Our Core Values
We respect the needs and rights of each member of our community.
● We show care, kindness and compassion to others.
● We are supportive of each other.
● We embrace diversity and celebrate individuality.
● We are responsible and honest in our actions.
● We value personal identity and a global mindset.
Our Mission
We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.
Our Aims
● To promote a culture of excellence in teaching and learning.
● To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
● To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world.
● To ensure a supportive, happy and secure environment for learning.
● To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally.
● To encourage the physical and emotional wellbeing of each individual.
● To use innovative pedagogy and technology to enrich learning.
● To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
● To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
THE DBIS LEARNER PROFILE
The DBIS Learner Profile is a set of personallearnerattributesthatareatthe heart of our curriculum and the international education we provide for all our students. We actively support our students with their holistic development inordertopreparethemfortheirlivesas global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resulted in them being exceptionally well equippedtolivesuccessfullyinthewider worldthatawaitsthem.
FOR DBIS STUDENTS
As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic and well-rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.
FOR DBIS TEACHERS
The DBIS Learner Profile is a guide to support the holistic development of all learners across all phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.
FOR DBIS PARENTS
The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership, to support your children in the development of these attributes that we truly value.
COMMITTED LEARNERS
Dedicatedstudentswhochanneltheircuriosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collectiveandindividualexcellence.
MINDFUL LEADERS
Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and a strong sense of equality and respect for all, nurturinganinclusiveandrespectfulapproach toleadershipatalllevels.
PROBLEM SOLVERS
Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutionsanddifferentstrategies.
EFFECTIVE COLLABORATORS
Purposeful students who work together towards a shared goal and promote a collaborativelearningculturewhichisinclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be strongerwhencollaboratingtogether.
BALANCED INDIVIDUALS
Reflective students who value their sense of selfandareawareoftheiremotionsandthe impacttheyhaveonothers.Theyunderstand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the supportofothers.
RESPONSIBLE CITIZENS
Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally throughservice.
CREATIVE THINKERS
Inquisitive students who think creatively and imaginatively,askinggreatquestionsinorder to enquire and make connections to further theirunderstandingandsatisfytheircuriosity. They investigate their own lines of enquiry and demonstrate their learning in innovative andcreativeways.
CONFIDENT COMMUNICATORS
Articulate students who process, organise and coherently express their thoughts and opinionsandactivelylistenandreflectonthe views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing theirideas.
OUR DBIS LEARNING PRINCIPLES
OurlearningexperienceatDBISis:
● EnrichedthroughDiscovery;
● AchievedthroughPersonalisation;
● StrongerthroughCommunity.
Our curriculum is underpinned by our five Learning Principles, which have been developedtoensureallstudentshaveaccesstoalearningexperienceinathroughschool whichisdrivenbyconsistentvalues.Ourcommitmenttotheselearningprinciplesensures our students have the opportunity to achieve their full potential and achieve optimal learninganddevelopment.
The Learning Experience at DBIS is: -EnrichedthroughDiscovery -AchievedthroughPersonalisation -StrongerthroughCommunity
RELATIONAL
At the heart of best practice and the development of the whole child lie strong and meaningful relationships. At DBIS we nurture positive environments where our students aresafeandfeelasenseofbelongingandhappiness.
CONNECTED
The DBIS learning experience enables our students to make connections, transfer skills and develop a local and global perspective. Our students develop a strong sense of self-esteem and self-awareness, which enables them to lead sustainable and fulfilling lives.
INTENTIONAL
IntentionallearningatDBISisthemindsetofseeingeveryexperienceasanopportunityto learn. Learning opportunities are designed and facilitated to ensure that all students develop a love of learning and approach challenges positively, with creativity and independence.
ENRICHED
The DBIS learning experience raises aspirations and creates personal pride in achievement. A greater meaning to learning is given through the cultivation of students’ natural inquiring minds. They are encouraged to be curious and motivated to learn by exploringandexpandingtheirexperiencesandbroadeningtheirinterests.
PERSONALISED
EveryDBISlearnerisvaluedasanindividual.Wecelebratestudents'strengthsinorderto identify realistic and challenging expectations that are uniquely tailored to each individual'slearningjourneyandmeettheirspecificneeds.
STAFF
The Secondary School at DBIS is managed by specific teams, each of which takes responsibility for an area of the phase’s operations. The list below provides some informationabouttherelationshipswithintheorganisationoftheSecondarySchool.The SecondarySchoolteamisresponsibletotheHeadofSchool,MrMarcMorris.
