Hartland International School Yearbook 2021-22 by hartlandinternationalschool

Sheikh Mohamed Bin Zayed Al Nahyan President of the United Arab Emirates and Ruler of Abu Dhabi

Sheikh Mohammed Bin Rashid Al Maktoum Vice President and Prime Minister of the United Arab Emirates and Ruler of Dubai

YEARBOOK 2021-22

07 09 10 11 12 14 18 30 40 42 56 60 62 71

Message from Chairman Message from Fiona Cottam

Principal and Chief Academic Officer

Message from Shahida Ibrahim Head of Primary

Message from James McBlane Head of Secondary

Message from Aminah Evans

Head of Early Years Foundation Stage

Foundation Stage FS1 and FS2

Primary Section Year 1 to Year 6

Secondary Section Year 7 to Year 11

Sixth Form

Steven Oakes

Trips Performing Arts Duke of Edinburgh Houses

Creekside, Mushrif, Safa, Zabeel

Arabic and Islamic Education

76 82 84 86 88 90 94 96 98 100 102

104 105 106

Art Business and Economics Computing Design and Technology Drama English Gifted and Talented Geography History Inclusion at Hartland Mathematics Media Studies Moral Education Modern Foreign Languages

CONTENTS

108 112 113 114 116 117 118 120 121 122 124 125 126 128 131 132

Music Physical Education Psychology Science Social Studies F1 in Schools Dubai Expo 2020 Junk Kouture Race 4 Good National Day BSME Golf Tournament Sports Days and Events World Book Day/ Library Events International Day Careers at Hartland Charity Committee

135 136 138 139 140 142 144 146 148

150 154 159 173 179 181

Happiness and Wellbeing Enrichment Sports Teams Parent Engagement Ramadan COBIS Virtual Music Competition Debating at Hartland Year 6 Visit from Lanchester EP School Platinum Jubilee Day Student Leadership Foundation Stage Class Photos Primary Class Photos Secondary Class Photos Sixth Form Staff Photo

YEARBOOK 2021-22

MESSAGE FROM CHAIRMAN

Dear Hartland International School families, We draw close to the end of another eventful year on “The Hartland Way”. If the previous academic year was about welcoming back the community into our school premises, AY2021-22 is one about moving towards normalcy and introducing our children to the opportunities that we took for granted before the pandemic. The academic year was also one about growing from strength to strength as we saw the school community grow to 1100 students with over 80 nationalities mirroring Dubai’s own success story in emerging from the pandemic. Before I start to talk about the current academic year, I would like to congratulate the students and the academic team for their splendid performance in the AY2020-21 GCSE’s. With 35% of all grades at the highest at Grade 9 and 65% of all grades at 9-7(A*/A), I have no doubt that our school’s performance in the GCSE’s is on par with some of the more established schools in the city. Considering the circumstances under which this was achieved and the fact that this is our first cohort to appear for GCSE’s makes the achievement even more special. I wish the current cohort all the very best and hope they will continue to build on this fabulous precedent. The current Academic Year saw the relaxation of Covid restrictions which meant that we could once again have inter-school sports fixtures and competitions. We fielded 50 teams across various sports to ensure students had the opportunity to participate and represent the school. We were also honored to host the first competitive school swimming gala after the pandemic on behalf of DASSA. We saw the children showcasing their talents in performing arts. The plethora of plays and performances ranging from “Performance Arts Picnics” and “Theatre under the Stars” in the Reflection Garden to the Pinocchio and Moana Jr shows and the end of year concerts by various year groups makes me marvel at the immense talents our children possess and the skill and enthusiasm with which our teaching staff can inspire and draw them out. While last year saw Team Zenith venture into the cutting-edge space of Design, Sustainability and 3-D printing and consequently winning the title of the “Most Sustainable Team” at the F1 in Schools competition at international level. It also saw Team Sidewinder build upon their success and become the UAE Rookie Champions of 2021 at the F1-in-Schools Ethara Competition. This year will see them and Team Spearhead participating at various levels. We hope both the teams will continue to do us proud at these prestigious events. I would like to congratulate Yasmeen Abdurahimova for foraying successfully into the NFT space while also leveraging the platform and technology to showcase her quirky yet impressive art pieces. These students, as do so many others in the school, exemplify what our school’s mission is truly about – “Today Leaders, Tomorrow’s Learners. Unlocking Potential. Nurturing Talent”.

Chairman

Earlier in the academic year, Hartland International School was adjudged the winner of the “School Most Loved by Parents” at the SchoolsCompared Top School Award 2021. We are greatly humbled by this recognition and would like to thank all the parents through the years who supported us. Your continued feedback and engagement make you an integral pillar of the “Hartland Way”. Lastly, we honor the extraordinary life and passing of H. H. Sheikh Khalifa Bin Zayed Al Nahyan under whose excellent stewardship the UAE has grown leaps and bounds. He rightly said, “Educating the individual is this country’s most valuable investment. It represents the foundation for progress and development.” We remain committed as ever in imbibing his wisdom and making Hartland International School a cornerstone in both Dubai’s and the UAE’s growth story. I look forward to seeing you in the next academic year. 5

YEARBOOK 2021-22

MESSAGE FROM PRINCIPAL

Another academic year draws to a close at Hartland, and once again, it is a year to celebrate. The pages that follow will give you a kaleidoscope view of the journey that this year has taken us on; a year that has not been without challenge, but has absolutely been a year of resilience, growth and a focused determination, all of which are hallmarks of the Hartland student. Our academic year began with many restrictions still in place as we tentatively considered a world where the pandemic remained. However, because of vaccinations, our small part of the world was safer than most, and as the months passed, some of the restrictions lifted. Familiar activities and events refilled our diaries such as the enrichment programme, sports events and concerts and international day activities returned to the fore. It has been amazing to welcome parents and friends back into school for events and gatherings and from the feedback received, I know that you too have welcomed the return of our community. I am proud to say that we have once again flourished, and your children have been nothing short of phenomenal. Whether engrossed in their academic work, studying for examinations, planning and prepping for competitions and global challenges, laying the foundations of our eco-warrior strategy or just being amazing every day through work and play, our Hartland children have soared and reached for the stars. Such success has been seen in debating competitions, an array of house events, swimming galas and sports fixtures, art exhibitions, F1 in Schools, theatre under the stars, chess tournaments, Duke of Edinburgh expeditions, Expo 2020 and trips and visits here in the UAE and Kenya. We have been enriched by our involvement in a series of charitable events making a difference to the lives of others and we have put our own wellbeing front and centre through our Heart to Hart days, our Upstrive App and sharing learning assemblies. We were humbled to have been nominated and selected as “The School Most Loved by Parents” by the Schools Compared team, an accolade and award that we are all so proud of. We then ended 2021 on a high note as we achieved “Outstanding” status with outstanding judgements in all categories during our BSO inspection in November. I take this opportunity to thank my staff. Our teachers are the unshakable foundations that hold the very essence of our school together every day, providing expert guidance for our students and ensuring that despite external challenges, school life remains a happy, successful and positive one. I also thank the administration and support staff for their hard work and dedication as without them our success would be all the weaker. We are grateful to the owners for their unwavering support and challenge and to our Governing Body, who give freely of their time and expertise. Finally, to you our parent community, a humble thank you from the bottom of our hearts for your support and partnerships and for the confidence and trust that you place in us every day.

Principal and Chief Academic Officer

To the rulers of the UAE and Dubai, we pay tribute to the life and work of His Highness Sheikh Khalifa Bin Zayed Al Nahyan, President of the United Arab Emirates and ruler of Abu Dhabi who sadly passed away and we take this opportunity to congratulate His Highness Sheikh Mohammed bin Zayed Al Nahyan on his appointment as the new President of the United Arab Emirates and ruler of Abu Dhabi. We know that under his leadership, this great country will continue on its incredible journey of success. As my sixth year at the school comes to a close, I am proud and forever thankful to be the Principal of this amazing school community and once you read the pages that follow, you will know just why that is. So please, sit back, relax and turn the pages to share in our 2021-22 story. I hope you have enjoyed the journey and we look forward to welcoming you back for another adventure filled year at Hartland in August 2022. 7

MESSAGE FROM HEAD OF PRIMARY

Another incredible year of achievements at Hartland has passed by in the blink of an eye. The primary school has continued to grow as we welcomed new families from around the world, adding to our already rich and diverse community. As a growing school, we have continued to retain the community ethos that is intrinsic to our vision and philosophy. We have celebrated many achievements and successes throughout this year which are captured in the pages of this yearbook. There is nothing more fulfilling than overseeing a thriving and dynamic school where every student and member of staff contributes to a happy environment. Each and every student is supported, challenged and inspired in every aspect of school life. To be awarded outstanding in every category during our British Overseas Inspection and to receive the ‘School Most Loved by Parents’ award by Schools Compared was a proud moment for us all and a testament to the unique blend of academic challenge, enrichment opportunities and pastoral support we offer at Hartland. The warmth and the positive relationships between staff, students and our families are what makes Hartland so special and I feel blessed to be part of the Hartland community. The vitality of our children ensures that every day is not only different but incredibly rewarding and the busy days are full of laughter, joy and happiness. Reflecting on the year really does fill me with an immense sense of pride and I am continually humbled by the dedication and hard work of all our students and my colleagues. It is also important to note and celebrate the crucial role that parents play in their children’s success, without your support and engagement in your child’s learning much of the success outlined in the yearbook would not have been achieved. I hope this academic year has been filled with the happiest of memory-making moments that you will cherish forever, and I hope the academic year of 2022-2023 ahead brings further joy and the realisation of dreams.

