Welcome
Dear Parents,
This Parent Handbook will support and guide you through life at St. Julian’s. Keeping everything in one single place will mean that you can find the answer to your questions as quickly as possible.
If you have any questions, then please do not hesitate to contact us.
Your child’s Class Teacher/Form Tutor is a good starting point or one of the secretaries on page 16.
On the next few pages, you will find what we call our Reason to Believe which encompasses our guiding statements (mission, vision and core values). Our vision is Learning Together to Shape a Brighter Future. This is such a powerful statement that runs through the heart of everything we do at St. Julian’s. To underpin this vision, we have our Shaper Profile, which includes, the 6Cs, a set of six traits and values that we refer to frequently and aspire to embody: compassion, curiosity, collaboration, communication, courage and citizenship.
I hope that you and your child(ren) have a wonderful experience at St. Julian’s.
Warm regards,
Mr Paul Morgan Head of School head@stjulians.com
Our Reason to Believe
Our Reason to Believe
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.
Compassionate
The student is compassionate, empathetic and respectful: seeks to understand themselves, and others, be kind and have a positive impact on the world.
Kindness I am friendly, polite and considerate towards others
Respect I value the rights of others and our environment.
Empathy I think about how others are feeling and consider the impact my actions can have.
Helping others I help others whenever I can, within and beyond our community.
Balance I care for myself by looking after my physical and mental wellbeing and balancing different aspects of my life.
Curious
The Student is a compassionate, curious, collaborative communicator who above all has the courage to be an active citizen to make a di erence in 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.
Growth mindset I believe abilities and intelligence can be developed through effort, learning, and perseverance. I show commitment to growth and development.
Creative I use critical and creative thinking skills to analyse, generate innovative ideas and take responsible action on complex problems.
Inquisitive I ask questions, seek understanding and explore the unknown.
Open-minded I am open to new ideas, perspectives and experiences. I seek and evaluate a range of points of view and am willing to grow from the experience
Reflective I reflect on experiences and feedback to grow and develop.
Collaborative
The student is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.
Trust I nurture positive relationships by presuming positive intent and acting with integrity.
Sharing ideas I encourage others to contribute their perspe ctives, skills or knowledge.
Taking responsibility I complete tasks to the best of my ability and help to ensure others do the same.
Influencing I have a positive influence on the team by valuing the contributions of others, reflecting and evaluating to improve.
Listening I understand that other people with their differences can also be right.
Courage Citizenship Communicator
The student is a communicator: an active listener to other perspectives, with a unique voice who has the confidence to express and challenge ideas.
Active Listening I pay attention to what others are saying and respond respectfully.
Unique voice I share my views and opinions with integrity and honesty.
Expressing ideas I express myself clearly, confidently and creatively, in more than one language and in a variety of ways
Challenging ideas If I disagree, I do so in a respectful and constructive way.
The student has courage: willing to take the lead, be independent, take risks and demonstrate resilience to overcome challenges and to be an agent of positive change.
Resilience I show determination to overcome challenges and learn from my mistakes.
Independence I use strategies to manage my learning and wellbeing.
Risk Taking I am willing to step out of my comfort zone to grow and develop
Asking for help I seek 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
The student is a global citizen: acts to make a positive difference in the lives of others and in the world around us.
Valuing equity and diversity I appreciate my own culture and personal history, as well as values and traditions of others. I strive to understand the world around me. I demonstrate respect for the dignity and rights of people everywhere creating a sense of belonging.
Making a difference I have a commitment to service and action to make a positive difference in the lives of others and the local and global environment.
Responsibility I exercise initiative in making reasoned, ethical decisions based on strong values and morals.
Integrity I am an upstander. My actions reflect my beliefs and I take responsibility for their consequences.
Digital Citizenship I use technology in an appropriate and responsible way.
The Learning Essentials form our definition of high quality learning. Teachers plan for pupils and students to experience these different aspects of teaching throughout their time at St. Julian’s in order to become well‑rounded life long learners.
THE LEARNING ESSENTIALS
Through our teaching all students:
Enjoy
Are appropriately challenged and supported in their learning
School Structure
Primary Pre-Prep School 3 to 5 Nursery and Reception (Foundation Years)
Prep School 5 to 11 Years 1 to 6:
• Key Stage 1 (Years 1 and 2)
• Lower Key Stage 2 (Years 3 and 4)
• Upper Key Stage 2 (Years 5 and 6)
Secondary 11 to 18 Years 7 to 13:
• Key Stage 3 (Years 7 to 9)
• Key Stage 4 (Years 10 and 11)
• Key Stage 5 (Years 12 and 13)
Bilingual 1º ciclo 6 to 10 1º to 4º ano 2º & 3º ciclo 10 to 15 5º to 6º ano and 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 Section, unless specified otherwise.
School Structure
Leadership & Governance
The Whole School Leadership Team (WLT)
The WLT consists nine members: Head, Bursar, two Deputy Heads, Principal of the Portuguese section (formerly known as the Diretora Pedagógica do Currículo Bilíngue), the Heads of the Pre-Prep and Prep Schools and two Whole-School Deputy Principals leading on technology and professional learning. The WLT focuses on overall school improvement, policy matters, school performance, matters related to wellbeing, technology and professional development and is dedicated to ensuring that St. Julian’s is a school that is focused on student learning and wellbeing. Our Reason to Believe (guiding statements) have enabled the development of the School’s Strategic Plan.
Name Role Contact Other contact details
Mr Paul Morgan Head head@ stjulians.com
Mrs Adela Metaxa Bursar bursar@ stjulians.com
Personal Assistant Gabriel Feist +351 214 585 304 gfeist@ stjulians.com
Finance & Compliance Officer
Tânia Serras de Sá +351 214 585 302 tserrassa@ stjulians.com
Mr Dan Norbury Deputy Head (Teaching & Learning) and Secondary Principal dnorbury@ stjulians.com
Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians.com
Assistant Karen Martins + 351 214 585 342 kmartins@ stjulians.com
Assistant Luena Martins + 351 214 585 342 lumartins@ stjulians.com
Continue over to the next page for the other members of the WLT.
Leadership & Governance
Continued The Whole‑School Leadership Team (WLT)
Dra Joana Sousa Principal of the Bilingual Section directora@ stjulians.com
Miss Louise Banthorpe Head of the Prep School lbanthorpe@ stjulians.com
Assistants Antónia Paiva Marilia Calais +351 214 585 390 bilingual@ stjulians.com
Secretary Alex Stanway Costa +351 214 585 361 primary@ stjulians.com
Mrs Liz Wood Head of the Pre-Prep School ewood@ stjulians.com
Mr Michael Brooke Whole-School Deputy Principal & Director of Technology mbrooke@ stjulians.com
Mrs Sarah Dore Whole-School Deputy Principal & Director of Professional Learning sdore@ stjulians.com
Secretary Alex Stanway Costa +351 214 585 361 primary@ stjulians.com
+351 214 585 300
+351 214 585 300
The Extended Leadership Team
The Extended Leadership Team consists of the WLT and the Deputy Principals and Director of Enrichment. The ELT is responsible for initially creating and implementing the Strategic Plan. Name Role Contact
Mrs Jo Stedman Deputy Principal (KS3) jstedman@ stjulians.com
Mr Jon Burke Deputy Principal (KS4) jburke@ stjulians.com
Dr Dina Shah Deputy Principal (KS5) dshah@ stjulians.com
Mrs Luísa Gomes 1º Ciclo Coordinator (Bilingual Section) lgomes@ stjulians.com
Mr Mark Hooper Director of Enrichment mhooper@ stjulians.com
Section Leadership Teams
Each section also has its own leadership team and these are shown in the respective parts of this handbook. These teams meet on a weekly basis. On these occasions the meetings are chaired by the Head, Mr Morgan. The two deputies also attend, Mr Norbury, Deputy Head (Teaching & Learning) and Ms Cullen, Deputy Head (Pastoral).
Leadership & Governance
St. Julian’s School 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 August 2024 there are 48 members. A Member must be proposed by the Nominating Committee and have been voted in at the Association’s Annual General Meeting. The Nominating Committee strives to ensure that a wide and balanced membership is maintained, including alumni and former or current parents, in addition to members 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.
Board of Governors
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 mission is fulfilled by providing strategic direction, governing through policy and monitoring 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 the Annual 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.
Newly elected Governors serve for a term of three years and are restricted to a maximum of three consecutive terms in office. The Governors assume this role on a voluntary basis and are not remunerated for their work.
Board meetings are generally held around six times a year, which will involve a presentation of written reports from the Head and the Bursar. On occasion, other members of the Extended Leadership Team will also attend.
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 are as follows:
Finance
The Finance Subcommittee exists to exercise the finances of the school to ensure that there is financial sustainability and transparency, ensuring that funds and financial risks are managed effectively within the financial policies recommended by the Finance Subcommittee and the Board.
Discounts and Bursaries
The Discounts and Bursaries Subcommittee’s remit is to review and decide upon any request for discounted school fees within predefined guidelines set by the Board.
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.
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 & Fundraising
The Alumni & Development Subcommittee assists the school’s Comms & Development Team in setting strategies and direction to increase alumni engagement and participation in school life.
The Chair of the Board, Miss Teresa Roque can be contacted by email at: chair@stjulians.com.
Leadership & Governance
Board of Governors
Miss Teresa Roque – Chair
Mr James Frost
Mr Jamie Darke
Mrs Maria Luís Mendes
Mr Miguel Stilwell d’Andrade
Mrs Murphy Cobbing Chair
Mr Daniel Ernst Chair
Mr Luis Coco Chair
Mr Taheer Saiyad
Mr Paul Slocombe, who was Head from August 2022 to August 2023, is an advisor to the Head and Board. He attends meetings of the Board and Infrastructure Subcommittees.
The Fiscal Board meets termly and represents the Association. The members are Mr Pedro Mendonça and Mr Henrique Soares dos Santos (Chair).
The Head and Bursar participate in all of the above meetings.
Strategic Plan
The Strategic Plan has the following structure:
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: Our Reason to Believe. The guiding statements have enabled the development of the Strategic Plan of which the main objectives are:
Wellbeing
Teaching & Learning Organisation for Learning
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 Profile supports students to develop the 6Cs, agency and leadership. School listens attentively and responds effectively to the wider community. The school supports the physical and mental health and overall wellbeing of all students and staff.
Students experience inspiring, innovative, and personalised teaching and learning. The curriculum is reviewed to ensure:
Progression pathways through the whole school. The Shaper Profile and Learning Essentials are fully incorporated in the curriculum.
Teaching is informed by assessment that moves learning forward.
Technology is integrated to enhance learning. Data is used to meet the needs of all students. We provide an enrichment programme that enables students to develop their passions. The curriculum supports academic, social, and emotional learning for all students.
Objectives
Student wellbeing is at the heart of everything we do.
St. Julian’s is a caring employer.
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.
Learning reflects our guiding statements.
Our curriculum is holistic, meets our learning needs and is clearly articulated.
Data is used effectively to support learning and wellbeing.
The culture and ethos of the school are underpinned by our guiding statements. All staff are growing and developing within a strong professional learning culture.
Organisational processes and communication are smart and streamlined, allowing teaching staff to focus on teaching and learning and to support leadership.
Parents are actively engaged in the life of the school and experience an excellent service.
The physical environment is optimised for learning, wellbeing, and sustainability. Innovative and technological solutions are implemented to automate tasks and reduce workload where possible.
The school has established systems for self-evaluation and improvement which will lead to accreditation.
Parent‑School Communication
Effective communication is the cornerstone of any successful school. We believe that open and timely communication between parents, staff, and administrative support is important. Together, through clear and consistent communication, we can ensure the best possible experience for our students.
If parents have any concerns (no matter how small) or wish to share information about their child, they should first contact their child’s Class Teacher/Form Tutor. However, they should also feel free to contact the relevant secretarial team.
Secretaries direct emails:
Pre-Prep and Prep Schools
primary@stjulians.com
+351 21 458 5361
Secondary
secondary@stjulians.com
+351 21 458 5300
Bilingual Section
bilingual@stjulians.com
+351 21 458 5390
Main school line
+351 21 458 5300
More contact information is available in the contacts on page 102 of this section.
Parent Portal
The school has a parent portal linked to our management information system.
Parent Portal stjulians.isams.cloud
The parent portal gives access to the following information:
• Your child’s academic life, including school reports and assessments, class timetables, teaching groups, attendance records, rewards and conduct.
• Whole-school and year group calendars for students and parents.
• School policies and procedures.
• Forms for consent and other information from parents, such as re-enrolment or contact information updates.
The Parent Portal is available as a web page and also can be accessed via an Android or iOS App using the code “STJ”. Please consult our Technology Guide for Parents for more information and troubleshooting.
Android
Or go to Google Play and search iSAMS Parent.
iOS App
Or go to the App Store and search iSAMS Parent.
Technology Guide for Parents sites.google.com/ stjulians.com/ technology-at-sjs
Parents‑School Communication
Continued Learning Platforms
The school uses two main learning platforms: Google Classroom and Seesaw (Pre-Prep and Prep, from Years 1 to 5.
Guardian Summaries for Google Classroom send email summaries to parents about students’ work in Google Classroom so that parents can keep track of the assignments and homework that teachers post.
https://tinyurl.com/ yfhjjbcw
Student Portal
The Student Portal is similar to the Parent Portal but only has information specific to students (Year 6 and 5º Ano and above) such as timetables, calendars and reports.
bit.ly/3Yvm9ex
Seesaw family member access gives parents a window into the learning of our younger students. Information on how to access both of these is sent out at the beginning of the school year.
Or go to sites.google.com/ stjulians.com/ technology-at-sjs and select Parent Platforms and then Seesaw in Primary.
This portal is also available as an Android or iOS app. All students are given instructions on how to access the Student Portal when they arrive at school. Students also have access to a Student Intranet which is only accessible by stjulians.com accounts.
Android
Or go to Google
Play and search iSAMS Student.
Support
iOS App
Or go to the App Store and search iSAMS Student.
If parents are having any problems using or accessing these platforms they can contact our IT helpdesk by emailing support@stjulians.com. We would also recommend parents using our Technology Guide Website not only to find support for platforms but to get well-curated information on e-safety issues such as parental controls, social media and gaming.
Student Intranet
Or go to sites. google.com/ stjulians.com/ studentintranet/ home
Or go to stjulians.com and click on Menu then Portals.
Technology Guide Website sites.google.com/ stjulians.com/ technology-at-sjs
The Lighthouse and other publications
St. Julian’s school has one weekly newsletter called “The Lighthouse.” It is published every Thursday and sent to parents, Secondary students and staff. We strongly recommend that all parents read this, as it contains weekly information about upcoming events and celebrating what has happened.
We also periodically publish a podcast called The Keeper’s Pod, which you can find on our Spotify page, just search for St. Julian’s.
Every year, we publish our annual yearbook, which is called Wings. Past online issues of Wings can be accessed via the Parent 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.
For Alumni, the School publishes The Juliana newsletter. This can be subscribed to through our Alumni platform or by sending an email to alumni@stjulians.com
Or go to stjulians.com and clicking on Menu then Portals. Or go to stjuilians. isams.cloud
Social Media
Parents are invited to follow the school’s social media accounts:
Instagram @StJuliansLisbon @StJuliansHead
Facebook StJuliansLisbon
LinkedIn StJulian’sLisbon
Alumni have also access to the following social media groups:
Facebook @SJSAlumniGroup
LinkedIn www.linkedin.com/groups/153537/
Positive Behaviour
The 6Cs of compassion, curiosity, collaboration, communication, courage and citizenship guide our expectations for positive behaviour at St. Julian’s School.
Positive behaviour is reinforced through a combination of rewards, sanctions, and restorative practice. Students are also taught explicitly about positive behaviour in various ways, including via the Health & Citizenship curriculum, assemblies, and celebration events such as Anti-Bullying Week.
Students in Years 6/5º ano to 13 who demonstrate outstanding application of one of the 6Cs are rewarded with a merit, which is emailed home to parents/guardians and visible on the parent portal. The introduction of this system in Year 6 is designed to help prepare our students for the positive learning framework used in secondary school, 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:
Calm Lessons
Positive Behaviour
Continued
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 following steps:
1 Reflect: share what happened from their perspective and consider other perspectives.
2 Repair: consider any steps that need to be taken to repair the situation.
3 Prepare: plan for success in the next lesson.
This system aims to provide parents with a deeper understanding of their child’s achievements and conduct at school, fostering stronger collaboration between teachers and parents.
Current Behaviour Policy can be accessed here:
Or go to stjulians.com/ our-school/policies.