SECONDARY LEADERSHIP TEAM
Marc Morris Principal mmorris@dbis.edu.hk
Simon Oakley HeadofSecondary soakley@dbis.edu.hk
David Coburn DeputyHeadofSecondary dcoburn@dbis.edu.hk
Alexander Kilford AssistantHeadofSecondary akilford@dbis.edu.hk
HEADS OF YEAR
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Sixth Form
LouiseTyrrell ltyrrell@dbis.edu.hk
AaronDay aday@dbis.edu.hk
BobbyWilson bwilson@dbis.edu.hk
AmrithPrabhu aprabhul@dbis.edu.hk
TraceySmal tsmal@dbis.edu.hk
NicholasMoore nmoore@dbis.edu.hk
RebeccaBoddington rboddington@dbis.edu.hk
EXAMINATIONS/UNIVERSITY & CAREERS
University & Careers
Guidance Counsellor
Examinations Officer
LEARNING ENHANCEMENT
Head of Learning
Enhancement
EAL Coordinator
CeciliaLau clau@dbis.edu.hk
RosannaNongdhar rnongdhar@dbis.edu.hk
SerenaClark serenaclark@dbis.edu.hk
MinoliSamarakkody msamarakkody@dbis.edu.hk
HEADS OF DEPARTMENT (WHOLE SCHOOL)
Performing Arts
Physical Education
Learning Technologies
ChristopherPreddy cpreddy@dbis.edu.hk
JamesLugg jlugg@dbis.edu.hk
NicolasNg nng@dbis.edu.hk
Mandarin & Modern MyraMi mmi@dbis.edu.hk
Foreign Languages
HEADS OF DEPARTMENT (SECONDARY)
English
Humanities
Science
IoanMorgan imorgan@dbis.edu.hk
TomBoddington tboddington@dbis.edu.hk
AlexanderJamali ajamali@dbis.edu.hk
Mathematics AdamReid areid@dbis.edu.hk
Design & Technology, Visual FrancesWard fward@dbis.edu.hk
Arts, Computer Science
TEACHING STAFF
Art & Design, Computer Science
Art & Design, Design
FrancesWard fward@dbis.edu.hk
ChrisReinhardt creinhardt@dbis.edu.hk & Technology
Design & Technology
Business, Economics
NaomiHiggins nhiggins@dbis.edu.hk
TomBoddington tboddington@dbis.edu.hk
Business DaiPugh dpugh@dbis.edu.hk
Drama, English
English
JackPiggott jpiggott@dbis.edu.hk
IoanMorgan ltyrrell@dbis.edu.hk
English ColetteJones cjones@dbis.edu.hk
English TemoraMaclean tmaclean@dbis.edu.hk
English LouiseTyrrell ltyrrell@dbis.edu.hk
English, Humanities
AndrewBuddery abuddery@dbis.edu.hk
French BorisLeFeuvre blefeuvre@dbis.edu.hk
Geography, Humanities
History, Humanities
History
BobbyWilson bowilson@dbis.edu.hk
RebeccaBoddington rboddington@dbis.edu.hk
JacquelineBrownhill jbrownhill@dbis.edu.hk
Mandarin Myra(Ting)Mi mmi@dbis.edu.hk
Mandarin FionaMak fmak@dbis.edu.hk
Mathematics
AdamReid areid@dbis.edu.hk
Mathematics AmrithPrabhu aprabhu@dbis.edu.hk
Mathematics SarahLewis slewis@dbis.edu.hk
Mathematics ShawnXia sxia@dbis.edu.hk
Media Studies, English
JordanWarburton jwarburton@dbis.edu.hk
Music ChristopherPreddy cpreddy@dbis.edu.hk
Music MarkThaxter mthaxter@dbis.edu.hk
Physical Education
Physical Education
Psychology, Science
JamesLugg jlugg@dbis.edu.hk
JamieOwen jowen@dbis.edu.hk
AaronDay aday@dbis.edu.hk
TEACHING STAFF
Science AlexanderJamali ajamali@dbis.edu.hk
Science BradleyDry bdry@dbis.edu.hk
Science CraigJohnstone cjohnstone@dbis.edu.hk
Science NicholasMoore nmoore@dbis.edu.hk
Science MyraPyne mpyne@dbis.edu.hk
Spanish JuanFierros jfierros@dbis.edu.hk
Travel & Tourism
Learning Enhancement, Business, Travel & Tourism
SUPPORT STAFF
TraceySmal tsmal@dbis.edu.hk
Lab Technician GaryLai
Receptionist (Secondary) JoeyLee
Receptionist (Sixth Form) IvyHui
CURRICULUM
CURRICULUM OVERVIEW
The Secondary School offers a broad and balanced curriculum covering the first three years of your child’s Secondary education,which appliestostudentsaged between 11 and 14 years old (Years 7–9). Following this period, students then move into their (I)GCSE and BTEC Level 2 examination programmes, which cover studentsaged14to16(Years10and11).
The final phase for our students is when they move into Sixth Form to do their A Level and BTEC Level 3 qualifications, which cover the final two years of schooling(Years12and13).
Students are taught in mixed-ability classes, with the exception of Mathematics and Science, whereby students are set according to their current attainment levels and aptitude for the subject.Worktakesplacebothindividually andinsmallgroups.
Mandarin is a compulsory subject, alongside either Spanish or French, throughout Years 7–9, after which one languageisstudiedat IGCSElevel,having being chosen during the options process. In addition to our general subjects, our Year 7–9 students also take our bespoke inquiry-based learning class, Discovery. Thistimegivesstudentsachancetothink andlearnbeyondthecurriculum,exploring new concepts with their teacher. Further details about our Year 7–9 curriculum can be found in the Year 7–9 Curriculum Handbook
In Years 10 and 11, we offer a number of different pathways that include BTEC and IGCSE. At IGCSE level, students study a breadth of subjects in the Creative Arts, Technology and Humanities fields, as well as a chosen language and the three core subjects: Mathematics, English and
Science.Typically,studentswillstudyeight or nine IGCSE subjects. As an alternative route, and to support more vocational choices, we also offer BTEC options. Further details of our IGCSE and BTEC Level 2 offerings can be found HERE
In Years 12 and 13, students can choose from a combination of AS/A Level and BTEC courses of study, studying two, three or four subjects in Year 12. We encourage students to then take up to three subjects in Year 13, although, in exceptional circumstances, we allow a fourth subject to be taken. Students are able to choose from a wide variety of different subjects and are supported in their decision-making to ensure pathways areheldopenforhighereducationoptions.
LEARNING FOR LIFE
We believe that promoting the health and wellbeingofourpupilsisanimportantpart of their overall education. One approach weuseatDBISisthroughourLearningfor LifeProgramme(L4L).
TheL4Lcurriculumassistsourstudentsto make safe and informed decisions during their school years and beyond. Skills such as communication, listening, refusal, decision-making and negotiation, critical thinking, building self-awareness, developing empathy, accessing reliable informationorservices,challengingstigma and discrimination, and advocating for rightsareexplored.
TheL4Lobjectivespermeatethroughoutall subjects and form an integral component of the pastoral programme through Tutor Time and assemblies. L4L also offers Relationships and Sexual Education (RSE) lessons, and the content covered during these lessonswill include
age-appropriatetopicssuchas:thehuman body and puberty, pregnancy, contraceptives, prevention of HIV/AIDS and other sexually transmitted diseases, prevention of sexual abuse, body image, sexting and social media, pornography, andconsent.Furtherinformationaboutour RSE programme can be found HERE
LEARNING ENHANCEMENT
At DBIS, we embrace diversity, difference and the uniqueness of every learner. We recognise our collective responsibility to promote a nurturing environmentinwhichallstudentshavea sense of belonging, participation and equal access to every aspect of school life.
Within the resources of the school, students are supported to achieve their full potential through pathways that foster independence and resilience, instilling in every individual the confidencetosucceed.