Head of Primary

Wherever the weeks and months ahead take you, please stay safe and well. I thank you for all your continued and unwavering support throughout the year and without your support, the year would not have been the successful year it has been. I look forward to seeing you all again in late August, refreshed, relaxed and ready for another exciting year ahead of us. Our journey continues…

YEARBOOK 2021-22

MESSAGE FROM

HEAD OF SECONDARY It has been an exciting and important year in the story and development of Secondary School at Hartland. The school year began with the opportunity to celebrate our first, full set of GCSE results. Our students achieved a fantastic set of results with 35% of all grades being the highest possible Grade 9 (A*), 65% of grades were 9-7 (A*-A) with a 100% pass rate at 9-4 (A*-C). This year has also seen the school continue to grow both in terms of student numbers and year groups. This year we welcomed students into Year 12 for the first time. The establishment of our Sixth Form in their new purpose-built facilities is an important milestone in the school’s development. We also introduced our unique Hartland Diploma providing a range of exciting and valuable opportunities alongside A Level and BTEC study which will support students in their academic learning, university applications and personal growth and development. With the continued easing of restrictions across this academic year we have been able to reintroduce many of the important aspects of school life that had been curtailed. The return of our extensive enrichment programme, sports fixtures, music, and drama performances has been incredibly welcome. There have been many remarkable individual and collective achievements by our students in all these areas and much to celebrate. We have also been able to resume school trips and students have had a range of opportunities to participate in some excellent curriculum and enrichment trips. The pages of this yearbook certainly testifies to the amazing year we have had and I hope you enjoy reading about this. The pages of this yearbook are also a testament to the rich, vibrant, and innovative curriculum on offer at Hartland and the incredible education our students benefit from day in and day out. The strength of the academic provision here at Hartland, our expectational teaching and learning and the exciting curriculum shines through in the overviews from each department. Our strengths in these areas were acknowledged by the British Schools Overseas Inspection report we received outstanding judgments in every category. We are incredibly proud of our school and students along with all that they have achieved across the year. We are also looking forward to the future which promises to be bright and exciting.

Head of Secondary

MESSAGE FROM

HEAD OF FOUNDATION STAGE As this current school year draws to a close, I would like to begin by thanking all our families. Firstly, by selecting Hartland and secondly by trusting your child into our expert care. I would also like to thank all the children for continually demonstrating resilience and positivity each and every day in Foundation Stage. The children’s learning has been filled with laughter and joy, which we have all been able to share and join in together. My personal highlight of the year was the removal of the wooden divides which allowed the classes to become as one again! New lifelong friendships were formed. Our youngest FS1 cohort have gained in confidence, social and language skills and are now ready to progress to FS2. Our wonderful FS2 children are now embarking on a new learning journey as they enter the primary phase of the school. The year has been filled with trips, visits and lots of exciting events, all related to the themes the children have been learning in class. I am sure these experiences will provide everlasting memories for the children when they remember the foundations of their educational journey. I am so pleased with the children’s attainment and progress throughout the whole year and am confident they will continue to inspire each other and build on their own capabilities to be the best version of themselves. For me the most valuable learning skill for the children has been how to be a good friend, how to resolve conflict, how to persevere, how to find their own solutions and how to always do their best. I am sure these foundations are now secure and will continue to support future relationships and decisions as the children progress at Hartland. Every child has demonstrated kindness, inquisitiveness, independence, curiosity and have really proven a love for learning. I am proud of everyone and wish them all the best as they each continue their own individual learning journeys and future life pathways.

Head of Foundation Stage

YEARBOOK 2021-22

Ms Cashman

Mrs Gamage

Ms O’Keefee

Mrs Factor

Mrs D’Olimpio

Ms Doherty

Mrs Brown

Ms Balinas

Mrs Belleze

Ms Villasis

YEARBOOK 2021-22

In September, we opened our doors with anticipation and excitement to welcome our newest cohort of FS1 children to Hartland. They surprised us with their resilience and courage, content to wave goodbye to their parents at the classroom door and begin their new and exciting learning journey here with us. That first week, we focused on getting to know one another, enjoyed playing circle time games to remember the names of our new friends and adored exploring our new classroom environment. Everyone settled quickly and thus began a sensational year of learning for our FS1 children. We began the year with a special topic “Why do you love me so much?” which focused on the important relationships that children have with special people in their lives. It also allowed for us to celebrate the uniqueness of each child and their family. It promoted the children’s self-confidence as they considered the many traits that were important to them as individuals. Moving forward, “Can we explore it?” was a thrilling topic for all. Self-exploration, an innate quality in all of our FS1 children, proved stimulating, thought provoking, and motivating. This topic resonated with many children as they enjoyed self-led learning and finding things out for themselves. Using books as a stimulus, the story “We’re Going on a Bear Hunt” provided opportunities for the children to explore language in a fun and exciting way. Through role-play, sensory play and small world play, the children became very familiar with the story and delighted in retelling it with their friends. A new topic this year “How many colours in the rainbow?” created an opportunity for children to showcase their knowledge of the wider world. Exploring the scientific concept of a rainbow, the children were involved in different experiments that created a deeper understanding of the rainbow. The topic also required mathematical knowledge from the children, and it allowed us to explore the number 7. Children looked at how you would write the number, the different ways to represent the number and recognising the number in the wider environment.

Our final topic of the year “How does that building stay up?” challenged the children to be creative and imaginative. Taking inspiration from the many fantastic buildings in Dubai, the children enjoyed designing new structures using Lego, blocs and recycled material during junk modelling. Pictures from home were discussed during show and tell, with the children naming and talking about different buildings from all around the world. As our FS1 learning journey draws to a close, we, as teachers, look on with pride at the important milestones the children have achieved this year. We could not be prouder of the confident, self-assured, self-aware, and passionate children that are ready to move into FS2! We wish them all the best as they continue their educational journey!

Ms Etherington

Ms Jovero

Ms Lavery

Mrs Mahilum

Ms Fitzpatrick

Ms Nassuuna

Ms Jones

Mrs Magano

Ms Murphy

Mrs Reyes

Ms Taylor

Ms Catacutan

YEARBOOK 2021-22

Foundation Stage 2 (FS2) is such an influential year in a child’s learning journey and this year it has been wonderful to watch the children flourish into independent, resilient, confident individuals with a passion and excitement for learning. The children swiftly adapted to life in FS2, coming into school with a smile, answering their morning question, practising their name writing and getting ready for their day ahead. Soon enough, the children were learning their new sounds in phonics and enjoying using their special mathematics packs to engage in daily mathematics learning. Our number and shape of the day was a huge success with the children who were always excited to guess the new number and shape each day. Confidently, children engaged in explorer time with their peers and friendships blossomed as they found their favourite areas to play in the classroom. From seaside cafés to castles, vets to safari parks, airports to space centres, children enjoyed being actively involved in their role play areas in the classrooms. Our first question ‘Do you want to be friends?’ allowed the children to get to know their new teachers and peers through social games and activities such as friendship bingo. Through treasure maps and a star hunt, children explored different areas in the school that they would be using and got to meet new faces along the way. This was a special topic for the children which set the foundations for friendships, class rules and allowed each child to share all of the important things about themselves, including pictures of their favourite things and family. Communication and language is an important area of the Early Years curriculum and the children immersed themselves into the question ‘Will you read me a story?’ where they developed their speaking and listening, drama and writing skills. The children listened to familiar traditional tales and through sequencing and drama activities, were all able to retell the stories. Children’s imaginations were used as they changed the ending of stories, mixed up fairy tales to create their own and used props available to create new stories. The question created endless opportunities for literacy, mathematics and science where children wrote get well soon cards for Grandma, practised ordering numbers and size and even investigating the best materials to keep the gingerbread man dry as he crossed the river.

As March arrived, the children arrived at school, beaming with excitement as they entered their transformed classroom. Finally, the bubbles were no more. The children took the changes in their stride and took advantage of the opportunity to form new friendships with peers they had never had a chance to play with before. From that moment, the children continued exploring new questions and topics including: - Who lives in a rock pool? - Do zebras have stripes? - Do cows drink milk? - Are we there yet? The FS2 team were delighted to share with the children that school trips were back. The excited faces, singing on the bus and enjoyment as the children made pizzas, gained their own driver’s license and exploring the jungle soft play made the trips so worthwhile. It was wonderful that the children continued to talk about their trips throughout the year, highlighting the importance and memory that school trips have for children. Our final topic of FS2, Are we there yet? produced a range of learning opportunities. Through the picture book, The Journey, children used their imaginations and memories to retell real journeys they had taken and also fantasy journeys. Thanks to many of our pilot parents who came into class, children got to find out the answers to all of their questions about being a pilot and aeroplanes. As the topic concluded, the children looked at their journey in FS2, their highlights, hopes and dreams for their future as they got ready for their new journey in Year 1. As the children’s journey in FS2 draws to an end, it is time to reflect on the wonderful year the children have had and congratulate them for their enthusiasm and dedication to learning. The FS2 team would also like to thank all of our fantastic parents and families for their endless and continued support with their child’s journey in FS2. FS2, you are now ready to embark on your new adventure in Year 1. Good luck and always remember, stay kind, work hard and amazing things will happen!

1 This year has been a wonderful adventure! Ms Moran

Mrs Oganessyan

Ms Gray

Mrs Lopez

Ms Diver

Ms Bagayan

Ms O’Hanlon

Ms Karicos

Ms Cashman 16

Ms Antonio

Ms Baloria

Mrs Westray

YEARBOOK 2021-22

When the year began, we were not sure at all how it would unfold under COVID restrictions. With so many changes due to the global pandemic, the team acted quickly to ensure all health and safety protocols were adhered to. At the end of March, to the delight of the children, parents and teachers, we saw the end of bubbles and removal of our class divider! A life changing moment for our Year 1 superstars. The children explored what made them unique and happy, rainbow moments and how important it is to be kind to others. They experimented with lava lamps, Skittle rainbows and Coke and Mentos. We dived into Goldilocks and the children wrote their very own recount of the fairy tale ensuring to add time words. We celebrated the end of the topic with a Teddy Bear’s Picnic. The children had the opportunity to wear their party clothes, bring in their favourite teddy and a party snack box. The children also really enjoyed exploring animals and learning how to categorize them. Learning how to do a running stitch and sew their very own puppet was also a huge hit with our Year 1 stars. From the moment students walked through the door each morning our days were filled with exciting escapades that led to the auditorium to meet Jack, to treasure hunts around the school cracking secret codes and experimenting with concrete materials. We followed giant footsteps found in the corridor and helped Goldilocks find her way home. The fun, literally, never stopped! Throughout the year, students experienced a number of notable and memorable days such as Pink Day, National Day, International Day, Sports Day, World Book Day, Jubilee Day and Mathletics Challenge Day to mention but a few. On these days students danced their way through different countries, competed in races, transformed into book characters and put their mathematics skills to the test through virtual games.

