Mathematics

3.5

Language option

2

Option subject 1

4.5

Option subject 2

4.5

Option subject 3

4.5

PE Health & Citizenship Enrichment

2 0.5 1

*The timetable runs over two weeks, which is why some numbers are decimals.

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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).

• Three at Higher Level.

Plus Core subjects:

•

• 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.

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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

• •

•

Subject hours per week

Year 12

IB Core (for CP & DP) Theory of Knowledge (ToK) Health & Citizenship Higher Level Subject Standard Level Subject BTEC Business

Year 13

2.5 2 1

1

4

4

3

3

6

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

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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 from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media. (IBO, 2016)

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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.

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.

The School will aim to ensure that:

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, 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.

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).

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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, friends, 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 will be recorded on the student's file, and parents/guardians will be notified.

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 member of the school leadership team, as appropriate. 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.

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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.

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.

APA

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

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.

The APA system:

• • •

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

Guide

51

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 AI 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 AI 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 AI as a source of factual information (e.g., asking it to define a term and then quoting its definition). AI is not always trustworthy and is not considered a credible source for use in academic writing.

52

Ten tips for acting with integrity Always act with honesty and in a responsible and ethical manner—being conscious of the influence that you have on those around you can set a great example to others.

Familiarise yourself with the school’s rules and ensure that you understand what academic integrity means and consists of.

Don’t try to gain an unfair advantage in coursework, mock examinations, or assessments by copying someone else’s answers or using a mobile phone during an exam, for example.

Always reference and cite other people's work that you have used in your essays—be proud of explaining that you understood someone else's ideas and thought that they were good. Seek help if you are struggling or are not sure of expectations.

Stand up for what is right—alert a member of staff at your school if you suspect that someone has cheated.

Learn to accept your strengths and weaknesses and do the best that you can.

Take responsibility for your own actions and their consequences.

Know how to safely collaborate and share work when using social media and digital collaborative platforms.

Be mindful of maintaining academic integrity during group work/projects and keep track of what each group member is contributing.

Try to overcome procrastination.

Managing your time wisely will reduce stress-induced, last-minute work which increases the likelihood of cheating.

© International Baccalaureate Organization 2022 International Baccalaureate ® | Baccalauréat International ® | Bachillerato Internacional ®

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This policy also applies to students during school trips, residential visits and extra-curricular activities. In some specific circumstances, students may be permitted to use devices while on visits. In these cases, teachers will give clear and specific guidance on their use.

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/wpcontent/uploads/2025/ 07/Mobile-DevicePolicy.pdf

Mobile Devices Students are not permitted to have mobile devices switched on while on the school grounds.

If a student brings a device:

• •

• •

Power off the device before entering School grounds.

Store the device in their locker (preferred) or school bag. Students cannot carry devices on their person (e.g. in their pocket) 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.

54

Exceptions School-issued iPads and Bring Your Own Device (BYOD Years 10 to 13 and 9ºano) devices are allowed in lessons, if directed by a teacher.

•

•

Students in Year 10 and 9º Ano upwards can use laptops during break and lunch times as long as these are used in accordance with the school's acceptable use expectations.

•

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

• • •

Primary Section Pre-Prep & Prep Schools

primary@stjulians.com +351 21 458 5361

Secondary Section

secondary@stjulians.com +351 21 458 5300

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 urgent calls, made directly to the office, not the student themselves.

Bilingual Curriculum

bilingual@stjulians.com +351 21 458 5390

Main School Line +351 21 458 5300

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Mobile Device Safety The School is not responsible for lost, stolen, or damaged mobile devices on School grounds, travel to or from 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:

• • • •

Having a mobile device switched on while on the school site or during trips or residential visits (unless explicitly directed by a teacher).

Recording videos, audio, or taking pictures of staff or students without permission from a member of staff.

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.

56

Sanctions If a phone is seen or used at School:

• •

the staff member.

•

The student's name will be logged in

• • •

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

for tracking purposes.

A parent will need to collect the phone from the relevant sectional office. Another designated adult may also collect the phone on a parents' behalf if this is specified by the parent in writing. 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. Additional sanctions may also be issued.

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

Behaviour Policy

Or go to stjulians.com/wp-content/ uploads/2025/07/Behaviour -Policy.pdf

57

There are a number of other policies in place that relate to the appropriate use of devices including:

Online Safety Policy

Acceptable Use Policies

Safeguarding & Child Protection Policy

Anti-Bullying Policy

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

58

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 rst Chairman of Th 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)

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

In 1932, Mrs Bucknall, who had been connected to the Parents’ National rst Education Union (PNEU), took th 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 A committee was formed to examine the legal an ncial aspects of nd suitable founding a school and t 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.

59 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. rst decades of the 20th century, In th 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 Africa. Its maintenance and operation required the services of specialised workers.

A large group came from 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

Secondary Section

Mrs Maria Bobone Franklin House Leader franklin@stjulians.com

Mr Stephen Jones Whole School House Coordinator & Franklin House Leader franklin@stjulians.com

Mrs Maria Aleixo Etherington-Smith House Leader es@stjulians.com

Mrs Roo Burridge Etherington-Smith House Leader es@stjulians.com

Miss Charlotte Mills Bucknall House Leader bucknall@stjulians.com

Ms Jennie Cottam Bucknall House Leader bucknall@stjulians.com

Miss Stephanie Heath Russell House Leader russell@stjulians.com

Ms Maria Pinto Russell House Leader russell@stjulians.com

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Punctuality Being late for sch impact on learning. Students must be in class for the start of the day at 8.20 or 8.40 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 8.40 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 Curriculum, pupils arriving after 8.20 go directly to their classroom. Teachers communicate any late arrivals to the Office. Students marked as late will be required to attend a lunchtime detention.

Attendance It is the responsibility of parents to ensure that their child attends school.

Any absence from school must be reported in writing to the relevant section along with any relevant documentation:

• • •

Secondary Section secondary@stjulians.com Bilingual Curriculum bilingual@stjulians.com

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

•

In the Secondary Section, any student who is not seated and ready to learn in Tutor Time by 8.20 will be marked as late and will be required to attend a Lunchtime Detention. Students arriving in school after Tutor Time has ended must register their arrival with the Secondary Secretaries.

Lateness will be considered authorised only in exceptional circumstances.

Parents/guardians are expected to consider issues such as traffic and pre-announced transport strikes and to make arrangements to ensure their child attends school on time. Where exceptional circumstances do apply, parents/guardians are asked to contact the section secretary by 9:00 to explain the reason why their child is late to school.

Pre-Prep and Prep Schools primary@stjulians.com

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

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

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• •

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 from 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 cultural or sporting activities: This must be discussed and confirmed in advance with the school.

There are some additional rare circumstances where an absence

•

Students from 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

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.

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

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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.

In Primary, parents may be invited to accommpany 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 the SJS Portal App. 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 rips and visits. ran Discovery Week for students in Year 7/6° ano - Year 10/9° ano and Year 12 takes place in October 2027 and will include a range of activities to support students' academic and personal development.

Year 10/9º ano 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.

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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

Google Classroom

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

Year 6 to

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

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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.

65

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.

•

• • •

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.

GL New Group Reading Test – 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

CAT4

Year 4 Year 6 Year 8 Year 10 + 9º ano Year 12 (or on admission for new students)

Autumn Term

PASS Survey

Years 1 to 13 1º to 9º ano

Autumn Term

White Rose Maths

Years 1 to 6

Once in each term

Progress Test in Maths

Years 7 to 10

Autumn Term and Spring Term

Progress Test in Science

Years 4 to 6 Years 7 to 9

Spring Term Autumn Term and Spring Term

New Group Reading Test

Years 3 to 9

Autumn Term and Spring Term

New Group Maths Test

Year 2 to 6

Autumn Term and Spring Term

Diagnóstico da Fluência Leitora Aprendizagem

2º ano

Summer Term

4º and 6º ano

Summer Term

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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.

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

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 rea their leadership sk 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 from 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 Prefects and House Captains are chosen.

Those who excel are invited to interview to become Prefects (Head Boy & Head Girl and their deputies).

The Prefects 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 Prefects 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 Leadership Team.

The Student Council is led by Student Representatives and is composed of students from 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.

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School Uniform Students should wear their uniform with pride and look smart.

Our Uniform Policy is grounded in the belief that a uniform fosters a sense of belonging, is practical and distinctive, identifies our children as part of the school, and helps them feel equal in appearance, all while supporting a purposeful learning ethos. It should also be appropriate for the season, with winter and summer uniforms in place.

Upholding these standards depends on the support of everyone in our community, parents in particular.

Students in the Secondary Section who do not wear the correct uniform will be sanctioned.

Uniform Policy

Or go to stjulians. com/wp-content/ uploads/2025/07/ Uniform-Policy.pdf

General Rules Uniform requirements apply at all times, including breaktime, lunchtime, school trips, and while travelling to and from school. These general requirements apply to all students from Nursery up to Year 11.

Particular uniform requirements for each section are set out below.

•

Summer and Winter Uniform Summer Uniform is worn from after the Easter Holidays until the Autumn Half-Term Break (October/November).

•

Winter Uniform is worn from the Autumn Half-Term Break (October/November) until the Easter Holidays.

Labelling of personal items All articles of clothing must be clearly identified with the student’s name.

This also includes items such as calculators and pencil cases.

•

• •

Shirts and ties Shirts should be tucked in.

Shirts must have enough neck space to close the top button comfortably.

68

School Uniform • •

For the Winter Uniform, ties must be worn at the neck with the top button fastened.

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

Skirts and Shorts Skirts and shorts should be worn mid-thigh length or lower.

•

•

Girls can wear green tights under their skirts.

•

PE Uniform Students should only wear their PE uniform on designated PE days, all day, and should not mix and match items from the formal uniform with their PE uniform.