Students who are being supported by LearningEnhancementstaffeitherwithin the classroom or as a small-group instruction/one-to-onesessionmayhave a Personal Support Plan (PSP) in place. This is either an Individual Education Plan (IEP) or a Student Support Plan (SSP).Targetsandsupportstrategieswill be written to support the student’s learning. IEP and SSP targets will be reviewed three times throughout the year.Parentswillbeinvitedtothereview, and it is expected that they attend. If theyareunabletoattendthenacopyof the new support plan will be sent home andtheparents’viewswillbewelcomed andaddedtothedocument.
department embraces a holistic approach to student progress, which is clearly identified through achievable targets.
The achievement and progress of students with identified needs can be definedinanumberofways.
Forexample,itmightbeprogresswhich:
● Matches or betters the student’s previousrateofprogress;
● Is similar to that of peers starting from the same attainment baseline but less than that of the majority of peers;
● Where possible, prevents the attainmentgapgrowingwider;
● Ensures appropriate access to the fullDBIScurriculum;
● Demonstrates improvement in self-help, self-regulation, social or personalskills.
HOME LEARNING
Home learning plays a significant role in supportingastudent’scapacityforgreater academic achievement – we hold this in veryhighregard.Althoughthedemandsof each subject will differ, our home learning provision ensures that students are providedwith opportunitiestoconsolidate or extend their learning whilst developing their ability to self-regulate. Greater ownership of learning is promoted and underpinned through our belief that students develop an increased sense of self-efficacy through engaging with appropriatelevelsofchallenge.
DBIS recognises the individual progress achieved by all students and celebrates students’ successes relative to their Need. The Learning Enhancement
Home learning will broadly align with the amount of learning time required to adequately supplement in-school learning; expectations will reflect the increasing academic demands associated with the
respective year groups. Guidelines can be accessed within our Secondary Home LearningPolicyHERE.
Westronglyencourageyoutoengagewith yourchildinrelationtotheirhomelearning and to work in collaboration with us to ensure that your child is actively engaging with this fundamental aspect of their DBIS schooling.
WEEK WITHOUT WALLS
Our Week Without Walls philosophy centres on providing students with unique opportunities that foster the development of important leadership, service and interpersonal skills. We seek to challenge students in an outdoor setting away from the classroom. These activities are clearly linked to the school’s Learner Profile Attributes as well as the United Nations Sustainable Development Goals and are aimed at developing empathy and understanding of different perspectives.
by year group, with some year groups having international options. Please rest assured that student safety is our top priorityonalltrips.
AtDBIS,webelievethattheWeekWithout Walls trips offer unique opportunities for students to develop essential life skills, explore their interests and gain a deeper understanding of different cultures and perspectives. These experiences not only enhance their academic learning but also foster personal growth, resilience and empathy.
Therefore,wewouldliketoemphasisethe importance of student participation in these trips throughout their time at DBIS. We strongly encourage your child's commitment to attending these trips, as theyarecarefullydesignedtocomplement their overall educational journey and provideinvaluablelearningexperiences.
EXTRACURRICULAR ACTIVITIES
ECAactivitiesareakeypartoffulfillingour aimtoprovidea holisticeducationtoour students. Students are expected to contributetowiderschoollifebytakingat least one ECA per term. A wide range of sports and physical activities are on offer throughout the academic year. In addition to these, there are a variety of non-sporting activities, in particular from areas such as the performing arts, charitable causes, the Student Council andsubject-basedclubs.
The majority of ECAs at DBIS are offered free of charge; however, there may be some paid activities delivered by external providers. Any paid selections will be invoicedtoparentsdirectlybytheexternal serviceprovider.
Students sign up to sports clubs at the beginningofeachtermviaSchoolsBuddy.
Commitment is a key trait of all DBIS students, and we ask that once a student commits to an activity, they attend for the durationoftheterm/season.
FOBISIA
The Federation of British International Schools in Asia (FOBISIA) is a regional group of the leading British International SchoolsinAsiaandhasbeeninexistence forover25years.
As an organisation, it applies stringent entrystandards to allschools who apply for membership and upholds these same standards for all members through a review cycle that requires an ongoing commitment to excellence and inspection or accreditation by recognised external agencies.
The overall aim of the federation is to promote excellence in education in our schools and to provide opportunities for
inter-school competitions and enrichment programmes.AsamemberofFOBISIA,we offer our students several unique opportunities to travel and represent our school in a variety of ways. Our highest-performing boys and girls in the PrimaryandSecondarySchoolsareinvited to travel to the international sporting competition each year. As well as participating in the sporting events, students may be invited to participate in other FOBISIA events, such as Model United Nations (MUN) as well as Drama and Music festivals and Mathematics competitions.
COSTS FOR OVERSEAS TRIPS
Payment for overseas trips, including all FOBISIA competitions and Week Without Walls, require a deposit in advance to secure flights, followed by full payment priortodeparture.Agreeingthatyourchild will attend these events will also include a commitmenttofullycoverthecosts.
EDUCATIONAL/FIELD TRIPS
Several subject teachers organise local field trips for various year groups throughout the year. Typically, information will be shared through the Parent Hub, outlining the details of the trip. Students will need parental consent. During the schoolday,ateachermaytaketheirclass offcampusforlearningactivities;theseare considered to be regular class time.
Participants in school-organised trips are representatives of the school at all times. Assuch,theyareexpectedtoabidebyour Character & Culture Policy, to follow uniform guidelines and to demonstrate concernforthewellbeingofothers.
A deposit will be requested at the start of the academic year which will be used to cover low-cost local trips during the academicyear;anymoneyleftoverwillbe returned.
located on the first floor of the Discovery Centre. Opening hours are 8am to 4pm, and students may visit before school, at break times and as instructed by teachers duringclasstime.
Our rich collection includes a large range of novels suitable for ages 11–18, a focused non-fiction collection and a growing number of ebooks, audiobooks and databases. To learn more about the library, visit the library website at library.dbis.edu.hk.
ASSESSMENT, REPORTING & TARGETS
ASSESSMENT
Assessment is the process of obtaining, analysing and evaluating evidence of student achievement in order to inform futurelearningexperiencesandassociated provision.
The primary purpose of assessment is to promote student learning and achievement. We aim for high-quality teaching and learning, and at the heart of thisisreliable,valid,accessibleandtimely assessment, underpinned by our growth mindset belief that all pupils can succeed. Itisessentialthatteachersknowhowwell a student has progressed and that students understand how well they are doing and what they must learn to help themimprove.