As we reflect on the year, it is evident that the student’s resilience and positive attitudes to learning remained consistent throughout the year and we couldn’t be prouder of each one of them. The Year 1 team would like to thank all parents for their continued support and commitment over the year in working with us to support your children’s learning. We wish all our wonderful Year 1 students the very best in Year 2 and have no doubt they will all go on to achieve amazing things!

2 Ms Brady

Ms Galve

Ms Kavanagh

Ms Dorio

Ms Murphy

Ms Jagmis

Mr Sandhu

Ms Coen

Mrs Puntanar

Ms Gueco

YEARBOOK 2021-22

Curiosity, creativity and cultivating a passion for learning are three themes that shaped Year 2. These themes ran through all our topics and were a part of all that we did.

Year 2 started the year with the topic ‘Into the Woods’ which covered habitats, animal adaptions as well as the crucial matter of the environment. Students enjoyed comparing the physical features of different parts of the world and researching which animals had adapted to survive there. This was linked with our class reading book, ‘The Last Wolf’ which puts an interesting twist on the children’s classic, ‘Little Red Riding Hood’. Inspired, the children crafted wonderful setting descriptions using similes, exclamation sentences and expanded noun phrases. They also wrote and performed beautiful poems which described the movement of the sun, flowers and plants. With great honour, students paraded through school in their national dress, appreciating cultures from all parts of the world. This was the start of our next topic, ‘Our Amazing World’. This gave students the opportunity to travel around our world through the eyes of great explorers such as Ibn Battuta and Ameila Earhart. Students enjoyed learning about the challenges they faced in history and they compared differences along with similarities that each epic explorer faced. One of the standout lessons for many students was when they learnt about famous landmarks from around the world by participating in a quiz and then building those landmarks out of craft materials and Lego. In English, ‘Cinderella: An Islamic Tale’ was yet another twist on a children’s classic. Students enjoyed comparing the version that they knew, to this culturally relevant story. This led to us reading many variations, even ‘Panderela’! This was a useful exercise in showing how cultures share many similarities whilst having their own special differences. In January, we dived into ‘Jacques Consteau: Under the Sea’ as we marvelled at life under the sea. Our focus was ‘Not All Heroes Wear Capes’, a timely reminder of the many extraordinary things humans have accomplished. Greta Thunberg, Mary Seacole and Florence Nightingale were amongst the heroes that students researched before creating their own fact files about each of them. ‘Let’s Play’ was another unit filled with fun and excitement where students played classic childhood games such as ‘Stuck in the Mud’, ‘Tag’ and ‘Duck, Duck, Goose’. After playing these games, the students wrote instructions for each of these games using relevant structures such as imperative verbs and time adverbials. Once they became familiar with how to write instructions, they came up with their own playground games and taught each other how to play them. Indeed, one of the highlights was setting up the Toy Museum whereby students brought some of their favourite toys to school to describe to other year groups.

Delving deep into a range of topics in mathematics allowed Year 2 the opportunity to flourish. Students have enhanced their calculation skills and mental fluency where problem solving has been a key component to their success. Watching students apply their skills to solve problems has been rewarding. A highlight for many students was when they showcased their excellent understanding of position and direction; they guided Beebots successfully around a map. Their positivity and passion have been admirable, and this was most evident during Mathematics Week. Students were posed with a difficult question: will the total height of all students in Year 2 surpass the towering height of the Burj Khalifa, which stands proudly at 830 metres? Initially, there was great hope that this would be the case; however, when they delved deeper, Year 2 realised that they would need to add the heights of several other year groups, including Foundation Stage, to reach such altitudes. Travelling back in time, students have been captivated by various points in history. A popular new topic focused on dinosaurs. Students were that engaged they even studied the remains of dinosaurs to determine if they were carnivores, herbivores or omnivores. In science there were several ‘lightbulb’ moments as learners created and participated in a range of experiments. To bring even more passion towards science, Year 2 visited the UK’s favourite science team Ministry of Science, and our next generation of scientists were in awe. The show delved deep into the world of science, and looked at how science shapes the modern world we live in with a few loud bangs along the way. Their investigations were incredible: 20ft liquid nitrogen clouds, exploding oxygen and hydrogen balloons, fire tornados, hydrogen rockets, ignited methane and even a self-built hovercraft caught the imagination of Year 2! As we prepare to say farewell to this incredible cohort, we wish them all well. We thank you for your wonderful support throughout the year and hope you have a fantastic break.

3 Mr Maynard

Mrs Gair

Ms Barron

Mrs Dekker

Mrs Ranasinghe

Mrs Nourredine

Ms Evans

Ms Basilio

Ms Somers

Mrs Saldanha

YEARBOOK 2021-22

As the school year draws to a close, it is with great happiness that we can now reflect on another wonderful year in Year 3. As we started our journey this September in Year 3 we were lucky enough to gain a fifth class and welcomed Ms Barron to the team, who has been a most welcome addition. Mr Maynard, Mrs Gair and Ms Somers remained in the year group whilst Ms Evans moved up from teaching Year 2 to join the Year 3 team. The wonderful Ms Hendry also joined Year 3 for a spell when Ms Evans took time off to start her own family. Furthermore, we were delighted to welcome three new wonderful Learning Assistants in Ms Basilio, Mrs Dekker and Mrs Noureddine, who joined Mrs Ranasinghe and Mrs Saldanha from last year. They really do go above and beyond every day to ensure they support the children to achieve their absolute best. We really feel honoured to work with such determined, inventive and inspirational young people. There have been so many highlights this year it is difficult to choose which ones to mention. There have been several sporting victories for our Year 3 teams, amazing performances in our Year 3 Stone Age play from our promising young actors and even the return of school trips as we visited Expo 2020 and watched a live science theatre show. In the classroom, we have covered various topics including: The Ancient Egyptians, The Stone Age and Around the World in 80 days. The children have learnt through a range of hands on and practical tasks, presenting their learning in a variety of ways. In English, children have developed their reading, writing, speaking and listening skills through exploring inspirational texts. We delved into the stories of ‘Around the World in 80 days’ by Jules Verne, ‘The Iron Man’ by Ted Hughes, ‘Stone Age Boy’ by Satoshi Kitamura and ‘Harley Hitch’ by Vashti Hardy to name a few. The children have written the most wonderful stories, recounts and diaries and should be proud of how hard they have worked. Their writing has gone from strength to strength and it has been a pleasure to display their work in our corridor after each term. This year in mathematics, we have worked towards a mastery curriculum with a greater focus on problem solving and reasoning. We leapt into formal addition and subtraction methods, multiplication and division methods, time, area and statistics. Children have used their mathematical skills to reason and they have applied them to solve an ‘array’ of problems. As always, the learning does not just happen in the classroom. We have been lucky enough to enjoy two field trips this year. Our first trip was a much anticipated trip to Expo 2020 and it was certainly worth the wait! We were able to visit a variety of pavilions from Turkmenistan to Australia and marvelled at the beauty of the buildings as well as having the chance to learn about new places. We were also fortunate enough to visit the futuristic Alif pavilion which honoured explorers from the Golden Age of Arab civilisation. The nine metre tall figures certainly made an impression. Our second trip allowed us to visit a live science show at a local theatre. During the show the children were enraptured by 20ft liquid nitrogen clouds, exploding oxygen and hydrogen balloons, fire tornados, hydrogen rockets, ignited methane and even a self-built hovercraft! In school the children were transported back to Ancient Egypt and were lucky enough to visit the Valley of the Kings and become the first people to discover Tutankhamun’s tomb. Entering the chamber, we discovered fascinating items such as chariots, boats, weapons, canopic jars and musical instruments. Furthermore, through a secret door we even found King Tutankhamun’s sarcophagus and death mask.

In specialist areas, the children have had the chance to experience a wide range of subjects in a rich environment that fosters an enthusiasm and love for each subject. Science lessons have been a particular highlight this year and we had the chance to experience a wide range of experiments from looking at how plants grow under certain conditions to going on a rock hunt around the school to find out the purposes of different types of rock. In Modern Foreign Languages (MFL) this year, we learnt how to speak and write in four different ways as children have taken part in French, Spanish, German and Mandarin lessons. As always, Music has proven a popular subject as the children have continued to learn the ukulele. In computing the children have used a variety of desk-top publishing skills to present information found and created well-designed PowerPoints and PicCollages. They have also demonstrated a good understanding of simple algorithms.

We are so lucky at Hartland International School to have such a caring and supportive community. Every step of the way, we have had massive support from you, the parents. You have surpassed yourselves with your creative efforts for dress up days, with helping to organise International Day and countless other events. We really appreciate all of your hard work, it truly makes a huge difference. With your guidance and support, all of the children in Year 3 will continue to shine, smile and make everlasting memories as they make the seamless transition to Year 4. So, it is with pride, and quite a bit of emotion, that we wave farewell to our current Year 3. We are confident that they will continue to persevere, to shine and to exceed expectations. Thank you for an amazing year!

4 Ms Pearce

Ms Astley

Mrs Olayiwola

Ms Caluyo

Ms Jones

It has been a fantastic year for us all in Year 4! There has been some sense of normality again as we have finished the year being able to sit in groups in the classroom, went on trips and took part in many events around school again. Have a read to see what we have been up to in Year 4 this year!

English Reading lies at the heart of our Year 4 curriculum. We have developed a wide set of skills that will prepare us to become not only critical readers but students who read for pleasure. This year, we have explored a variety of text types including recount, narrative and non-chronological reports. We understand how to write for different audiences using specific criteria. Emphasis has been placed on editing and improving our writing using purple editing pens. Through a variety of class texts which have included, ‘The Explorer’ and ‘The Miraculous Journey of Edward Tulane’ we have been able to discuss the meaning of words in context as well as ask questions to further develop our understanding. While reading ‘The Miraculous Journey of Edward Tulane’, we used adjectives, noun phrases and similes to write fantastic character profiles describing Edward Tulane’s appearance and personality. In addition to this, we bought in our favourite soft toys from home. We personified these toys, writing a character profile describing their appearance and personality. During reciprocal reading, a range of fiction, non-fiction, poetry and play scripts have been read to develop a passion for these text types. We have used comprehension skills, such as drawing inferences to predict the outcome of stories and discussing the intent of the authors.