•

Special T-shirts, jumpers and hoodies (e.g. those in House colours or issued for specific sports events) should only be worn on designated days.

Shoes Formal uniform shoes must be formal, polishable, and in black or brown leather. Shoes that resemble trainers or other sports shoes are not permitted.

•

Students who want to play sports at break or lunchtime are welcome to bring trainers and change into them.

•

In Pre-Prep and Prep, shoes should be easy for children to fasten independently; Velcro fastenings are recommended for younger children.

Hair Hair that is shoulder-length or longer must be off the face.

• •

• • • •

On PE days, sports shoes must be white or black.

Hats and outdoor wear Hats must be school-branded.

•

A winter jacket of the student's choice is allowable to and from home, and must be removed in the classroom or assembly.

In cold weather, students can wear a school fleece. This must be worn as a coat over the school jumper.

• • • •

For PE lessons, girls are not allowed to wear high-leg Lycra shorts and must wear standard PE shorts instead.

PE and Sports kits must be carried in a suitable bag.

Hair must not be dyed or bleached.

Hair must be tied back for practical lessons such as Science, PE and DT. In the Primary Section, long hair must always be tied back.

69

•

Nails and make-up Nails must be of natural length, and any polish must be transparent or skin-toned.

•

If worn, make-up must be formal and not obvious. Students are not permitted to wear false eyelashes, obvious eyeshadow, obvious eyeliner, or excessive blush.

Jewellery and accessories All jewellery and accessories must be discreet, small, plain, and safe.

•

• • • • •

Earrings: One pair of small studs or one pair of small hoops that hug the lobe of the ear. No other visible piercings are permitted. Piercings may need to be removed for sports or other activities.

Necklaces: One discreet, simple, thin necklace is permitted.

Bracelets: One simple bracelet is permitted on each wrist.

Rings: One discreet, simple ring on each hand.

Religious jewellery: Permitted under the rules above.

Watches: One watch. Smartwatches are not permitted.

House t-shirt for School House Events For special house events, all students are required to wear their House T-shirt. These should only be worn on designated days.

• • • •

Blue – Etherington-Smith Green – Bucknall Yellow – Russell Red – Franklin

Pre-Prep Uniform Nursery and Reception

Formal Uniform - Summer School summer dress (girls) or school shorts (boys & girls).

• • • • • • •

•

School short-sleeved polo shirt.

Optional: School cardigan (girls) or sleeveless or full-sleeve school V-neck pullover (boys & girls).

Short plain green socks.

Shoes - see General rules on page 68.

Please send in a pair of Wellies to keep in school for wet play.

Hats: School-branded hats (caps or Panama hats) are mandatory in the summer. They are left at school from Monday to Friday. On sunny days, please apply sunscreen before school.

A spare change of clothes should be provided to keep in the child's cubby these do not have to be school uniform.

70

School Uniform Formal Uniform - Winter School pinafore dress or school skirt (girls) or school trousers or shorts (boys & girls).

•

• • • • • •

School long-sleeved polo shirt.

School cardigan (girls) or sleeveless or full-sleeve school V-neck pullover (boys & girls).

Optional: Green St. Julian’s fleece jacket, to be worn on top of the pullover or cardigan.

Green socks (short model for shorts and trousers and long model for skirts and dresses) or green tights.

Shoes - see General rules on page 68.

A pair of Wellies should be sent in to keep at school for wet play.

A spare change of clothes should be provided to keep in the child's cubby these do not have to be school uniform.

PE Uniform School Pre-Prep cotton shorts or simple black non-branded shorts.

School PE trousers (boys and girls) or leggings (girls) or simple black non-branded trousers or leggings.

• • •

White branded cotton PE T-shirt or simple white non-branded T-shirt.

Branded sports jumper in summer and branded hoodie in winter.

Fleeces should not be worn on PE days.

• •

White socks.

Shoes - see General rules on page 68.

Forest School Clothing Proper clothing is essential for pupils' safety and enjoyment. It is always colder in the shaded woods, so layering is key.

SRegardless of the season or weather, children 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.

.

. .

Recommendations for Forest School sessions: All year-round Wellies or waterproof walking boots.

• • • • • •

Waterproof trousers.

Autumn/Winter Waterproof Jacket.

Fleece or extra layer.

Spring/Summer additions School hat.

Long trousers or waterproof trousers.

71

Prep Uniform Year 1 to 5 and 1º to 4º Ano

Formal Uniform - Summer School summer dress (girls) or school shorts (boys & girls).

• • • • • •

School short-sleeved polo shirt.

Optional: School cardigan (girls) or sleeveless or full-sleeve school V-neck pullover (boys & girls).

Short plain green socks.

Shoes - see General rules on page 68.

Hats: School-branded hats are mandatory in summer and are left at school Monday to Friday. Please apply sunscreen before school on sunny days.

Year 6 and 5º ano: Pupils in these years should follow Secondary uniform requirements.

Formal Uniform - Winter School pinafore dress or school skirt (girls) or school trousers or shorts (boys & girls).

•

• •

•

School long-sleeved polo shirt.

School cardigan (girls) or sleeveless or full-sleeve school V-neck pullover (boys & girls).

Optional: Green St. Julian's fleece jacket, worn on top of the pullover or cardigan.

• • •

Green socks (short model for shorts and trousers, long model for skirts and dresses) or green tights.

Shoes - see General rules on page 68.

PE Uniform School PE shorts (unisex or girls’ fit) or school leggings (girls) or school PE trousers (boys and girls).

• • • •

School PE T-shirt.

School sports jumper in summer and school hoodie in winter. Fleeces should not be worn on PE days.

White socks.

Shoes - see General on page 68.

Forest School Clothing Proper clothing is essential for pupils' safety and enjoyment. It is always colder in the shaded woods, so layering is key.

Regardless of the season or weather, children 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.

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School Uniform Recommendations for Forest School sessions:

Secondary Uniform

• • • • • •

Formal Uniform - Summer

All year-round Wellies or waterproof walking boots.

Waterproof trousers.

Autumn/Winter Waterproof Jacket.

Fleece or extra layer.

Spring/Summer additions School hat.

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.

Year 6 to 11 and 5º to 9º Ano

•

• • • • • •

School grey skirt (girls) not to be worn above the mid-thigh or school shorts (boys & girls).

White plain shirt.

Optional: School V-neck pullover.

Green socks (long model for skirts).

Shoes - see General rules on page 68.

Formal Uniform - Winter School tie.

• • • • •

School grey skirt (girls) not to be worn above the mid-thigh or school shorts (boys & girls).

White plain shirt.

School V-neck pullover.

Optional: Green St. Julian’s fleece jacket, worn on top of the V-neck pullover.

Green socks (long model for skirts) Shoes - see General rules on page 68.

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PE Uniform School PE shorts (unisex or girls' fit) or school leggings (girls) or school PE trousers (boys and girls).

• • • • •

School PE T-shirt.

School sports jumper in summer and school hoodie in winter. Fleeces should not be worn on PE days.

White socks.

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, also remembering that all other students must follow a strict uniform policy.

General guidelines

•

Shoes - see General rules on page 68.

School activities Depending on the activity, students will need to bring an appropriate kit, for example, sportswear for yoga or sturdy shoes and old clothing for tree planting.

Students should come to school in their normal school uniform and are expected to change at the start of these lessons.

Sports teams All students taking part in after-school Sports Teams (Divisions 4, 3 and Varsity) must have their own school sports kits.

Students in Years 12 & 13 For day-to-day use, students can wear their own clothes. We ask that students dress for a professional learning environment. Students in Year 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 working environment.

• • • • • •

Smart jeans, trousers or cut-offs may be worn, provided they are not torn, ripped or in poor condition.

Blouses, shirts or T-shirts should not have writing that could cause offence.

Midriffs should be covered at all times.

Footwear should be shoes, trainers or sensible sandals (no rubber flip-flops).

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

Ostentatious body/face piercings are not acceptable.

Shaved heads are not permitted.

Hair must not be dyed or bleached.

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School Uniform IB Uniform The IB Uniform for formal occasions:

• • • • • •

Uniform Suppier Trotinete

The Year 12 & 13 School Tie. A navy-blue blazer (not black).

A white shirt.

Grey skirt or trousers.

Long grey socks (for the skirt) and short grey socks (for the trousers).

From 1 August 2026, Trot LDA trotinete.com will be the sole uniform supplier for St. Julian's.

Uniforms can be purchased online through the provider's platform at colegios.trotinete.pt or by scanning the QR Code below, with delivery available either to school or to home.

Black or brown leather shoes (not boots or trainers).

Or go to colegio.trotinete.pt

A full set of all sizes will be available at school for parents and students to try on before purchasing and will be stored and managed by the Parents’ Association.

As a transition measure, the old uniform line will remain permitted throughout the 2026/27 school year.

The Parents’ Association will sell off the old uniform collection (remaining stocks of the old uniform) during this period.

Parent’s Association (PA) Second-hand Uniorm Shop

Located by the West Gate.

Opening hours: every Friday during term time, from 8.40 to 10am

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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-friendly 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.

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

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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.

Social Media Guide

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 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 lters. Th lters operate intern 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

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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 from another school, the St. Julian’s Learning Support Team will liaise with the Learning Support Team from 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

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Support •

•

•

Referral from 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 from 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 from 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.

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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 Curriculum: Ms Luísa Gomes, Deputy Head of the Bilingual Curriculum lgomes@stjulians.com

School Policies

Learning Support Policy

External Specialist Assessment Policy To access these policies go to stjulians.com/our-school/policies.

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Language is central to all learning at St. Julian's School, and we embrace the richness of linguistic and cultural diversity within our school community, comprising both the English Section and the Bilingual Curriculum. The promotion and development of languages are essential to identity and inclusion, and we recognise that the home language(s) that each child brings to school with them is a critical element of their cognitive, emotional, social, and identity development.