A variety of assessment tools are used to monitor learning and to plan for future development. In addition to summative assessments in each subject to ascertain the level a student has achieved, regular formative assessment and assessment for learning strategies take place to measure individual and/or collective understanding and to shape future learning and lesson design.Furtherinformationaboutformative and summative assessments can be accessedHERE
Attainment grades may be awarded for certain assessment items; however, as a school,webelievethatformativefeedback is more likely to result in positive improvement than the assignment of a gradeis.Markingwillbeareflectionofthe learning objective(s) and the associated success criteria, and feedback will identify successesandareasforimprovement(e.g. gaps in knowledge, understanding or application). Feedbackwillaccountforthe
students’ current attainment (and, often, their personal learning goals – see Target Setting section, Aspirational/SMART targets), what they have done well and whattheyneedtodotoimprove.
ACADEMIC INTERVENTION
At key junctures, we will formally capture student achievement. This enables us to monitor student progress with a view to ensuring that no individuals ‘fall through the gap’ academically. We aim to identify barriers to learning at an early stage in order to support students in overcoming any obstacles preventing them from making progress. This is a stepped process based around student performance, linked closely to the report cycle, with a clear timeframe of actions, interventionsandcommunications.
We also place significant value on the importance of self-management skills and the effective use of information literacy to positively impact personal achievement; this includes academic integrity. It is an expectation that students produce authentic, original work and, where appropriate, acknowledge the work of others. Our Academic Honesty Policy HERE provides more detail about types of malpractice and consequences should a student be found to be in breach of our expectedstandards.
REPORTING
Each student in the Secondary School receives at least three formal reports per year, the content of which changes according to the development needs/course demands in the respective year groups. The various types of reports and an explanation of the associated terminologycanbeaccessedHERE
Report information is incredibly important and is used internally to inform pedagogical practice and instruction. Reportsalsoenableteachersto:
● Have timely and impactful learning conversations with students (please refer to Target Setting section for supplementarydetails);
● Recognise and celebrate student achievement;
● Establish (and/or modify) intervention strategies for students who require additionalacademicsupport.
Furthermore, reports provide an additional opportunitytoworkinpartnershipwithyou as they provide a platform for informed discussion about your child’s achievements and areas for growth; you will be better equipped to have impactful learning conversations at home and to understand your child’s academic profile and their capabilities as they advance throughschool.
TARGET SETTING
Secondary students will undertake appropriateadaptivebaselinetestsasthey commence a particularly key stage. Data generatedthroughrespectiveCEM(Centre forEvaluatingandMonitoring-Cambridge University) computer adaptive baseline aptitude tests (MidYIS, Yellis and ALIS) supports the academic target setting process in the Secondary School. Whilst thisinformationisbothreliableandcritical to ascertaining student potential, we feel thatthisdatahasevengreatervaluewhen used in consultation with students, to enable them to take greater ownership of theirlearningjourney.
Students in Years 10–13, with the support of their teachers, will establish aspirational targetgradesfortheacademicyear.These will be reviewedat keyjunctures through
guided learning conversations and reflection to refocus and prioritise learning goals. When establishing appropriate aspirational target grades, students will utilisetheirpersonalisedchancesgraphsto facilitate the initial conversations and understand the scope of their learning journey. Example chances graphs can be foundinyourchild’sstudentdiary.
StudentsinKeyStage3willworkwiththeir subject teachers and tutors to establish suitable ‘SMART’ (Specific, Measurable, Attainable, Relevant and Time-bound) targets. A process of consultation, reflection and feedback will support the students in shaping their academic and pastoralgoalsthroughouttheyear.
PARENT–TEACHER–STUDENT CONFERENCES (PTSCs)
Therewillbeoneannualafternoon/evening PTSC per year group. At all other times, parents are welcome to book appointments with tutors regarding any matter.
PTSCs are aimed at giving parents an insight into their child’s attainment level and progress in all subjects. Areas for improvementarealsohighlightedtoensure parentsandstudentscomeawayfromthe conference with clear targets. Appointments run for five minutes, and in all instances students should attend with theirparent/sinordertoengageinlearning conversations and to reflect on progress and areas for improvement. Further informationcanaboutPTSCscanbefound HERE.
DBIS CHARACTER & CULTURE
TheCharacterandCulturepolicycontains a reflective approach to behaviour choices, illustrating steps to success as well as a restorative process enabling there to be an agreed understanding betweenstudentandstaffmember.
Through our character and culture approach, positive choices are promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean that students occasionally make mistakes. We aim to put restorative actions in place that guide andsupportourstudentstowardsmaking betterdecisionsinthefutureandalsohelp them to develop a sense of personal responsibility.
CONFLICT RESOLUTION
Ifyourchildexperiencesorperceivesthat they are experiencing bullying, they are requestedtospeakwiththeirformtutoror another trusted adult in school for assistance.Asaparentyouarerequested to immediately inform your child's form tutor.Thiswillallowthenecessaryinternal processes to commence, and parents will be informed as appropriate on the next actions to be taken. Each context is individual, and restorative solutions are seenasavitalpartoftheresolution.
FOR DBIS STUDENTS
As DBIS students, you are expected to continually reflect and develop your character throughout the years, always holding yourself accountable to your choices. This will allow you to become self-aware, self-managing, socially aware and able to develop strong, effective relationships as a key cornerstone of your approach to life.
FOR DBIS STAFF
DBIS staff members are here to guide and support the holistic development of all learners across all phases of the school. The role of a staff member is to embed and support expected character and culture, using common language and role modelling the values expected of us and our students.
FOR DBIS PARENTS
DBIS endeavours to build a supportive dialogue between home and the school, and we inform parents immediately if we have concerns about their child's displayed character and/or choice(s). If our school has to use reasonable responses, we ask parents to support those actions. If parents have any concerns about the way their child has been treated, they would initially contact the class/form teacher.
Bullying is not:
● Single episodes of social rejection or dislike;
● Single episode acts of nastiness or spite;
● Random acts of aggression or intimidation;
● Mutual arguments, disagreements or fights.
These actions can cause great distress; however, they do not fit the definition of bullying and they are not examples of bullying unless someone is deliberately and repeatedly doing them.