Mathematics

Mr Moore

Mrs McFadden

YEARBOOK 2021-22

This year, mathematics has given the children the opportunity to develop their critical thinking skills which has allowed for great progress to be made. At the start of the year, we gained a sound understanding of place value, we were able to recognise the value of four-digit numbers and decimals as well as further our understanding by comparing and rounding them to the nearest whole number. In addition, we also consolidated our written methods of the four operations. This provided us with the strong foundation blocks for our mathematical journey in Year 4. We have delved into a wide breadth of mathematical topics this year and enjoyed taking part in real-life mathematics where we measured items in our classroom for our measurement unit and when learning about angles, we used our bodies to demonstrate different angles. Once fluency had been secured, problem-solving and reasoning underpinned our mathematics lessons to help deepen our understanding. Developing our number sense has been an important aspect in Year 4, which has helped us with conversions of different units of measurement, time and money. We have also worked hard this year to develop our mathematical vocabulary in all units.

Topic Lessons A cross-curricular approach to topic lessons has enriched the learning experiences for Year 4. We have trekked through the jungles of the Amazon rainforest during our ‘Rainforests’ topic, dived deep into the world’s oceans when learning about ‘The Blue Planet’ and travelled back in time to 2000 BC when learning about the Ancient Maya civilisation in term 3. As well as learning about these discreetly with a geography and history focus, they have been further explored in English, art and design and technology lessons. Starting the year with ‘Rainforests’ Year 4 mapped out the whole of the Amazon rainforest and learned about how diverse the layers of the rainforest are. We looked at the vast range of animals and plants that could be found there and ended the topic by creating a David Attenborough style documentary. In term 2, looking at the importance of water, children created an animated video of a story of a raindrop and its travels through the water cycle. Looking at the ecosystem and the effect humans are having on our world’s oceans, we learned about the importance of reducing, recycling and reusing. Then creating a pencil pot from a plastic bottle with a design technology focus which the children thoroughly enjoyed. Ending the year, the children have learned about the Ancient Maya civilisation and the things we have today because of them. It surprised the children to learn that there are still over 7 million Maya people living today practicing traditions and customs. In homage to them, we looked at the Day of the Dead festival celebrated across Latin America and created smaller versions of the original 40 metre Guatemalan.

Social Studies

Moral Education

Through social studies the children fostered an awareness of the Emirati heritage and culture. The year began with us looking at the differences between human and physical environments, highlighting the features which encompass the UAE. Their map skills were developed when looking at longitude and latitude, identifying the coordinates of the UAE and other countries on the map. Later in the year, the students learned about the significance of trade and the evolution of the UAE economy through the years, recognising how import and export contributed to the nation’s economic success. Being introduced to the origin and development of the number and writing system allowed the students to understand the genesis of how they emerged and the importance and relevance to our modern day.

Moral Education gave the children the opportunity to explore a range of topics which helps to shape and define what it means to be an outstanding citizen. Understanding what is fair and unfair and comprehending the importance of treating people equally allowed the children to put themselves in various situations where they critically evaluated what impact this has on people and how it can affect their emotional wellbeing. Living a life filled with gratitude, appreciation and respect creates a positive and happy atmosphere. Students were able to state a wide variety of things they were grateful for, appreciated and respected ranging from family to pets to their precious toys to the air they breathe to the sun shining above them. Our lessons on culture and cultural diversity highlighted how privileged we are to be living in a culturally rich society. The children proudly educated us about where they come from allowing every student to understand that although we are from different parts of the world and may be different, we share common values and appreciate our differences. This year, we have been lucky enough to go on three trips as a year group plus some of us went on the residential trip to Ecoventure! In term 1, we visited The Green Planet to consolidate our learning of rainforests. During term 2, we went to Expo 2020 which was a clear highlight for many of us. Finally, during term 3, we were lucky to go to the Ministry of Science live show at Mall of Emirates. We would like to thank the parents for all the support given this year and a huge well done to every member of Year 4 for their hard work across the year.

5 Ms Platt

Mrs Palad

Mr Slack

Mrs Cocci

Mrs Hulme

Ms Ward

YEARBOOK 2021-22

We began the academic year with the welcome news that life would almost be returning to normal after the many restrictions of the previous year. Sports, enrichment and school trips were back on to the delight of everyone. We welcomed new staff and children to the Year 5 team, and the year kicked off full of enthusiasm and positivity.

Our new Head of Year, Ms Danielle Platt, brought with her to Dubai a wealth of Shakespeare knowledge. Having trained at the Globe Theatre in London, she was able to bring to life the bard’s work with expertise. The children were introduced to the complex themes of ‘A Midsummer Night’s Dream’. Using drama and role-play, the children explored the intricate web of relationships between the protagonists of the play. They were taught a range of dramatic techniques to provide clarity and deepen their understanding. Many of the students identified their final written play script as the work they were most proud of. The Greek theme was further explored through mythology and many fearsome and terrible creatures were designed and described in their creative writing. In term 2, science fiction was the order of the day. Supernatural powers and extra-terrestrial visitors were met in H.G Wells’ classic War of the Worlds and Marvel’s Avengers. Used as stimuli for news reports and biographies, the children honed their journalistic skills. In the final term, their media skills were developed through writing and producing their very own charity advert for Dubai Cares. In mathematics, we have worked with considerably larger numbers – up to one million. On the other hand, we have worked with very small numbers and learned how decimals, fractions and percentages are related. The children have been encouraged to relate their new skills to real-life problems, and have applied their knowledge of decimals to convert measurements when creating artwork to scale. Topic lessons have taken us from Ancient Greece to outer space and back down to earth to learn all about natural disasters. One of the highlights of the year was ‘Greek Day’. We immersed ourselves in Greek culture taking on the role of ‘Athenians’ and ‘Spartans’. We even competed in the ‘Hartland Olympics’! In term 2 we investigated ‘The Space Race’, understanding the contributions of both the USA & USSR to space exploration. In our unit on ‘Natural Disasters’, we examined the movement of the tectonic plates at constructive and destructive margins and how this can lead to devastating earthquakes, volcanoes and tsunamis, particularly in the ‘Ring of Fire’. We looked at how extreme weather such as tornadoes can affect lives, the environment and the economy. Finally, in preparation for ‘Earth Day,’ we looked at ways to become more sustainable and reflected on ways in which we must act as responsible citizens if we are to care for our planet for future generations.

Specialist lessons are always popular, and this year has not disappointed. In music, the children have been learning to play the violin and singing a variety of songs - from traditional Irish tunes to ‘The Greatest Showman’. Pinball machines have been expertly crafted in design and technology lessons. No doubt, they will be well played and enjoyed for many years to come. Scientific inquiry has been high on the agenda, and the students particularly enjoyed competing to see whose parachute would protect an egg dropped from a great height. Dramatic techniques have been honed in the theatre, and our budding actors have learnt lines and used improvisation to produce engaging performances. As we bid a fond farewell to this dynamic year group, we reflect upon the many triumphs and experiences we have shared. We are in no doubt that this unique group of individuals will go forth and achieve many a great thing. We wish them well and encourage each and every one of them to return to us and share their news. Good luck in Year 6!

6 Mr Stenhouse

Mr Gearing

Ms Williams

Mrs Hellwig

Ms Nugent

Ms Hansberry

YEARBOOK 2021-22

As we sit here and think back to September, a kaleidoscope of memories, happy moments and magical learning zoom through our minds. Year 6 started the year by making the short journey around the corner to start their final year of Primary School; it was not long until their energetic voices filled the classrooms and a rippling feel of positivity resonated around the Year 6 corridor. The old guard Mr. Stenhouse and Ms Williams were on hand to welcome the students and they were joined by the familiar presence of Ms Nugent, who was delighted to work with this cohort again. Several teachers had joined the team over the summer period: Ms Hansberry, Mr Gearing and Mrs Hellwig. After acclimatising to the expectations of Year 6, students embarked upon a learning journey that took them on a thrilling adventure. Inspired by rich literature and a diverse selection of texts linked to our topics, outstanding writing outcomes were produced in English. Exploring the demolished, devastated city of London during the Blitz in ‘When the Sky Falls’, we tackled higher level synonyms and emotive words to explain how a young evacuee named Joseph would feel as he made his way through the annihilated streets. The author, Phil Earle, was so impressed with our responses that he shared examples of the students on stage exploring the damaged city on his Twitter page. When reading ‘The Arrival’, a wordless picture book by Sean Tan, students used their inference skills to explore the feelings of a family of refugees who embark on an epic, dreamlike journey. These enriching opportunities allowed students to develop their empathy whilst they immersed themselves in drama opportunities by ‘walking’ in the shoes of others. The students also had many opportunities to take ownership of their learning this year. Choosing their own country to research, Year 6 wrote utterly incredible persuasive travel guides that were a joy to read. As part of our Viking unit, inspired by Beowulf, students wrote their own narrative tales that told the story of a brave protagonist and a terrifying, monstrous antagonist. In humanities, we explored our own history and family roots creating a migration family tree. Using geographical vocabulary such as longitude and latitude, students located a range of countries and described their location in relation to the equator. Debating issues such as migration and causes of war, students were able to create arguments for and against a range of questions giving clear evidence in their responses. A real highlight for many students were our lessons on Viking raids and the tragic World War Two. Engrossed and captivated, students researched the outbreak of war using a variety of historical sources. Selecting a country of their choice, they created a presentation to show how war had impacted their chosen country. As well as looking at history during humanities, we also explored history closer to home during UAE social studies. Unpicking and analysing the constitution allowed us to go back to 1971 and theorise how H.H. Sheikh Zayed bin Sultan Al Nahyan brought the Trucial States together. Students also celebrated the life of H.H. Sheikh Khalifa bin Zayed Al Nahyan and his significant impact on the UAE.

Talents in Year 6 are not confined to one classroom and through specialist lessons, everyone has been able to showcase their creativity and innovative ideas. A highlight this year was the return of the musical and many Year 6 students helped restore the heart of the ocean as they voyaged with Moana. Visiting Expo together was a major highlight as we explored pavilions and we were amazed by the innovative inventions. Furthermore, Year 6 were able to take part in competitions across a range of schools in the form of The Primary Readers Cup and The Primary Mathematics Challenge. It was evident that students were driven by the competitive nature of the competitions and challenges and indeed thrived having competed in them. Although many of the teachers had their strict sleep routines disturbed, Ecoventure was an overwhelming success and it was wonderful to see so many students take risks, improve their teamwork and step out of their comfort zones. You have been a pleasure to teach Year 6 and your achievements are testament to your dedication, kindness and resilience. The energy and passion that you brought, inspired us each and every day. As we prepare to wave goodbye as you start your voyage off to Year 7, the proud feelings and everlasting memories will live with us forever. As our good friend Paddington once said, “If you’re kind and polite, the world will be right!” Please stay in touch. Even though we will miss you dearly, we are excited about your new adventures. Your futures will be bright and prosperous, and we hope to hear and see many of your dreams come true. Bon voyage!