In the Secondary Section, students may also be referred to detention for additional reflection. There are three weekly detentions:
• Punctuality detention: Break time from 10.40 to 10.50. Students who have arrived late to school that day are expected to attend this detention.
• Reflection detention: Friday lunch from 12.00 to 12.30. Students are referred to this detention in order to reflect on their behaviour, or for repeated instances of lateness.
• High-level detention: Thursday after school from 4 to 5pm. Students are referred to this detention for more serious incidents of behaviour or when there have been repeated concerns about behaviour.
You will be notified by email if your child has been issued with a detention and your support with this is greatly appreciated.
During the academic year 2024/25, the school will be updating its Behaviour Policy. The revised policy will be shared with parents/guardians in the Autumn Term, with an accompanying workshop to explain and discuss the updates.
Expectations for Success in Lessons
Silence whilst the teacher is teaching or giving instructions.
Silence whilst any other student is contributing to the classroom discussion.
Show respect for each other and the learning environment.
Follow instructions given by teachers.
Only use devices for tasks specified by the teacher.
Stand behind chairs quietly and check room is tidy before leaving the classroom.
Bullying
Bullying is intentional behaviour that hurts someone else, repeated over a long period of time. Bullying may cause physical and/or emotional harm and can take place in a range of forms:
Physical: A child can be punched, pushed, kicked, hit, spat at, tripped up or attacked in some other way.
Verbal: Verbal abuse can take the form of name calling. It may be directed towards gender, ethnic origin, physical appearance, social disability, or any other individual characteristics.
Exclusion: A child can be bullied simply by being excluded from discussions, conversations, or activities, by those they believe to be their friends.
Damage to property or theft: Students may have their property damaged or stolen. Threats may be used by the bully to force the student to hand over property to the bully.
Emotional: Students being intentionally unfriendly, tormenting looks, spreading rumours.
Cyber: Cyberbullying is a specific form of bullying that takes place online, e.g. via social networks, gaming platforms, or mobile phone messaging, or any other digital channel. Sometimes, bullying can take place online and offline at the same time.
At St. Julian’s, we take a range of proactive steps to avoid situations of bullying. This includes:
• Educating students about positive relationships
• Supporting students in identifying and regulating their emotions
• Addressing lower-level concerns through restorative practice
• Positive attitudes towards each other are promoted through circle time, assemblies, and all aspects of school life.
• All sections in the school have proactive strategies and programmes to reinforce support for anti-bullying and encouraging resilience.
• Procedures are in place for staff to follow when bullying incidents are reported to them.
• Staff members are obliged to report and discuss incidents and to distinguish between isolated moments of conflict and bullying.
• Bullying incidents are to be taken seriously and dealt with sensitively.
• Staff members actively promote and implement a whole school ethos that is opposed to bullying in all its forms.
• A system of counselling is in place for students who engage in bullying and those affected by it.
• Sanctions apply to students who engage in bullying behaviour.
Where bullying does occur, it is taken extremely seriously and addressed through the school’s Behaviour Policy and Anti Bullying Policy.
Philosophy when dealing with incidents
• Incidents need to be resolved, not just smoothed over.
• Those who have been affected want to see justice done.
• Blame may not be all on one side.
• It may never be possible to prove what really happened, although all efforts possible will be explored to establish what happened.
• Past patterns of behaviour are considered.
Strategies and procedure used by appropriate adult
• Meet with the victim or victims separately and record what happened.
• Meet with those who have engaged in bullying behaviours separately and record what happened.
• Agree with each child who has engaged in bullying behaviour separately what you expect and discuss how he/she has broken the school rules.
• If appropriate, there is the possibility of a reconciliatory meeting with affected students, ensuring there is appropriate support from peers (students) and members of staff.
• Meet with those who have engaged in bullying as a group and have each state what happened in your individual meeting. Ensure that everyone is clear about what happened.
• Reiterate to all students that they are all responsible if anyone is being bullied. There are no innocent bystanders.
• Talk or write to parents of all involved if bullying has occurred.
• Keep a file on bullying, detailing statements and penalties.
Bullying
Disciplinary steps that may be taken:
• Those who have engaged in bullying are warned officially to stop offending and sanctions put in place: see Behaviour Policy for examples of possible sanctions
• Sanctions will be appropriate to the child’s age and developmental stage. For example, a younger student may be suspended from using the playground at break and/or lunchtime.
• The student may be suspended from school or, in continued or severe cases recommended for permanent exclusion to the Head.
• Parents/guardians will be kept informed and involved in the disciplinary process. See the Behaviour Policy for further details.
During the academic year 2024/25, the school will be updating its Behaviour Policy. The revised policy will be shared with parents/guardians in the Autumn Term, with an accompanying workshop to explain and discuss the updates.
The school will also be reviewing and revising its Anti-Bullying Policy with input from students. We welcome parent/guardian involvement in the review of this policy: if you are interested in joining a focus group, please contact Ms Caroline Cullen, Deputy Head at ccullen@stjulians.com for more information.
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.
Curriculum Overview
At St. Julian’s we believe in the concept of lifelong learning and the belief that both adults and children learn new things every day: learning together to shape a brighter future. We believe that learning should be a rewarding and enjoyable experience for everyone; it should be fun. Through our teaching, we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about important matters in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives.
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.
Key Stage 2 Year 3, Year 4, Year 5 and Year 6 (Ages 7-11)
Curriculum Overview Pre‑Prep School
The Foundation Stage: Nursery and Reception (ages 3‑5)
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’s 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’s 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.
Portuguese is informally introduced in the Pre-Prep providing diverse opportunities for linguistic exploration. We use stories, songs and games to develop the Portuguese Language and phonological awareness.
Curriculum Overview Prep School
Key Stage 1:
Years 1 and 2 (ages 5 7)
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.
Differentiated, stimulating and exciting activities help the pupils enjoy Mathematics and see the fun and beauty in it. Students can use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills.
Curriculum Overview Prep School
Continued 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 Technology Integration
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 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 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 (SEED)
SEED is a bespoke forest school programme designed to connect the pupils in Years 1 to 5 to nature, to give them opportunities to learn outside the classroom and to develop an emotional attachment to the natural world. It is important that students are prepared for these sessions – please see the uniform section for more information.
Portuguese
From Year 1, there are weekly sessions for native Portuguese children and for children for whom Portuguese is a foreign language. We take an informal approach to the Portuguese language, providing diverse opportunities for linguistic exploration. We use stories and games to develop phonological awareness, word awareness and syntactic awareness as well as songs that allow work with rhythm and speed in orality.
From Year 2, Portuguese as a First Language follows the guidelines of the Ministry of Education of Portugal, with the necessary adjustments, according to the timetable of the subject at St. Julian’s Primary School. Portuguese as a Foreign Language follows the guidelines of the Ministry of Education of Portugal and the European Framework of Reference for Foreign Languages.
Assemblies
A weekly assembly is planned for the children in Year 2 and above, where the children learn about different celebrations and the 6Cs are embedded throughout the year. Year 1 children are introduced to these assemblies in the third term.
Key Stage 2: Years 3 to 6 (ages 7 11)
Key Stage 2 (KS2) at St. Julian’s is designed to build on the skills, knowledge and understanding that our students have already developed in Key Stage 1. Teachers provide opportunities for children to think more for themselves and develop skills in planning how they are to tackle and set out their work by focusing on independence, resilience and reflection, enabling opportunities for children to make decisions about their learning and to fully use their initiative. Teachers capture and hold the childrens’ imaginations through well-planned activities, lively introductions to lessons and good use of resources.
As a result, children are confident, safe and enjoy their learning in a stimulating environment. They are also encouraged to take risks in their learning and feel comfortable making mistakes throughout their learning journey.
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 curriculum time and assemblies throughout Key Stage 2.
Portuguese is compulsory for all children and is taught at all levels, from beginners to first language level. In Year 6, children have the opportunity to learn German and French.
English
Children are provided with a dynamic, engaging English curriculum, enriched through a wealth of texts that enable the development of their reading, writing, spelling, and listening skills. Additionally, there is an emphasis on spelling, grammar and punctuation. We aim to build a passion for reading, equipping them with language to effectively communicate through the written and spoken word.
Curriculum Overview Prep School
Mathematics
Our aim in Mathematics is for each child to achieve their potential, to attain the basic skills and concepts in mathematics and to develop the insight to apply these skills in a variety of situations. Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy Mathematics and to see the fun and beauty in it. They are able to use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills. Children are continually developing skills in all areas of Mathematics; this helps them to see how mathematics is such an important part of everything we do.
Science
We aim to develop children’s scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Pupils develop understanding of the nature, processes and scientific methods through different types of science enquiries that help them to answer scientific questions about the world around them. We teach Science using a practical, investigative approach that equips children with the scientific skills required to understand the uses and implications of science, today and for the future.
We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this. Pupils will be encouraged to ask questions, gather evidence, carry out experiments and present their findings.
Cross-curricular subjects
Topic lessons are delivered through a cross-curricular approach and incorporate other subjects, including History, Geography, Art and Design & Technology (DT). Our topics range from ‘Temples, Tombs and Treasure’ in Year 3 and ‘Africa’ in Year 4 to ‘Earth and Beyond’ in Year 5 and ‘World War Two’ in Year 6. Children are encouraged to follow their lines of enquiry, develop their independent research skills and present their learning in various ways.
Computing and Technology Integration
Pupils from Years 3 to 6 have one Computing lesson every week in the dedicated Primary 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.
St. Julian’s Environmental Education Development (SEED)
SEED is a bespoke forest school programme designed to connect the pupils in Years 1 to 5 to nature, to give them 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.
Music
It is our belief that musical activity is fundamentally inclusive and collaborative, positively impacting on the physical, emotional, intellectual and social development of all. In KS2 the programme focuses on instrumental skills, singing, listening and creative work. In Year 3 all children learn a string instrument in groups with a specialist teacher. As well as basic instrumental technique, all aspects of musical skills are developed through games and group activities, including reading music. This continues into Years 4 and 5 where ensemble skills and fluency are developed. In Year 6 the recorder is introduced, giving the children an opportunity to experience a wind instrument. We believe vocal work to be a valuable activity not only for the development of children’s musicianship but as a vehicle for joy and well being, and is regularly included in lessons. Performance opportunities are made available throughout the year.
Curriculum Overview Prep School
Continued Portuguese
Portuguese as a First Language follows the guidelines of the Ministry of Education of Portugal, with the necessary adjustments, according to the timetable of the subject at St. Julian’s Primary School. Portuguese as a Foreign Language follows the guidelines of the Ministry of Education of Portugal and the European Framework of Reference for Foreign Languages.
Whether in Portuguese as a First Language or in Portuguese as a Foreign Language, in addition to following the current curriculum guidelines, teachers try, whenever possible, to create a parallel between the Portuguese subject and the other subjects of the English curriculum. The goal serves the purpose of establishing an articulation of knowledge and learning between the two languages, making the teaching of Portuguese more meaningful for students.
From Year 1 onwards, the pupils are divided, according to their linguistic competence. Foreign pupils who are integrated into intermediate/advanced groups whose linguistic competence allows effective interaction in a Portuguese native language environment. They can, at any time throughout the school year, gradually transition into the Portuguese as a First Language class. This transition is always communicated to the parents.
Bilingual Section
1º Ciclo (ages 5 10)
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 communication skills.
Mathematics
The aim in Mathematics is for each child to achieve their potential, attain skills and concepts in this subject and develop the insight to apply these skills in various situations, allowing students to see how this subject is used in real-life situations. The teaching of Mathematics aims to cultivate enjoyment and confidence in the subject, ensure understanding of concepts and methods across various topics through real-world situations, develop skills to solve diverse problems, foster the ability to reason mathematically, integrate computational thinking skills and promote making connections within mathematics and with other disciplines. Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy mathematics and see the fun and beauty in it. Students can use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills. Children are continually developing skills in all areas of mathematics; this helps them to see how mathematics is such an important part of everything we do.
Curriculum Overview Prep School
Continued Bilingual Section
Continued
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 them with language to effectively communicate through the written and spoken word.
Estudo do Meio
A combination of History, Geography and Science, this subject is delivered through a cross-curricular and bilingual approach. Children are encouraged to follow their lines of enquiry, develop their independent research skills and present their learning in various ways.
International Time
In 3º and 4º ano, pupils have a weekly “International Time”, where they learn about all the different countries represented in the year group and their cultures. Parents are invited to share aspects of their culture and traditions. The international dimension of the school enriches the pupils’ experience and is mirrored in the curriculum visibly through interdisciplinary work. This promotes intercultural learning, depth of knowledge and enhances responsibility, creativity, autonomy, cooperation, reflection, critical thinking and respect.
Information and Communication Technology
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 and presentations.
Assemblies
One assembly is held each week where the children learn about different celebrations, and the 6Cs are embedded throughout the year.
Curriculum Overview Secondary
The secondary curriculum aims 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.
Key Stage 3: Years 7 to 9 (ages 12 14)
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.
Curriculum Overview Secondary
The Key Stage 3 curriculum consists of consists of:
• A core of English, Portuguese, Mathematics and Science.
• History & Geography.
• One additional Modern Language: French or German, chosen by the student and their parents.
• Six practical/creative subjects: Art, Computing, Creative Arts, Design & Technology, Music and PE.
• Enrichment – a cross-curricular course aimed at enhancing skillsbased learning and developing the 6Cs. Subjects covered include service, life skills and outdoor education activities which develop collaboration and communication.
• Health & Citizenship education encourages pupils to reflect on their own personal, social, emotional and intellectual development.
Bilingual Section
2º and 3º Ciclo (ages 10 15)
The Bilingual Curriculum at St. Julian’s 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 students with diverse abilities, we promote an intercultural learning experience which values knowledge and respect of different cultures, the foundation of mutual understanding and international-mindedness.
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
Curriculum Overview Secondary
Continued
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
• Creative Arts
• Outdoor Education (9º ano)
The international dimension of the school enriches the students’ experience and is mirrored in the curriculum visibly through interdisciplinary work. This promotes intercultural learning, depth of knowledge and enhances responsibility, creativity, autonomy, cooperation, reflection, critical thinking and respect.
At the end of 9º ano, students can proceed to a Pre-IB year and then on to the International Baccalaureate Diploma Programme.
Key Stage 4: Years 10 and 11
I/GCSEs (ages 14–16)
Students take up to 10 GCSEs that are awarded by two different exam boards:
• English Language and Literature
• Science (Triple or Double Award)
• Mathematics
• An additional language (from Portuguese, German or French)
In addition to this core, each student is able to shape their own curriculum through optional GCSE subjects chosen from:
• Art and Design
• Business Enterprise
• Computer Science
• Design & Technology
• Drama
• Geography
• History
• ICT
• Music
• GCSE PE
All students in Years 10 & 11 also take part in a range of non-examined courses designed to enrich the curriculum and support students’ development for school and beyond:
• Physical Education
• Health & Citizenship education which encourages pupils to reflect on their own personal, social, emotional and intellectual development.
• Enrichment and the Outdoor Education Programme (OEP) –a cross-curricular course aimed at enhancing skills-based learning and developing the 6Cs subjects covered include service, life skills and outdoor education activities which develop collaboration and communication.
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 the February half-term break.
Curriculum Overview Secondary
Pre‑IB
Only for students graduating from 9º ano of the Bilingual Section (ages 15–16)
Students successfully completing the Portuguese National Examinations in 9º ano and achieving the average score 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 of other subjects.
Key Stage 5: Years 12 and 13
IB Diploma (ages 16–18)
The IB Diploma Programme 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.
Available subjects
Group 1: Studies in Language and Literature:
Literature English/Portuguese (HL/SL)
Language and Literature English/ Portuguese/Spanis (HL/SL)
Other languages
Group 2: Language acquisition English B (HL/SL)
French B (HL/SL)
Portuguese B (HL/SL)
Spanish B (HL/SL)
Spanish ab initio (SL)
German B (HL/SL)
Group 3: Individuals and societies
Business Management (HL/SL)
Economics (HL/SL)
Geography (HL/SL)
Environmental Systems & Societies (SL)
History (HL/SL)
Group 4: Sciences
Biology (HL/SL)
Computer Science (HL/SL)
Chemistry (HL/SL)
EnvironmentalSystemsandSocieties(SL)
Physics (HL/SL)
Design Technology (HL/SL)
Sports, Exercise and Health Science (HL/SL)
Group 5: Mathematics
Mathematics: Analysis and approaches (HL/SL)Mathematics: Applications and Interpretation (SL)
Group 6: Arts
Music (HL/SL)
Theatre (HL/SL)
Visual Arts (HL/SL)
Curriculum Overview Secondary
Continued Health & Citizenship continues throughout Year 12 and 13 and the Student Futures Team become increasingly involved in supporting students in making good decisions for their next steps.