CATEGORY ONE CONCERN
Description of your child’s conduct
The student has demonstrated a low level of misconduct and received reminders about expectedconduct.
Examples of misconduct (this list is not exhaustive)
● Distractingothersfromtheirlearning
● Notfollowinginstructions
● Discriminatoryracial/sexual/homophobiccomments
● Inappropriatecommentstomembersofourschoolcommunity
● Lowlevelofphysicalviolencetoanotherpersonand/orproperty
● Useofamobilephoneinlessonsand/oraroundschoolwithoutpermission
● Arguing/deliberate,intentionaltalkingbacktoanadult–disrespectful behaviour
Actions taken by staff & students (this list is not exhaustive)
● Asaconsequenceofnotdemonstratingtheexpectedconduct,thestudentwillbe required to meet with the subject teacher or member of staff to undertake a restorativeconversation
● During the restorative conversation with the staff member, the consequences of the student’s actions will be decided; these could include: detention, apology letter,replacingthebrokenitem,parentsinformedetc.
CATEGORY TWO CONCERN
Description of your child’s conduct
Thestudenthasdisplayedanintentionallevelofmisconductduringschool.
Examples of misconduct (this list is not exhaustive)
● Highfrequencyofcategoryoneincidents
● Repeatedracial/sexual/homophobiccomments
● Intentionallymadeordirectedinappropriatecomments
● Intentionalphysicalviolencetoanotherpersonand/ordamagetoproperty
● Continuednon-compliancee.g.homelearning,uniformexpectations
● Truancy
Actions taken by staff & students (this list is not exhaustive)
● Parentsarenotified
● A restorative meeting will be arranged between your child and either their tutor and/orHeadofYear
● Duringtherestorativeconversationwiththestaffmember,theconsequencesofthe student’sactionswillbedecided;thesecouldinclude:detention,reportcard,social andemotionalcounselling
CATEGORY THREE CONCERN*
Description of your child’s conduct
Thestudenthasdisplayedasignificantlevelofmisconductduringschool.
Examples of misconduct (this list is not exhaustive)
● Intentionalracial/sexual/homophobiccomments
● Significantphysicalviolencetoanotherpersonand/ordamagetoproperty
● Inappropriate use of social media within school premises or on school-related activities
● Theft
Actions taken by staff & students (this list is not exhaustive)
● Ameetingwithparentsisarranged
● A restorative meeting will be arranged between the student and the appropriate staffmember
● Following the restorative conversation, the process will allow the student and the staffmembertocometoanagreedunderstandingofthechosenconsequence
● These could include: internal exclusion, fixed-term exclusion, report card, daily commitmenttoafter-schoolreflectionetc.
CATEGORY FOUR CONCERN*
Description of your child’s conduct
Thestudenthasdisplayedseveremisconductduringschool.
Examples of misconduct (this list is not exhaustive)
● Racial/sexual/homophobicharassment
● Seriousphysicalviolencetoanotherpersonand/ordamagetoproperty
● Possessionofanyillicitsubstancesormaterials
Actions taken by staff & students (this list is not exhaustive)
● Parents are notified and a meeting arranged with the appropriate Secondary SLT memberorHeadofSchool
● At this stage, all restorative plans are adapted relating to the seriousness and frequencyofthebehaviour
● The consequences are one of the following: a fixed-term exclusion or permanent exclusion
*NotethatcontinueddemonstrationofCategory1&Category2behavioursisconsidered tobeequivalenttoaCategory3orCategory4stand-aloneincidentduetothecontinued disruptiontothelearningenvironmentofothersintheschool.
PASTORAL & COMMUNITY
TUTORS
Inmostcases,yourchild’stutoristhefirst point of contact for enquiries about academic progress and any pastoral issues. The tutor will know your child the best and will have detailed knowledge of theirdailyroutine.Astudent’stutorspends 20 minutes each day with the whole tutor group and will see each child for a 1:1 tutoring session on a rotating basis. This, coupled with access to each student’s academic overview, ensures a personalised approach leading to strong relationships between all tutors and their students.
1:1 TUTORING
1:1tutoringisameetingbetweenstudents and their tutor which takes place on a rotation cycle (approximately once every three weeks) throughout the school year. Tutor teachers are responsible for scheduling time slots with students in advance. These meetings take place between 8amand8.20ameachdayofthe week.
The fundamental rationale behind our 1:1 tutoring programme is to ensure every individual in our Secondary School is well known and that they have an adult they can trust and receive support from in all areasoftheirschooljourney.
Students are expected to attend the meetings and will have the chance to discuss their academic subject targets, which they will list in their student diaries withtheguidanceoftheirsubjectteachers and tutors during the first stage of the academicyear.Additionally,HeadsofYear willsharewiththeirtutorteamstheLearner Profile attribute in focus as well as the current Learning For Life topic to further enhance and provide a well-rounded discussion.
SECONDARY MIDDLE LEADERSHIP TEAM
Heads of Department (HOD)
The Heads of Department are the leaders of learning-specific subject areas. HODs lead planning, initiatives and assessment practices in their respective areas, leading agroupofsubjectteachers.Forafulllistof Secondary HODs, please consult the Staff Directorysectionofthehandbook.
Heads of Year (HOY)
The Heads of Year lead and are responsibleforoverseeingand supporting the work of a team of tutors to ensure the wellbeing and academic progress of our Secondary students. They will regularly communicate with parents and share relevantstudentwellbeinginformationwith staff. A student’s HOY will often manage more time-consuming or challenging studentwellbeingissues.
STUDENT TARGET SETTING
All Secondary students set their own academictargetsforeachoftheirclasses. The students in Years 7–9 set academic targetsandalsopastoraltargetstosupport their wider social and emotional development.TheYear10–13studentsset aspirational targets, which are directly relatedtothefinalacademicgradetheyare aiming to achieve in each of their subject areas. They do this through meeting with their specialist teachers as well as their tutor to analyse statistical data on their past academic performance to support themwithsettingtheiraspirationaltargets. For all of the targets that Secondary students set, there will be a minimum of twoopportunitiesforthestudentstoreflect ontheirtargetsanddemonstratehowthey have shown progress. They will then receivefeedbackfromtheirteacherand/or tutor, which will support them to create follow-upactions.