7 Mr McLaren

Ms Leibinger

Mrs Horwell

YEARBOOK 2021-22

This has been an important academic year for Year 7, the start of their Secondary school journey. They have matured and grown mentally and physically since September and have accomplished so much. As form tutors we are proud of every student and look forward to their continued development in Year 8.

Students have had the opportunity to be involved in many competitions this year. These included Hartland’s first debating competition which was a huge success, Young Journalists competition, Ecowarriors, Art competition and Hartland’s Got Talent. Congratulations and well done to all students who took part. The Challenging Adventure trip was a highlight for Year 7. This trip aimed to develop students’ mathematics and geography skills but they learnt so much more. For many students they were outside of their comfort zone and took risks which cannot be taught inside a classroom. They worked together, became leaders and bonded as a year groupl. A memorable experience for our Year 7 cohort was our trip to Expo 2020. Students spent the day exploring the different pavilions and had the opportunity to learn about the future and sustainability of our planet. The trip was extremely inspirational for the young inquisitive minds of Year 7 and for sure a lifelong memory. Sports day was another success with fantastic participation. Year 7 supported each other and involved themselves in both track and field events. Many students also represented Hartland in external competitions, showing great commitment and dedication. We commend them on these great achievements. Twenty of our Year 7 students also became mentors this year. They have spent time with Year 6, helping to guide and prepare them for the move up to secondary school. We are extremely proud of all the students involved for their kindness, compassion and maturity. It has been a successful first year of secondary school for Year 7. Students have adapted well and taken on many responsibilities around the school such as being part of the School Council, Art Council, Library Committee and Happiness Ministers to name a few. We look forward to the exciting challenges that Year 8 will bring and all they will accomplish. “International Day was a highlight for me as it was so nice to see lots of cultures come together and celebrate with each other. I learned a lot about other cultures and got to share mine with everybody else. The food and the parade and all the clothes were amazing too. It was the best International Day ever!” (Zoie Kapur - Year 7)

“Try not to stress because secondary is not as scary as it seems and you will fit right in!” (Adeena Alibhai - Year 7)

“Secondary may seem hard at first, but it is very fun and there are lots of new and exciting opportunities to be had.” (Yuna Shinohara - Year 7)

“I liked the trip to Expo 2020 because it united many countries and displayed different technologies that could benefit Earth and mankind.” (Can Khan - Year 7)

8 Mrs Keeley

As a year group Year 8 have grown both physically and mentally and they are well on the road to becoming young adults. They are starting to understand that they are role models for younger students in the school and as such they are there to guide and support their younger peers. They have spent time reading to Foundation Stage students and they were in charge of supporting several different events that took place in school. They were a credit to themselves whilst helping out younger members of the school community. Students have had the opportunity to be involved in many competitions this year. These included Hartland’s first debating competition which was a huge success, Young Journalists competition, Eco-warriors, Art competition and Hartland’s Got Talent. Congratulations and well done to all students who took part.

Mr Peacock

Ms Carter

The Challenging Adventure trip was a highlight for Year 8. This trip aimed to develop students mathematics and geography skills but they learnt so much more. For many students they were outside of their comfort zone and took risks which cannot be taught inside a classroom. They worked together, became leaders and bonded as a year group. Year 8 were fortunate enough to visit Expo 2020 and explore the amazing pavilions, wonder at the marvels of the universe and learn about the future and sustainability of our planet. The day was filled with laughter and excitement and a truly memorable experience for the students. Overall, it has been a very successful year and we are very proud of the young adults Year 8 have become and we hope that they can look back and reflect on the moments they have shared together this year with pride and joy. We look forward to celebrating their successes in Year 9 and the challenges it will bring.

YEARBOOK 2021-22

“I really enjoyed the camp adventure’s activity Via Ferrata, as at first I wasn’t even sure if I wanted to do it but later I was having lots of fun climbing across the mountain.” (Alex George - Year 8)

“I enjoyed learning with new teachers, and I excelled in my subjects. My teachers made my lessons enjoyable and helped me learn in a more efficient way. I also had the opportunity to help with Year 2 science enrichments and I got to see how happy the Year 2 students were when they learned new skills.” (Aliz Papp - Year 8) “My best highlight of Year 8 is having an opportunity to be able to help out on Year 2 enrichments. I have also enjoyed working hard on my computing project which has taught me great coding skills.” (Mia Prevost - Year 8)

“I love the class in general and how everyone had made the year really fun and interesting. I have learnt lots and I feel like I have made loads of progress throughout this year.” (Elizabeth Mcblane - Year 8)

“In general, I have most enjoyed the Challenging Adventure’s trip and how I got to have fun with my friends. The Via Ferrata attraction challenged my bravery as we were really high up on a mountain. Academically, I am most proud of my progress in my core subjects such as science, math and English.” (Burhanuddin Nooruddin - Year 8) “Year 8 has been an emotional roller coaster. I made many friends along the way and everyone has worked really hard. I tried my best in every lesson and I really enjoyed geography, history, computer science and English. I really liked International Day. I had a lot of fun, and I am looking forward to Year 9. For enrichment I like Card Sharks because it is incredibly fun and in general, I really liked Year 8.” (Yifan Tu - Year 8) “Year 8 was an emotional year for me and all of my friends. My friends and I have been through a lot of things together. I am so grateful that we have been through these together; both the positive as well as sad moments as some of my friends are moving away. This year I had the opportunity to help with Year 2 enrichment, I joined lots of school activities like netball and now I am practicing for the school musical.” (Thy Nguyen - Year 8) “This year I discovered a lot of new things and made huge progress. I met many new people and made friends. Among all the positives and negatives the highlight was the trip to Kenya. It helped me with communicating and to better understanding the people who I study with.” (Ekaterina Vatutina - Year 8) “During this school year, I have really enjoyed many things and opportunities that have been done here at school. I really enjoyed doing my ICT project to make a game. I also learnt a lot in other subjects and cherished the opportunities I had in them. We even had opportunities to have adventures in other countries like Kenya where we stayed for a week, explored many new things and helped others in need.” (Adam Al Turk - Year 8)

9 Mrs Owako

Mr Lappin

Year 9 is always a key year for students, as we see them change and develop in young adults. In particular, they begin to focus on their futures, as this year marks the end of Key Stage 3 and the beginning of GCSE years. The students have had to consider the individual journeys that they will embark on next year; for some it’s an exciting prospect and for others it’s a little more daunting, however, all of them have spent this year ensuring that they are ready for the next challenge. Students have had the opportunity to be involved in many competitions this year. These included Hartland’s first debating competition which was a huge success, Young Journalists competition, Eco-warriors, Art competition and Hartland’s Got Talent. Congratulations and well done to all students who took part. A hightlight for most students was the Hatta Adventure trip. This trip aimed to development student’s team building and communication skills but they learnt so much more. For many students they were outside of their comfort zone and took risks which cannot be taught inside a classroom. They worked together, became leaders and bonded as a year group. This year students were fortunate enough to visit Expo 2022. Students spent the day exploring different country pavilions including Luxembourg, UAE, Saudi Arabia, China and Switzerland. They got a unique insight into the countries global efforts to promote sustainability and innovation. They also had lots of fun along the way, including sliding through Luxembourg, dodging rainfall in Saudi Arabia and hiking the misty mountains of Switzerland. A truly memorable experience for all. It has been an absolute pleasure to watch our Year 9 students grow and mature this year. We have had a large number of new starters into this year group over the past nine months and the resilience they have demonstrated as well as the kindness and compassion shown by all students has been commendable. We wish them all the best of luck as they move into Year 10 and begin their GCSE journey.

YEARBOOK 2021-22

“My favourite part of Year 9 was definitely the trip to Hatta, because we all collaborated together and strengthened our friendships, as well as had some great laughs and memories. Year 9 has allowed us to come back to some form of reality, with the Covid restrictions easing, which made things like meeting up outside and in the library during lunch times much easier. Also, choosing our GCSE options for next year has been something new and exciting, that we are all looking forward to for next year.” (Ema Sobek - Year 9)

“One of my highlights of the year was the residential trip to Hatta. We all really enjoyed the trip away from school and got to rock climb on a real rock face. The campfire gave us some time to tell funny stories and the slip and slide gave us all a feeling of accomplishment after getting thrown into the air. It was definitely one of the best times of this year!” (Simrah Kazmi - Year 9)

“My highlight of the year was International Day. I enjoyed doing all of the activities such as watching the performances or doing the scavenger hunt and trying all the delicious food from the different stalls. It was also a sense of normality returning after missing the last two International Days. Overall, I think International Day was probably the best event of the year.” (Adam Tybekhan - Year 9)

“Year 9 has been an astonishing year for all of us, filled with wonderful opportunities and memorable experiences. One of the highlights of the year, which I was lucky enough to be part of, was the International Debate competition. Being able to compete against schools from all over the world and debating about motions I am very passionate about, has clearly improved my communication, collaboration, and team-working skills. I now understand how important it is to express yourself and your opinions to others while also listening to people’s ideas even if you don’t agree with them. Your voice can change the world and I am very thankful that school and debate have taught me this.” (Maria Slavkova - Year 9)

“Year 9 has been my favourite year so far; I have had many great experiences that I will not forget for a long time. Some of my favourite highlights of this year were the Hatta trip, which was an amazing time to bond with my friends and make new ones. I also loved the return of International Day; it was fun to roam around and experience all the different cultures in our school. Towards the end of the year, I joined the basketball team, I was a bit nervous at first as it was my first time being on a school team, but it was worth it because the team was so welcoming and Mrs Horwell was very supportive, and we had a lot of fun in the many matches we went to. Lastly, I got to pick my GCSEs this year and although I was a bit worried about picking the right subjects, through the great guidance of Ms Haugh and the informative taster sessions, I am now confident and excited to start my new courses as well as my journey into Key Stage 4. This has definitely been a memorable year.” (Abeer Gasim - Year 9)

10 Ms Habibovich

Mr Buse

Mr Heffernan

This year we have welcomed Year 10 students into Key Stage 4. Students successfully started their GCSE/IGCSE core courses in english, mathematics and science. During Year 9, students were provided with the opportunity to select four option choices, choosing from an array of subjects such as geography, drama and physical education. Some of our year group have studied their Key Stage 3 subjects in greater detail and have thoroughly enjoyed the courses, other students have experienced new subjects for the first time such as business studies, media studies, psychology and computer science. It was superb to see our Year 10 cohort embrace the new challenges that these courses presented. Furthermore, it has been a pleasure to read the student’s end of year reports. The attainment and progress throughout this year have been fantastic. This is a testament to their wonderful work ethic and academic independence. Students in Year 10 have managed to balance their academics with extracurricular activities including the Duke of Edinburgh challenge. Participation in whole events on the sports field and stage has ensured students in Year 10 have established a reputation as a hardworking and conscientious year group who are actively engaged in all activities encompassing the school community. I am confident that the student’s strong relationships with their teachers, complimented by their determined nature as a year group will ensure they are thoroughly prepared for the examinations that lie ahead in Year 11. I am looking forward to welcoming students back to school in August 2022, as their excitement and enthusiasm for all that Year 11 is promising to offer is palpable.