• 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
• Three at Standard 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.
When selecting subjects for the IB in Year 11, students and their parents go through five stages:
1 Introductory presentation in December for Year 11 students and parents.
2 Discussions with teachers in class about the courses available.
3 A letter of motivation explaining the options choices a student is considering.
4 At least one interview with a senior or pastoral leader to discuss the choices.
5 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 the February half-term break.
Hours per week for each subject
Academic Integrity
Integrity is a guiding principle in education and underpins a society in which individuals can trust one another. It is fundamental to the concept of citizenship. Our guiding statements and our Reason to Believe demonstrate a commitment to creating a more just society. Our goal of academic integrity is to make knowledge, understanding, and thinking transparent.
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)
Academic Integrity
School responsibilities
At every age, St. Julian’s School fosters an ethos of academic integrity. This is embedded in daily practice through our ten Learning Essentials and The Shaper Profile which includes the importance of responsibility and citizenship.
The School will aim to ensure that:
• Teachers, students and parents have an understanding of expectations regarding academic integrity through workshops and meetings at the start of each academic year.
• Teachers, students and parents understand what constitutes academic misconduct and school maladministration.
• The timetable allows time to inform new teachers/remind teachers of the policy and to discuss how it applies to their subject or key stage.
• Students, teachers and the Extended Leadership Team are held accountable when involved in academic misconduct or maladministration.
Teacher responsibilities
Teachers will provide students with opportunity to practise referencing in their subjects. It is important that students are given the opportunity to practise how to research and reference in an academically honest manner.
To ensure consistency and fairness, teachers initiating a discussion about suspected misconduct with a student will avoid using judgmental language, allowing for the fact that the mistake may be unintentional.
Teachers must ensure that all written coursework assignments which are to be submitted to external bodies for assessment (for example internal assessments for the IB Diploma Programmes) are checked by plagiarism software. The results of this check are available to students. This applies to both first drafts and final versions. This software can also be used to check the authenticity of other classwork and homework assignments.
For coursework that will be submitted to external bodies, “Teachers should be careful not to intervene excessively in the support provided to their students. It is acceptable to guide them on how to structure an essay (the usual: introduction, body and conclusion). However, providing a rigid step by step outline of what to write where and when, becomes a template, particularly if the work submitted by the cohort is almost identical in the structure and flow of ideas.” (Academic integrity for IAs, IBO, 2020).
Academic Integrity
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 create content rather than imitate content.
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 recognize 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 academic misconduct. (IBO, 2019)
Procedures in the event of academic misconduct
To ensure consistency and fairness when mistakes are made, it is important that the school keeps central records of each situation and the consequences. While each incident may initially be treated on a case-by-case basis by the teachers themselves, or by a senior leader or panel if serious enough, this should be recorded on iSAMS by using a Flag or issuing a Learning Notification. This will help ensure consistency and may also highlight general trends or challenges which may warrant further intervention.
If suspected of a breach of academic honesty, as per the Behaviour Policy, students will be given the opportunity to explain how they produced the work. The meeting between the student and teacher may also include the Head of Department, form tutor or Head of Year. Students can request the presence of their form tutor or another teacher. In such a meeting the severity of the situation will be explained, the particular misconduct discussed and strategies offered for how this can be avoided in the future. In some situations, the meeting may involve the appropriate Deputy Principal and/or the Secondary Principal or Head.
Academic Integrity
Each incident will be treated on a case-by-case basis and viewed in conjunction with the Behaviour Policy. Consequences and actions can be one or more of the following:
• The work may need to be redone. This may need to be done under supervision in school. The new work will be checked and whether feedback will be given on the work will be determined on a case-bycase basis.
• The parents of the student may be called to a meeting to explain the situation, sanctions given and the consequences.
• The work (or the plagiarised section of the work) may receive a mark of zero.
• The work may not be submitted to external bodies such as the IBO.
• External bodies such as IBO may be informed of the breach. If they investigate an alleged breach of rules a student’s intent cannot be taken into account; they can only evaluate the evidence.
• The student might be internally suspended, externally suspended or possibly permanently excluded.
Recommended form of citation
The School will default to APA (American Psychological Association) referencing in all subjects to support consistency in approach and make referencing simpler for students. This will help to reduce barriers to referencing being carried out correctly.
The APA system:
APA
Or go to apastyle. apa.org/stylegrammarguidelines/ references/ examples.
• Provides simple in-text citation.
• Is very similar to Havard style, 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 IB publication is intended for guidance only.
Artificial Intelligence (AI) software and Academic Integrity
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 the bibliography.
If students are using ChatGPT responses as a primary source (e.g., studying the abilities of AI language models), students should cite it for this purpose, just as they would any piece of evidence.
If students use ChatGPT to help them in their research or writing process (e.g., using it to develop research questions or create an outline), they should cite it.
When citing, the prompt used to generate AI feedback should be given and the owner of the AI credited for the response.
For example (McAdoo, 2023):
When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialised, “the notation that people can be characterised as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).
Reference: OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
Students should not cite ChatGPT as a source of factual information (e.g., asking it to define a term and then quoting its definition). ChatGPT is not always trustworthy and is not considered a credible source for use in academic writing.
Academic Integrity
Works cited
IBO. Academic Integrity. Updated 2020. Academic integrity – International Baccalaureate Organization(UK) Ltd, https://www.ibo.org/ contentassets/76d2b6d4731f44ff800d0d06d371a892/ academic-integrity-policy-english.pdf. Accessed February 2022.
IBO. General regulations: Diploma Programme. 2016. General regulations: Diploma Programme, https:// www.ibo.org/globalassets/new-structure/become-anib-school/pdfs/general-regulations-diplomaprogramme-en.pdf.
IBO. General Regulations: Diploma Programme. International Baccalaureate Organization, https:// fdocuments.in/document/general-regulationsdiploma-programme.html.
McAdoo, T. (2023, April 7). How to cite ChatGPT. APA Style. Retrieved January 30, 2024, from https:// apastyle.apa.org/blog/how-to-cite-chatgpt.
Other
resources
Academic honesty in the IB educational Context International Baccalaureate Organization (UK) Ltd, 2014, updated 2016. https://drive.google.com/ file/d/1RsmsdETvRLmF6IUtTd-NV3rPD8ETLGB8/view
Posters:
Are you completing your IB assignments honestly? IBO, 2012. https://p10cdn4static.sharpschool.com/ UserFiles/Servers/Server_19402919/File/IB%20 Academics/Policies/Academic_honesty_flyer.pdf
Ten tips for acting with integrity IBO 2022. https:// drive.google.com/ file/d/1R_2AwBL0RP1JmEB2UrGCf-NQpeyuL4ho/view https://ibo.org/globalassets/new-structure/ digital-toolkit/pdfs/academic-integrity-poster-en.pdf
Use of Mobile Digital Devices
The increased ownership of smartphones and other mobile devices, such as smartwatches, tablets, and gaming devices, requires that the school, staff, students, and parents take steps to ensure that they are used responsibly. The Mobile Device Policy is designed to ensure that potential issues relating to the use of mobile devices are clearly understood and potential problems are avoided. This policy also applies to students during school trips, residential visits and extra-curricular activities. Teachers will give clear guidance on the appropriate use of mobile devices whilst on all visits.
Mobile Device Use During School Day
Students are not permitted to use mobile devices during the school day. If a student brings a device:
• Power off the device before entering school grounds.
Students and their parents must read and understand this policy so as to ensure that mobile devices are used appropriately and responsibly at St. Julian’s School.
Or read at stjulians.com/ our-school/policies.
• Store the device in their locker (preferred) or school bag. Students cannot carry devices on their person throughout the day.
• Keep the device off and stored until the school day ends at 4pm or 2pm on a Friday. Students may use their devices on school grounds after this time.
• Devices must remain out of sight throughout the school day.
• Students in Years 7 to 9 and 5º to 8º Ano cannot use their iPads (or similar devices) during breaks or lunchtime.
Use of Mobile Digital Devices
Continued Exceptions
• Teachers may permit mobile device use in lessons for learning purposes with their prior consent.
• Students in Years 12 and 13 can use their devices in the Common Room and Study Room. However, the general rules apply in all other areas, including use of headphones.
• School-issued iPads and Bring Your Own Device (BYOD Years 10 to 13 and 9º Ano) devices are allowed in lessons.
• Students in Year 10 and 9º Ano upwards can use laptops during break and lunch times.
Contacting Home
• School-parent communication (e.g. arranging early departure) must occur through the respective section secretaries.
• If a student becomes ill, they must see one of the School Nurses first. The Surgery will contact parents to determine if the student needs to go home.
• Parents can contact their child through the school office, which will relay the message.
• The school encourages limiting student-parent contact to urgent calls.
The contact details for the school sections are as follows:
Primary Section
Pre-Prep and Prep Schools
primary@stjulians.com
+351 21 458 5361
Secondary Section
secondary@stjulians.com
+351 21 458 5300
Bilingual Section
bilingual@stjulians.com
+351 21 458 5390
Main school line
+351 21 458 5300
Mobile Device Safety
The School is not responsible for lost, stolen, or damaged mobile devices on school grounds, travel to or 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:
• Using the device inappropriately as outlined above.
• Recording videos, audio, or taking pictures of staff or students without permission.
• 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.
Use of Mobile Digital Devices
Continued Sanctions
• In case of a rule violation, the student’s device will be confiscated.
• The device will be secured with the student’s name and stored with the relevant sectional secretaries.
• The student’s name will be logged in iSAMS using an Incident Notification for tracking purposes.
• Students can collect their devices at the end of the school day.
• For repeated or serious misuse, parents/guardians will be required to visit the school by appointment to collect the device from the Head of Year or a member of the ELT.
• Persistent breaches will be regarded as at least a High-Level incident as per the Behaviour Policy and a ban on bringing a mobile device to school may be implemented for a period of time. The School will assess sanctions for severe misuse and take further action if necessary. This may necessitate involving the appropriate agencies if the device is suspected of containing evidence of a criminal offence.
Behaviour Policy Or go to stjulians. com/our-school/ policies.
• The School reserves the right to request students to present their devices for verification of appropriate use.
Other relevant Policies
There are a number of other policies in place that relate to the appropriate use of devices including: To access these policies go to stjulians.com/our-school/policies
Houses
We are proud of our house system at St. Julian’s School. It aims to foster a sense of community, belonging, sportsmanship and acceptance. Students from the same House are encouraged to work together across year groups and school sections.
All students and staff are assigned to one of four Houses, Bucknall, Franklin, Etherington-Smith (E.S.) or Russell. The Houses are named after the Founders of the school and the British Ambassador at the time of St. Julian’s foundation in 1932.
Mr Etherington-Smith
The first Chairman of the Board of St. Julian’s School (1932–1944)
Mrs Douglas Bucknall O.B.E. Governor of the School & Life Patron (1932–1950)
Mrs Franklin C.B.E Secretary of the Parents’ National Education Union (PNEU)
In 1932, Mrs Bucknall, who had been connected to the Parents’ National Education Union (PNEU), took the first 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 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 fledgling school.
Sir Claud Russell
British Ambassador and First Honorary Chairman of the Board of St. Julian’s School (1932–1959)
A committee was formed to examine the legal and financial aspects of founding a School and to find suitable premises. Mr Etherington-Smith, Mrs Bucknall, and others were elected to this committee. As the first Chairman of the Board, Mr EtheringtonSmith successfully guided the School until he departed for England in 1944.
The committee inspected several properties aiming to find a suitable building. At the time, there was a serious outbreak of typhoid fever in Carcavelos, and the Founders feared that some of the properties being inspected could be contaminated.
In the first decades of the 20th century, Carcavelos was home to one of the stations of the Eastern Telegraph Company (ETC), the largest communications cable company in the world. Underwater cables were the links of that era’s first 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.
House Leaders
Primary Section
Ms Sarah Waters (on maternity)
House Coordinator
Franklin House Leader franklin@stjulians.com
Mrs Maria Aleixo
Etherington Smith House Leader es@stjulians.com
Miss Charlotte Mills
Bucknall House Leader bucknall@stjulians.com
Miss Stephanie Heath
Russell House Leader russell@stjulians.com
The support and recommendations provided by the British Ambassador, Sir Claud Russell, 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 and House Captains
Staff House Leaders and Student House Captains (Years 5/4º ano and 12) 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.
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 a replacement.
Secondary Section
Mr Stephen Jones House Coordinator
Franklin House Leader franklin@stjulians.com
Mr Keith Harle
Etherington Smith House Leader es@stjulians.com
To be appointed
Bucknall House Leader bucknall@stjulians.com
Ms Maria Pinto
Russell House Leader russell@stjulians.com
Absences & Late Arrivals
Punctuality
Being late for school has a significant impact on learning. Students must be in class for the start of the day at 8.20 or 8.30 if they are in the Pre-Prep (Nursery & Reception). Students arriving late can be particularly detrimental to the ‘flow’ of a lesson and a positive start to the school day.
In the Pre-Prep School, pupils arriving after 8.30 should go directly to the Secretaries Office to register late.
In the Prep School, pupils arriving after 8.20 should go directly to the Secretaries Office to register late.
In the Secondary Section, any student who is not in Tutor Time by 8.20 will be marked as late and will be required to attend a Break Time Detention.
Students arriving in school after Tutor Time has ended must register their arrival with the Secondary Secretaries.
If there is an acceptable reason for being late, parents should contact the Secondary Secretary before 9am secondary@stjulians.com or +351 21 458 5300. Students are given a Late Slip by their form tutor, or, if they arrive after tutor time has ended, by the section secretary, and they will receive an email to remind them that they will have a Break Time Detention. Parents are also emailed. Failure to attend this detention will mean that a student is automatically placed in a half-hour Lunchtime Detention on Friday.
Attendance
It is the responsibility of parents to ensure that their child attends school. Any absence from school must be reported in writing to the relevant section secretary:
• Pre-Prep and Prep Schools primary@stjulians.com
• Secondary Section secondary@stjulians.com
• Bilingual Section bilingual@stjulians.com
Type of absences and expectations Absence for any of the following reasons will be considered justified:
• Illness: If a student is absent due to illness, parents must inform the school in writing. Any medical absence of more than three days requires a medical certificate and in the case of contagious diseases, on their return to school, a letter from the doctor stating that the child is fit 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 should be confirmed in writing by a medical professional.
• Prophylactic isolation: This may occur when a person who lives with the student is diagnosed with an infectious disease. Absences for this reason must be certified through a declaration from the health authority.
• Death of a family member: Parents are asked to liaise with the school about this, as the specific circumstances will vary for each individual.
• Birth of a sibling: Absence is authorised for the day of the sibling’s birth and the day 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 may be considered justified – specific circumstances should be discussed with the school in advance. Any other absences will be considered unauthorised.
In accordance with Portuguese law:
• Students in the 1.º Ciclo, or up to Year 5, must not have unjustified absences of more than 10 days per school year.
• 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 child’s absence.
To help expedite this process, we ask that parents notify the school secretaries of absences ahead of time and give a reason for the absence when doing so. The office will pass this information on to the class teachers and the Wider Life Programme team.
If a child has to miss school, parents must contact the section secretaries and the class teacher/form tutor.
Trips
Primary
All children in the Primary Section attend school trips throughout the year. The trips are linked with the curriculum and topics they happen to be studying at the time.
Trips are arranged every term, with the exception of Pre-Prep School who may only go on two trips.
In addition to year group outings, Years 4 and 5 will visit places of interest and discuss topics related to the Portuguese Language Department.
At the end of the academic year, Year 6 and 5º ano have a three-day residential trip to Quinta da Broeira in Cartaxo to mark and celebrate their time in the Prep School.
At the start of each year, parents will receive a Parental Consent form via email. Once signed, this gives the school authorisation to take the children on outings for the rest of the year. Parents will receive information in regards to the outings beforehand. Trip information can also be found on the school academic calendar and on the Parent 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 important part of school life at St. Julian’s. When students look back on their time at school, it is often trips such as a Duke of Edinburgh expedition, a sports tournament or an ISTA Festival that stand out as memorable experiences. They are of significant 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 range of field trips and visits.
The year will begin with residential camps for Years 8 to 10 and Year 12. Years 7, 11 and 13 will have activities in school.
At the end of the year students in Years 7 to 9 will have the opportunity to take part in service learning trips. Year 10 students will be part of our Academic Internship Programme and will spend three days in a business setting experiencing the world of work.
