Introduction
At Chinese International School we aim to foster and celebrate strengths-based, positive, values-driven agency and behaviours as a prerequisite for achieving the ideals of our Mission and to ensure that our community flourishes each and every day.
All students have the right to enjoy a trusting, positive and motivating learning environment, where individual views are respected and where each individual student can come to understand and share their strengths, be courageous, learn from others, and achieve their full potential.
In implementing the Behaviour Policy, CIS will uphold the safety and well-being of all students. As a community we value, celebrate and safeguard all students regardless of physical appearance, ability, gender identity, race, nationality, cultural heritage, sexual orientation, beliefs, age, socioeconomic status or family background. All students deserve to be safe, acknowledged, appreciated, valued and respected.
Whole-School Values
All members of the community are encouraged to learn, embody and model the school’s core values:
仁 - We care for ourselves, each other, our communities, and our planet.
義 - We act with courage to stand up for what is right.
禮 - We respect one another and we embrace diversity.
智 - We seek to discern right from wrong and we make responsible choices.
信 - We are honest and trustworthy and we act with integrity.
Visible Well-being
In addition to our core values, CIS has adopted a framework to guide and direct community well-being. The SEARCH framework is expressed through our academic and advisory curricula, as well as our co-curricular and service programmes. The six pillars of the Visible Well-being framework are:
● Strengths
● Emotional Management
● Attention & Awareness
● Relationships
● Coping
● Habits and Goals
● Relationships
Of these six pillars we recognise, above all, that our community flourishes when we focus on building healthy and compassionate relationships—that these positive relationships promote social and emotional well-being, inspire a sense of school belonging, and fill our learning community with purpose and meaning.
Restorative Practices
In line with our core values, we aim to strengthen relationships and the bonds of community by adopting Restorative Practices whenever conflict occurs between students. Our restorative approaches take account of different perspectives and impacts, and, above all, we seek solutions based on dialogue, active listening, empathy, collaboration and warmth. For a more detailed description of Restorative Practices, please refer to Appendix A of this policy.
Core Standards of the Secondary School
Students are entitled to be in a positive learning environment where they can flourish, academically and socially.
Students have the right to be safe and secure in our inclusive, diverse community, and not subjected to bullying or teasing in any form.
Students show care and consideration towards all members of the CIS community.
Students show respect by being punctual to all classes, meetings and activities.
Students read, understand and adhere to the Academic Integrity Policy.
Students understand and closely observe the principles and practices of the Responsible Use Policy (RUP).
Students demonstrate pride in themselves and the school by being neat and tidy and by ensuring that the school environment is respected as a place of work and study.
Students move about the school in an orderly, sensible, and courteous manner, keeping to the left on the stairs.
Students demonstrate exemplary behaviour on school trips and at all events organised by the school or student body.
Students are responsible for the safekeeping of their valuables and property.
Students make choices in line with the school’s sustainability goals and sustainability pledge.
School Standards & Re-enrolment
Continued re-enrolment at CIS is dependent upon:
satisfactory academic progress;
appropriate observance of all school standards, regulations and policies;
satisfactory attendance and punctuality at school and in all classes.
Learning
In order to get the most from CIS, students are encouraged to apply the school’s learning principles to their classroom experiences. In addition to subject classes the school provides resources to support self-directed learning, for example, Extended Learning and Study Hall.
In all, there are seven learning principles. Students will:
Enjoy and value learning experiences in our dual-language and intercultural context.
Engage and exercise agency in learning activities that are adapted to students’ needs, interests, and input.
Collaborate and teach each other new concepts, skills and knowledge.
Embrace growth areas and create learning goals related to feedback.
Practise purposefully to achieve learning goals.
Develop self-management skills.
Participate in authentic opportunities to serve others.
Social Etiquette
Students are to be thoughtful, caring and supportive in their dealings with their peers, teachers and the support staff at school. Students should demonstrate exemplary politeness and respect for all.
Profanity and swearing are strictly prohibited.
Students should practise active listening in classes, assemblies, school talks and during formal ceremonies.
Public displays of affection between couples are not permitted on the school campus, or at any time that students are in school uniform.