YEARBOOK 2021-22

“Year 10 has been a great experience this year. I felt it was a large step up from Year 9 as you move into Key Stage 4. Expectations are much higher, and it pushes you out of your comfort zone. This year, I went on a school trip to Kenya, it was the best experience of my life. It was my first year doing GCSE PE, which is now my favourite subject as it is what I’m interested in, and the teaching is great. Overall Year 10 was a memorable experience and I am proud I overcame many challenges.” (Ruairi McFadden - Year 10)

“We have been involved in many exciting opportunities in Year 10. Our favourite event was the Duke of Edinburgh International Bronze Award. We camped in the desert together as a year group, walked a long, long way, and learned that one pair of socks was not sufficient for a two-day trek! Cooking skills have become a lot better, and many new skills were developed throughout the year. As part of the accelerated mathematics program, we completed our IGCSE mathematics a year early. This was a big challenge, and many past papers were printed and completed; we hope that all the hard work pays off in the summer.” (Samuel Maitland and Gautam Nambiar - Year 10)

“I have really enjoyed the challenges that come with year 10. I feel that I have done so much more this year and something I have found fun, but challenging is Business Studies. I have been able to learn interesting new information, applicable to the real world, which was not available to me in year 9. I also went on the Kenya trip and honestly it was one of the best experiences of my life. Despite Year 10 being challenging, I have really enjoyed it.” (Noor Hassan - Year 10)

“This was the final year of our involvement with F1 in Schools cumulating in a trip to Silverstone in the summer. Over the past three years, we have mentored the new teams who have been as successful as us, winning the national championships. We started the school’s legacy of winning the competition for three successive years. We hope to continue to inspire the younger generation in future competitions.” (Wayne D’Souza, Karthika Ajay, Elizaveta Soboleva and Gautam Nambiar - Year 10)

11 Mr Macblain

Mrs Naylor

Year 11 is always a challenging year for any student. With Summer examinations the focus from the onset, students have to face many challenges during the academic year. Teachers of Year 11 have been particularly proud of the way students have successfully navigated their way through the challenges of mock examinations, coursework deadlines and practical non-examinable components of their courses. After the mock examinations in January, along with the Sixth Form team, we had the pleasure of assisting students with their post-16 option choices. The maturity and vision demonstrated by students during this process was fantastic to witness. Students have listened to expert advice provided both from within our own team, along with advice and encouragement from professionals during our career lunch and learn sessions, hosted by our onsite Career Counsellor, Mrs Sheedy. Simply put, our students are now in the best position to start the next part of their academic journey in Year 12. We are exited to oversee the next phase of their academics. With such a hardworking and diligent nature, the next two years for this group promises to be incredibly fruitful for all involved.

YEARBOOK 2021-22

“Year 11 has been wonderful. I feel as though this year, I’ve truly been able to expand on my areas of interest via various extracurricular activities. A definite highlight was winning the international Debate with Hart competition, within which we had the opportunity to debate against teams of incredibly astute students from around the globe. Alongside that, Year 11 also brings our GCSE journey to a close. Exams were stressful, but this year has shown us that with the right amount of determination - we can accomplish anything” (Jenin Al Shalabi - Year 11)

“This year was spent studying and revising whilst in anticipation of enjoying our summer after exams. Throughout this journey I had many opportunities that acted as a learning curve for me to build on my strengths. This included various leadership roles and extracurricular clubs. Some of the skills that I needed this year were resilience, decision making and lots of hard work. This year was made enjoyable as I went through this journey with my classmates, and we helped each other throughout. Now that this year is over, I feel more acquainted to the feelings of pressure and stress therefore I have learnt how to maintain a balance through giving myself breaks when needed. I am thrilled to join Sixth Form next year as I take on new opportunities and challenges with a positive mindset.” (Sakina Fakhruddin Year 11)

“Throughout Year 11 I have found out more about myself in terms of my strength and weaknesses. The year had a lot of thrilling memories and tedious nights of studying. I particularly enjoyed the many available clubs and extra curriculars in school that I joined. They helped build on my experience while simultaneously enabling me to discuss and surround myself with other people that are as enthusiastic as I am about my chosen subject areas. I hope to continue joining more clubs next year.” (Heelan Adour - Year 11)

SIXTH FORM

Our Sixth Form provides the next step for students who have already experienced all that Hartland has to offer. We were delighted that our Sixth Form opened in September last year with our first Year 12 cohort of 30 exceptional students. All our students have been taking at least three A levels or a combination of BTEC and A Levels. These qualifications remain the gold standard of post-16 study and widely accepted by universities around the world. In September this year, we will be welcoming 10 students from other schools around the world and we are delighted that they have chosen Hartland to finish off their formal school education. We have been delighted with the new Sixth Form common room that was finished at the start of the year. Having such a fantastic space allows students to use their study periods effectively and the design of the space allows students to work collaboratively or independently in the quieter areas. For the first time in their educational career, our Year 12 students have now had to give serious consideration to life after Hartland. We have been going through an intensive, yearlong programme to support students with their university applications. We are incredibly fortunate at Hartland to have a dedicated Careers Councellor, Mrs Sheedy, to support students through this process and she has organised a plethora of events and seminars to put students in the strongest position possible. This has included careers lunch seminars where leaders from a variety of professions talk about their route to success. Visits to local universities and talks from admissions officers on how to write a personal statement. We have also had trainers from Unifrog (an online platform that provides guidance on universities and careers around the world) in school to talk to our students. In addition to the fantastic programme delivered by Mrs Sheedy, our Sixth Form tutors, Mr Hatcher and Ms Connell have a wealth of experience of supporting students through this process and sending students to some of best universities in the world.

Leadership Today’s Learners, Tomorrow’s Leaders As the senior students of the school we see our Sixth Form as an integral part of the school leadership. All our Year 12 students have completed a leadership course with Mr McBlane and the Sixth Form leadership team has provided support at many events throughout the year. This year we appointed our first Secondary Head Boy and Head Girl. We are incredibly proud of the way that they have showed leadership with students lower down the school and their professionalism when representing the school at other events. The last year has been demanding and challenging for our Sixth Form students. They have worked incredibly hard and they now deserve a wellearned rest over summer. We look forward to welcoming them back in the new academic year, in what will be an exciting and rewarding year.

In addition to the formal curriculum, our aim is to provide students with a rich and varied programme of extended study courses and leadership challenges. This year, 12 of our students embarked on the International Duke of Edinburgh’s Silver Award expedition. This involves carrying all your equipment and resources needed for two days and nights in the mountains and walking for over six hours each day. It was a challenging two days in temperatures that exceeded 30 degrees. The expedition pushed many students to the edge of their endurance levels; however, they showed great grit and determination by pushing through the pain and blisters. We are very proud that all our Sixth Form students undertook a Teento-Teen Mental Health First Aid Award this year. It is normal for children to experience various types of emotions as they develop and mature and our Sixth Form students have provided guidance and support for younger students facing challenges at school or with interpersonal relationships. ‘As Sixth Form students are the leading students of the school, this training has enabled them to be well-equipped to set the ‘tone’ for wellbeing, as they have demonstrated empathy, empowerment, communication and problem-solving skills amongst each other and the wider student body.’

Student Support Counsellor 38

YEARBOOK 2021-22

Head of Sixth Form

“We have had an amazing year as Hartland’s inaugural Sixth Form. From socialising to spending our frees productively in our brand-new common room, we think we can speak on behalf of all the students when we say we’ve adapted to the demands of the rigorous A Level and BTEC courses exceptionally well. We have grown closer and are a tight knit group that help and support each other through the challenges that studying A Levels often brings.” (Head Boy - Avi Kapur and Head Girl - Melina Garaud)

TRIPS

YEARBOOK 2021-22

FOUNDATION STAGE TRIPS Trips are an important addition to learning in Foundation Stage, as the children can really build on skills learnt in school in a real-life practical situation. The first trip of the year was for FS1, who visited XPark Jr. The children were excited to travel by bus and experience a new environment. While there, the children enjoyed planting, arts and crafts and learning about different animals. They loved climbing, swinging, sliding and hiding in the attached play area to end a fantastic day. Well done FS1 on an exciting trip to start the year. FS2 were lucky enough to visit the BMW showroom where they all learnt to drive their own cars. The children had a road safety talk with the experts and then had to demonstrate their driving skills on the track to obtain their licences. They all volunteered to drive the bus back to school wearing their new hats, which were generously given in their gift bags at the end of the day. To conclude a fantastic year of learning, FS1 went to ‘Dig It’ adventure park. They explored all the construction vehicles and even got to build their own structures. FS2, ended their FS adventure by swinging in the ‘Ready, Set, Go’ jungle soft play. They worked together to overcome obstacles to get through the jungle equipment whilst having lots of fun along the way. During all the trips, the FS children showed great independence and showcased to the public their kindness and manners that make them the wonderful Hartland students that we are all proud of.

YEARBOOK 2021-22

YEAR 1 THEMED DAYS Year 1 have taken part in a variety of theme days, which drives the students learning journey through enriching opportunities. The student’s excitement filters through all themed areas; Teddy Bear’s Picnic, Flying High and Amazing Animals. Through creative dress up ideas, a range of arts and crafts activities enabled children to develop their skill set. The theme days allow for strong links to be made across all subject areas, through dance, music, art, English, history and science, our students have relished in a range of experiences.