STUDENT SAFETY
Student safety is paramount to us here at DBIS, and even within our extremely safe Discovery Bay community, we need to
FIRE DRILLS
Fire drill procedures are carried out each term and involve all staff and students. In the event of a fire, all Secondary staff and studentsareevacuatedtothepitch,where classregistersaretaken.Clearprocedures are in place, and staff will direct students appropriately in the case of any situation. Parents are informed by email and SMS that all students are safe following fire drills. Further information is available upon request.
LOCKDOWN PROCEDURES
Lockdown procedures are usually carried out once or twice a year and involve all staff and students. In the unlikely event thattheschoolcampusneedstobelocked down, all blinds and windows are closed, andall staff andstudentsstaysilentlyand safely in a locked area until the all-clear is given over the school tannoy system. Again, parents are informed by email and SMS that all students are safe following anydrill.
ensure that students are ready to act calmlyandappropriatelyintheeventofan emergency.
GUEST VISITS
All ex-students and family members of studentsattendingDBISmustsigninupon arrival and are required to wear a visitor’s passatalltimeswhilstoncampus.Visitors are not permitted to attend classes with students. This is to ensure learning is not disrupted as well as for insurance liability reasons.
CHILD PROTECTION
The health, safety, physical and emotional wellbeing of every child and young person enrolled at DBIS are of paramount importance. At DBIS, we believe that children and young people, as individuals, have the right to be treated with dignity and respect, free from emotional or physical danger, abuse and neglect. All children and young people at our school are entitled to learn in a safe environment where they receive the support of caring adults and are able to develop a positive imageofthemselvesandasecuresenseof identity. Child protection always comes firstatDBIS;itisourcoreconcern.
ATTENDANCE
Our mission calls upon us to fulfill each individual’s potential. Regular attendance isaprerequisiteforsuccessinschool,and those who are not in class will miss important learning opportunities. Poor attendancecanleadtounderachievement, and absence can have a detrimental impact on student progress and overall academic development. It is vital that we worktogetherwithfamiliestoensure every child is in school and being challenged to meettheirpotential.
ATTENDANCE & PUNCTUALITY PROCEDURES
Regular attendance at school is vital for studentstoachievetheirfullpotential,and we value your support in helping us maintain high attendance rates at DBIS. Weexpectallstudentstomakeeveryeffort to attend school each day and to have a minimum attendance of 95%. For a student attending DBIS from EYFS-1 to Year 13 with an attendance rate of 90%, they would miss one and a half years of schooling, significantly impacting their learning.Wecloselymonitorattendanceto ensure regular school attendance, and we will directly address any concerns with parents.
Ifastudentisabsent,werequireparentsto notify the school as soon as possible on thedayoftheabsencewiththereasonfor the absence. Absences should be notified using the form HERE. If we notice that a student is missing school frequently or for an extended period of time, we will reach outtoparentstodiscussthesituationand provide support. We reserve the right to intervene when we feel it is necessary to support a student's attendance and academic progress. This includes situations where a student has been absent for an extended period of time or has repeatedly missed school.
We are aware that due to the nature of
some of the work-leave restrictions our parents have, families may make the decisionto take their childrenout during termtime.Althoughsomeholidaysmaybe considered educational, your child will still missoutontheteachingandlearningthat their classmates will receive during the holiday. Students returning from a term-time holiday are also unprepared for the lessons, which build on the teaching they have missed. The extra time it takes forateachertoassistastudentincatching up also has a potential impact on other students in the class – this is something we all have a responsibility to avoid. If a familydecidestotaketheirchild(ren)outof school during term time, the online StudentAbsencefromSchoolDuringTerm Timeapplicationformshouldbesubmitted inadvance.
EARLY DISMISSAL
If a student needs to be dismissed early from school, they must collect a slip from either the Secondary receptionist (where parents have notified the school of an arranged appointment) or the nurse (for instances when a student has had to visit thenurse’soffice).Studentsmustbringthe sliptotheSecondaryreceptiontocollecta leaving sticker, which records the student leaving the premises. This sticker must be showntotheguardongatedutybeforethe studentcanbeallowedtoleaveschool.
PARENTAL ABSENCE
Pleasenotifytheschoolifyouareplanning to take a trip out of town for more than a day.Theschoolofficewillrequiredetailsof appointed guardians and emergency telephonenumbers.
ILLNESS
Whenyourchildisunabletoattendschool due to being unwell, please complete the formHEREassoonaspossible.
TECHNOLOGY
DIGITAL DEVICES IN SECONDARY
The school has a 1:1 technology programme throughout the Secondary School. Students in Years 7–11 should bring their own Chromebook or laptop (with paid antivirus already installed and theschool’swellbeingmonitoringsoftware uploadedbythe ITTeam).
StudentsinYears12and13arerequiredto bring their own device, and it is recommended that this is a Windows laptop or a Macbook rather than a Chromebookasmanyofthecoursesinthe senior years have greater software needs.
Students are required to read the school’s BYOD(BringYourOwnDevice)Agreement and sign the agreement via the jotform HERE.Studentsshouldreadandadhereto theschool’s AcceptableUsePolicy(AUP) for the use of technology at DBIS. All agreements and the AUP are available on the Parent Hub. Please note, it is the responsibility of our students to use their mobile devices in an acceptable way at school. At home, however, the responsibility fallsuponparents,andyour guidance is key. Setting family rules pertaining to the use of mobile devices is encouragedtoavoidmisuse.
The link to the DBIS Secondary School GuidetoLearningTechnologiesdocument canbefoundHERE
GOOGLE CLASSROOM & WORKSPACE
GoogleClassroomisaneasy-to-useonline tool. The Google Classroom serves as a Virtual Learning Environment (VLE) that allows teachers to set work and send information to students in their classes. Sometimes this will be simple class messages (such as ‘Don’t forget to come to the revision session tomorrow lunchtime’),butmoreoftenitisusedasan area for students to access learning materials, share and upload work and collaborate with their teachers and fellow classmates, both in school and at home.
Google Workspace comprises all other items supplied by Google, such as Gmail (email), Google Drive (cloud storage) and GoogleCalendar.All studentshaveaDBIS Google Workspace account set up when they join the school. These different systemsallowthestudentstocontacttheir teachers,receivemessages,organisetheir work and generally operate as well-equipped and efficient students. For additional information and guidance, please see the DBIS Secondary School GuidetoLearningTechnologies.