Students respect the library and the sanctity of a calm study environment
Chewing gum is strictly prohibited.
Cafeteria Etiquette
Students should respect cafeteria staff and be polite and respectful.
Food may not be taken out of the school cafeteria, unless students have the written permission of a teacher/adult supervisor.
School bags and laptops are not permitted in the cafeteria.
Students are to respect lines and queues and are not to cut in front of others.
All plates and utensils have to be returned to the collection trays in the cafeteria.
Tables should be left perfectly clean and ready for use by other students.
Before leaving, students have to push chairs under tables.
In case of any concerns, students should contact the duty teacher.
Students should adhere to the timings set for their use of the cafeteria at lunch.
In line with the school’s Sustainability Pledge, students are expected to avoid food waste and to recycle food/drinks packaging.
Lifts/Elevators
Students are not permitted to use the lifts at school. However, students may apply for a lift pass from the Student Affairs Office if they are suffering from an injury or a condition which affects their ability to use the stair
Lockers, Belongings & School Bags
Lockers must be used for the storage of personal valuables and schoolbooks. Bags should never be left lying on the floor.
Students should be able to leave items in their locker without fear of interference from others. Students must keep their locker number confidential.
Students should keep the locker securely locked. Doors must not be left open.
Students must exercise caution and communicate with other students when opening their locker.
Students are obliged to keep lockers neat and tidy.
School bags/backpacks are not permitted in classrooms at any time. Students must use their lockers for the purpose of organising class materials and should use passing time to retrieve materials for the upcoming lesson. The transition between Periods 1 and 2 is the most challenging for students, all other transitions back onto longer breaks like lunch or Flexi.
To organise themselves younger students are encouraged to have a folder for A days and a folder for B days. Along with this, students carry a laptop and a water bottle.
At teacher discretion a student may use a small tote bag to carry materials. For safety reasons this accommodation may not be possible in some classrooms/laboratories/studios.
Under no circumstances should there be any bags outside communal spaces like the Cafeteria, the Library, the Gymnasiums, the Black Box theatre or the Auditorium.
Phone Usage during the School Day (from 7:55 AM to 3:00 PM)
Phones are not to be used by students, except:
with the permission of the teacher for learning during class
by Years 12 and 13 students in the Senior Student Centre.
If a student needs to make a phone call they will go to the Student Affairs Office and ask to use a phone call.
Email Etiquette
At CIS all members of the community abide by the 5-6-7 Rule: school emails may be sent during weekdays only, never before 6 am and never after 7 pm.
School Bus Etiquette
School standards apply to behaviour on school buses.
For hygiene reasons, eating and drinking are prohibited on school buses.
Students should make sure that their actions do not affect the safety of other bus occupants and should always follow the instructions of the bus mother and the driver.
Off-Campus Etiquette
CIS students are expected to behave in an exemplary manner when visiting other schools, venues and sites. Students are expected to show due respect for members of other communities and to observe the code of conduct published by the Sports and Activities Office.
Drugs and Alcohol
CIS promotes a drug-free and safe environment for all our students through a considered application of the Drugs and Alcohol Policy. Issues concerning alcohol, tobacco and substance abuse are tackled through discussion and visiting speakers as part of our Drugs and Alcohol Education, which is delivered to all year groups, and once a year to the parent community.
Anti-Bullying
The school has an Anti-Bullying Policy in place which is subject to regular review. The aims of the Anti-Bullying Policy are:
To provide a safe, happy and secure learning environment for our students.
To create a supportive, trusting climate where students are encouraged to report incidents of bullying and are comfortable about doing so.
To provide a support system for victims of bullying.
To provide suitable counselling for the student carrying out the bullying.
Additionally, a Peer Abuse Policy is a central feature of the school’s comprehensive Child Protection Policy. Recognising that students spend much of their time online, the school has a Technology Responsible Use Policy in place which promotes accountable online behaviour. All of these policies are taught to students in our dedicated Child Protection and Digital Citizenship programmes.
Sanctions
The school adopts a policy of graded sanctions according to the nature of the behaviour in question. These sanctions are accompanied by supportive measures like restorative dialogues and reflections and are applied firmly and fairly. The list of graded sanctions is found under Appendix B of this policy.