The cost of day trips that are part of the Secondary curriculum is covered by the school. If it is expected that all students attend a residential, for example, a whole year group camp, the cost might be split between the school and parents (for families in financial 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) or sports tournaments, will be covered by families.
Organisation for Learning
Year Group
Nursery to Year 5
1º ano to 9º ano
Year 5 to Year 13
Platform
Description
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.
Google Classroom
Year 12 and Year 13
5º ano to 9º ano
Year 7 to Year 13
Google Classroom has a built-in “To Do” list that shows all upcoming assignments and their due dates.
Assignments will also show up on their Google Calendar, giving them a clear picture of their workload.
They can also use Google Tasks to create to-do lists that can be synced to their Google Calendar.
Managebac Students studying for IB use Managebac to organise and submit assessments and reflections for ToK, CAS, Extended Essay and their subjects.
Student Portal
The Student 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 of their school experience and keep you informed!
Organisation for Learning
Continued Guardian Summaries
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.
We invite parents to subscribe to receive email summaries about their student’s work in Google Classroom.
More info here:
Or go to sites.google.com/ stjulians.com/ technology-at-sjs and select Parent Platforms then Google Classroom.
Standardised Assessment Tools
St. Julian’s uses several Standardised Assessment tools to support our understanding of the progress and learning of students.
• GL CAT4 – cognitive ability test conducted in specific year groups. Results and an explanation will be shared with parents.
• GL New Group Reading Test –reading comprehension and spelling tests conducted in specific year groups.
• GL PASS survey – a measure of student attitudes to school and themselves. Conducted annually from Year 2 to Year 13. 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 Progress Tests – an externally standardised measure of attainment available for Mathematics, English and Science
• PIRA Tests – an externally standardised measure of attainment in English (used in primary).
• White Rose Maths – a curriculum programme and an externally standardised measure of attainment in Mathematics (used in primary).
Year Groups When
CAT4
PASS Survey
PIRA Reading
White Rose Maths
Progress Test in Maths
Progress Test in English
New Group Reading Test
Progress Test in Science
Year 4
Year 6
Year 8
Year 10 + 9º ano
Year 12 (or on admission for new students)
Years 1 to 13
1º to 9º ano
Years 3 to 6
Years 1 to 6
Years 2 to 10
Years 2 to 10
Years 7 to 9
Year 6 and Year 9
Autumn Term
Autumn Term and Summer Term
Summer Term
Summer Term
Autumn Term and Summer Term
Autumn Term and Summer Term
Once in each term
Summer Term
Student Leadership
There are a range of leadership opportunities for budding young leaders at St. Julian’s.
The House System, which supports students to work collaboratively across different year groups and sections of the school, offers the opportunity for students in 4º ano/Year 5 and above to become House Captains, representing Bucknall, Etheringston-Smith, Franklin, or Russell with pride.
House Captains support the organisation and running of several House and school events, including the Food Bank, sponsored walk and dance, PE Celebration of Learning, Lawson House Plays, the Talent Show and many more fantastic community celebrations.
There is a rigorous selection process for House Captaincy, with students required to show thorough commitment to the 6Cs and the skills necessary to be successful role models for their peers.
Students in 4º ano/Year 5 can also volunteer as Student Monitors. These roles encourage students to develop their leadership skills in a specific area 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
a focus on supporting younger students and collaboration in school life.
In Year 12, students have the opportunity to become Student Ambassadors, leading the student body in supporting and improving our community. Following a selection process involving a variety of interview-style group tasks, a team of Student Ambassadors is chosen. Those who excel are invited to interview with Senior Staff to become Senior Student Ambassadors.
The Student Ambassadors meet regularly and run sub-committees, many involving younger students who have become Form Captains – junior student leaders. This year, the achievements of these sub-committees have included promoting diversity and inclusion, environmental sustainability, coordinating student knowledge of clubs and Wider Life activities, and running the Student Council, where Form Captains and Student Ambassadors come together to share ideas and further the ideas discussed in the sub-committees.
The Student Council is led by Student Ambassadors 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.
School Uniform
The Uniform Policy is based on the belief that a school uniform:
• Promotes a sense of pride in the school.
• Creates a feeling of belonging.
• Is practical and distinctive.
• Identifies students within the school.
• Makes students feel equal in terms of appearance.
• Reflects the sense of community that the school takes pride in.
• Is in keeping with a purposeful learning ethos.
• Should be appropriate for the season of year (a winter and summer uniform are in place).
Uniform Policy Or go to stjulians. com/our-school/ policies
General requirements
Uniform requirements should be always followed, including at break and lunchtime (unless there is an active game on the pitches or the tennis courts). The requirements are as follows:
• Shirts should be tucked in.
• Coloured T-shirts or T-shirts with logos should not be visible under the school shirt.
• Skirts and shorts should be worn mid thigh length and lower.
• Hair that is shoulder length or longer and must be off the face. Hair should be of natural colour. Long hair needs to be able to be tied back for practical work. In the Primary Section, long hair needs to be always tied back.
• For Winter Uniform, ties must be worn to the neck with the top button done up.
• Jewellery should be discrete – a single plain stud/small ring in each ear, and a simple chain necklace. For Year 6/5º ano and up, rings and bracelets should be kept to a minimum.
School Uniform
Continued
• Piercings may need to be removed for sport or other activities.
• Make-up should not be obvious and nail varnish should only be clear
• In cold weather, students can wear a pullover or fleece over the top of the shirt. Girls can wear grey or black tights under their skirts. A winter jacket of the student’s choice is allowable to and from home.
• PE kit to be in a suitable bag.
• All articles must be identified with the student’s name.
Primary Uniform (Nursery to Year 5 and 1º to 4º Ano)
For Year 6 and 5º ano uniform requirement see Secondary (page 72).
In Nursery and Reception, please provide a spare change of clothes to be kept in your child’s cubby – these do not have to be school uniform.
• Hats: On hot sunny days it is essential that children wear hats, and children without hats will need to stay in the shade. Hats are left at school from Monday to Friday. On sunny days, please apply sunscreen before school. Hats must have the school logo.
• Shoes: Please make sure your child has shoes that they can fasten independently. Shoes with Velcro fastenings are recommended for younger children. For Nursery and Reception children, please send in a pair of Wellington boots to keep in school for wet play.
• Coats: In the winter please send your child to school with a warm coat, every day. The weather can change quickly.
Students should wear PE kits to school on PE days, there is no need to bring school clothes on these days. Please look at the timetable to know what days children have PE.
Reading bags are provided by the School.
Primary Summer Uniform
Worn after the Easter Holidays until the Autumn Half-Term Break (October/November)
Girls
• Green and white striped cotton dress (dark green cardigan with school logo may be worn)
• Short plain green, grey or white socks
• Black or brown shoes (no sandals).
Boys
• Grey shorts (dark green sleeveless or long-sleeved V-neck pullover with school logo may be worn)
• White short-sleeved polo shirt with school logo
• Grey, green or white socks
• Black or brown shoes (no sandals).
Primary Winter Uniform
Worn from the Autumn Half-Term Break (October/November) until the Easter Holidays
Girls
• Grey pinafore dress or grey skirt or trousers (girls-style)
• White long sleeved polo shirt with school logo
• White, green or grey socks or tights
• Dark green V-neck pullover/dark green cardigan with school logo, green St. Julian’s fleece jacket (optional)
• Black or brown shoes (no boots)
• Wet weather uniform for Foundation.
Boys
• Grey shorts or grey trousers
• White long sleeved polo shirt with school logo
• Dark green V-neck pullover with school logo, green St. Julian’s fleece jacket (optional)
• Green, white or grey socks, black or brown shoes (no boots)
• Wet weather uniform for Foundation.
School Uniform
Continued Primary PE
Nursery to Year 2 and 1º to 2º Ano
• Black shorts
• White T-shirt (with or without school logo)
• Black or white trainers for gymnastics
• Black leggings/tracksuit
• Dark green drawstring bag (provided by the school)
Year 3 to 5 and 3º e 4º Ano
• White T-shirt (with or without school logo)
• Black shorts
• White socks
• Training shoes (as well as black or white plimsolls for Year 3)
• Long black leggings/tracksuit
• Dark green drawstring bag (provided by school).
• For sports events, Years 5 and 6 pupils training and competing in representing the School are asked to purchase their own sports team kit for volleyball, basketball and football. For more information, please contact the PE Faculty, Mr Phil Hughes phughes@stjulians.com.
House t-shirt for School House Events
• Blue – Etherington-Smith
• Green – Bucknall
• Yellow – Russell
• Red – Franklin
SEED (Outdoor Education) clothing
“There is no such thing as bad weather, just unsuitable clothing!”
We value and recognise the effort it takes to ensure your child is fully prepared for SEED sessions. In particular, this means making sure they are appropriately dressed. It can be hard to predict just how many layers a child will need, but it is always colder in the shaded woods.
Regardless of the seasons or weather conditions, please ensure that your child has Wellies or waterproof walking boots and waterproof trousers. This will help protect their legs and feet from getting wet and dirty and also from getting scratched or bitten by insects and ticks. No one will be permitted to go to SEED sessions without appropriate clothing.
Children and parents are encouraged to consider the usefulness of their clothing for outdoor activities and to be aware that they are likely to take some of our mud home with them after a session.
During the times your child has SEED sessions, we have the following recommendations:
ALL year-round:
• Wellies or waterproof walking boots
• Waterproof trousers
• Autumn/Winter
• Waterproof Jacket
• Fleece or extra layer
Spring/Summer
• Cap or sunhat
• Waterproof trousers or long trousers in the summer are still essential to protect from thorns, nettles, ticks, insect bites etc.
Swimming
The school recommends a one-piece swimming costume (no bikinis, please) or a pair of plain dark trunks/shorts “Lycra” (no Bermudas or long sports shorts, please, as these are not allowed).
All students will need a swimming cap, goggles, flip-flops, a towel, and a plastic bag to place wet clothing in.
All items (where possible) should have a clearly visible name tag and come to school in a waterproof or plastic bag.
School Uniform
Continued Secondary Uniform
Year 6 to 11 and 5º to 9º Ano
Girls
• Grey pleated or knee length straight skirt or grey flannel trousers (no leggings or shorts).
• White shirt.
• Dark green V-neck pullover or cardigan with the school badge.
• School tie (should only be worn as part of the Winter Uniform, after the Autumn Half-term Break to the Easter Holidays. The tie should not be worn as part of the Summer Uniform).
• Green St. Julian’s fleece jacket (optional).
• Green or grey socks or tights.
• Black or brown polishable leather formal school shoes (no boots, suede shoes or any trainer/skate style footwear).
Boys
• Grey shorts or grey trousers.
• White shirt.
• Dark green V-neck pullover with the school badge.
• School tie (should only be worn as part of the Winter Uniform, after the Autumn Half-term Break to the Easter Holidays. The tie should not be worn as part of the Summer Uniform).
• Green St. Julian’s fleece jacket (optional).
• Green or grey socks.
• Black or brown polishable leather formal school shoes (no boots, suede shoes or any trainer/skate style footwear).
Outdoor clothing: Anorak or coat may be worn to school and between lessons, but not in the classroom. Jackets and overcoats should be removed in class, along with hats and scarves.
Secondary PE
• St. Julian’s branded white PE T-shirt (plain white T-shirt is also acceptable, not house T-shirts).
• Plain black shorts or plain black tracksuit bottoms (or leggings for girls).
• St. Julian’s branded jumper, St. Julian’s branded sports jacket or St. Julian’s branded fleece (not house jumper or T-shirt).
• White socks.
• Trainers or when outside on the Astroturf or grass pitches, boots with plastic studs can be used. If wearing skin pads, long green socks should be worn.
• Students should wear PE kits to school on PE days, there is no need to bring school clothes on these days. Please look at the timetable to know what days children have PE.
House T-shirt for School House Events
• Blue – Etherington-Smith
• Green – Bucknall
• Yellow – Russell
• Red – Franklin
Sports Teams
All students taking part in after-school Sports Teams (between Division 5 and Varsity) must have their own personalised training and match kits. For more information, please contact the PE Faculty, Mr Phil Hughes phughes@stjulians.com.
Creative Arts Kit
On days that students have Creative Arts they are required to wear a Creative Arts T-shirt with plain black shorts, leggings, or tracksuit bottoms and trainers. Long hair should be tied back. Students should not wear jewellery. Students may wear their green St. Julian’s jumpers or fleeces over the top of their Creative Arts uniform if they choose.
At the start of the school year, students will be given the opportunity to collect a Creative Arts T-shirt in their lesson. Parents will be invoiced €10 for this. After this time, if a student needs a new T-shirt, they can request a replacement shirt from the Secondary Office.
The purpose of the Creative Arts uniform is to allow students to move freely and comfortably in a variety of spaces, including outdoors and floorwork. It also creates a blank canvas for explorative and performance work.
Enrichment Kit
Depending on the activity, students will need to bring in appropriate kit, e.g. sportswear for yoga or sturdy shoes and old clothing for tree planting. Students will not be permitted to complete activities in PE kit. Students are able to come to school or go home in their kit when these are first or last lessons of the day.
Students in Years 12 and 13
For day-to-day use, students can wear their own clothes. We ask that students dress for a professional learning environment.
Students in Years 12 and 13 set an example to the younger students in school, so we ask that students consider this. Clothes should be comfortable and appropriate for a learning and working environment.
Students should wear clothes that they would be happy to wear in a workplace, rather than dressing for the beach or a night out. Please make choices that are respectful of the school environment and our guiding statements, including the Shaper Profile.
• Jeans, trousers or cut offs may be worn provided they are not torn, ripped or in a poor condition.
• Blouses, shirts or t-shirts should not have offensive writing.
• Midriffs should be covered at all times.
• Footwear: shoes, trainers, or sensible sandals (no rubber flip flops).
• Clothing must be in reasonable condition.
• Hats, head sweatbands and sunglasses should not be worn indoors.
• Ostentatious body/face piercing is not acceptable.
• Shaved heads or coloured/dyed hair (of a non-natural colour) not permitted.
School Uniform
Continued
Formal Wear “IB Uniform”
The IB Uniform for formal occasions, including lectures in school, official school photographs and official school events:
• The St. Julian’s School Year 12 and 13 Tie.
• A navy-blue blazer (not black).
• A white shirt or blouse (if a T-shirt is worn underneath, it must be plain white).
• Dark (grey or blue) skirt or trousers.
• Black/brown polishable leather shoes (not boots or trainers).
Uniform Suppliers
Dutil Child
www.dutilchild.com dutilchild@gmail.com
Lisbon Store
Rua Guilhermina Suggia 8, 1700-339 Lisboa
+351 917 793 999
Opening hours:
Monday to Friday 10am to 4pm
Carcavelos Store
Loja Chinha, Riviera Center, Rua Bartolomeu Dias, 2775-551 Carcavelos
+ 351 214 582 680/+351 964 792 516
Opening hours: daily 10am to 10pm
Dutil Child have a stall outside the West Gate (Primary Section entrance) every Thursday during term time, from 3 to 5 pm
Togs Uniformes
www.togsuniformes.com togs@togsuniformes.com
Rua dos Cheinhos 118, 2645-106 Alcabideche, 2645-106 +351 214 837 187 WhatsApp: +351 912 475 689
Opening hours: Monday to Friday 10am to 6.30pm; Saturday 10am to 1pm
Togs Uniformes have a stall outside the West Gate (Primary Section entrance) every Tuesday during term time, from 3 to 5pm
El Corte Inglés
www.elcorteingles.pt
Av. António Augusto Aguiar 31, 1069-413 Lisboa +351 213 711 700
Opening hours: Monday to Thursday from 10am to 10pm Fridays, Saturdays from 10am to 11.30pm Sunday 10am to 8pm
Uniform items with the school badge are not available.
Parents’ Association (PACT)
Second hand Uniform Shop
Located in the Secondary Playground. Opening hours: every Friday during term time, from 8.40 to 10am
Technology
At St. Julian’s School, we believe technology is a powerful tool that can transform the learning experience. We go beyond simply incorporating technology; we aim to leverage it to redefine and modify how students learn.
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 parent portal, a parent evening system that allows video conferencing, vibrant parent community platforms, and access to resources and booking for our Wider Life Programmes. Additionally, we provide guides to our main learning platforms like Seesaw and Google Classroom, empowering you to gain insights into your child’s academic journey.
Or go to sites.google.com/ stjulians.com/ technology-at-sjs
Technology
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 social media.
Parental
Controls Guide
Please visit sites. google.com/stjulians. com/technology-atsjs and use the drop down menu eSafety.
Acceptable Use Policies (AUPs)
Our AUPs clearly define safe and responsible technology use for students on school-provided devices. These policies ensure all technology is used appropriately and exclusively for educational purposes within the school environment.