UNIFORM
Secondary School uniform for Year 7–11 students should be worn at all times and be in a clean and neat state. There are summer and winter uniform options available at the uniform shop, located at the Main Campus. The shop is open on Tuesdays and Thursdays from 8.15am–12pm and on Wednesdays from 1.30pm–4pm during term time. Further details regarding uniforms, including order forms, can be found on the Parent Hub.
Formal Uniform
DBIS navy blue shorts or skort, and DBIS blue-striped navy blue polo shirt (untucked).
Cooler Weather Option
Unisex trousers, or navy tights with skort, andwarm-weatherschooljacket.
Footwear
ALL-blackfootwearthatmustbeneatand tidy. Multi-coloured trim and laces are not appropriate.Navyorblacksocks.
Caps
Caps are required for use in PE lessons, hotweatherandduringoff-campusschool events.
Jewellery & Make-up
Thefollowingjewelleryitemsmaybeworn: a watch, one pair of plain studs or sleepers (gold or silver) in the lower lobe. Make-up, acrylic and gel nails are not to be worn; clear nail polish is acceptable.
Hair
Hairshouldappearnaturallycoloured.
PE Uniform & Footwear
DBIS navy blue PE shorts with DBIS PE shirt.Trainerswithsportssocks.
Formal school uniform should be worn to school each morning unless a student has PE or a sporting ECA that day, in which case they may come to school wearing theirPEkit.
Changing facilities are available for students who wish to wear full school uniformandthenchangeintotheirPEkitat schooland/orwhowishtochangeintofull schooluniformaftertakingpartinsporting activities.
During the block of swimming lessons, students should wear PE uniform and trainers to school and bring their full swimmingkitinabag,incaseswimmingis cancelled.
In certain circumstances, there may be exceptions to the above points. Parents andstudentswillbeinformedinadvanceif thisisthesituation.
Non-Uniform Day
Make-up and jewellery regulations remain the same as for any school day. Clothes must be clean, neat, modest, in good repair and appropriate to the day’s activities. Very short skirts and shorts, midriff/tank tops and torn jeans are not permitted.
Field Trips
PE uniform to be worn (unless otherwise advised).
Hot/Wet Weather
PE kit should be brought to school on extremely hot or rainy days to ensure studentshaveachangeofclothes.
Lunchtimes
Students involved in physical activities at lunch should change into a school sports shirt.
GENERAL INFORMATION
LOCKERS
Students in Years 7–11 are assigned a locker number at the beginning of the school year. Students are responsible for thesecurityoftheirlockerandarerequired topurchaseacodedpadlocktobeusedat alltimes.AllYear7–11studentsmustkeep their belongings in their locker throughout the school day. The ten-minute period between lessons can be used to retrieve necessaryitemsforlessons.
STUDENT DIARY
At the beginning of the school year, each studentreceivesaStudentDiary.Thediary is used to record all homework and upcoming activities and events. The StudentDiaryalsocontainsarealmofkey information pertaining to uniform, pastoral care, key dates and other important information. The Student Diary is used as one important form of regular communication between school and parents.
CAFETERIA
Our school cafeteria is open before and after school and at morning break and lunchtime.TheBoardwalkCafeteriaserves hot meals (including a vegetarian option) aswellassnacksanddrinks.Studentscan purchase a swipe card from the cafeteria manager any time, enabling a cashless option when purchasing meals. The cafeteriaalsoacceptsOctopuscards.
PERSONAL INFORMATION
It is very important for the school to have complete,up-to-date informationaboutall of our students and those whom we may need to contact in case of emergency. Please complete the online form
on the Parent Hub if you need to update yourdetails.
LOST & FOUND
Lostandfounditemsareeitherkeptatthe Secondary reception or in the Primary coveredplayground,andstudentscanask at the Secondary reception. We ask that all student clothing is clearly labelled with the student’s name. At specific times throughouttheyear,wewillputalllostand found items on display, and, if unclaimed, we will donate these items to one of our schoolcharities.
MEDICAL CARE
If a student becomes unwell while at school, they will need to take a medical cardgivenbytheirteacherandtakethisto the school nurse. The school nurse will evaluate the student’s medical condition. The school nurse will decide as to when students are required to be collected from school, as directed by the Hong Kong Department of Health. The time of handovertoaparentorcaregivermustbe noted and the classroom teacher made aware.
If a student has a minor complaint or accident, the school nurse will administer first aid and care in the school’s medical room. In the case of a more serious concern, the school will contact the parents and/or emergency services and will make medical decisions based on doctor’srecommendations.Parentswillbe systematically informed if the school contacts emergency services, but it may not always be possible to do this in advance of making an emergency call.
Please note the school nurse is not authorisedtoadministermild medications, suchasparacetamol,tostudents.
Prescribed medication can be administered on completion of the PrescribedMedicationsPermissionsForm
For more details, please refer to the MedicalRoompageontheParentHub.
VALUABLES
Students are asked not to bring valuables into school. Occasionally, students may
WITHDRAWAL OF STUDENTS
To withdraw a student, please complete the official Student Withdrawal Form not less than 60 days (excludes July and August) before the student leaves DBIS. If studentsarenotreturningtoDBISafterthe summer holidays, official notice must be given 60 days before the last day of term. Theschoolwillchargeschoolfeesinlieuif theabovenoticeperiodisnotadheredto.
COMMUNICATION
Clear communication between home and school is essential. Our communication system utilises the functionality of the
THE PARENT HUB
All communication to parents regarding upcoming events and information can be found on the Parent Hub. A bulletin for calendared events will be added to the Hub approximately two weeks prior to themtakingplace.Thebulletinnoticeswill also be shared via the weekly parent bulletinemail,whichissenteachSaturday.
ISAMS PARENT PORTAL & APP
Parents can access all student-specific information via the iSAMS Parent Portal and app. This platform is used to communicate confidential information about your child, such as school reports and attendance data. The app can be downloaded free from the App Store and Google Play Store. The school code is DBIS, and you will need your personal iSAMSusernameandpasswordtologon.
STUDENT DIARY
Students are required to write all home learning tasks in detail in their diary. The diaryistobesignedbyaparent/guardian once a week. This is then viewed by the tutor, ensuring a strong communication network whereby each student is accountable in ensuring home learning activitiesarenotedandcompleted.