Appendix A – Restorative Practices Continuum
The CIS Restorative Practices Continuum
Through the application of the Behaviour Policy, CIS is dedicated to strengthening the relationships between students and to building strong social connections across the community. We recognise that our policy is imperfect unless it is concurrently used alongside pathways that build compassion and empathy.
At all costs, and so that we avoid stigmatising students, we do not use the terms ‘trouble’, ‘punishment’, ‘fault’ or ‘blame’ in our language whenever an incident occurs, instead, we see these moments as opportunities to listen, build rapport, reflect, work to our strengths and develop a stronger sense of community.
The following steps describe the positive process we follow to support students in matters of behaviour. Students are invited to participate in the process at the outset and the steps involved are made clear to them.
Step 1: Student Reflection Forms
In response to an incident, students will be asked to reflect and write responses to the following prompts:
What happened?
What were you thinking at the time?
What have you thought about since?
Who has been affected? In what way?
What do you think needs to happen to make things better?
Step 2: Restorative Conversations
Restorative conversations occur between students involved in an incident or conflict. For the most part these possibilities will depend on the nature of the incident, thus it may not always be appropriate to use a restorative pathway. The Head of Year or colleague leading the conversation should consult with the Director of Student Life, the Assistant Director of Student Life or school counsellors, as appropriate, before making a decision on how to proceed.
Step 3: Sharing Views
Engagement
Outcomes are summarised following a restorative conversation. The teacher notes that everyone has had an opportunity to have input and share their perspectives.
Explanation
The teacher explains their decision in response to the process and explains the reasoning behind it.
Expectations
The teacher makes sure that everyone is comfortable and understands the implications of their decision and is clear about expectations and any consequences that may have been applied.
Appendix B – Sanctions
LEVEL 1
Verbal Intervention - When appropriate, all staff should use verbal reminders and interventions, give advice, and encourage students to focus on solutions to any problems that they might encounter at school. Staff may make an entry in PowerSchool and/or assign Study Hall in cases where school work has to be completed. Teachers also hold restorative conversations to help support a student, for example, if their behaviour negatively impacts the classroom. If further action is required, the teacher will make a log entry and the Head of Year and advisor will be informed.
LEVEL 2
Enhanced Support - If the member of staff feels that their counsel has failed to assist the student, and that they still have a cause for concern, they should contact the student’s advisor. The Advisor should work with the student, so as to explore why this behaviour may be occurring and to assist the student in generating effective goals. The Restorative Practices Continuum (Appendix A) may be a useful reference for the advisor, who will be supported by the Head of Year in communicating with the student.
LEVEL 3
Friday Reflection - A Friday Reflection is for instances of misbehaviour and may be assigned after notifying the Head of Year and/or Head of Department. The Head of Year or Head of Department should make arrangements for a Friday Reflection session with the Student Affairs Office. A standard letter, which contains a parental acknowledgment slip, is emailed to parents. The Student Affairs Office compiles the Friday Reflection list and informs the duty teacher and the Advisor. The notification is filed in PowerSchool. A rota for Friday Reflection supervised by Head of Departments and Head of Years will be published at the start of the year. Students should be given 72 hours’ notice of a Friday Reflection wherever possible, and a minimum of 24 hours. Students report to the Student Affairs Office at 3:05pm promptly on the day of the reflection.
Daily Report - Supporting students in their learning may require the use of a Daily Report. The Head of Department and/or the Head of Year will ensure that the student is aware of the reasons for being on report and that the parents are informed. The Head of Year prepares a Daily Report Form at the beginning of each day and the student carries the report form to each lesson. The student reflects on agreed goals and teachers record feedback at the end of each lesson. After school, the Head of Year meets the student to review. The Director of Student Life or the Director of Academic Affairs will see the student at the outset and conclusion of the reporting period and, in consultation with the Head of Year, will decide when to end the process.
A Friday Reflection or Daily Report may not be the most appropriate or suitable intervention and so other follow-up actions may be taken. These actions may include, but are not limited to: restorative mediation between students, or between student(s) and teacher (Appendix A), an apology (verbal or in writing), a written reflection, a meeting or phone call with parents regarding the behaviour.