AUPs
Please visit sites. google.com/ stjulians.com/ technology-at-sjs and use the drop down menu Acceptable Use Policies.
Schoolwide Technology
Social Media Guide
St. Julian’s boasts a seamless, schoolwide Wi-Fi network, granting students and teachers access to the internet. This access is made safe with robust internet filters. These filters operate on our school-provided iPads in Years 7 to 9, 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 and engaged.
Learning Support
The Learning Support Team supports students with a variety of learning differences to reach their full potential. The aim of all support is to encourage students to develop ownership of, and independence in, their learning.
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 school’s provision.
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 additional investigation.
Learning Support
Continued
• 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 next steps.
• 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 their learning and progress.
After receiving a referral, a member of the Learning Support Team conducts an initial review, including consideration of whether further specialist assessment is necessary.
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 of the student’s needs and what reasonable adjustments might be appropriate to meet those needs in school.
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.
Examination Access Arrangements
Students with special educational needs and/or a disability (SEND) may be entitled to examination access arrangements. These are adjustments made by examination bodies to ensure that students with specific needs (or temporary injuries) can access 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 details.
For further information, please contact:
• Primary Section: Ms Ceri Grünewald-Davies, Head of Learning Support (Primary) cdavies@stjulians.com.
• Secondary Section: Mr Ross Hobart, Head of Learning Support (Secondary) rhobart@stjulians.com.
• Bilingual Section: Ms Luísa Gomes, Coordenadora 1º Ciclo & Educação Especial lgomes@stjulians.com
To access these policies go to stjulians.com/our-school/policies
Language Development
At St. Julian’s, we are aware that multilingualism is a strength. Many of our students speak multiple languages. As a school, we aim to create a culture where students from different countries and backgrounds feel respected and valued. We celebrate internationalism and multilingualism and value our students’ home languages and cultures. We seek to encourage awareness of all students’ linguistic identities, enabling students to harness their multilingual abilities to support their learning.
All students’ language profiles are collected during the admissions process. In the Primary Section, where English is the main language of instruction, students’ English language proficiency is tracked on the NASSEA EAL assessment framework. Additional English language support is recommended for students on Steps 1-4 of the NASSEA framework. This typically involves the creation of a personalised programme of support for each student to enable them to successfully access the curriculum, alongside making progress with English language skills. Students’ progress through the language levels is tracked closely, and the EAL team regularly liaises with parents/guardians to inform them of their child’s progress and of ways to support them at home.
Nursery children are not typically withdrawn from class for additional language intervention. This is because all children in Nursery will be developing their language through the Communication and Language area of the EYFS curriculum, with their language needs supported by the class teacher and assistant.
In the Bilingual Section, 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 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.
In the Secondary Section, the English Across the Curriculum 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.
For further details, please contact:
• Primary section: Head of EAL, Ms Jane Scott: jscott@stjulians.com.
• Secondary section: English Across the Curriculum Coordinator, Ms Tory Coates: vcoates@stjulians.com (on maternity leave until Summer Term – in the meantime please contact Ms Caroline Cullen, Deputy Head: ccullen@stjulians.com)
Language Development Policy
To access this policy go to stjulians.com/ our-school/policies.
• Bilingual section, 1º Ciclo: Contact your child’s class teacher or the Coordenadora 1º Ciclo, Ms Luísa Gomes: lgomes@stjulians.com.
• Bilingual section, 2º and 3º Ciclo: Contact your child’s Diretor(a) de Turma.
Counselling
The school offers counselling to all students without additional charge.
Counselling may include:
• Preventative intervention, in cases where there are emerging signs of need or behavioural change
• Early intervention, where a specific need has been identified
• Assessment, including risk assessment or referral to additional external services
• Parallel support alongside external specialist intervention
• Tapering support after a period of external specialist intervention has drawn to a close
• Drop-in sessions for students in need of immediate support, which may or may not lead to further counselling support
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 in cases where a safeguarding concern exists.
Where possible, counselling appointments will be scheduled at varying times to avoid any disruption to a student’s lesson schedule as much as possible.
For further details or to arrange counselling for your child, please contact:
counselling@stjulians.com for the Pre-Prep, Prep Schools and Secondary Sections and aconselhamento@stjulians.com if your child is enrolled in the Bilingual Section.
The counselling teams are:
• Ms Edele Nolan, Lead Counsellor in Secondary
• Mrs Mariana Mangerão in Secondary
• Mrs Joana Lobo in the Pre-Prep and Prep Schools
• Ms Constança Gonçalves, Bilingual Section
Student Wellbeing and Pastoral Care
Student wellbeing is at the heart of everything we do at St. Julian’s. We aim 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 Profile encourages and supports students to develop agency, leadership, and the 6Cs of compassion, curiosity, collaboration, communication, courage and citizenship.
The school aims to promote a sense of belonging among all students. This is supported by the House System, with students working across year groups and school sections on shared initiatives which foster a strong sense of community.
Regular assemblies support students to develop the 6Cs, to learn about specific topics of relevance (e.g. staying safe online) and to celebrate important dates and festivals throughout the year. Children in Years 2-6 and 1-4º ano have a Prep School assembly each week, while in the Secondary Section students attend assemblies in year groups or Key Stages.
In the Bilingual Section, student wellbeing is facilitated by strong relationships between students and their Professor(a) Titular de Turma (1º ciclo) or Director(a) de Turma (2º-3º ciclo), who is the first point of contact for parents/guardians on all matters of student wellbeing. Class teachers and form tutors have a weekly meeting time available to parents. In the primary years (1º ciclo), the teachers are coordinated by Ms. Luísa Gomes and in 2º and 3º ciclo, the form tutors are coordinated by Ms. Paula Dias.
In the Primary Section, pastoral care is led by class teachers, who should be the first port of call for parents/guardians who have queries or concerns about their child’s wellbeing. The best way to contact your child’s class teacher is via email.
Class teachers are supported by Phase Leaders and the relevant head:
Pre-Prep School
• Head of Pre-Prep: Mrs Wood – ewood@stjulians.com
• Phase Leader for Foundation: Ms Kilbane – skilbane@stjulians.com
Prep School
• Head of Prep School: Miss Banthorpe – lbanthorpe@stjulians.com
• Phase Leader for Key Stage 1: Mr Harper – jharper@stjulians.com
• Phase Leader for Lower Key Stage 2: Mrs Homer – shomer@stjulians.com
• Phase Leader for Upper Key Stage 2: Mrs Norbury –hnorbury@stjulians.com
Student Wellbeing and Pastoral Care
Continued 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 group first thing every morning. This is a very special time of day: as well as providing an important touch-point for students to register and hear important announcements, this is also the time when students attend assemblies for their year group or Key Stage, and when celebrations, and reflections on key events take place.
For parents/guardians, a student’s form tutor should be the first port of call for communication about any aspect of life at St Julian’s.
Each year group in the Secondary Section is also coordinated by a Head of Year, who oversees the wellbeing of the year group as a whole:
• Head of Year 7: Ms Stedman –jstedman@stjulians.com
• Head of Year 8: Mrs Homer –chomer@stjulians.com
• Head of Year 9: Ms Abecasis –aabecasis@stjulians.com
• Head of Year 10: Ms Baker –rbaker@stjulians.com
• Head of Year 11: Mr Machemer –dmachemer@stjulians.com
• Head of Year 12: Ms Ozkurt –vozkurt@stjulians.com
• Head of Year 13: Ms Hammacher –shammacher@stjulians.com
There is one Deputy Principal responsible for the learning and wellbeing of students in each of the three Key Stages in the Secondary Section:
• Key Stage 3 – Year 7-9: Ms Stedman –jstedman@stjulians.com
• Key Stage 4 – Year 10-11: Mr Burke –jburke@stjulians.com
• Key Stage 5 – Year 12-13: Dr Shah –dshah@stjulians.com
Parents/guardians will have the opportunity to meet with staff members at the Year Group/Key Stage Information Meetings at the beginning of the academic year and during regular individual parents/guardians consultations throughout the year.
Overall responsibility for pastoral care across all sections of the school lies with Ms Caroline Cullen, Deputy Head: ccullen@stjulians.com – please do not hesitate to get in touch to discuss any aspect of student wellbeing.
Safeguarding & Child Protection
St. Julian’s School is committed to providing a safe and secure environment for children, staff, families, and visitors. The school recognises that children have the right both to protection from harm and to grow up in an atmosphere of happiness, love, and understanding. The school is therefore committed not only to the avoidance of explicit harms but also to supporting families to nurture the growth and development of their children.
The school has been awarded Selo Protetor status for 2024/26 in acknowledgement 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 which is to:
• 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 a concern.
Safeguarding and Child Protection Policy
To access this policy go to stjulians.com/ our-school/policies.
Safeguarding & Child Protection
Continued
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 PACT 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; political or other opinion; national or social origin; property status; birth status; disability; sexual or gender identity; 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 school’s Senior Designated Safeguarding Lead:
Ms Dina Ayoub: dayoub@stjulians.com
Surgery
The Surgery team
The school employs two full-time nurses, a doctor (part-time) and a physiotherapist (part-time).
Daily Medication
All medication must be given to the school nurses as class teachers are not permitted to receive or administer medication. Medication must be in the original package. If it is prescribed medication, we need to have the prescription too. Please ensure the medication is clearly labelled with the child’s name, dosage and within the expiration date.
Unwell at School
If your child is not well in school, you will be contacted by the school nurses. Students shouldn’t be calling their parents directly. The nurses will arrange the early pick-up with the parents, if necessary.
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.
Health Queries
Any health queries should be directed to the school nurses at: surgery@stjulians.com
Please scan to access the School Procedure for Allergies or go to stjulians.com/our-school/policies.
The Team in the Surgery includes:
Dr Ellen Blonde, School Doctor
Nurse Beki Silva
Nurse Susana Moniz
Physiotherapist / Sports Nurse
Ana Rita Rodrigues
Security
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:
• 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 Parent Portal. All replacement cards will be charged €15.
Family ID Cards
All adults entering the campus must visibly carry an ID card at all times. Family members can be issued a Family ID card for easy access. This card can be used for daily access to school for pick-up, workshops, meetings, events, the PACT office, and the parents café. Please follow the link to the Family ID Card request form or by looking on the Parent Portal.
Family members without a card must register with security at the gates and enter the school as visitors.
Visitors
All visitors must register with security and be announced. The visitor card must be visibly worn at all times and returned to security upon exiting the campus.
ID card guidelines can be found in the School Photo ID card Policy by scanning below.
Or go to stjulians. com/our-school/ policies.
Parents’ Association
All parents are automatically part of the Parents’ Association which is often referred to as PACT. The Parents’ Association role is to support parents and students by liaising with the school’s leadership teams, through regular meetings between the school and parents who volunteer as Coordinators and Year Group or Class Representatives (Pre Prep, Prep, Secondary and Bilingual Sections). Outcomes and actions arising from these meetings are communicated via The Lighthouse.
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 8.40 to 10.00am.
Parents also organise social and fundraising events such as the annual Cheese & Wine, which is a get-together for all parents and teachers, and 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 PACT via e-mail at: pact.stjulians@gmail.com
The Parents’ Association Committee
Ana Carvalho (Treasurer)
Stephanie Nascimento (Secondary Representative)
Catarina Dias (Primary Representative)
Juliana Elias (Bilingual Section Representative)
Adriana Migliorelli (Vice Chair)
Ferdinand Lucke (Chair)
Pre-Prep Nursery: Reception:
Prep School
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
Year 6:
Bilingual Section: Juliana Elias
Secondary Section
Year 7: Pavlina Vasileva and Bianca Jarvis.
Year 8: Solange Murphy & Jeneeta Coelho
Year 9: Sofia Charters & Sandra Oliveira
Year 10: Rosário Brandão & Priscila Brunet
Year 11: Stephanie Nascimento
Year 12: Felipa Champalimaud & Giovanna Loia
Year 13: Anna Cardoso & Kate Pardoe
Each class has a PACT Representative. Parents are notified by their Class Representatives at the start of the new academic year.
The PACT AGM is on Wednesday 21 May at 7pm.
Classlist
Classlist is an app for parents that brings you into the heart of our school community. It helps you to connect and help each other. It is a safe and inclusive system that we believe will help us build a stronger school community at St. Julian’s School.
With Classlist, you’ll be able to contact the parents in your child’s class, and see who’s who so you can put a face to a name. Classlist will keep you informed about what school and PACT events are coming up, and there’s lots more you can do: post questions of the other parents in your child’s class, form special interest groups, as well as RSVP and buy tickets. You can see who lives nearby so you can arrange car-shares and you can even find a home for outgrown school uniform.
Classlist is UK-based and fully GDPR-compliant and is already being used successfully by parents in thousands of other schools. You can share as much or as little contact information with other parents as you like, and can even keep your own phone number and email address private whilst still receiving messages via the app or by email.
Everyone using Classlist has to comply with the Classlist Community Guidelines which include being respectful of fellow parents and not using the app to complain about the school or individuals connected with the school.
As soon as parents enrol their child(ren) in school, they will receive instructions on how to join in an email sent from no-reply@classlist.com. If you can not find this email please contact support@stjulians.com.
You can use it to:
• Ask the parents in your child’s class questions
• Find out about Parent Association activities
• Stay in the loop with what’s coming up for parents and students
• Use the Marketplace to pass on and find pre-loved items
Accreditation
We are dedicated to providing your child with the best level of education. That is why we regularly undergo evaluations from various accreditation partners, both internationally and locally.
Our commitment to excellence is reflected 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’re always evolving to provide the best possible education for your child
Accreditations:
• Council of International Schools (CIS)
• International Baccalaureate Organization (IBO)
• Head’s Conference (HMC)
• Council of British International Schools (COBIS)
• Association of Portuguese Private Schools (AEEP)
• New England Association of Schools and Colleges (NEASC)
• Ministério da Educação de Portugal (Portuguese Ministry of Education)
• Selo Protetor (Protective Seal) 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).
Admissions and Re‑enrolment
Re-enrolment
Parents must inform the School by 1 February 2025 if they wish to re-enrol the child for the academic year 2025/26, by completing the re-enrolment online form on the Parent Portal.
This is an essential step without which a place in the school for next year is not guaranteed.
The re-enrolment form will be available on the Parent 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
Parent School Agreement
The Parent/School Services Agreement, along with the yearly Re‑enrolment form, the School’s Financial Notes of Guidance, and the School’s Policies, form the basis of a legally binding contract between the Parents/Guardians and the School.
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 Or access through the Parent Portal.
Payments
All School invoices will be sent by email from an authorised platform called Saphety. Emails will come from noreply@saphety.com. Should you have any questions, please write to 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:
• For Autumn Term: invoice sent on 1 June 2024, due 30 June 2024
• For Spring Term: invoices sent in October 2024, due in November 2024
• For Summer Term: invoices sent in January 2025, due in February 2025
Parents can opt for alternative invoicing solutions for tuition fees:
• Annual payments, invoiced in June 2024, granting a 1% discount on fees
• Direct Debits, invoiced in 10 instalments from July 2024 to April 2025
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.
Payments
We encourage parents to settle fees by MB Multibanco option Entidade e Referência, mentioned in the Open Balances Statement.
For Direct Debits, write to: accounts@stjulians.com
For Bank Transfers, remember to add the student/s name/s in the details
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.
Transportation
The school contracts an independent bus company that covers most of the Lisbon and Cascais Metropolitan areas (F. E Irmãos Lda). Large buses and minibuses are used depending on the number of passengers and street access zones. The School does not guarantee that all areas will be serviced. This depends on the level of demand.
Except for 8-seater vans, all buses have a monitor.
The school invoices transportation along with the termly tuition fees.
For further details, please scan the link below or go to the Parent Portal. Any questions can be addressed by email to: transportation@stjulians.com.
For emergencies regarding transportation, please call: +351
Food
Lunch arrangements
Students can either have school lunches or a packed lunch from home.
There are two options for school lunches:
1 Reserve and pre-pay lunch termly for a permanent pass to the school’s dining venues; parents should contact the Finance office: accounts@stjulians.com, and they will be invoiced accordingly.
2 Choose a pay-as-you-go system (top-up) for a flexible lunch plan. In this case, parents will need to charge (top-up) the student’s cards and pay for each meal individually.
The Student’s ID cards can be charged either online or at the school Finance office.
Online top-up method: Web page: sige.stjulians.com
• Username: student’s School Number, available on the student’s school ID card; alternatively, this number can be requested by email at the school secretary’s offices
• PIN: the student’s day and month of birth (ddmm)
• Select the option “Charging” to top up or “Transactions” to see the purchase history
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 €1.10 per meal.