YEAR 2 EXPO AND SCIENCE As soon as the great news arrived that students could take part in educational trips, the teachers in Year 2 were quick to book. Fortunately, Dubai was hosting a world-renowned event in the shape of Expo 2020. During the first term, Year 2 were lucky enough to be the first year group to visit Expo for the Sustainable Planet Journey, which linked directly to our topic ‘Into the Woods’. With great despair, Year 2 had learned about a brave wolf from ‘The Last Wolf’ written by Mini Grey and a brave, young lady named Little Red, who used her knowledge and bravery to plant new trees in the forest that was being destroyed. The students had the opportunity to explore the hidden treasures of our natural world and see humanity’s impact on the environment. By the end of the trip, Year 2 were able to reflect on how our individual choices can re-balance the earth to generate a sustainable future for all species. This trip inspired Year 2 later in the year during Hartland’s Earth Week. When students focused on life below the water, they soon understood how our use of plastic is impacting sea creatures and their existence beneath the sea. These experiences have allowed our young Eco-warriors time to reflect and share ideas about how they can reduce humanity’s carbon footprint and make the world a greener place. As well as taking on the role of environmentalists, Year 2 also became keen scientists when they visited the Ministry of Science in term 3, which was a showcase event at the Mall of the Emirates. As explosions and bright lights filled the air, students were mesmerized by a captivating show of experiments, investigations and eruptions. With its array of wonders, the show celebrated scientists, engineers, and inventors, who have shaped the modern world that we live in whilst proving that each one of us can change our world for the better. When we returned to school, Year 2 were so inspired that they asked to create more of their own experiments in school. Before long, Year 2 corridors were filled with slime, coloured liquids and flying airplanes. These experiences have enhanced learning experiences for all students and we cannot wait to see where the magic school bus takes this energetic cohort next…

YEARBOOK 2021-22

YEAR 3 EXPO AND SCIENCE This year saw the welcome return of external trips and Year 3 were fortunate enough to enjoy two field trips this year. After a two year delay, Year 3 were lucky enough to visit Expo 2020 in January. For many of the children, this was a fantastic opportunity to bring their Expo passports with the hope to visit new pavilions to collect more stamps as they made their way around the Expo world. For others, it was their first chance to visit Expo 2020 and what a spectacular venue it was. We started our day visiting the Alif pavilion, the start of a journey to learn about the great Arab explorers. Nine metre tall, photo realistic statues greeted the children as they learned about the United Arab Emirates past, present and future. From pearl diving to space exploration the children were left stunned at the interactive displays and information in front of them. After this was the chance to make their way round the country pavilions and collect the all-important stamps. From Australia to Turkmenistan and from France to Chile, the children thoroughly enjoyed looking at the wonderful architecture as well as exploring the new countries from within the pavilions. Our second trip saw Year 3 visit the Mall of Emirates theatre to watch the wonderful Ministry of Science Live show. During the show the children were stunned by 20ft liquid nitrogen clouds, woken up by exploding oxygen and hydrogen balloons, kept warm by fire tornados and even glimpsed the future by seeing a self-built hovercraft. It was a really fun way to learn about science in an engaging way and we are sure will inspire many of children to become future scientists!

YEAR 4 ECOVENTURE Fun, amazing and exciting are three words used to describe the Year 4 trip to Ecoventure. We were fortunate enough to visit Umm Al Quwain Marine Club for one night in April. Upon arriving at the marine club, we were shown to our dormitories and had time to unpack and relax! After a delicious lunch we all began our first round of activities. Over the two days, we all took part in canoeing, archery, human foosball, low ropes, kayaking and problem solving. During the canoeing and kayaking, we took part in challenges and races across the water. Many of us fell into the water, including Miss Pearce and Mr Moore, which was quite refreshing in the hot sunshine. Human foosball saw us take part in a game of football however we could only move left and right, just like on a football table. Many goals were scored but some of us found it frustrating we could only move in two directions! After the first afternoon of activities, we had time to shower and relax before dinner. A clear highlight was the campfire in the evening! We roasted marshmallows and sang campfire songs. Year 6 also joined us for the campfire and there were lots of campfire singing competitions. Thankfully, Year 4 were victorious over Year 6, as we sang the songs the loudest and joined in with the actions enthusiastically! After all the excitement, it was time for bed. Most of us went off to sleep quickly, but some were still awake at 10pm! The next morning, it was our last day at camp! After breakfast, and packing our cases, we had our final activities. Our archery technique was put to the test as we tried to score as many points as possible from our three arrows and we used our problem-solving and collaboration skills during the low ropes activity. Could we work together over the rope activities and reach the final wall? After a final lunch, we were all given an Ecoventure t-shirt to remember our fantastic trip. On the bus journey home, many of us took some time to catch up on lost sleep, including some of the teachers!

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YEAR 4 THE GREEN PLANET In term 1, as part of our rainforest unit, we visited The Green Planet. We took a walk through each layer of the rainforest, as we explored and interacted with a world of exotic flora and fauna in the fully immersive tropical forest. We found out how tropical rainforests are essential for the health of our planet and how they are the lungs of the earth. We saw different animals such as a sloth and a poison dart frog (from behind strong glass!) We were able to touch a snake and saw many different birds flying overhead. In the interactive classroom, we learnt about the layers of the rainforest in more detail and did an interactive activity putting together different food chains of animals and plants living in the rainforest. The Green Planet was a great way to consolidate our learning of the rainforests.

YEAR 5 CHALLENGING ADVENTURE Anticipation was high for Year 5 as the children readied themselves for the Challenging Adventure camp to Wadi Qa’ada in Hatta. Due to the pandemic, this was the first opportunity for many of our eager explorers to experience time away from home with their friends. Clean, organised, and wide-eyed with excitement, the children trooped onto the buses to embark on the adventure of the year. After nearly two hours of the usual ‘are we there yet’, the bus pulled off the paved road onto a bumpy, rocky track heading east through Wadi Qa’ada. Camp greeted us soon after - a charming settlement of tents and huts in a palm oasis under the gaze of the Hajar Mountains. This would be our rustic home for two nights. Early complaints about the absence of luxuries were soon drowned out by the shouts and screams of excitement as the children went about the plethora of activities on offer. Budding archers plucked their bows as they aimed for the target. Intrepid climbers scrambled up near-vertical rock faces as high as they could brave. Future engineers and designers planned shelters using primitive materials found around the wadi. The cover of darkness did not hold us back. After a stargazing hike on the first night, the sound of campfire songs echoed around the wadi on our final evening. Upon return to school, clean and organised the children certainly were not. The wide-eyed excitement had given way to bleary tiredness. The memories created however, are sure to endure. The countdown began straight away to next year’s residential.

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YEAR 5 EXPO AND SOUK The news that school trips could resume this year was greeted with great excitement from all in Year 5. Our fabulous residential trip was complemented with two trips focusing on the culture, heritage and future development of the UAE. We learned about cultural centres in UAE Social Studies, recognising the value they provided to citizens, residents and tourists. Our first trip saw us visit the Sheikh Mohammed Centre for Cultural Understanding (SMCCU) to witness their work first-hand. Children got to dress up in traditional clothing, learning both its religious and practical applications. An open forum discussion was conducted whilst children got to experience the traditional majlis fayre of cardamom coffee and dates. After an insightful visit, children paid the 1 Dirham toll to ride an abra across Dubai Creek to the Spice Souk. Equipped with a small amount of cash, children were tasked with haggling and bartering their way around the souk to purchase items representative of Emirati culture. Expo 2020 was a long time in the making and anticipation was high for our visit. It certainly did not disappoint with many children citing it as the highlight of their year. The main focus of the visit was the Alif pavilion in the mobility district, where children heard about travellers from the Islamic world such as Ibn Battuta to Hazza Al Mansoori. Each class experienced a range of different pavilions including Australia, Belgium, Russia and Ireland. Despite leaving towels at home, many children braved the water feature to cool off after a hot day.

YEAR 6 ECOVENTURE With great anticipation and excitement, Year 6 set off for a two-night trip to Ecoventure, located in Umm Al Quwain Marine Club. As we arrived, we were greeted by a stunning view of the sea and beautiful harbour. The initial feeling was that this place looked much more like a luxury resort than a traditional residential; however, little did Year 6 know that lurking beyond the cabins were endless thrilling activities to explore. The excitement levels reached boiling point as the bus came to a stop and Year 6 carried their bags to their new homes - the cabins. Over the next three days, students took part in exciting and thrilling activities: canoeing, kayaking, pool games, rock climbing and catwalk were just some of the highlights. After a delicious and popular lunch (burgers) students dived straight into action. Some groups were building rafts whilst others were developing their accuracy and taking aim during archery. Kayaking was a particular favourite; Ms Williams and Ms Hansberry preferred to elegantly walk and wade through the crystal-clear waters while Mr Gearing and Mr Stenhouse took on a more direct approach and were often found submerged under water. After the first day of energy zapping fun, students were that excited that it took a while for some of them to fall asleep. On the second night this was a different story and apart from a bug waking one of the cabins, all students were fast asleep. As the sun rose, the sounds of Mr Stenhouse and Ms Williams bellowing, “Wakey wakey rise and shine, time to get up it’s Ecotime,” were met with a chorus of tired groans. The evening activities were highlights for many, especially the campfire songs. Students enthusiastically sang campfire songs and they took part in an ‘eggciting’ egg drop competition. Before students dropped their eggs, they developed a backstory and told the tale of their precious eggs. One egg was renamed “Shrek’s toenail” whereas another was inspired by Dwayne “The Egg” Johnson. Only the bravest egg would survive, and it rounded off our trip sailing across the sea to start a new adventure. Teamwork was on display throughout the trip and our students worked together to achieve goals. Continually, they supported one another, and they represented Hartland magnificently. After another filling, nutritious breakfast, Year 6 boarded the coach and made their way back to school with Ecoventure memorabilia to remember the trip. As the familiar Hartland sign became visible, the singing became quieter as we approached school. As we moved towards a sea of parents, we could see that they were waiting eagerly to see their precious children again. Students were reunited with their families. All the students and teachers were ready for a well-deserved sleep. Thank you for the memories Year 6 - it was a wonderful trip!