LEVEL 4
Serious Incidents or Misbehaviour - Any serious incidents or misbehaviour will be handled as follows: student(s) involved will be interviewed to understand what took place. The students are required to write down their version of events in a Reflection Form. The form is signed and dated. The Head of Year & Assistant Director of Student Life follow up to clarify the details of the incident in question, and a report is made to the Director of Student Life. In consultation with the Head of Secondary, consequences are agreed and parents are informed. A description of the incident and ensuing consequences are recorded and added to PowerSchool.
Restorative actions may include meetings with either the student’s advisor, Head of Year, or a school counsellor.
In-School Withdrawal From Classes, Suspension and Contract - Serious breaches of discipline can result in an in-school withdrawal from classes, suspension or a contract. Although each case is considered on its individual merits, the following offences would normally result in a withdrawal from class or a suspension:
Bullying and intimidation.
Use of an e-cigarette, tobacco/alcohol/other drugs on the school premises, at a school-sponsored event, or whilst wearing school uniform.
Any act bringing the school into disrepute.
Petty theft.
Serious breaches of the Technology Responsible Use Policy, for example, online bullying.
Truancy.
Bringing inappropriate items or materials onto the school campus.
Serious cases of violent or aggressive behaviour.
Vandalism.
Sexual harassment.
Repeated infractions over a period of time.
Serious breaches of the school’s safety guidelines.
Other offences deemed ‘serious’ by the school administration.
Withdrawal from Classes: In cases of a student being withdrawn from classes as a consequence for their behaviour, the relevant Head of Year and the school counsellor will use this time to discuss and understand the issue and its context with the student, providing them with an opportunity to learn from the situation.
Students will have different breaks and lunchtimes on those day(s). Teachers are not under any obligation to set work for students being withdrawn from classes but students will be expected to catch up on any work missed due to the withdrawal.
Suspension: In cases of a student being suspended from school, students may be asked to complete the suspension at home or in school depending on the severity and seriousness of the offence. The decision to enforce a withdrawal from classes or to suspend a student from school will be taken by the Head of Secondary. Relevant staff will be notified of such a withdrawal or suspension.
Contract: On occasion, students who have behaved inappropriately may be placed on a Behaviour Contract. The contract will clearly state the requirements necessary for the student to remain at CIS. Both the student and his/her parents are required to sign the contract. Being withdrawn from classes, suspended and/or being placed on a contract is the final signal to a student that their behaviour has been unacceptable and that, should there be any repetition or more cause for concern, the student may be asked to leave the school. Procedures in dealing with Level 4 offences will be the same as those for Level 3 offences.
LEVEL 5
Withdrawal or Expulsion - For very serious cases of misbehaviour or repeated contraventions of the school’s policies, expectations or rules, a student may be expelled. At the discretion of the Head of School and the Head of Secondary, parents may be asked to withdraw a student from school.
Level 5 Disciplinary Procedures - Any serious cases that may lead to a level 5 consequence being imposed will be handled as follows: The students involved will be asked to complete a Reflection Form, outlining their version of events. This should be dated and signed, and a copy filed. The students involved will be interviewed by the Head of Secondary, together with the Head of Year and either the Director of Student Life or the Director of Academic Affairs. The interview, which will be conducted in a respectful manner, will also be summarised in writing.
Parents will be informed by phone and then by email of their child’s involvement in the incident and provided with a copy of their child’s statement.
The parents of the student(s) may be asked to pick up their child[ren] and take them home. In this event the child will remain at home until the Disciplinary Team has made a decision on the consequence to be imposed.
Parents will then be invited to school to speak to the Disciplinary Team, made up of the Head of School, the Head of Secondary and the Director of Student Life/ Director of Academic Affairs. This meeting will provide parents with an opportunity to offer their perspective on the incident(s).
After this, the Disciplinary Team will meet to reach a final decision on the consequence to be imposed, which will be communicated to all parties. If a student is to be asked to leave the school, parents may be offered the option of withdrawing their child from school, rather than having an “expulsion” on the student record.
Follow Up Procedures: If the student is allowed to remain in school, consideration will be given to: the issuance of a final warning and Behaviour Contract signed by both the parent(s) and student.