Recognition and celebration of languages take place through a variety of school initiatives, including Language Celebration Week, Book Week, Language of the Month, and Voices from Home.

In the Primary Section, we have a dedicated EAL team to assess students' English language proficiency and collaborate with class teachers to track progress and provide the appropriate targeted support. This support may include individual support, small group interventions in and out of the classrooms, and collaboration with class teachers, ensuring lessons are accessible through scaffolds and adapted planning. In the Nursery, children develop their language through the Communication and Language area of the EYFS curriculum, with their language needs supported by the Nursery team.

In the Bilingual Curriculum, Portuguese and English are the main languages of instruction. When learning through Portuguese and English, students are provided with the support needed to maximise their learning. Observation by the class teacher and the Bilingual Curriculum Coordinator will determine the additional support required, either in English, Portuguese, or both, by teachers of Portuguese and English as an additional language. Language proficiency is assessed when necessary to adjust support measures in place.

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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.

• •

Primary Section Ms Jane Scott Head of EAL jscott@stjulians.com Secondary Section Ms Tory Coates EAC Coordinator vcoates@stjulians.com

• •

Bilingual Curriculum, 1º Ciclo: Contact your child’s class teacher or the Deputy Head of the Bilingual Curriculum Ms Luísa Gomes lgomes@stjulians.com.

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

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•

Counselling may include: Preventative intervention, in cases where there are emerging signs of need or behavioural change

• • • • •

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

Early intervention, where a specific need has been identified Assessment, including risk assessment or referral to additional external services

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

Parallel support alongside external specialist intervention

counselling@stjulians.com

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

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

•

The counselling teams are: Ms Edele Nolan, Lead Counsellor Secondary (Edele Nolan will be on maternity leave for the Autumn and Spring terms. During this time Ms Annie Lavin will join the Secondary Counselling Team)

• • •

Mrs Mariana Mangerão in Secondary Mrs Joana Lobo in the Pre-Prep Ms Susana Santos, Bilingual Curriculum

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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 Curriculum, 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 Prep-Prep: Ms Peacock – epeacock@stjulians.com

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

• •

Deputy Head of Prep School: Mr Mullins– tmullins@stjulians.com Phase Leader for Key Stage 1: Mrs Leybourne – sleybourne@stjulians.com Phase Leader for Lower Key Stage 2: Mrs Homer – shomer@stjulians.com Phase Leader for Upper Key Stage 2: Mrs Waters – swaters@stjulians.com

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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 the school's morning reading programme takes place, when students in KS3 meet with their Year 12 Peer Mentors, attend assemblies for their year group or Key Stage, and when celebrations and reflections on key events take place. For students in KS5, this is also the time when key information is shared about examinations, university admissions, and onward pathways.

For each year group, the Head of Year is responsible for the academic progress and wellbeing of all the children.

• • • • • • •

Head of Year 7: Mr Crow dcrow@stjulians.com Head of Year 8: Ms Swift cswift@stjulians.com Head of Year 9: Ms Hooke ihooke@stjulians.com Head of Year 10: Mrs Ozkurt vozkurt@stjulians.com Head of Year 11: Mrs Abecasis aabecasis@stjulians.com Head of Year 12: Ms Baker rbaker@stjulians.com Head of Year 13: Mr Machemer dmachemer@stjulians.com

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

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.

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The School has been awarded Selo Protetor status inacknowledgement of its successful implementation of the standards outlined by the Comissão Nacional de Promoção dos Direitos e Proteção das Crianças e Jovens – 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 from 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

Or go to stjulians.com/ wp-content/uploads/ 2025/07/Safeguardingand-Child-ProtectionPolicy.pdf

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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 Safeguarding Team:

• • • • • •

Ms Caroline Cullen ccullen@stjulians.com Miss Louise Banthorpe lbanthorpe@stjulians.com Mr Tom Mullins tmullins@stjulians.com Mrs Catherine Calver ccalver@stjulians.com Mrs Joana Albino jalbino@stjulians.com Mr Pedro Pereira ppereira@stjulians.com

Health, Safety & Security

87

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.

Health 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.

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.

Students should be free of symptoms such as fever (whithout fever lowering medication), diarrohea or vomiting for 24 hours before returning to school.

Inform surgery@stjulians.com if your child has an infectious disease.

The Team in the Surgery includes: Dr Ellen Blonde School Doctor Nurse Beki Silva Nurse Susana Moniz Physiotherapist Ana Rita Rodrigues

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Health, Safety & Security Continued

Security & Access Arrangements

We have a dedicated Safety and Security Team providing 24-hour coverage, with CCTV surveillance active across 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, free of charge, periodically. They are used for:

• • •

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.

Access: mandatory for students from 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 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

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

Emergency Drills

Communication During an Emergency

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.

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.

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.

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.

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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 from Parents also organise social and fundraising events such as the famous Bonfire 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: pa@stjulians.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. by their Class Parents are n Representatives at the start of the

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Our commitment to excellence is r cted in our accreditation from respected organisations like CIS and NEASC, as well as our delivery of the IB Diploma and the Portuguese National Curriculum. By seeking accreditation from 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) 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

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Re-enrolment Parents must inform the School by 1 February 2027 if they wish to re-enrol the child for the academic year 2027/28 by completing the re-enrolment online form on the SJS Portal.

This is an essential step without which

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

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.

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

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

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 2026, due 30 June 2026.

Spring Term: invoices sent in October 2026, due in November 2026.

Summer Term: invoices sent in January 2027, due in February 2027.

Parents can opt for alternative invoicing solutions for tuition fees:

• •

Annual payments, invoiced in June 2026, granting a 1% discount on fees.

Direct Debits, invoiced in 10 instalments from July 2026 to April 2027.

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.

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 from 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.

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Transportation

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.

Any questions can be addressed by email to: transportation@stjulians.com.

For emergencies regarding transportation, please call: +351 910 288 833

!

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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.

You will receive an email with your username and password to set you up on the top-up platform.

Important!

Should the student have insufficient 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 Student’s ID cards can be charged either online or at the school Finance office, this can be done by students too.

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

Yearly Pagamento anual

Autumn Term 1º trimestre

Spring Term 2º trimestre

Summer Term 3º trimestre

Nursery to Year 1

€1,209

€470

€372

€367

Year 2 to Year 12 and 1º to 9ºano

€1,459

€567

€450

€442

Year 13

€1,017

€567

€450

96

The School is not able to heat up food brought from home.

The Primary Dining Hall (Queen’s building) – – for Pupils Pre-Prep and Year 1

In Primary, all pupils receive fruit in the morning therefore snacks are not required for morning break. However, we encourage parents to send a healthy afternoon snack, especially if the pupils have after-school activities.

The Main Dining Hall (Palácio) – for Pupils from Year 2/1º ano upwards The Soft Rock Café – for Students from Year 6/5º ano upwards Both dining halls offer a self-service lunch, including soup every day and a variety of hot dishes, salads, fruit and desserts. Tap water and often juice smoothies are served.

Help support your child with healthy snacks When sending food to School, please respect the no-nuts or seeds policy.

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 nd juices. meals, sala 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-free and gluten-free foods are also offered and labelled at the buffet area for students to identify on selection.

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

!

Students from Year 3/2º ano upwards with a packed lunch from home can sit with their colleagues at the dining venues or can have lunch in the outdoor eating areas on the playground.

In Secondary, Students can purchase snacks from 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 and seed-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.

Parent Café, Terrace Our Parent Café on the terrace is open every morning from 8.00 to 9.00am and is available to all parents.

97

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/ free 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 Sport & 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 Mr Fernando Pinto WLP Monitor

98

Sports Divisions & Age Groups

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 friendly 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

99

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.

1

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

2

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

3

RECREATIONAL Swimming, Dance, Basketball. Football Volleyball, Track & Field, Gymnastics ‘Convivio’ Optional but failing to attend two consecutive weeks without

Commitment level increases to strive for excellence 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.

100

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 All yearMrs groups fromBlanchard Nursery to(Coordinator) Year 11 Senhorahblanchard@stjulians.com de Porto Salvo Helena will have focused community Provides childcare, elderly care, family Mrs Claire engagement timeKnowles at some point support,cknowles@stjulians.com and social services in the throughout the academic year. Primary Porto Salvo community.

Mrs Christine Sousa e Sá csousasa@stjulians.com and the Bilingual Curriculum have identified are able to apply Year 8: Carcavelos Community Mrswhere Paulathey Santos psantos@stjulians.com the principles of community Centre engagement in the curriculum. They Offers social services, educational have highlighted areas where they will activities, and support programmes for develop an understanding of the all ages in Carcavelos.

5 stages of community engagement which are investigation, preparation, Year 9: Cercica action, reflection and demonstration Supports adults and children with year groups from Nursery to Year 11 will disabilities through education, have focused community engagement training, and inclusion programmes. time at some point throughout the academic year.

Year 10: Fundação O Século Instituição de Solidariedade Social From Years 7 to 11, Community Students will visit the centre and Engagement is delivered through complete a small project that will timetabled Service Learning lessons improve the working conditions of the as part of Enrichment. The students will clients. have two hands-on sessions each year involving direct community action or Year 11: Associação São Francisco site visits. Each year group partners with de Assis a specific charity or community centre Students will work with the dog rescue to build long-term relationships and centre to support the care of the dogs maximise impact. and provide improved working conditions. They will also complete theory lessons which will prepare them for CAS in Year 12.

101

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., disaster relief, wildfires).

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

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

• • • •

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.

102

Music Department Instrumental Tuition Programme The Instrumental Tuition Programme offers students the opportunity to develop their instrumental playing through dedicated one-to-one or group lessons with specialist teachers. Running smoothly alongside academic lessons, the Instrumental Tuition Programme encourages students to take their passion for music to the next level. Lessons are designed to develop technique, build confidence, prepare students for international music exams, and enrich the academic curriculum.