Food
Lunch Venues
The Primary Dining Hall (Queen’s building) –for students in Foundation and Year 1
The Main Dining Hall (Palácio) – for students from Year 2/1º ano upwards
The Soft Rock Café – for students from Year 6/5º ano upwards
Lunch offer
Both dining halls offer a self-service lunch, including soup every day and a variety of hot dishes, salads, fruits and desserts. Tap water and often juice smoothies are served.
The menu varies every week and is published on the Parent Portal.
The Soft Rock Café serves a selection of hot and cold items, such as takeaway soups, wraps, sandwiches, deli-type hot meals, salads, muffins, and juices.
The Soft-Rock set menu (for students with prepaid lunch) includes soup + sandwich/wrap/salad/hot meal of the day + dessert.
Dietary restrictions
All food venues have vegetarian options. Lactose-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.
Packed lunch from home
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. The school is not able to heat up food brought from home.
Snacks
In the Primary school and the 1º ciclo, all students receive fruit in the morning. Students are not requested to bring a morning snack from home. However, we encourage parents to send an afternoon snack, especially if the students have after-school activities.
When sending food to school, please respect the no-nut policy.
In Secondary, students can purchase snacks from the Soft Rock Café during morning break and after school.
Birthdays
To celebrate a student’s birthday, parents may send in nut-free cupcakes or other treats 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 Foundation (Nursery and Reception), parents are welcome to come into school to sing Happy Birthday and share the cakes with their child’s class.
Wider Life Programme
The Wider Life Programme (WLP) at our school is designed to enrich student learning, interests, and development while providing enjoyable and engaging opportunities for students to acquire new skills and passions. In recognition of the importance of a well rounded education in today’s competitive landscape, we emphasise not only academic achievement but also the cultivation of diverse experiences and abilities.
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 pillars of
• 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 journey beyond the classroom.
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 and access all activities and keep a 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 so parents and students can choose activities at their own pace.
WLP Team:
Ms Maxine Small, Director of Sports & WLP
For more information, please consult the WLP section of our website.
If you have any questions, please send an email to: widerlifeprogramme@stjulians.com
Mr Alex Brice, WLP Assistant
Mr Martim Gomes, WLP Assistant
Sports & PE
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.
Our representative teams are divided into
• 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 to offer the students an opportunity to 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 & Boys Volleyball
• 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 environment that extends beyond school.
1 CHESS = Council of Heads of English Speaking Schools (a group of 22 top international schools in Portugal).
2 ESC = European Sports Conference (a group of 13 top international schools in Europe) www.eurosportconference.eu
Participation pathway at SJS/Commitment policy
COMPETITIVE
Basketball, Football, Volleyball, Golf, Swimming, Tennis, Rugby, Cross Country, Athletics
Team A Competitive, Team B developing & Team C participation
One/two training/games sessions a week failing to attend two weeks training without notification leads to removal.
1 2
3
PERFORMANCE
Basketball, Football, Volleyball, Swimming, Rugby. CHESS & ESC
Tournaments Div 3 & Varsity
One/two training/games sessions a week failing to attend two weeks training without notification lead to removal.
RECREATIONAL
Swimming, Dance, Basketball. Football Volleyball, Track & Field, Gymnastics ‘Convivio’
Optional but failing to attend two consecutive weeks without notification leads to removal.
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 while honing leadership skills and effective communication.
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 GCSE PE through practical application.
Moreover, we actively support and encourage participation in the school’s sports teams, offering students opportunities to advance their expertise in specific sports.
Above all, our ultimate goal is for students to delight in the learning process within Physical Education, fostering a joyful and educational experience.
Clubs and Societies
At SJS, we seek to empower students to become proactive contributors to their communities and society at large through service learning. By integrating academic knowledge with real life experiences, we believe students can cultivate essential personal and social skills, such as decision making, problem solving, and accountability. Our purpose is to instil in students a sense of responsibility and empathy towards others, whether it’s improving lives, supporting the environment, or aiding animals.
Service learning is a reciprocal process that benefits both students and the community. It fosters the development of key abilities, attitudes, and values in alignment with the Shaper Profile, IB mission statement, and IB learner profile. We envision service learning as an ongoing journey throughout a student’s time at SJS, offering regular opportunities for growth and reflection. Our service learning work has benefitted the community, raised the students’ awareness of the needs of those around them and encouraged them to develop as considerate citizens with a strong sense of their responsibility in society.
Aims:
• To engage students in addressing authentic community needs using their knowledge and skills.
• To nurture students as leaders who take initiative, collaborate effectively, and solve problems.
• To provide students with enriching experiences that blend learning with service.
• To cultivate a sense of compassion and responsibility towards others.
• To encourage meaningful reflection for a deeper understanding of oneself, the community, and society.
• To integrate service learning seamlessly into the existing school curriculum, enhancing overall educational experiences.
One of the most effective ways to provide students with real-world experiences is through community involvement. This can take many forms, including service learning projects which occur as part of the enrichment curriculum, volunteer work, fundraising events to support local charities or in response to a global emergency, and IB students engaging in charity events as part of the Community Action Service (CAS) Programme. In KS3, KS4, 5º to 9º ano students will have the opportunity to have a local charity focus and take part in various events during the year to support their organisation.
PACT is heavily involved in supporting the school to provide local links and experiences for the students as well as hosting a number of large events at school including Bonfire night and the Primary Christmas Fair. These events are incredibly popular and generate funds that are allocated by PACT to support local charity projects.
Instrumental Tuition
Learning an instrument provides opportunities to promote the spiritual, moral, social, cultural, physical and academic development of our students in line with the school’s mission statement.
Our Instrumental Tuition Programme offers students the opportunity to learn a musical instrument under the guidance of skilled instructors in a supportive and engaging environment.
The Instrumental Tuition Programme is open to students from Year 2/1º ano to Year 13, from beginners to advanced players. Our team of experienced and dedicated teachers are passionate about music education and committed to helping students reach their full potential.
Students have the option to choose from a variety of instruments, including piano, acoustic guitar, electric guitar, bass guitar, violin, viola, cello, double bass, flute, clarinet, oboe, bassoon, alto saxophone, trumpet, trombone, euphonium, French horn, voice and drums. Lessons are offered on an individual basis or in small group settings.
Our lessons cover essential aspects of instrumental technique, music theory, sight-reading, ear training, and performance skills. The possibility of preparing for Trinity or ABRSM exams is also available.
Interested students and parents can obtain more information about programme offerings, lesson schedules, and fees from the St. Julian’s School website or the QR codes opposite.
Secondary Section:
Primary Section:
Guide to Instrumental Tuition
Bilingual Section:
Guide to Instrumental Tuition
Guide to Instrumental Tuition
School Contacts
It is very important that parents ensure the School has the most up‑to‑date contact details. This is done via the Change Request Form on the Parent Portal account, under the menu My Account/My Contact Information.
Main School Line
Primary Office (Pre-Prep and Prep Schools)
Bilingual Section Office
Secondary Office
Available daily during term time between 7.45 and 5.00 (Monday–Thursday) and 7.45 and 4.00pm (Friday). During school holidays this changes to 9.00 and 3.00.
Alex Stanway Costa Telma Costa
Antónia Paiva Marília Calais
Karen Martins
Luena Martins
Paula Santos
Marta Marques
Head’s Office
School Nurses
Security & School Transport
School Payments
Wider Life Team
Paul Morgan, Head Gabriel Feist, PA to the Head
Nurses Rebecca Silva & Susana Moniz
Mauro Sales
Helder Regueiró
Carmo Silva
Maxine Small
Alex Brice
Martim Gomes
+351 21 458 5300
mail@stjulians.com
primary@stjulians.com
+351 21 458 5361
bilingual@stjulians.com
+351 21 458 5390
secondary@stjulians.com
+351 21 458 5342
head@stjulians.com
+351 21 4585 304
surgery@stjulians.com
security@stjulians.com
transportation@stjulians.com
+351 91 028 8833
accounts@stjulians.com
+351 214585307
+351 966 577 074
+351 910 027 536
+351 910 027 536
widerlifeprogramme@ stjulians.com
Primary Leadership Teams
Name Role Contact
Mr Paul Morgan Head of School pmorgan@ stjulians.com
Mr Dan Norbury Deputy Head (Teaching & Learning) & Secondary Principal dnorbury@ stjulians.com
Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians.com
Mr Michael Brooke, Whole-School Deputy Principal & Director of Technology, Mrs Sarah Dore, Whole-School Deputy Principal & Director of Professional Learning and Mr Mark Hooper, Director of Enrichment will also attend Primary Leadership Meetings from time to time.
Primary Office: Alex Stanway Costa, Telma Costa primary@stjulians.com
+351 214 585 361
Mrs Liz Wood Head of Pre-Prep School ewood@ stjulians.com
Mrs Sarah Kilbane Foundation Phase Leader skilbane@ stjulians.com
Miss Louise Banthorpe Head of the Prep School lbanthorpe@ stjulians.com
Mr James Harper KS1 Phase Leader jharper@ stjulians.com
Mrs Sally Homer Lower KS2 Phase Leader shomer@ stjulians.com
Mrs Helen Norbury Upper KS2 Phase Leader hnorbury@ stjulians.com
Bilingual Section (1º ciclo)
Dra
Mrs Luísa Gomes Coordenadora 1º Ciclo lgomes@ stjulians.com
Bilingual Office: Antónia Paiva, Marilia Calais bilingual@stjulians.com +351 21 458 5390
Staff lists
Primary Section Teachers
Mr Thomas (Tom) Ackner Year 2 Class Teacher (2TA)tackner@stjulians.com
Miss Carolina Agostinho PE Teachercagostinho@stjulians.com
Mrs Maria João Aleixo Year 2 Class Teacher (2MA), ES House Leader maleixo@stjulians.com
Ms Ana Alves PE Coordinator aialves@stjulians.com
Ms Ana Aragão Portuguese Language Teacher aaragao@stjulians.com
Mrs Maria Bobone Year 2 Class Teacher (2MB) mbobone@stjulians.com
Mrs Catherine Calver Learning Support Teacher Designated Safeguarding Lead ccalver@stjulians.com
Miss Clare Dawson Director of Music cdawson@stjulians.com
Mrs Filipa d'Orey EAL Support Teacher pdorey@stjulians.com
Ms Laima Dimanta Music Teacher ldimana@stjulians.com
Ms Frances (Kika) Drysdale Learning Support Teacher fdrysdale@stjulians.com
Mr Matthew (Matt) Dwyer Year 6 Class Teacher (6MD)mdwyer@stjulians.com
Ms Ana Ferreira 2TA Teaching Assistant aferreira@stjulians.com
Miss Cathy Foster Reception (Otters) Class Teacher, Art Leader cfoster@stjulians.com
Mr Shane Gielty Year 6 Class Teacher (6SG), DofE Coordinator sgielty@stjulians.com
Mrs Mª. Felicidade (Ducha) Gomes Nursery (Woodpeckers) Class Teacher dgomes@stjulians.com
Ms Ceri GrünewaldDavies Head of Learning Supportcdavies@stjulians.com
Mrs Isabel Gusmão Year 5 Class Teacher (5IG) igusmao@stjulians.com
Mr James Harper
Year 1 Class Teacher (1JH), KS1 Phase Leader jharper@stjulians.com
Mr William (Will) Harrison Computing Teacher, Technology Integration Specialist wharrison@stjulians.com
Mrs Sarah Harrison Primary Cover Teacher sharrison@stjulians.com
Miss Stephanie Heath Year 1 Class Teacher (1SH), English Leader, Russell House Leader sheath@stjulians.com
Mrs Sally Homer
Year 4 Class Teacher (3SHO), Lower KS2 Phase Leader shomer@stjulians.com
Mr Mark Hooper Director of Enrichment mhooper@stjulians.com
Mr Phil Hughes Head of PE Faculty phughes@stjulians.com
Ms Sarah Kilbane Reception (Dolphins) Class Teacher, Foundation Phase Leader skilbane@stjulians.com
Ms Lisa Kirwan Year 1 Class Teacher (1LK) EYFS & KS1 Maths Leader lkirwan@stjulians.com
Mrs Joana Lobo Psychologist jlobo@stjulians.com
Mr Andrew (Andy) Lopes Supply Teacher, DT Leader, Chair of Staff Association alopes@stjulians.com
Mrs Rebecca Machemer Computing Teacherrmachemer@stjulians.com
Mr Alexander (Alex) Marlor Year 4 Class Teacher (4AM), Science Leader amarlor@stjulians.com
Mrs Katie Marlor Year 5 Class Teacher (5KM) kmarlor@stjulians.com
Ms Rita Marques PE Teacherrmarques@stjulians.com
Ms Ellen Martin Reception (Seals) Class Teacher emartin@stjulians.com
Ms Margaret McCall Nursery (Hedgehogs) Class Teacher mmccall@stjulians.com
Ms Elizabeth (Lizzie) McDowell
Year 4 Class Teacher (4LM) emcdowell@stjulians.com
Ms Geraldine McGilchrist Nursery (Owls) Class Teacher gmcgilchrist@stjulians.com
Ms Sofia Mendes Portuguese Language Teacher smendes@stjulians.com
Miss Charlotte Mills Year 6 Class Teacher (5CM), Bucknall House Leader cmills@stjulians.com
Mrs Helen Norbury Year 5 Class Teacher (5HN), Upper KS2 Phase Leader hnorbury@stjulians.com
Ms Tara Palmer Year 3 Class Teacher (3TP)tpalmer@stjulians.com
Ms Christina Ridley-Thomas Environmental Integration Specialist (SEED) cridley-thomas@ stjulians.com
Ms Carina Rodrigues Head of Portuguese Language crodrigues@stjulians.com
Mr Edmundo Rosa Portuguese Language Teacher erosa@stjulians.com
Ms Patricia Sá Cover Teacher psa@stjulians.com
Mrs Jane Scott Head of EAL, Designated Safeguarding Lead jscott@stjulians.com
Miss Maxine Small Director of Sport & Wider Life Programme msmall@stjulians.com
Mrs Laura Vicente Art Teacher lvicente@stjulians.com
Ms Rita Vilaça Portuguese Language Teacher rvilaca@stjulians.com
Ms Sarah Waters Maternity Leaveswaters@stjulians.com
Miss Katie Wall Year 3 Class Teacher (3KW) kwall@stjuliana.com
Ms Elizabeth (Jo) Williams Year 3 Class Teacher (3JW), KS2 English Leader jwilliams@stjulians.com
Ms Zoe Weiner Head of Creative Arts zweiner@stjulians.com
Staff lists
Continued
Primary Sections Assistants
Ms Catarina Bastos
Nursery (Owls) Teaching Assistant
Ms Carmel Brice Year 6 Teaching Assistant
Ms Helena Costa Gomes Reception (Seals) Teaching Assistant
Ms Manuela Cardiga Lunch Assistant
Ms Tânia Cuan 2MB Teaching Assistant
Mrs Claire Eden SEED Teaching Assistant
Mrs Charmaine Evans 1LK Teaching Assistant
Ms Nichola Fannon Portuguese Language Assistant
Ms Inês Feio
Nursery (Hedgehogs) Teaching Assistant
Ms Danielle Ferreira Reception (Otters) Teaching Assistant
Mrs Sofia Ferros Year 3 Teaching Assistant
Mrs Melissa Figueiredo Portuguese Language Assistant
Mrs Sara Costa Gomes 2MA Teaching Assistant
Mrs Candy Goodman 1SH Teaching Assistant
Ms Tracy Jones Year 5 Teaching Assistant
Ms Maria Rio 1JH Teaching Assistant
Ms Sílvia Rodrigues Lunch Assistant
Ms Joana Sales (Valentim) Nursery (Woodpeckers) Teaching Assistant
Ms Jane Timas Santos Pre-Prep Care Assistant
Mrs Paula Silva Year 4 Teaching Assistant
Mrs Paula Serafim
Reception (Dolphins) Teaching Assistant
Ms Catarina Silva Librarian
Mrs Joanna Soares Franco
Year 5 Teaching Assistant
Ms Ana Isabel Gaivao Primary Teaching Assistant
Ms Rosie Ward Year 3 Teaching Assistant
Bilingual 1º ciclo Teachers
Ms Ana Rita Alves Português, PLNM, Diretora de Turma 5º ano aalves@stjulians.com
Ms Ana Alves Professora de Educação Física aialves@stjulians.com
Mr Luís Calado Professor de PLNM 1º ciclo lcalado@stjulians.com
Miss Sofia Carrilho Professora de Apoio scarrilho@stjulians.com
Mrs Luísa Gomes Coordenadora do 1º Ciclo, Educação Especial lgomes@stjulians.com
Mrs Constança Gonçalves Educational Psychologist cgoncalves@stjulians.com
Ms Rita Marques Professora de Educação Física rmarques@stjulians.com
Mrs Margarida Melo da Cunha Professora de PLNM 1º e 2º ciclo mcmelo@stjulians.com
Mrs Paula Nina Professora de TIC pnina@stjulians.com
Mrs Sofia Varge Professora 2º Ano csgoncalves@stjulians.com
Ms Maria Cristina Ramos Professora 1º Anocramos@stjulians.com
Mr Ricardo Vilhena Professor 4º Anorvilhena@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
Mr Nuno Silva Professor de Música nsilva@stjulians.com
Assessment & Reporting
Assessment
In the primary school, we use a combination of formative and summative assessment throughout the year to gather pastoral and academic data from our students.