SCHOOLSBUDDY ACTIVITIES & TRIPS PLATFORM
All information about your child’s extracurricular activities (ECAs), fixtures, camps and trips can be found via SchoolsBuddy. A personal usernameand
following platforms to communicate with ourparentcommunity:
passwordtologintoSchoolsBuddywillbe shared with you so you can see all of the activitiesyourchildisinvolvedwith.
SCHOOL NEWSLETTER
Each Friday, the school’s newsletter is emailed to parents. The newsletter provides a snapshot of the week’s events acrossallphasesoftheschool.
DBIS WEBSITE
The school’s website, linked HERE, is a window into the school, giving parents accesstoinformationonallaspectsofthe school’s operations as well as teaching andlearningapproaches.Thewebsitealso provides parents with a link to the Parent Hub.
GOOGLE GUARDIAN
The Google Guardian add-on to Google Classroomallowstheschooltoaddtoour communications system and provide all parents with more insight into their child’s online learningexperiences.
CONTINUATION OF LEARNING
Intheeventofaschoolclosure,theschool will continue to operate with all lessons moving into online mode. Students will follow their usual timetable, which will be shared via their Google Calendar. Live, synchronous lessons will be delivered via Google Meet according to the students’ timetables. The students will also be sharedalllearningresourcesandmaterials through their existing Google Classrooms for each subject taught. Pre-recorded learningvideos and other resources may
also be uploaded to your child’s Google Classroom to allow both synchronous (live/real-time) and asynchronous (accessedlater) accessibility.
EMAIL CONTACT
For all general enquiries, parents can contact the school office by email at dbis@dbis.edu.hk or by phone on +852 29877331.
TEXT MESSAGE/SMS
Occasionally, we will send out a text message/SMS to parents to inform them that we have had a fire drill or lockdown practice and that all children are safe and accountedfor.
DBIS SIXTH FORM
The Sixth Form Campus is located at the NorthPlazainDiscoveryBay.Thiscampus is equipped with classrooms dedicated to theteachingofYears12and13,aswellas a Study Room and specialised Art room. The majority of Sixth Form lessons take place at the North Plaza Campus; however, for some subjects, such as Science,DTandPE,studentsarerequired to travel by shuttle bus to the Main DBIS Campus.
SIXTH FORM SUBJECTS
Most students choose three subjects to study at either A Level or BTEC. In some cases, students study four subjects, usually only if this is necessary to fulfil future university entry requirements.
Each A Level and BTEC subject is timetabled for nine hours in the two-week cycle. The remainder of the Sixth Form timetable is made up of careers advice, Learning for Life, PE and independent studyperiods.
STUDY RESOURCES
awealthofresourcesareavailableaswell as private study rooms, which can be booked with the librarian. Books will need tobepurchasedforeachcourse.Thebook list can be accessed here.
Having personal copies of books is important and enables students to effectively use their resources outside of lessons and enable them to annotate and keep personal notes to revise and refer backto.
DRESS CODE
Students are not required to wear uniform atDBISinYears12and13.Theexception to this is core PE lessons, for which Sixth FormstudentsshouldweartheirhousePE top with plain blue or black shorts and footwear appropriate for physical activity.
SIXTH FORM HANDBOOK SixthFormersareverywelcometoworkin the library on the Main Campus, where
OurSixthFormHandbookcontainsfurther informationaboutstudyinginYears12and 13 at DBIS, including useful links to bus timetables and study resources. Students
TERM DATES
SchoolDatesandHolidaysfor2024–25canbefoundontheParentHubHERE.
AUTUMN TERM
Monday 19th August 2024
Tuesday 20th August 2024
Wednesday 18th September 2024
Tuesday 1st October 2024
Friday 11th October 2024
Monday 21st – Friday 25th October 2024
Monday 11th – Friday 15th November 2024
Friday 22nd November 2024
Friday 13th December 2024
SPRING TERM
Monday 6th January 2025
Monday 27th – Friday 31st January 2025
Friday 7th March 2025
Thursday 3rd April 2025
SUMMER TERM
Tuesday 22nd April 2025
Thursday 1st May 2025
Friday 2nd May 2025
Monday 5th May 2025
Friday 27th June 2025
Y7,Y10&Y12StudentsStartTerm1
NewStudentsAlsoinSchool
Y8,Y9,Y11&Y13StudentsStartTerm1
PublicHoliday
PublicHoliday
PublicHoliday
HalfTerm
WeekWithoutWalls
TeacherProfessionalDevelopmentDay (StudentsNotinSchool) EndofTerm1
StartofTerm2
ChineseNewYearHalfTerm
TeacherProfessionalDevelopmentDay (StudentsNotinSchool) EndofTerm2
StartofTerm3
PublicHoliday
SchoolHoliday
PublicHoliday EndofTerm3
SCHOOL HOURS & CONTACT DETAILS
TIMINGS OF THE SCHOOL DAY
Time Activity
08:00 – 08:20 1:1 Tutoring
08:20 – 08:40 Tutor Time
08:50 – 09:50 Lesson 1
10:00 – 11:00 Lesson 2
11:00 – 11:20 Break
11:20 – 12:20 Lesson 3
12:30 – 13:30 Lesson 4
13:30 – 14:20 Lunch
14:20 – 15:20 Lesson 5
SECONDARY SCHOOL CONTACT DETAILS
Website: www.dbis.edu.hk
Secondary Telephone: +85222843030
Sixth Form Telephone: +85239621500
Email: dbis@dbis.edu.hk
USEFUL LINKS
Year 7–9 Curriculum Handbook
IGCSE/BTEC Level 2 Options Booklet
RSE Programme Overview
Secondary Home Learning Policy
Parent Hub
Parent Portal
School Website
DBIS Library
Secondary Assessments
Academic Honesty Policy
Secondary Reports Explained
Parent–Teacher–Student Conferences
Secondary Student Leadership Booklet
Student Absence During Term Time Form
Bring Your Own Device (BYOD) Agreement
Acceptable Use Policy
DBIS Secondary School Guide to Learning Technologies
Uniform Policy & Order Form
Student Contact Details Change Form
Prescribed Medications Permissions Form
Medical Room Information
Secondary Students Severe Weather School Dismissal Form
Severe Weather Policy
Student Withdrawal Form
Sixth Form Handbook
Term Dates