The Instrumental Tuition Programme has grown massively thanks to the dedicated teachers running the classes and the students’ love for music.

Established in 1990 with only a handful of after-school piano lessons, we offer tuition for 19 different instruments, with one in five students currently learning, and our numbers are constantly increasing.

Our team is currently made up of 16 visiting music teachers from several different backgrounds, ranging from professional musicians to educators with decades of experience. Our focus is on providing lessons that allow students to explore music in an enjoyable and motivating way, preparing them for concerts, exams, or simply developing their technique.

Students and parents interested can get more information about programmes, lesson schedules, and fees by clicking or scanning the QR Code below.

103

School Contacts

Main School Line

Available daily during term time between 7.45 and 5.00 (Monday– Thursday) and 7.45 and 4.00pm (Friday). During school holidays this

+351 21 458 5300 mail@stjulians.com

Primar ce (Pre-Prep and )

Alex Stanway Costa

primary@stjulians.com +351 21 458 5361

Bilingual Curriculum Office

Antónia Paiva

bilingual@stjulians.com +351 21 458 5390

Secondar

Luena Martins Ana Pais

secondary@stjulians.com +351 21 458 5342

Head’

ce ce

Marta Marques, Executive Assistant

head@stjulians.com +351 916 788 789

School Nurses

Nurses Rebecca Silva

surgery@stjulians.com

Security & School Transport

Helder Regueiró Mauro Sales

security@stjulians.com transportation@stjulians.com +351 910 288 833

School Payments

Carmo Silva

accounts@stjulians.com +351 21 458 5307

Wider Life Programme Team

Maxine Small Alex Brice Martim Gomes

+351 966 577 074 +351 910 027 536 +351 910 027 536 widerlifeprogramme@ stjulians.com

PRIMARY

1

Contents

PRIMARY 02 05

Leadership Primary Leadership Teams Staff lists

12 13 14 19

Primary Curriculum Assessment and Reporting Parents’ Evenings Homework Daily Life School Equipment

20

Daily Equipment Checklist

10

2

Name

Role

Contact

Mr Paul Morgan

Head of School

pmorgan@ stjulians.com

Mr Robin Hardman Deputy Head (Academic)

rhardman@ stjulians.com

Ms Caroline Cullen

ccullen@ stjulians.com

Deputy Head (Pastoral)

Primar ce: Alex Stanway Costa primary@stjulians.com +351 214 585 361

3

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

Mrs Sally Homer

Lower KS2

shomer@ stjulians.com

Ms Sarah Waters

Upper KS2

swaters@ stjulians.com

4

Bilingual Curriculum (1º Ciclo) Name

Role

Contact

Ms Joana de Sousa

Head of the Bilingual Curriculum

jsousa@ stjulians.com

Mrs Luísa Gomes

Deputy Head of the Bilingual Curriculum & 1º Ciclo Coordinator

lgomes@ stjulians.com

Bilingual Curriculum Office: Antónia Paiva bilingual@stjulians.com +351 21 458 5390

5

Primary Section Teachers Mr Tom Ackner

Year 4 Class Teacher (4TA)

tackner@stjulians.com

Miss Carolina Agostinho

PE Teacher

cagostinho@stjulians.com

Mrs Maria Aleixo

Early Years Foundation & KS1 Maths Leader, ES House Leader, Year 2 Class Teacher (2MA)

maleixo@stjulians.com

Ms Ana Alves

PE Coordinator

aialves@stjulians.com

Mrs Karolina Andrês

Music Teacher

kandres@stjulians.com

Ms Ana Aragão

Portuguese Language Teacher

aaragão@stjulians.com

Mr Daniel Baxendale

Primary Music Coordinator

dbaxendale@stjulians.com

Mrs Maria Bobone

Franklin House Leader, Year 1 Class Teacher (1MB)

mbobone@stjulians.com

Mrs Catherine Calver

Designated Safeguarding Lead, Learning Support Teacher

ccalver@stjulians.com

Miss Clare Dawson

Director of Music

cdawson@stjulians.com

Mrs Filipa d'Orey

EAL Support Teacher

pdorey@stjulians.com

Ms Kika Drysdale

Learning Support Teacher

fdrysdale@stjulians.com

Mr Matt Dwyer

Year 5 Class Teacher (5MD)

mdwyer@stjulians.com

Miss Cathy Foster

Art Leader, Reception Class, Cover teacher

cfoster@stjulians.com

Mr Shane Gielty

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

sgielty@stjulians.com

Ms Ducha Gomes

Nursery Class Teacher (NDG Woodpeckers)

dgomes@stjulians.com

Ms Ceri Grünewald- Davies

Head of Learning Support

cdavies@stjulians.com

Mrs Isabel Gusmão

Year 2 Class Teacher (2IG)

igusmao@stjulians.com

Nicky Griffiths

Year 3 Class Teacher (3NG)

ngriffiths@stjulians.com

Mr James Harper

Nursery Class Teacher (NJH Hedgehogs)

jharper@stjulians.com

6

Mr Will Harrison

Technology Integration Specialist, Year 6 Computing Teacher

wharrison@stjulians.com

Mrs Sarah Harrison

Humanities Leader, Year 2 Class Teacher (2SH)

sharrison@stjulians.com

Miss Stephanie Heath

Early Years Foundation Stage & sheath@stjulians.com Key Stage 1 English Leader, Russell House Leader, Reception Class Teacher (RSH Otters)

Mr Ross Hobart

Whole School Head of Learning Support

rhobart@stjulians.com

Ms Sally Homer

Lower KS2 Phase Leader, Year 4 Class Teacher (4SH)

shomer@stjulians.com

Mr Mark Hooper

Director of Enrinchment

mhooper@stjulians.com

Mrs Sarah Leybourne

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

sleybourne@stjulians.com

Mrs Joana Lobo

Psychologist

jlobo@stjulians.com

Mr Andy Lopes

Year 3 Class Teacher (3AL)

alopes@stjulians.com

Mrs Rebecca Machemer

Year 1 to 5 Computing Teacher

rmachemer@stjulians.com

Mrs Maria João Maia

Singing Teacher

mjmaia@stjulians.com

Ms Rita Marques

PE Teacher

rmarques@stjulians.com

Mr Santiago Marques Taylor

Music Administrator

smarquestaylor@stjulians.com

Ms Geraldine McGilchrist

Nursery Class Teacher (NGM Owls)

gmcgilchrist@stjulians.com

Ms Sofia Mendes

Portuguese Language Teacher

smendes@stjulians.com

Miss Charlotte Mills

Year 5 Class Teacher (5CM), Bucknall House Leader

cmills@stjulians.com

Miss Katie O’Hara

Year 6 Class Teacher (6KH), Inquiry Leader

kohara@stjulians.com

Ms Tara Palmer

Year 5 Class Teacher (5TP)

tpalmer@stjulians.com

Miss Liz Peacock

Pre-Prep Phase Leader, Reception Teacher (RLP Dolphins)

epeacock@stjulians.com

Miss Francesca Reid

Supply Teacher, Health and Citizenship Leader

freid@stjulians.com

7

Ms Christina Ridley-Thomas

Environmental Specialist, Forest School Lead

cridley-thomas@stjulians.com

Ms Carina Rodrigues

Head of Portuguese

crodrigues@stjulians.com

Mr Edmundo Rosa

Portuguese Language Teacher

erosa@stjulians.com

Mrs Jane Scott

Head of EAL

jscott@stjulians.com

Mr Gavin Shanahan

Reception Class Teacher (RGS Seals)

gshanahan@stjulians.com

Ms Maxine Small

Director of Sport and Wider Life Programme

msmall@stjulians.com

Ms Catarina Sousa

Piano Teacher

csousa@stjulians.com

Miss Harriet Santos

Year 1 Class Teacher (1HS)

hturner@stjulians.com

Mrs Laura Vicente

Year 4 to 6 Art Teacher

lvicente@stjulians.com

Ms Rita Vilaça

Portuguese Language Teacher

rvilaca@stjulians.com

Miss Katie Wall

Key Stage 2 Mathematics Leader, Supply Teacher

kwall@stjuliana.com

Ms Rosie Ward

Year 4 Teacher (4RW)

rward@stjulians.com

Ms Sarah Waters

Upper Key Stage 2 Phase Leader, Year 6 Class Teacher (6SW)

swaters@stjulians.com

Ms Zoe Weiner

Primary School Drama Integration Teacher

zweiner@stjulians.com

Ms Jo Williams

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

jwilliams@stjulians.com

8

Primary Section Assistants Ms Catarina Bastos

Nursery Teaching Assistant (NJH Hedgehogs)

Ms Carmel Brice

Year 6 Teaching Assistant

Mr Alex Brice

WLP Assistant

Ms Manuela Cardiga

Lunch Assistant

Ms Sophie Chrystie

Year 4 Teaching Assistant

Ms Helena Costa Gomes

Reception Teaching Assistant (RGS Seals)

Ms Tânia Cuan

Reception Teaching Assistant (RSH Otters)

Ms Claire Eden

Forest School Assistant

Mrs Charmaine Evans

Year 1 Teaching Assistant (1HS)

Ms Nichola Fannon

Portuguese Language Assistant

Ms Inês Feio

Nursery Teaching Assistant (NGM Owls)

Miss Rafaela Fernandes

Year 5 Teaching Assistant

Mrs Melissa Figueiredo

Portuguese Language Assistant

Mrs Joanna Soares Franco

Year 5 Teaching Assistant

Ms Ana Gaivão

Year 2 Teaching Assistant (2IG)

Mr Martim Gomes

WLP Assistant

Mrs Sara Gomes

Year 2 Teaching Assistant (2MA)

Mrs Candy Goodman

Year 2 Teaching Assistant (2SH)