Formative assessment is used to inform the teaching and learning cycle so teachers can revisit any area of misconception, support and challenge the students and ensure coverage of all learning objectives. Summative assessment is done at the end of each term and is used to inform reporting to parents and to pass onto the teachers of the next academic year. We primarily use GL assessment, including PASS surveys, CAT4 in Years 4 and 6, plus English and Maths assessments at the end of the year from Year 1 onwards. In addition we use PIRA assessments for reading in Years 3–6, White Rose assessments in Maths from Year 1–6 and a bespoke writing assessment based on the Ros Wilson criteria, but adapted to meet the needs of our students.
In the Early Years, 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 year, students 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).
Reporting Guidance
Reports are shared with parents at three points in the year:
Autumn Term: A general comment from the class teacher and Portuguese Language targets
Spring Term: Interim reports sharing information about English, Mathematics, Portuguese Language and target setting
Summer Term: End of year reports covering all curriculum subject areas and a general comment from the class teacher
In the Bilingual Section, a report is shared with parents at the end of each term with information about progress in all subject areas.
In the Primary section, the following language is used to share information regarding student engagement in lessons and their attainment:
Mastering Working Toward Mastering Securing Developing Emerging
The student shows evidence of deep understanding and aspires to take risks and apply their knowledge and understanding to new contexts independently. The student is displaying habits of mind which are exceptional.
The student has demonstrated that they are at times working towards a mastery of knowledge and understanding. They are confident in their application of learning, displaying a range of positive learning dispositions.
The student has demonstrated on a regular basis that they are confident in their knowledge and understanding of the subject and secure in skills and application of learning. The student is positively disposed to learning.
The student has a developing knowledge and understanding of the subject, is developing a growing level of competence and is beginning to consider how to apply their learning. The student is developing positive learning dispositions.
The student has an elementary knowledge and understanding in few areas of the content and has achieved a limited competence in some of the processes and skills. Positive learning dispositions are emerging.
Parents’ Evenings
At the start of the academic year, parents are invited to Year Group presentations, in which they learn about the curriculum and pedagogy, daily routines, homework and other important information as well as being introduced to the class teachers.
There is one face-to-face parents’ consultation evening, an online parents’ meeting and a Celebration of Learning event with parents each year. The parents’ evenings, in which parents meet with the class teachers, take place in the first two terms of the academic year and the Celebration of Learning is in the third term. On this day, learning activities will be set on Seesaw and Google Classroom to be completed at home. Parents and their children come into school at scheduled times throughout the day to meet the teacher and to celebrate some of the learning experiences from throughout the year.
The Portuguese Language teachers are also available to meet with parents for consultations during the first 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 section, there are three parents’ consultation evenings each year, in which parents meet with class teachers and English teachers. Both the class teacher and the English teacher are available to meet individually with parents whenever necessary.
Meetings are booked through the Parent Evening Booking System
stjuliansschoolcloud.co.uk
Homework
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 or planner to show that you have read with your child or listened to them read.
In addition, children in KS2 will have some homework linked to their English, maths or topic learning.
The purpose of homework at our school:
• To develop an effective partnership between the school and parents and provide awareness of the curriculum to parents.
• 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 their own learning.
The days that homework is assigned and collected will be shared in the year group parent presentations at the start of the year.
Primary School Timetable
Shape of the day - Nursery and Reception
Shape
of the day - Years 1 & 2 and 1° Ano
Shape of the day - Years 3 to 5 and 2°, 3° & 4° Ano
Shape of the day - Years 6 to 13 and 2° & 3° Ciclos
Morning drop-off
Drop-off gate
Primary-aged children can be dropped off in the morning at the dedicated Drop-off Gate between 7.45 and 8.20. For Nursery and Reception, children can be taken to their classrooms from 8.20, and the day formally starts with Registration at 8.30.
Drop-off etiquette Stop, drop, drive.
The ‘Stop, drop, drive’ system is for quick and easy drop-off of just your child.
To help keep the traffic flowing and keep it quick, please consider the following:
• 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 easily accessible.
• Ensure you move forward to where the adults are standing to ease traffic flow.
• Adults, please remain in the car
• Please be vigilant and drive carefully
• Please be patient if you have to wait a short while
Primary Gate (West Gate)
Parents can also park and walk with their children to the Primary Gate (West gate). The Primary Gate opens at 7.45.
Pick-up
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 classroom doors
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 Primary entrance
• Year 4 – from outside classroom doors
• Year 5 – from West Gate grass
• Year 6 – from West or Main gate
Bilingual Section
1º – 4º ano – from West Gate
Head’s Garden
Drop Off Gate for Primary
West Gate (Main Primary Entrance)
Queen’s Building Primary School Palácio West
Daily Life
WLP activities Pick-up
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 5.30.
Communicating Changes
Should students need to leave school at an earlier time or leave with another adult, parents must email: primary@stjulians.com or bilingual@stjulians.com. This should be done by 12pm on the day.
If the person picking up the student is unknown to the school, parents must also send a copy of their ID card or passport for identification to the section secretary.
Head’s Garden
Palácio
East Wing
West Wing
School Equipment
Primary students are supplied with all stationery needed including a reading record (Reception – Year 2) or planner (Year 3/1º ano -Year 5/4ºano). They also receive a house water bottle, a house t-shirt and a reading bag when they join St. Julian’s.
Students will receive an ID card on the first day of school which will remain in their classrooms. ID cards are used as a payment method for lunch.
The school will also provide access to an iPad which remains in the classroom.
On the first day of school your child should bring: a hat, a healthy after-school snack and a lunch bag (for packed lunch).
Daily Equipment Checklist
Correct uniform according to day of the week (please label all items of uniform with full name)
Book Bag
A water bottle (kept at school Nursery to Year 2/1º Ano) (taken home daily for washing Year 3 to Year 6)
Reading Record (Years 1 and 2/1º Ano)
Planner (Year 3/2º Ano to Year 6/4º Ano)
Hat
Reading book
Secondary Leadership Team
Name Role Contact
Mr Paul Morgan Head of School pmorgan@ stjulians.com
Mr Dan Norbury Deputy Head (Teaching & Learning) & Secondary Principal dnorbury@ stjulians.com
Ms Caroline Cullen Deputy Head (Pastoral) ccullen@ stjulians.com
Mrs Joanne Stedman Deputy Principal (KS3) jstedman@ stjulians.com
Mr Jon Burke Deputy Principal (KS4) jburke@ stjulians.com
Dr Dina Shah Deputy Principal (KS5) dshah@ stjulians.com
Mr Michael Brooke Whole-School Deputy Principal & Director of Technology mbrooke@ stjulians.com
Mrs Sarah Dore Whole-School Deputy Principal & Director of Professional Learning sdore@ stjulians.com
Dra Joana Sousa Diretora Pedagógica do Currículo Bilíngue jsousa@ stjulians.com
Ms Paula Dias Coordenadora dos Diretores de Turma pdias@ stjulians.com
Name Role Contact Name Role Contact
Mr Mark Hooper Director of Enrichment mhooper@ stjulians.com
Secondary Office: Karen Martins, Luena Martins, Paula Santos, Marta Marques secondary@stjulians.com +351 21 458 5300
Heads of Year
Key Stage 3
Head of Year 7: Mrs Joanne Stedman jstedman@stjulians.com
Head of Year 8: Ms Christina Homer chomer@stjulians.com
Head of Year 9: Mrs Andreia Abecasis aabecasis@stjulians.com
Key Stage 4
Hear of Year 10: Ms Rebecca Baker rbaker@stjulians.com
Head of Year 11: Mr Daniel Machemer dmachemer@stjulians.com
Key Stage 5
Head of Year 12: Mrs Victoria Ozkurt vozkurt@stjulians.com
Head of Year 13: Ms Sophie Hammacher shammacher@stjulians.com
Whole School Heads of Faculty
English
Mr Daniel Davis ddavis@stjulians.com
Humanities
Mr Damien Blanchard dblanchard@stjulians.com
Learning Support
Mr Ross Hobart rhobart@stjulians.com
Maths and Computing
Mr Joe Anstis janstis@stjulians.com
Modern Foreign Languages
Mr David Crow dcrow@stjulians.com
Physical Education
Mr Phil Hughes phughes@stjulians.com
Portuguese
Ms Ana Lúcia Guerreiro alguerreiro@stjulians.com
Performing Arts and Design
Ms Zoe Weiner zweiner@stjulians.com
Science
Mr Gavin Lazaro Glazaro@stjulians.com
Director of Enrichment
Mr Mark Hooper mhooper@stjulians.com
Director of Sport and Wider Life Programme
Miss Maxine Small msmall@stjulians.com
Director of Music
Miss Clare Dawson cdawson@stjulians.com
Physical Education
Mr Phil Hughes phughes@stjulians.com
Staff lists
Secondary Sections Teachers
Mrs Andreia Abecasis Head of Year 9, Mathematics Teacher aabecassis@stjulians.com
Ms Isabel Albergaria Portuguese Teacher ialbergaria@stjulians.com
Mrs Joana Albino Learning Support Teacher Designated Safeguarding Lead jalbino@stjulians.com
Ms Erea Alvarez Mathematics Teacherealvarez@stjulians.com
Ms Ana Alves PE Teacher aialves@stjulians.com
Ms Stéphanie Ameri Head of French, Spanish Teacher sameri@stjulians.com
Mrs Karolina Andrês Music Teacherkandres@stjulians.com
Mr Joseph (Joe) Anstis Head of Mathematics & Computing Faculty janstis@stjulians.com
Mr Michael Atkinson Biology Teacher matkinson@stjulians.com
Ms Dina Ayoub Senior Designated Safeguarding Lead, Head of Health & Citizenship, Biology, Science Teacher dayuob@stjulians.com
Ms Rebecca Baker Head of Year 10, Mathematics Teacher, TOK Teacher, Critical Thinking Teacher rbaker@stjulians.com
Mrs Carla Barroso French Teachercbarroso@stjulians.com
Ms Filipa Biscaia Art Technician fbiscaia@stjulians.com
Ms Leonor Biscaia Art Technician lbiscaia@stjulians.com
Mr Damien Blanchard Head of Humanities Faculty, Business & Economics Teacher dblanchard@stjulians.com
Mrs Helena Blanchard Student Futures Coordinator, Psychology Teacher hblanchard@stjulians.com
Mr Manuel (Alex) Brice WLP Assistant abrice@stjulians.com
Ms Kirsten Brown Mathematics Teacher kbrown@stjulians.com
Mr Jonathan (Jon) Burke Deputy Principal KS4, History Teacher jburke@stjulians.com
Mrs Jill (Roo) Burridge Head of Artrburridge@stjulians.com
Ms Emília Cerquido French Teacherecerquido@stjulians.com
Ms Victoria (Tory) Coates English Teacher, English Across the Curriculum (EAC) Coordinator vcoates@stjulians.com
Mrs Ana Costa Portuguese Teachermcosta@stjulians.com
Miss Jennifer Coulshed Mathematics Teacherjcoulshed@stjulians.com
Mr David Crespo Portuguese Teacher dcrespo@stjulians.com
Mr David Crow Head of Modern Foreign Languages Faculty dcrow@stjulians.com
Ms Petra Csóbanka Head of Computing, Computer Science, IT pcsobanka@stjulians.com
Ms Rebecca (Becca) Davey Art Teacher, Acting Head of Creative Arts, Bronze DofE Award Coordinator rdavey@stjulians.com
Mr Daniel (Dan) Davis Head of English Faculty ddavis@stjulians.com
Miss Clare Dawson Director of Music cdawson@stjulians.com
Mr Mário Delgado PE Teachermdelgado@stjulians.com
Mr Freddie Douglas English Teacherfdouglas@stjulians.com
Ms Georgina Downing Biology Teacher gdowning@stjulians.com
Mr Jake Duffield Biology Teacher jduffield@stjulians.com
Mr Osaze Ehibor Creative Arts oehibor@stjulians.com
Ms Abigail Elvins One to One Secondary Teacheraelvins@stjulians.com
Ms Constança Gonçalves Educational Psychologistcgoncalves@stjulians.com
Mr Pedro Gonçalves Geography, CAS, Enrichmentpgonçalves@stjulians.com
Mrs Ann Graham English Teacheragraham@stjulians.com
Ms Jane Graham Head of Psychology ajgraham@stjulians.com
Mr Callum Grant PE Teachercgrant@stjulians.com
Ms Claudia Gregory Library Assistant cgregory@stjulians.com
Ms Ana Lúcia Guerreiro Head of Portuguese Faculty alguerreiro@stjulians.com
Mrs Elena Gutierrez Spanish Teacher egutierrez@stjulians.com
Ms Annabel (Annie) Halls Deputy Head of English ahalls@stjulians.com
Ms Sophia (Sophie) Hammacher Head of Year 13, English Teacher shammacher@stjulians.com
Mr Keith Harle Opening Minds Coordinator, Drama, Creative Arts, ES House Leader kharle@stjulians.com
Mrs Lone Hesselbjerg Economics & Business Teacherlhesselbjerg@stjulians.com
Mr Ross Hobart Head of Learning Support Faculty rhobart@stjulians.com
Ms Christina Homer Head of Year 8, German Teacher chomer@stjulians.com
Ms Isabella (Bella) Hooke English Teacherihooke@stjulians.com
Mr Mark Hooper Director of Enrichment mhooper@stjulians.com
Mr Jack Hudson Geography Teacher jhudson@stjulians.com
Staff lists
Continued
Mr Philip (Phil) Hughes Head of PE Faculty phughes@stjulians.com
Mr Richard Hughes Head of ToK, Geography Teacherrhughes@stjulians.com
Ms Naomi James Head of Design & Technology njames@stjulians.com
Ms Laura Jenkins Head of History ljenkins@stjulians.com
Ms Angeles Jiménez Spanish Teacher ajimenez@stjulians.com
Mr Nick Jones English Teacher njones@stjulians.com
Mr Steven (Ste) Jones Head of Physics, Secondary Houses Coordinator, Franklin House Leader sjones@stjulians.com
Mr Adam Knowles Deputy Head of Mathematics aknowles@stjulians.com
Mrs Claire Knowles Student Futures Advisor, Georgaphy Teacher cknowles@stjulians.com
Ms Lorna da Lança English Teacher llanca@stjulians.com
Ms Caroline Latter Head of Drama clatter@stjulians.com
Mr Gavin Lazaro Head of Science Faculty glazaro@stjulians.com
Miss Jessica Lopes Lab Technician jlopes@stjulians.com
Mr Paulo Luz PE Teacher pluz@stjulians.com
Mr Daniel Machemer Head of Year 11, Computing dmachemer@ stjulians.com
Mrs Maria João Maia Music Teacher mjmaia@stjulians.com
Mrs Mariana Mangerão School Counsellor mmangerao@ stjulians.com
Mrs Isabel Marques Taylor Portuguese Teacher imarquestaylor@ stjulians.com
Ms Sharon McPherson Learning Support Teachersmcpherson@ stjulians.com
Mrs Sophie Menczer Learning Support Teacher, Extended Essay Coordinator, English Teacher smenczer@stjulians.com
Mr Tiago Monteiro DT Technician tmonteiro@stjulians.com
Mr Simon Mount Head of Geographysmount@stjulians.com
Mr Warren Newbery PE Teacherwnewbury@stjulians.com
Ms Edele Nolan Lead Counsellor enolan@stjulians.com
Mrs Claire Nunes de Sousa Head of Spanish cwsousa@stjulians.com
Ms Leonie O'Keefe Head of Chemistry and Head of ESS lokeefe@stjulians.com
Miss Louise Oldham Economics & Business Teacher loldham@stjulians.com
Mrs Victoria Ozkurt
Head of Year 12, Art Teachervozkurt@stjulians.com
Mr Luke Peedell Physics Teacher lpeedell@stjulians.com
Mr Pedro Pereira Learning Support Teacher, Designated Safeguarding Lead ppereira@stjulians.com
Ms Ana Bela Pinho Portuguese Teacher bpinho@stjulians.com
Mrs Cristina Pinto Lab Technician cpinto@stjulians.com
Ms Nádia Pinto Lab Technician Coordinator npinto@stjulians.com
Mr Jeremy (Jez) Rowson History Teacherjrowson@stjulians.com
Ms Lucy Reeves Head of Biology lreeves@stjulians.com
Mr Mark Roper DT Teachermroper@stjulians.com
Mr Bernardo Savill Music Teacher, Creative Arts Teacher, CAS Coordinator bsavill@stjulians.com
Dr Dina Shah Deputy Principal KS5, IB Coordinator, Chemistry Teacher dshah@stjulians.com
Miss Nadia Skirka DT & Computing Teacher nskirka@stjulians.com
Miss Maxine Small Director of Sport and Wider Life Programme msmall@stjulians.com
Mr Duncan Smith Data Analyst, Mathematics Teacher dsmith@stjulians.com
Ms Catarina Sousa Music Teacher csousa@stjulians.com
Mrs Christine Sousa e Sá Librarian, Students Futures Advisor csousasá@stjulians.com
Mrs Joanne (Jo) Stedman Deputy Pricipal KS3, Head of Year 7, Biology Teacher jstedman@stjulians.com
Dr Catherine Stockwell Music Teacher, Coordinator of Instrumental Tuition Programme cstockwell@ stjulians.com
Ms Catherine Swift Head of German cswift@stjulians.com
Miss Kess Tamblyn English Teacher ktamblyn@stjulians.com
Mr Jacob Thorpe History Teacher, Diversity, Equity & Inclusion Coordinator jthorpe@stjulians.com
Mr Matthew (Matt) Tupling Physics Teacher, Tim etabler mtupling@stjulians.com
Ms Saba Usmani Head of Business & Economics susmani@stjulians.com
Mrs Alexandra Veiga French Teacheraveiga@stjulians.com
Ms Zoe Weiner Head of PAD Faculty, Head of Creative Arts zweiner@stjulians.com
Miss Emily Warren Chemistry Teacherewarren@stjulians.com
Staff lists
Bilingual 2º and 3º ciclo Teachers
Mr Sérgio Almeida Físico-Química, Ciências Naturais, Diretor de Turma 9º ano salmeida@stjulians.com
Ms Ana Rita Alves Português, PLNM, Diretora de Turma 5º ano aalves@stjulians.com
Miss Ana Barros Português, Diretora de Turma 8º ano apbarros@stjulians.com
Ms Tessa Bryant Inglês Extra, Coordenadora Prefects e Monitors tbryant@stjulians.com
Mrs Constança Gonçalves Psicóloga Educacional cgoncalves@stjulians.com
Mr Luis Cerqueira Geografia lcerqueira@stjulians.com
Ms Emília Cerquido Francêsecerquido@stjulians.com
Mr Nuno Cid Educação Musical ncid@stjulians.com
Ms Jennie Cottam Inglês jcottam@stjulians.com
Mr Mário Delgado Educação Física mdelgado@stjulians.com
Mrs Paula Dias Matemática, Diretora de Turma 7º ano pdias@stjulians.com
Ms Carla Duarte Educação Visual cduarte@stjulians.com
Mr Paulo Luz Educação Física pluz@stjulians.com
Ms Teresa Guimarães Educação Visual, Educação Tecnológica tguimaraes@stjulians.com
Miss Catarina Machado História, Creative Arts cmachado@stjulians.com
Mrs Paula Nina TIC pnina@stjulians.com
Miss Maria Pinto Ciências Naturais, CAS, House Leader, Enrichment mpinto@stjulians.com
Mrs usana Pires Matemática piress@stjulians.com
Mr José Sacadura Formação Pessoal jsacadura@stjulians.com
Ms Joana Sousa Principal of the Bilingual Section jsousa@stjulians.com
Mrs Ana Souza Educação Tecnológica, Apoio Educativo, Diretora de Turma 6º ano asouza@stjulians.com
Ms Rita Viana Educação Tecnológica rviana@stjulians.com
Ms Maria Luísa Vieira da Silva Geografia msilva@stjulians.com
Mr Ricardo Vilhena TIC rvilhena@stjulians.com
Assessment & Reporting
Students will receive reports at the end of each term. Each report includes a form tutor comment and students are also asked to reflect on their own learning and provide a comment. Reports are complemented by parents’ evenings and Learning Conversation Day during the year.