Miss Lucinda Hawkes

Year 3 Teaching Assistant

Ms Jennifer King

Year 4 Teaching Assistant

Ms Cindy Lopes

Year 5 Teaching Assistant

Ms Danielle Medeiros

Nursery Teaching Assistant (NDG Woodpeckers)

Ms Ina Prifti

Personal Learning Assistant

Ms Maria Rio

Year 1 Teaching Assistant (1MB)

Ms Sílvia Rodrigues

Lunch Assistant

Ms Joana Sales

Reception Teaching Assistant (RLP Dolphins)

Mrs Paula Silva

Year 3 Teaching Assistant

Mrs Paula Serafim

Year 1 Teaching Assistant (1SL)

Ms Catarina Silva

Primary Library Assistant

Ms Jane Timas Santos

Nursery Care Assistant

9

Bilingual 1º ciclo Teachers Ms Carolina Agostinho

Professora de Educação Física

cagostinho@stjulians.com

Ms Ana Alves

Professora de Educação Física

aialves@stjulians.com

Ms Ana Rita Alves

Professora de Português Língua Não Materna

aalves@stjulians.com

Mr Luís Calado

Professor de Português Língua Não Materna, Coordenador Eco-Escola

lcalado@stjulians.com

Mrs Leonor Horák

Professora de 1º Ciclo

lhorak@stjulians.com

Mrs Luísa Gomes

Deputy Head of the Bilingual Curriculum, Coordenadora do 1º Ciclo, Professora Educação Especial

lgomes@stjulians.com

Ms Rita Marques

Professora de Educação Física

rmarques@stjulians.com

Ms Margarida Melo

Professora de Português Língua Não Materna, Coordenadora Eco-Escola

mcmelo@stjulians.com

Ms Paula Nina

Professora de TIC

pnina@stjulians.com

Mrs Sofia Varge

Professora 2º Ano

csgoncalves@stjulians.com

Ms Cristina Ramos

Professora 1º Ano

cramos@stjulians.com

Mr Ricardo Vilhena

Professor 4º Ano, Professor de TIC

rvilhena@stjulians.com

Mrs Ana Santorum

Professora 3º Ano

asantorum@stjulians.com

Ms Cristina Saião

Professora de Inglês e Arte

csaiao@stjulians.com

Mrs Nadia Santos

Professora de Inglês

nsantos@stjulians.com

10

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.

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 the learning.

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 from 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).

In the Prep School, ongoing formative assessment is used to inform the teaching and learning cycle so teachers can revisit any area of misconception, support and challenge the pupils 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 and is reported to parents throughout the school year.

Reports are shared with parents at four points in the year: Autumn Term: End of Autumn 1 - A general settling in comment from the class teacher, with targets for English, Maths and Portuguese Language.

End of Autumn 2 - A teacher report showing engagement and attainment grades for all subjects. From Year 2, an additional standardised attainment data report.

Spring Term: A teacher report showing engagement and attainment grades for all subjects.

From Year 2, an additional standardised attainment data report.

Summer Term: A teacher report showing engagement and attainment grades for all subjects, a general comment from the class teacher and reflective comment from the pupil.

11

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

Engagement Scale 1

2

3

Seldom demonstrates

Sometimes demonstrates

4

Usually LEARNING TOGETHER Always TO demonstrates demonstrates

SHAPE A BRIGHTER FUTURE

Curious – Collaborative – Courage – Communicator – Compassionate – Global Citizenship

ACTIVE

ENGAGING WITH PEERS

ENGAGING IN THE ACTIVITY

1

DISRUPTING

PASSIVE 2

AVOIDING

3

WITHDRAWING

4

ACTIVE PARTICIPATING

Disrupting the learning environment

Looking for ways to avoid work

Trying not to be noticed

Doing the work

Refusing to participate

Being off-task

Physically separating from others

Being on task

Being unprepared

Being distracted

Looking for reasons to leave the room or move around the room

Putting in low effort

Off-task talking with others

Sitting with a group if directed but not interacting

Arguing with the teacher

Arguing with peers Trying to distract others

Playing around with others instead of working

Paying attention Responding to questions

5

INVESTING

DISENGAGEMENT

DRIVING

Asking questions about what we are learning

Setting goals for my learning

Understanding why our learning matters

Seeking feedback to help me improve

Showing interest or curiosity in what we are learning

Showing the courage to take risks in my learning

Enjoying learning

Working with others when directed to do so

6

Sharing ideas and thinking with peers Following shared interests

Monitoring and evaluating my progress

Collaborating with others towards a shared goal Challenging each other to drive improvement

ENGAGEMENT Adapted from Disrupting to Driving: A continuum of student engagement (Berry 2016)

Attainment Year 1 to 6 Comment Mastering

Year to to 1 Description

Working towards age-related expectations Working

The pupil has not yet met the expected standard for their year group. They are still developing the key knowledge and skills that are essential for their age and are making progress toward the expected standard.

Working at age-related expectations Securing

The pupil is meeting the expected standard for their year group. Theyhave a secure grasp of the key knowledge and skills required by the end of the academic year in the specified subject.

Working above Developing age-related expectations

The pupil is working at a greater depth within the expected standard. They have a mastery or deeper understanding of the knowledge and skill expected for their year group and can typically apply them fluently, often in more complex or varied contexts.

Toward Mastering

Emerging

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

12

There is one face-to-face parents’ consultation evening in the Autumn Term, plus two online parents’ meetings (in the Spring and Summer terms) each year. In addition, in the Summer term, we hold a Learning Conversation Day. 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 from throughout the year.

Optional learning activities will be shared to be completed at home.

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 from many years, they are also available to meet with parents for an allocated period every week throughout the year.

In the Bilingual Curriculum, 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

13

We recognise the importance of reading at home with your child from an early age, and we encourage this for all age groups. Please comment and sign your child’s reading record to show that you have read with your child or listened to them read.

Homework Guidance Table

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

Please see the QR code for further information.

• •

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.

14

Year Group

Start of day Monday-Friday

End of day Monday-Thursday

End of day Friday

Nursery

8.40

3.00

1.30

Reception

8.40

3.00

1.30

Year 1

8.20

3.15

1.40

Year 2

8.20

3.15

1.40

1º Ano

8.20

3.15

1.40

Year 3

8.20

3.30

2.00

2º Ano

8.20

3.30

2.00

Year 4

8.20

3.30

2.00

3º Ano

8.20

3. 0

2.00

Year 5

8.20

3.30

2.00

4º Ano

8.20

3.30

2.00

Year 6

8.20

4.00

2.00

15

Monday to Thursday Registration

8.20 - 8.40

Friday

Drop-off from 8.20

Registration 1/2

8.40 - 10.00

Break

10.00 - 10.30

(flexible)

10.30 - 11.45

Nursery

10.30 - 12.00

Reception

11.45 - 1.15

Nursery

12.00 - 1.15

Reception

1/2

8.40 - 10.00

Break

10.00 - 10.30

(flexible)

10.30 - 11.45

Nursery

10.30 - 12.00

Reception

11.45 - 1.15

Nursery

12.00 - 1.15

Reception

3

Lunch 4

1.15 - 2.00

5

2.00 - 3.00

3

Lunch End of day

Monday to Thursday Registration 1

8.40 - 9.40 9.40 - 10.20

Break

10.20 - 10.40

3

Lunch

Registration

40 minutes

10.40 - 11.30

Year 1

10.40 - 11.40

Year 2/1º Ano

11.30 - 1.00

Year 1

11.40 - 1.00

Year 2/1º Ano

4

1.00 - 2.00

5

2.00 - 3.15

Drop-off from 8.20

1.15 - 1.30

Friday

8.20 - 8.40

2

8.20 - 8.40

8.20 - 8.40

1

8.40 - 9.40

2

9.40 - 10.20

Break

10.20 - 10.40

3

Lunch 4

10.40 - 11.30 10.40 - 11.40 11.30 - 1.00 11.40 - 1.00 1.00 - 1.40

40 minutes

Year 1 Year 2 Year 1

16

Monday to Thursday

Friday

Registration

8.20 - 8.40

Registration

8.20 - 8.40

1

8.40 - 9.40

1

8.40 - 9.40

2

9.40 - 10.40

2

9.40 - 10.40

Break

10.40 - 11.00

Break

10.40 - 11.00

3

11.00 - 12.00

3

11.00 - 12.00

Lunch

12.00 - 1.00

Lunch

12.00 - 1.00

4

1.00 - 2.00

4

1.00 - 2.00

5

2.00 - 3.00

6

3.00 - 3.30

Monday to Thursday Registration

8.20 - 8.40

Friday Registration

8.20 - 8.40 8.40 - 9.40

1

8.40 - 9.40

1

2

9.40 - 10.40

2

9.40 - 10.40

Break

10.40 - 11.00

Break

10.40 - 11.00

3

11.00 - 12.00

3

11.00 - 12.00

4

12.00 - 1.00

Lunch

12.00 - 1.00

Lunch

1.00 - 2.00

4

1.00 - 2.00

5

2.00 - 3.00

6

3.00 - 4.00

17

Primary-aged children can be dropped off in the morning at the dedicated Drop-off Gate between 7.45 and 8.20am.

For students from Year 1 and above, we encourage you to say goodbye to your child at the gate and allow them to make their way the playground or classrooms by themselves in order to promote resilience and independence.

For Nursery and Reception, children can be taken to their classrooms from 8.20am, and the day formally starts with Registration at 8.40am.

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

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 – from classroom doors Reception – from outside

• • • • ••

Prep School: Year 1 – from KS1 playground (or classrooms if raining) Year 2 – from KS1 playground (or classrooms if raining) Year 3 – from tent at Year 4 – from outside Year 5 – from West Gate grass Year 6 – from West or Main gate

Bilingual Curriculum 1º – 4º ano – from West Gate

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.

Wes

PE

18

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

West Wing

East Wing

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 Water Tower must also send a copy of their ID Humanities card or passport for identification Learning Support

Classrooms (Xboxes X201 to X204)

Computer & Basketball Courts

New Hall

19

a reading record (Reception to Year 6 and 1º to 4º ano). 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).

20

Reading Record (Year 1 to Year 6 and 1º to 4º ano) Hat

1

Contents

SECONDARY 02 04 05 06

11 16 17 19 20 22 23 24

Leadership Secondary Leadership Team Heads of Year Heads of Faculty and Whole School Staff lists Secondary Curriculum Assessment and Reporting Parents’ Evenings Homework Daily Life School Equipment Daily Equipment Student Futures Enrichment

2

Secondary Leadership Team Name

Role

Contact

Mr Paul Morgan

Head of School

pmorgan@ stjulians.com

Mr Robin Hardman

Deputy Head (Academic)

rhardman@ stjulians.com

Ms Caroline Cullen

Deputy Head (Pastoral)

ccullen@ stjulians.com

Mrs Jo Stedman

Director of IB Students

jstedman@ stjulians.com

Dr Dina Shah

Director of IB Curriculum

dshah@ stjulians.com

Mr Jon Burke

Senior Master

jburke@ stjulians.com

Mr Michael Brooke

Director of Learning Technology

mbrooke@ stjulians.com

Ms Sarah Dore

Director of Professional Learning

sdore@ stjulians.com

3

Name

Role

Contact

Ms Joana de Sousa

Head of the Bilingual Curriculum

jsousa@ stjulians.com

Mrs Luísa Gomes

Deputy Head of the Bilingual Curriculum & 1º Ciclo Coordinator

lgomes@ stjulians.com

Mr Mark Hooper

Director of Enrichment

mhooper@ stjulians.com

Name

Secondar ce: Luena Martins, Ana Pais secondary@stjulians.com +351 214 585 300 Bilingual Curriculum Office: Antónia Paiva bilingual@stjulians.com +351 214 585 390

4

Pastoral Team Key Stage 3 Head of Year 7: Mr David Crow dcrow@stjulians.com Tutors: Miss Daniela Rosa, Mrs Sharon McPherson, Mrs Kirsten Brown, Ms Lauren Tovey

Head of Year 9: Ms Bella Hooke ihooke@stjulians.com Tutors: Mr Matthew Harris, Mr David Crespo, Mrs Karolina Andrês, Ms Sarah Ibberson

Head of Year 8: Ms Cate Swift cswift@stjulians.com Tutors: Ms Deborah Roberts Mr Jack Hudson, Mrs Lone Hesselbjerg, Mr Harry Duncan

Key Stage 4 Hear of Year 10: Mrs Vicki Ozkurt vozkurt@stjulians.com Tutors: Ms Erea Alvarez, Mr Scott Mallard, Mr Ben Morris, Ms Petra Csóbanka

Head of Year 11: Mrs Andreia Abecasis aabecasis@stjulians.com Tutors: Ms Claire Sousa, Mr Jake Duffield, Mr Simon Stubbs, Mr Ryan Gray, Mrs Isabel Marques Taylor

Key Stage 5 Head of Year 12: Ms Rebecca Baker rbaker@stjulians.com Tutors: Mr Kit Tamblyn, Ms Louise Oldham, Ms Jane Graham, Miss Eleanor Mulhall, Mr Liam Grice

Head of Year 13: Mr Daniel Machemer dmachemer@stjulians.com Tutors: Miss Jennifer Coulshed Mr Jacob Thorpe, Mr Mark Roper, Mr Richard Hughes, Ms Rebecca Davey, Mr Steve Jones

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

Tutors: Ms Ana Rita Alves (6° ano), Mr Sérgio Almeida (7° ano), Ms Ana Souza (8° ano), Ms Ana Barros (9° ano)

5

Heads of Faculty

Whole School

English Mr Daniel Davis ddavis@stjulians.com

Director of Enrichment Mr Mark Hooper mhooper@stjulians.com

Humanities Mr Damien Blanchard dblanchard@stjulians.com

Director of Sport and Wider Life Programme Miss Maxine Small msmall@stjulians.com

Learning Support Mr Ross Hobart rhobart@stjulians.com Maths and Computing Mr Joe Anstis janstis@stjulians.com Mrs Harriet Oliphant holiphant@stjulians.com Physical Education Mr Phil Hughes phughes@stjulians.com Portuguese Ms Ana Lúcia Guerreiro alguerreiro@stjulians.com Performing Arts and Design Ms Caroline Latter clatter@stjulians.com Science Ms Jillian White jwhite@stjulians.com

Director of Music Miss Clare Dawson cdawson@stjulians.com Physical Education Mr Phil Hughes phughes@stjulians.com

6

Secondary Section Teachers Mrs Andreia Abecasis

Head of Year 11, Mathematics Teacher

aabecasis@stjulians.com

Mrs Joana Albino

Learning Support Psychologist, Designated Safeguarding Lead

jalbino@stjulians.com

Ms Erea Alvarez

Mathematics Teacher

ealvarez@stjulians.com

Mrs Karolina Andrês

Music Teacher

kandres@stjulians.com

Mr Joe Anstis

Head of Mathematics and Computing Faculty

janstis@stjulians.com

Ms Dina Ayoub

Science Teacher

dayoub@stjulians.com

Ms Rebecca Baker

Head of Year 12, Mathematics Teacher, ToK Teacher, Enrichment Teacher

rbaker@stjulians.com

Mrs Carla Barroso

French Teacher

cbarroso@stjulians.com

Ms Filipa Biscaia

Art Technician

fbiscaia@stjulians.com

Ms Leonor Biscaia

Art Technician

lbiscaia@stjulians.com

Mr Damien Blanchard

Head of the Humanities Faculty, Head of Business & Economics

dblanchard@stjulians.com

Mrs Helena Blanchard

Student Futures Coordinator

hblanchard@stjulians.com

Mr Alex Brice

WLP Assistant

abrice@stjulians.com

Mr Dorian Brown

Head of Geography

dbrown@stjulians.com

Ms Kirsten Brown

Mathematics Teacher

kbrown@stjulians.com

Mr Michael Brooke

Director of Learning Technology, Computer Science Teacher

mbrooke@stjulians.com

Mr Jon Burke

Senior Master, History Teacher, Archivist

jburke@stjulians.com

Mrs Roo Burridge

Head of Art, ES House Leader

rburridge@stjulians.com

Mr James Buxton

Head of DT, Enrichment Teacher

jbuxton@stjulians.com

Ms Emília Cerquido

Lead Teacher of French, French Teacher

ecerquido@stjulians.com

Ms Tory Coates

English Across the Curriculum (EAC) Coordinator, English Teacher, Library Coordinator

vcoates@stjulians.com

7

Mrs Maria Ana Costa

Portuguese Teacher

mcosta@stjulians.com

Miss Jennifer Coulshed

MUN Coordinator, Mathematics Teacher

jcoulshed@stjulians.com

Mr David Crespo

Portuguese Teacher, Enrichment Teacher

dcrespo@stjulians.com

Mr David Crow

Assistant Director of Professional Learning, Head of Year 7, IB Core Teacher

dcrow@stjulians.com

Ms Petra Csóbanka

Head of Computing

pcsobanka@stjulians.com

Ms Becca Davey

Silver DofE Award Coordinator, Art Teacher, Creative Arts Teacher

rdavey@stjulians.com

Mr Dan Davis

Head of English Faculty

ddavis@stjulians.com

Miss Clare Dawson

Director of Music

cdawson@stjulians.com

Mr Mário Delgado

PE Teacher

mdelgado@stjulians.com

Ms Joana Dionísio

Library Assistant

jdioniso@stjulians.com

Mr Freddie Douglas

English Teacher

fdouglas@stjulians.com

Ms Sarah Dore

Director of Professional Learning, IB Core Teacher

sdore@stjulians.com

Mr Jake Duffield

Head of ESS, Biology Teacher

jduffield@stjulians.com

Mr Harry Duncan

English Teacher

hduncan@stjulians.com

Mrs Julie Elencweig

Computing Teacher

jelencweig@stjulians.com

Ms Abi Elvins

Learning Support Teacher

aelvins@stjulians.com

Miss Broghan Finnegan

PE Teacher

bfinnegan@stjulians.com

Mr Martim Gomes

WLP Assistant

mgomes@stjulians.com

Mr Agustin Gonzalez

Head of Biology

agonzalez@stjulians.com

Mrs Ann Graham

English Teacher

agraham@stjulians.com

Ms Jane Graham

Head of Psychology

ajgraham@stjulians.com

Mr Liam Grice

Business Management Teacher

lgrice@stjulians.com

Ms Ana Lúcia Guerreiro

Head of Portuguese Faculty

alguerreiro@stjulians.com

Mrs Elena Gutierrez

Spanish Teacher

egutierrez@stjulians.com

Ms Sophie Hammacher

English Teacher

shammacher@stjulians.com

Mr Matthew Harris

Economics Teacher

mharris@stjulians.com

8

Continued Mr Ross Hobart

Whole School Head of Learning Support

rhobart@stjulians.com

Ms Bella Hooke

Head of Year 9, English Teacher

ihooke@stjulians.com

Mr Mark Hooper

Director of Enrichment

mhooper@stjulians.com

Ms Teresa Horgan

Art Technician

thorgan@stjulians.com

Mr Jack Hudson

Geography Teacher, ToK Teacher

jhudson@stjulians.com

Mr Phil Hughes

Head of PE Faculty

phughes@stjulians.com

Mr Richard Hughes

Head of ToK, Geography Teacher

rhughes@stjulians.com

Miss Georgina Hutchings

Student Futures Advisor

ghutchings@stjulians.com

Ms Sarah Ibberson

Science Teacher

sibberson@stjulians.com

Ms Angeles Jiménez

Spanish Teacher, Portuguese Teacher

ajimenez@stjulians.com

Mr Steven Jones

Whole School House Coordinator, sjones@stjulians.com Franklin House Leader, Head of Physics