Engagement for Learning Explained (all students)
The engagement score is designed to give an indication of how well a student is applying themselves to lessons in a subject. Teachers are asked to consider the Shaper Profile as well as key hallmarks which underpin learning, such as organisation, meeting deadlines and commitment to learning.
Assessment & Reporting
Year 7–9 (KS3) Current Attainment Explained
Teachers use all available evidence, such as performance in class activities, homework and assessments to make a professional judgement on the grade a student is currently working at. For Years 7-9 our teachers use the framework below to judge attainment of individual students against agreed age related expectations for each subject – displayed on reports as a comment (Mastering – Emerging). It is expected that most students will achieve “Securing” by the end of the school year.
Comment Description
Mastering
Working Toward 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.
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.
Securing
Developing
The student has demonstrated on a regular basis that they are confident in their knowledge and understanding of the subject and secure in skills and application of learning. The student is positively disposed to learning.
The student has a developing knowledge and understanding of the subject, is developing a growing level of competence and is beginning to consider how to apply their learning. The student is developing positive learning dispositions.
Emerging The student has an elementary knowledge and understanding in few areas of the content and has achieved a limited competence in some of the processes and skills. Positive learning dispositions are emerging.
Progress Explained (Year 7–9 only)
Teachers report on progress, judging against all of the information available regarding an individual student’s attainment and aptitude in a subject. Assessing progress depends on the starting point for each student and is focused on improving skills, knowledge and understanding with the following levels:
• Less than expected progress
• Expected progress
• Exceeding expected progress
Year 10–11 (KS4) Current Attainment Explained
Teachers use all available evidence, such as performance in class activities, homework and assessments to make a professional judgement on the grade a student is currently working at. In Year 10-11 this is expressed as A*-G for subjects using the Cambridge exam board or 9-1 for subjects using the Pearson Edexcel exam board.
To help to understand how the grades compare please see the table below:
Assessment & Reporting
Year 12–13 (KS5) Current Attainment Explained
Teachers use all available evidence, such as performance in class activities, homework and assessments to make a professional judgement on the grade a student is currently working at.
The subjects in each of the 6 subject groups are graded on a scale from 1 to 7, with 7 being the highest grade achievable. While subject-specific descriptors apply to all subjects, similarity exists across all subjects, as outlined in the grade descriptors below:
Grade Description
7 Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. The student consistently demonstrates originality, insight, and analytical thinking. The student produces work of high quality.
6 Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. The student consistently demonstrates originality, insight, and analytical thinking.
5
4
Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student occasionally demonstrates originality, insight, and analytical thinking.
General understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of analytical thinking.
3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully to normal situations with support.
2 Very limited achievement in terms of the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully to normal situations, even with support.
1 Minimal achievement in terms of the objectives.
NA Not yet assessed
Challenge Grade Explained (Year 10–13)
Teachers formulate a challenge 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 challenge grade is intended to be aspirational, motivating and something for students to work towards.
A challenge 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 challenge 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 challenge grade it may be an indication that they have some way to go and need some guidance to improve their learning.
Predicted Grade Explained (Year 12–13)
Teachers formulate predicted grades using our best professional judgement on the basis of a student’s performance and response to the course over an extended period of time, their previous attainment and the standardised data we receive from adaptive testing. Each student performs in a number of different academic contexts: in class, through homework, in formative and summative assessments and in formal assessment tasks. Our teachers are adept at using this information to make judgements on the trajectory of progress of students. Predicting grades is challenging, but we have confidence in our teachers and the process of examining all available information before deciding on an appropriate grade. Our teachers discuss and moderate predicted grades to collectively use a vast range of experience in making these judgements. We have a responsibility to support students in their aspirations, but we must also maintain integrity and be realistic in our predictions.
Parents’ Evenings
Key Stage 3-5 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.
Parents evening is held online. We have found that the positives of this system in terms of convenience for parents, strict timing and the ability of parents to join from more than one place, outweigh the negatives of not having a face to face meeting.
Learning Conversation Day is an extended, student-led conversation, facilitated by the tutor, in which students are asked to reflect holistically on their learning.
Parents can contact their child’s form tutor at any time and should not wait for a parents’ evening to raise a concern or share some good news.
A guide to the St. Julian’s Parents’ Evening System Go to sites.google.com/ stjulians.com/technologyat-sjs and select Parent Platforms and then Parents Evenings.
Homework
St. Julian’s School believes in supporting students to develop skills and understanding beyond the classroom. Our students engage in a wide range of activities after school and our homework guidelines are intended to support students’ wellbeing by enabling them to develop good learning habits whilst also exploring and developing their interests outside the classroom.
General guidance
When teachers set assignments they will:
• Give clear instructions
• Set a due date with plenty of time for students to complete the task (avoid next day deadlines)
• Give a clear expectation on how long should be spent
• Homework instructions will be recorded on Google Classroom
• Teachers should explain the homework in class before setting it
Where doubts arise after homework has been set it is the responsibility of the student to communicate this with their teacher before the homework deadline.
Where students are spending more than the expected time on an assignment, we advise parents to reassure their child that they have done enough and record this in Google Classroom or an email to the subject teacher. It is recommended the student draw a line under any incomplete/ unfinished written assignment with an indication of the time spent working on it.
Key Stage 3 – Years 7 to 9 Portuguese (as a foreign language) and German or French along with Maths will set ONE homework per week. The focus of this homework should be on consolidating on what has been learnt in class and not introducing any new material. Please note homework for Music at KS3 is instrumental practice and should be undertaken regularly.
All other subjects are free to set a home related task at any time but this should be restricted to a maximum of one per fortnight for each subject.
Students are encouraged to read in English for up to 30 minutes each evening.
Students are encouraged to explore ideas and issues beyond the curriculum to expand their vocabulary and understanding, for example through reading and discussing current affairs at home.
All homework tasks should be a maximum of 30 minutes per subject in Years 7, 8 & 9.
Homework
Key Stage 4 – Year 10–11
Each subject may set a weekly assignment but it should not require more than 45 minutes per week. We understand that in advance of assessments, students will themselves wish to devote more time to the revision of a subject.
Teachers will offer scaffolds to support independent study such as suggested reading lists, past papers, student-led reviews, debates, journals etc. Students are encouraged to explore ideas and issues beyond the curriculum to expand their vocabulary and understanding.
Students are encouraged to read in English for up to 30 minutes each evening.
Key Stage 5 – Year 12–13
Students following the usual Diploma Programme will study three subjects at standard level and three at higher level. In addition to assigned work in six subjects, students will also be expected to spend time on the core. Each subject may set assignments that will require no more than 1 hour per week for SL subjects, 1.5 hours per week for HL subjects.
Students are expected to study independently beyond the directed homework time. Teachers will offer scaffolds to support independent study such as suggested reading lists, past papers, student-led reviews, debates, journals etc.
We understand that in advance of tests, oral exams and key submission dates students will themselves wish to devote more time to particular subjects.
Daily Life
The Main Gate and West Gate are open from 7.45 to 5pm, with a Security Team present throughout the school day. A security presence is maintained on campus 24 hours a day, with the Security Team stationed at the Main Gate. Access is controlled by personal ID cards for parents, staff, and students from Year 6/5° ano upwards.
Timings of the day
to
Students must be in class for the start of the day at 8.20
After School Supervision
Students can go directly to clubs if they are signed up as part of the Wider Life Programme.
If students need to wait for parents or siblings, they should wait in the Patio or in W109. We ask that students do not move around the site after school hours – if in doubt, please see security at the Main Gate.
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 headphones with a 3.5mm audio jack
• A Scientific Calculator for Mathematics (This can be purchased from the School and has a cost of €28. Please contact your Section Secretary)
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 ano will need to bring their instruments and a fully charged ipad to the music lessons.
• If needed students will be able to buy recorders from the school
• If you have signed up for instrumental lessons, you will be able to rent instruments from the school
• Keyboards and guitars are available for student use during music lessons
Creative Arts –Years 6 to 9, 7º and 8º ano
All students are to come to school in Creative Arts kit on the days they have Creative Arts. The kit is:
• Black CA T-shirt (this has a cost of €10, and will given in the first Creative Arts Class)
• Black shorts/leggings
• Trainers
• School jumper or fleece if cold
• It is also essential that students bring a water bottle and charged iPad
PE and Outdoor Education
All students are to come in PE kit on the days they have PE this should consist of:
• St. Julian’s branded white PE T-shirt (plain white T-shirt is also acceptable, not house T-shirts).
• Plain black shorts or plain black tracksuit bottoms (or leggings for girls).
• St. Julian’s branded jumper, St. Julian’s branded sports jacket or St. Julian’s branded fleece (not house jumper or T-Shirt).
• White socks.
• Trainers or when outside on the Astroturf or grass pitches, boots with plastic studs can be used. If wearing skin pads, long green socks should be worn.
• Students should wear PE kits to school on PE days, there is no need to bring school clothes on these days. Please look at the timetable to know what days children have PE.
SJS Teams
Students training and competing in SJS teams will need to purchase their 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 named volleyball, footballs, basketballs, ping pong & tennis rackets and balls etc. The PE department will not be lending out equipment.
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
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 offered a locker. More information is to be provided at the start of the new school year.
Once lockers are distributed each student with an electronic locker will be able to gain access to their locker using their ID card. Each student is responsible for their locker and the items left inside. All lockers must be kept clean and used responsibly.
Daily Equipment Checklist
ID Card (for entry to the school and lunch)
Correct uniform according to timetable for the day
A full water bottle (this should be taken home at the end of each day for washing)
Learning Device (iPad / Laptop fully charged and with charger)
Relevant equipment for lessons (see equipment list)
Musical instruments
Student Futures
The Student Futures team has designed a bespoke programme that aims to open students’ eyes to their own abilities, interests and the possibilities in life beyond school. This journey starts early in Secondary, includes a superb academic internship opportunity in Year 10, expert careers advice and world-class university application guidance.
The Student Futures Advisors include:
Mrs Helena Blanchard (Coordinator) hblanchard@stjulians.com
Mrs Claire Knowles cknowles@stjulians.com
Mrs Christine Sousa e Sá csousasa@stjulians.com
Mrs Paula Santos psantos@stjulians.com
Enrichment
Enrichment activities extend children’s learning through new experiences and opportunities that are key to academic success, personal and social development, which will equip them for life. At SJS we offer students an enrichment programme that is varied in activities, enabling them to participate in learning experiences that may not always fit into the curriculum. These activities provide learning experiences that develop their character, which encompasses the Shaper Profile developing in the students the 6 C’s, Compassionate, Curious, Collaborative, Communicator, Courage and 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
As part of the secondary curriculum all KS3 and KS4 students have planned enrichment lessons. There are 2 core themes to these lessons: life skills and service learning. Life skills comprises a variety of opportunities for personal growth, and includes developing leadership skills, philosophy for life, yoga, first aid training, needlecraft, cooking, and study skills to name but a few areas of study. Service learning is a thread throughout each year group and each year group has an associated local charity with which they will work to establish opportunities for service learning and fundraising activities. The current charities that have these direct links with the school are Carcavelos Community Centre, Cercica, Centro Social Panoquial Nossa Senhora de porto Salvo (CSPNSPS) and Semear.
4 Summer Term
Autumn Term 2025
Monday 1 September
Induction morning for new students and Year 12 only
Tuesday 2 September
Classes commence for all students
Monday 27-31 October
Half-Term Holiday
Monday 1 December
Restauração da Independência
Monday 8 December
Nossa Srª. Da Conceição
Thursday 18 December
Last day of the Autumn Term (school finishes at 12pm)
Spring Term 2026
Monday 5 January
Classes commence
Monday 16 – 20
February
Half-Term Holiday
Friday 27 March
Last day of the Spring Term
Summer Term 2026
Monday 13 April
Classes commence
Friday 1 May
Dia do Trabalhador
Wednesday 3 June
Staff Training Day –no classes for students
Thursday 4 June
Corpo de Deus
Friday 5 June
School Holiday
Wednesday 10 June
Dia de Portugal
Friday 26 June
Last day of the Summer Term (school finishes at 12pm)