Mr Ben Johnson-Morris

KS3 Science Coordinator, Physics Teachers

bjohnson-morris@stjulians.com

Ms Caroline Latter

Head of Drama, Creative Arts Teacher

clatter@stjulians.com

Ms Annie Lavin

School Counsellor

alavin@stjulians.com

Ms Bárbara Lopes

German Teacher, French Teacher

blopes@stjulians.com

Ms Jessica Lopes

Lab Technician

jlopes@stjulians.com

Mr Paulo Luz

PE Teacher

pluz@stjulians.com

Mr Daniel Machemer

Head of Year 13, Computer Science Teacher

dmachemer@stjulians.com

Mrs Maria João Maia

Singing Teacher

mjmaia@stjulians.com

Mr Scott Mallarad

Head of Academic Music

smallard@stjulians.com

Mrs Mariana Mangerão

School Counsellor

mmangerao@stjulians.com

Mrs Isabel Marques Taylor

Deputy Head of Portuguese

imarquestaylor@stjulians.com

Mr Santiago Marques Taylor

Music Administrator

smarquestaylor@stjulians.com

Dr Sally Marsh

Head of Chemistry

smarsh@stjulians.com

Ms Sharon McPherson

Learning Support Teacher

smcpherson@stjulians.com

9

Ms Sophie Menczer

Extended Essay Coordinator, Learning Support Teacher

smenczer@stjulians.com

Mr João Metelo

Mathematics Teacher, Enrichment Teacher

jmetelo@stjulians.com

Mr Tiago Monteiro

DT Technician

tmonteiro@stjulians.com

Miss Eleanor Mulhall

Head of History

emulhall@stjulians.com

Ms Edele Nolan

Lead School Counsellor

counselling@stjulians.com

Ms Leonie O'Keefe

Chemistry Teacher

lokeefe@stjulians.com

Miss Louise Oldham

MUN Coordinator, English Teacher

loldham@stjulians.com

Mrs Hattie Oliphant

Head of Modern Foreign Languages Faculty

holiphant@stjulians.com

Mrs Vicki Ozkurt

Head of Year 10, Art Teacher

vozkurt@stjulians.com

Ms Daniela Pereira

Portuguese Teacher

dpereira@stjulians.com

Mr Pedro Pereira

Learning Support Teacher, Mathematics Teacher, Designated Safeguarding Lead

ppereira@stjulians.com

Mrs Cristina Pinto

Lab Technician

cpinto@stjulians.com

Ms Nádia Pinto

Lab Technician Coordinator

npinto@stjulians.com

Ms Maria Pinto

Russell House Leader, Science Teacher, Enrichment Teacher

mpinto@stjulians.com

Ms Deborah Roberts

Mathematics Teacher

droberts@stjulians.com

Mrs Lone Hesselbjerg-Roper

Business Teacher

lhesselbjerg@stjulians.com

Mr Mark Roper

DT Teacher

mroper@stjulians.com

Miss Daniela Rosa

Drama Teacher

drosa@stjulians.com

Ms Louise Scolfield

Student Futures Advisor

lscolfield@stjulians.com

Dr Dina Shah

Director of IB Curriculum, Chemistry Teacher

dshah@stjulians.com

Ms Maxine Small

Director of Sport and Wider Life Programme

msmall@stjulians.com

Mr Duncan Smith

Deputy Head of Mathematics

dsmith@stjulians.com

Ms Catarina Sousa

Piano Teacher

csousasa@stjulians.com

Mrs Jo Stedman

Director of IB students, Biology Teacher, IB Core Teacher

jstedman@stjulians.com

Mr Simon Stubbs

Deputy Head of English

sstubbs@stjulians.com

Ms Cate Swift

Head of Year 8, Lead Teacher of German

cswift@stjulians.com

Mr Kit Tamblyn

English Teacher

ktamblyn@stjulians.com

Mr Lee Thomas

PE Teacher

lthomas@stjulians.com

Mr Jacob Thorpe

Diversity, Equity & Inclusion Coordinator, History Teacher

jthorpe@stjulians.com

Ms Lauren Tovey

English Teacher

ltovey@stjulians.com

Mr Nigel Tu

Chemistry Teacher

ntu@stjulians.com

Mr Matt Tupling

Physics Teacher, Timetabler

mtupling@stjulians.com

Mrs Alexandra Veiga

French Teacher

aveiga@stjulians.com

Ms Jill White

Head of Science Faculty

jwhite@stjulians.com

Mrs Laura Jenkins White

Community Engagement Coordinator, History Teacher

ljenkins@stjulians.com

Ms Claire White Sousa

Deputy Head of Modern Foreign Languages, Lead Teacher of Spanish

cwsousa@stjulians.com

10

Continued

Bilingual 2º and 3º ciclo Teachers Ms Carolina Agostinho

Professora de Educação Física

cagostinho@stjulians.com

Mr Sérgio Almeida

Diretor de Turma 7º ano, Professor de Físico-Química

salmeida@stjulians.com

Ms Ana Alves

Professora de Educação Física

aialves@stjulians.com

Ms Ana Rita Alves

Diretora de Turma 6º ano, Professora de Português

aalves@stjulians.com

Miss Ana Barros

Diretora de Turma 9º ano, Professora de Português

apbarros@stjulians.com

Ms Tessa Bryant

Coordenadora Prefects e Monitors, Professora de Inglês Extra

tessabryant@stjulians.com

Mr Luís Cerqueira

Professor de Geografia

lmcerqueira@stjulians.com

Ms Emília Cerquido

Professora de Francês

ecerquido@stjulians.com

Ms Jennie Cottam

Bucknall House Leader, Professora de Inglês

jcottam@stjulians.com

Mr Mário Delgado

Professor de Ed. Física

mdelgado@stjulians.com

Mrs Paula Dias

Coordenadora dos Diretores de Turma, Diretora de Turma 5º ano, Professora de Matemática

pdias@stjulians.com

Ms Carla Duarte

Professora de Educação Visual

tduarteaes@stjulians.com

Mr Paulo Luz

Professor de Educação Física

pluz@stjulians.com

Mrs Luísa Gomes

Deputy Head of the Bilingual Curriculum, Professora Educação Especial

lgomes@stjulians.com

Ms Teresa Guimarães

Professora de Educação Visual e Educação Tecnológica

tguimaraes@stjulians.com

Miss Catarina Machado

Professora de História

cmachado@stjulians.com

Ms Paula Nina

Professora de TIC

pnina@stjulians.com

Ms Margarida Melo

Professora de Português Língua Não Materna

mcmelo@stjulians.com

Ms Maria Pinto

Russell House Leader, Professora de Ciências Naturais

mpinto@stjulians.com

Ms Susana Pires

Professora de Matemática

spires@stjulians.com

Mr José Sacadura

Professor de Cidadania e Desenvolvimento

jsacadura@stjulians.com

Ms Joana de Sousa

Head of the Bilingual Curriculum, Professora de Inglês

jsousa@stjulians.com

Mrs Ana Souza

Diretora de Turma 8º ano, Professora de Educação Visual e Educação Tecnológica, Apoio Educativo

asouza@stjulians.com

Ms Rita Viana

Professora de Educação Tecnológica

rviana@stjulians.com

Mr Ricardo Vilhena

Professor de TIC

rvilhena@stjulians.com

11

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.

12

Assessment & Reporting Provisional Schedule of Exam Weeks Year Group

Date Date

Assessment Type

Year 7

Week commencing 9 November

Standardised assessments only

Week commencing 19 April

Standardised assessments only

Year 8

Year 9

Year 10

Year 11

Pre-IB Year 12

Year 13

Week commencing 17 May (2 weeks)

Assessment Week (in class)

Week commencing 21 September

CAT4 Tests

Week commencing 9 November

Standardised assessments only

Week commencing 19 April

Standardised assessments only

Monday 17 to Wednesday 26 May

Exam week (in class)

Week commencing 2 November

Standardised assessments only

Week commencing 9 November

Exam week (in class)

Wednesday 17 to Tuesday 23 March

Exam week (in the New Hall)

Week commencing 19 April

Standardised assessments only

Week commencing 21 September

CAT4 Tests

Week commencing 2 November

Exam week (in class)

Wednesday 25 and and Thursday 26 November

Standardised assessments only

Wednesday 17 to Tuesday 23 March

Exam week (in the New Hall

Tuesday 28 September

Study Leave

Tuesday 29 September to Wednesday 7 October

Exam week (in the New Hall

Week commencing 4 January (for 2 weeks)

Mock Exams (in the New Hall)

Week commencing 26 April to 18 June

Final GCSE Exams

Week commencing 4 January

Mock Exams

Week commencing 21 September

CAT4 Tests

Thursday 18 to Thursday 24 November

Exam week (in the New Hall)

Tuesday 28 September

Study Leave

Wednesday 12 to Monday 17 April

Exam week (in the New Hall)

Wednesday 29 September to Wednesday 6 October

Exam week (in the New Hall)

Week commencing 19 January (for 2 weeks)

Mock Exams (in the New Hall)

Wednesday 18 January (2 weeks)

Final IB Examinations

13

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.

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.

Engagement Scale

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.

LEARNING TOGETHER TO SHAPE A BRIGHTER FUTURE

Curious – Collaborative – Courage – Communicator – Compassionate – Citizenship

PASSIVE

ACTIVE

ENGAGING WITH PEERS

ENGAGING IN THE ACTIVITY

1

DISRUPTING

Disrupting the learning environment Refusing to participate Arguing with the teacher

Arguing with peers Trying to distract others

2

AVOIDING

3

WITHDRAWING

4

ACTIVE PARTICIPATING

Looking for ways to avoid work

Trying not to be noticed

Doing the work

Physically separating from others

Being on task

Being unprepared

Being distracted

Looking for reasons to leave the room or move around the room

with others Playing around with others instead of working

Paying attention Responding to questions

5

INVESTING

Working with others when directed to do so

DISENGAGEMENT

Understanding why our learning matters

Seeking feedback to help me improve

Showing interest or curiosity in what we are learning

Showing the courage to take risks in my learning

Sharing ideas and thinking with peers Following shared interests

ENGAGEMENT Adapted from Disrupting to Driving: A continuum of student engagement (Berry 2016)

DRIVING

Setting goals for my learning

Enjoying learning

Sitting with a group if directed but not interacting

6

Asking questions about what we are learning

Monitoring and evaluating my progress

Collaborating with others towards a shared goal Challenging each other to drive improvement

14

Assessment & Reporting Continued

Current Attainment Attainment is measured on the following scales for Year 7 to Year 13.

Year 12-13 IB Diploma Grades

Year 12-13 BTEC Grades

A*

7

Distinction*

7-8

A

6

Distinction

5-6

5-6

B

4-5

Merit

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.

3-4

3-4

2-3

Pass

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.

1-2

1

Unclassified

Year 7-9 Associated Grades

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.

9

9

Working Toward Mastering

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.

7-8

Securing

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.

Developing

Emerging

Year 10-11 GCSE Grades

C

D 1-2

E F G U

15

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.

Predicted Grade (Year 12-13) 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 judgments 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 judgments. We have a responsibility to support students in their aspirations, but we must also maintain integrity and be realistic in our predictions.

Bilingual Curriculum Reports In the Bilingual Curriculum, 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 engagement 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.

16

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.

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.

In the Bilingual Curriculum, parents have one information evening with a "Meet the Tutor" event and one parents' evening. Tutors have a weekly time when they are available to meet with parents.

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.

17

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.

18

Homework Continued

•

Year 10 & 11 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.

Students should devote more time to the revision of subjects in advance of assessments.

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.

19

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 Monday to Thursday Registration

8.20 - 8.40

Friday Registration

8.20 - 8.40

1

8.40 - 9.40

1

8.40 - 9.40

2

9.40 - 10.40

2

9.40 - 10.40

Break

10.40 - 11.00

Break

10.40 - 11.00

3

11.00 - 12.00

3

11.00 - 12.00

4

12.00 - 1.00

Lunch

12.00 - 1.00

Lunch

1.00 - 2.00

4

1.00 - 2.00

5

2.00 - 3.00

6

3.00 - 4.00

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 weather they use W110.

20

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) A pair of USB-C headphones 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

•• •• •• ••

Art 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 from Years 6 to 9, 7º and 8º will need to bring a fully charged iPad and headphones to music lessons.

• •

If you have signed up for instrumental lessons, you will be able to rent instruments from the school Instruments used during curriculum music lessons, including keyboards and ukuleles, are provided by the school

21 PE and Outdoor Education Students should only wear their PE uniform on designated PE days, all day, and should not mix and match items from the formal uniform with their PE uniform.

• • • •

Special T-shirts, jumpers and hoodies (e.g. those in House colours or issued for specific sports events) should only be worn on designated days.

For PE lessons, girls are not allowed to wear high-leg Lycra shorts and must wear standard PE shorts instead.

PE and Sports kits must be carried in a suitable bag.

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 from 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 from 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.

22

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

23

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

Ms Louise Scofield

lscofield@stjulians.com

Ms Georgia Hutchings

ghutchings@stjulians.com

Mrs Paula Santos

psantos@stjulians.com

24

Enrichment Enrichment activities extend children’s learning through new experiences and opportunities that are key to academic success, personal and social development. We offer a varied Enrichment Programme, enabling students to broaden their learning beyond the traditional curriculum. These activities provide learning experiences that develop the 6 Cs in our students: 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 friendships.

Additional health and wellbeing benefits associated with both physical activity and activities that promote good mental health.

25

The Secondary Enrichment Programme

The programme has been updated for the 2026/27 academic year to provide more focused and choice-driven learning units, establishing a vertical link and support for the IB Core.

• • •

•

Year 7 (2 periods per week): Service Learning, Leadership, Challenge to Think, and Enterprise.

Year 8 (2 periods per week): Service Learning, Mycelium project, and Outdoor Education.

Year 9 (2 periods per week): Students engage in a structured choice model through rotating 6-week project blocks. The projects are structured around three umbrella categories: Community, Global Perspectives, and Self Care. This model is designed to allow experiential learning, embed school values, and develop key skills for transition into the IB Core.

Students will complete six projects per year, with Service Learning remaining a compulsory option.

Year 10 & 11 (2 period per week): The curriculum moves to more focused units of learning. The core components are Service Learning, Core Computing, and Global Perspectives (covering world religions, geopolitics, and critical thinking).

Service learning is a thread throughout each year group, with each year group having 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 Fundação O Século. These provide learning experiences that develop students the 6 Cs, Compassionate, Curious, Collaborative, Communicator, Courage and Global Citizenship.

CALENDAR

Calendar 2026/27 - Autumn Term 2026 - Spring Term 2027 - Summer Term 2027 - Term Dates 2027/28

02

Autumn Term 2026 26

Sep

Oct

Nov

Dec

Tue

1

Induction Morning

Wed

2 Classes commence for all Students

Thu

3

1

3

Fri

4

2

4

Sat

5

3

Sat Sun

30

Mon New Students only

Start of Autumn Term

Sun 6

2

5 1

4 Implantação da

All Saints' Day

6

Mon

7

5 República Week 2

Tue

8

6

3

Wed

9

7

4

9

Thu

10

8

5

10

Fri

11

9

6

11

Sat

12

10

7

12

Sun

13

11

Mon

14

12 Week 3

Tue

15

Wed

16

Thu Fri

Week 6

2

Week 9

9

7 8

8 Week 7

Nossa Sr ª. da Conceição

14

Week 15

13

15

14

11

16

17

15

12

17 School finishes at 12pm

18

16

13

Notes

Sat

19

17

14

20

18

15

Mon

21

Tue

22

Wed Thu

Week 4

19

Week 8

16

20

17

23

21

18

24

22

19

Fri 25

23

20

Sat

26

24

21

Sun

27

Mon

28

25 26 Half-Term Break

22

Tue

29

27

24

Wed

30

28

Week 5

23

Thu

29

25 26

Fri

30

27

Sat

31

28 29

Week 14

13 Week 10

10

Sun

Sun

Week 13

Restauração da

1 Independência

Week 1

End of Autumn Term

Week 11

Week 12

Spring Term 2027 Jan

27 Sat

Feb

Mar

Notes

Sun Mon

1

Tue

2

Week 20

1

Week 23

2

1 2

Wed

3

3

Thu

4

4

3

Fri

5

5

4

Sat

6

6

5

Sun

7

7

6

8 Half-Term Break

8

Mon

4

Start of Spring Term Week 16

Week 24

7

5 Wed 6

9 Carnaval

9

10

10

9

Thu

7

11

11

10

Fri

8

12

12

Sat 9 Sun 10

13

13

14

14

Tue

Mon

11

Tue

12

16

16

Wed

13 14

17 18

17

Thu Fri

15

19

19

Sat

16

20

20

Week 17

15

Week 21

15

Sun

17

21

21

18

22 Week 18

Week 22 22

Tue

19

23

23

Wed

20

24

24

Thu

21

25

Fri

22

25 26

Sat

23

27

Sun 24

28

Tue

25 26

Wed

27

Thu

28

Fri

29

Sat

30

Sun

31

Week 19

Week 25

18

Mon

Mon

8

Week 26

End of Spring Term

Notes

Summer Term 2027 Apr

27 Sat

May

Jun

Notes

Term Dates 2027/28

Sun Mon

31

Tue

1

Wed

2

Thu

3

Week 34

Thursday 2 September Classes commence for all students

4

Fri Dia do Trabalhador

Sat

1

Sun

2

Mon

3

Tue

4

8

Wed

5

9

Tuesday 5 October Implantação da República*

5 6 Week 30

Autumn Term 2027

Wednesday 1 September Induction morning for new students

7

Week 35

Monday 25 - Friday 29 October Half-Term Break Monday 1 November All Saints’ Day

Thu

6

10

Dia de Portugal

Fri

7

11

School Holiday

Sat

8

12

Wednesday 1 December Restauração da Independência*

Sun

9

13 (Cascais)

Feriado Municipal

Wednesday 8 December Nossa Srª. da Conceição*

Start of Summer Term

14

Mon

12 13

Tue

13

11

15

Wed

14

12

16

Thu

15

13

17

Week 27

10

Week 31

Fri

16

14

18

Sat

17

15

19

Sun

18

16

20

Mon

19

Week 28

17

Week 32

21

Week 36

Friday 17 December Last day of the Autumn Term (School finishes at 12pm)

Spring Term 2028 Monday 3 January Classes commence

Friday 25 February Staff Training Day - no classes for Students Week 37

Friday 25 February Friday 3 March Half-Term Break

Tue

20

18

22

Wed

21

19

23

Thu

22

20

24

Fri

23 No classes for Students

21

Summer Term 2028

Sat

24

22

25 26

Monday 1 May Dia do Trabalhador*

Staff Training Day

25 26 Mon Sun

Tue

27

Wed

28

Dia da Liberdade

Week 29

23

27

24

28 Week 33

25 26

29 30

Thu

29

27

Corpo de Deus

Fri

30

28

School Holiday

Friday 7 April Last day of the Spring Term

Wednesday 26 April Classes commence

Week 38

End of Summer Term

Tuesday 13 June Feriado Municipal* Thursday 15 June Corpo de Deus

Sat

29

Friday 30 June Last day of the Summer Term (School finishes at 12pm)

Sun

30

*School / Public Holiday