YEARBOOK 2021-22

SECONDARY SCHOOL RAK TRIP Students from Year 7 and 8 departed Hartland for a fantastic two-night trip to the Hajar Mountains in Ras Al Khaimah. On the first night, students settled into camp where they enjoyed using the hot spring pools before completing a night hike. During the trip students learnt about advance wilderness survival, whereby students acquired skills to help them survive in the wild, including how to use natural minerals to filter water to make it suitable for drinking, fire starting, stretcher making and improved rescues. During our second day students completed a three-hour trek in the nearby mountains, they familiarised themselves with bearings and pacing to map out intended routes on their trek. The trek also included geographic points of interest en-route and students were asked to consider the impact of humans on the local landscape. During the trip, students had the opportunity to challenge themselves and cross the Via Ferrata, taking a short journey up the mountain to the starting point whereby students made their way along the metal route. Many students overcame their nerves to complete the challenging passageway along the mountain face. Those with a fear of heights did an incredible job, completing the challenge after supportive encouragement from their peers. Students also took part in Wadi conservation, assisting local farmers using manual tools to fix fences to protect the side trees, building walls to keep out local wildlife whilst gaining a deeper understanding of the environment and the historic dwellings of the Al Hepsi Tribes. A memorable trip was had by all.

KENYA TRIP A group of 18 Hartland students from Years 8, 9 and 10 embarked on an amazing adventure during the spring break by visiting the mesmerising city of Mombasa in Kenya on a Camps International community service expedition. The group started the trip on a high, by completing a beautiful hike up the mountains in the local Tsavo area. Here the students took in the stunning views and learned some Maasai survival skills, such as building a shelter, making fire using sticks and learning how to hunt with a bow and arrow. The next day, students had the chance to meet with the incredible Mama Mercy, who set up the Tumaini Women’s Group to support local mothers and help them find employment. The students learnt how to make jewellery items and how to create sustainable paper using elephant manure which can be sold to tourists. One of the most rewarding aspects of the programme was for the students to devote their time to community work, helping those less fortunate in the local area. The students supported the farms of Tsavo by spending a day deworming 102 goats and cows (a new record!) and later they spent the afternoon building fences around the village to safely deter elephants from approaching village crops. Students also visited the Kale school and worked hard over two days to improve the school facilities. Their construction skills were very impressive, completing tasks such as building a ramp, painting classrooms, and making cement bricks. One of the highlights after a hard day’s work was spending time interacting with the community and the Kale students, playing games such as rounders and football. Team Zenith also took this amazing opportunity to complete some F1 activities with the Kale school children. We took 502kg worth of donations collected from the Hartland community and distributed clothes, books, educational resources and sanitary equipment from Hartland’s Charity Committee to local schools and community groups, which were all extremely gratefully received. During the evenings, the students indulged in authentic Kenyan cuisine and shared stories around the campfire. The final day included a memorable safari experience in Tsavo East National Park where we were lucky enough to see elephants, lions, giraffes, monkeys, and zebras, before visiting a Maasai tribe on the way back to camp to learn more about their way of life and join in with some traditional dances. It was a life changing experience for the group and one they will never forget!

YEARBOOK 2021-22

PERFORMING ARTS

Moana

In September 2021 we began preparing for our annual musical, Moana. With only 50 spots available, there was great competition for places and many students were keen to audition and show us what they were capable of. After selections were made, we moved into a period of rehearsals, meeting multiple times per week to perfect individual and group dances, vocals and scenes. The students worked incredibly hard, learning lines, lyrics, staging and developing vocal and physical skills for each of the popular Disney characters. The cast were incredibly supportive of each other and were such a united team we really could not have been any prouder of them. Every student on the stage gave a fantastic performance, although special mentions must go to the students who played the principal roles, Rhys Bunting and Anna Gaudelupe Candanedo Ponce. The audience loved the show- well done to all involved!

Performing Arts Picnic This year has also seen the welcome return of the Performing Arts Picnic, our larger scale recitals which we hold in the Reflection Garden. A combination of solo performances from the music department and monologues from the Drama department combine to show off the fantastic talent we have in the performing arts here at Hartland.

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Theatre Under the Stars The spring term saw the secondary school’s annual Theatre Under the Stars performance. Following on from the previous performances of A Midsummer Night’s Dream, The Tempest and Romeo and Juliet, we made the decision to step away from Shakespeare and explore the rich world of classical literature. This year a cast of over 30 students expertly told the classic story of The Secret Garden, adapted from the much loved classic by Frances Hodgson Burnett. The surroundings, scenery and costumes all contributed to the creation of the perfect atmosphere for telling this story and within the ensemble there were many noteable performances, including that given by Amira Ibrahim from Year 7 who played the lead part ‘Miss Mary’. The show was enjoyed by all who attended!

Pinocchio and Sinbad We have been extremely lucky this year to host professional touring theatre company, Kevali, not once but twice this year. In October, the primary school students loved the opportunity to sing and dance along to the well-known story of Pinocchio, who is invented by his ‘father’ the toy maker Gepetto. More recently, they were treated to an adventurous tale of Sinbad’s Adventures Across the Seven Seas and were amazed by the costumes, scenery and characters on display. There was plenty of audience interaction; they event learnt the Punu Yaka with the cast!

Primary Winter Concert

Musical Extravaganza This year’s Secondary Musical took on a different form to what we have seen in the past. With activities interrupted by Covid restrictions and a smaller cast than in previous performances we opted to present a variety of our favourite musical numbers. This means that all of the students involved were able to have their moment in the spotlight and they certainly made the most of every single moment on the stage! From Cirque du Soleil to Disney, there was something in their to entertain audience members of all ages and the final performance was extremely enjoyable. The cast cannot wait to start something new next year and after what they presented this time around we cannot wait to see what they’ll produce next!

Primary Summer Concert

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DUKE OF EDINBURGH INTERNATIONAL AWARD

The Duke of Edinburgh’s International Award is a globally recognised award that encourages students to leave their comfort zones and demonstrate what they are capable of beyond their academic qualifications and what they achieve in the classroom. Participants choose a skill, a physical activity and a voluntary activity and commit to devoting at least an hour a week to each activity over a three or a six month period, depending on the level of the award. Furthermore, they must complete an adventurous journey, requiring them to navigate, hike, camp, and cook for themselves in an unfamiliar environment. The International Award continues to grow at Hartland with over 70 participants currently registered for either the Bronze or Silver award in Years 10 to 12. As the UAE has gradually returned to normality post-lockdown, the participants have been able to access a greater range of activities to complete their award. Voluntary activities have ranged from helping in animal shelters to refereeing football matches and arranging litter collections in their community. Participants have also been working on a wide range of skills from musical instruments to languages and photography. Some of the physical recreation activities have included kung fu, boxing and badminton. During the Bronze and Silver Adventurous Journeys in Ras Al Khaimah, the assessors from Challenging Adventure declared that they were impressed with each team’s preparation and determination to reach the end, despite the challenging terrain and high temperatures at times. There were some great examples of teamwork and empathy, particularly when some participants were finding it challenging at times. At Hartland we highly recommend that all students in these year groups take advantage of the opportunities provided by the award. As well as being a process of personal and social development which leads to valuable life skills, it is an award that is highly valued by colleges, universities and employers around the world.

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CREEKSIDE HOUSE Inclusion, excitement and engagement are the first three words that spring to my mind when I think of my wonderful House, Creekside. What a year we have had! It has been a privilege to once again lead Creekside in what has been a most memorable year. The sense of identity, belonging and camaraderie have been at the forefront throughout this year and it has been just wonderful to see everyone working to the best of their ability and stepping up to the mark. A huge thank you also to Mr McLaren for taking over the Creekside reign’s while I was on leave. What an excellent job you did! We started this year with House Captain elections, one of our favourites! Thank you to everyone who put themselves forward and congratulations go to Pavit Goel (Year 5), Layla Balt (Year 6), Gabriella Blumberg (Year 8) and Sakina Fakhruddin (Year 11) who were voted in by their peers and have led Creekside tremendously well this year. Our newly elected House Captains were soon judging the first competition of the year; a photography competition to highlight global citizenship. Prisha Jadav (5H) entered some stunning photos of her celebrating her heritage with friends and family and was a well deserving winner! Our next competition was in line with the COP26 in Edinburgh. Students were asked to create a piece of artwork that represented the importance of saving the planet. There were some incredibly creative and impressive entries so choosing a winner was difficult, but the overall secondary design winner was our very own Alisa Tsurkan (Year 10). Well done Alisa!

Dubai’s 30x30 Fitness Challenge is most certainly a highlight for us here in Creekside and this year was no different! House Captains created numerous house sports challenges to be completed on Thursday mornings, which included basketball shooting, penalty shootouts and relay races. 60

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This culminated in the finale for Dubai 30x30 where the captains led a whole school HIIT workout using an exercise routine they designed themselves, with the Creekside workout voted the best by the participating students. A shout out here to Peter White (Year 12), who represented Creekside in the Year 12 pool competition, where he comfortably beat the representatives of other houses and won the competition for the mighty greens. Coinciding with Dubai 30x30’s fitness-based month was Hartland’s Healthy Bake-off competition which saw some very yummy looking entries from students across all age groups. Lemar Asseel created an incredibly delicious looking fruit platter, and congratulations go to Leah Stella Aloush (Year 3) who won the Creekside heat of the healthy bake-off competition. In January, we launched a new competition in secondary based on the BBC show Mastermind. Students had the opportunity to showcase some unique knowledge by answering as many questions as they could in a one-minute slot. Yassin Elbahrawy (Year 8) demonstrated some excellent knowledge on capital cities in Europe, as well as Ema Sobek (Year 9). Ema’s incredible knowledge led to her winning the preliminary round and represented Creekside in the live TV quiz final against a prestigious staff team, which she comfortably won. Well done Ema! Hartland’s got Talent is another firm favourite event of mine! What music teacher does not love seeing students coming to them weeks before hand to discuss their instrument or their act, what piece they are practising or for ideas. This year the competition was the global community edition which encouraged students to showcase their cultural background through their talent. Once again, narrowing down the entries to finalists was extremely difficult. Creekside was represented in the final by Leah Aloush (Year 3) who performed beautifully on piano to represent her home country, Syria. Anna Candanedo (Year 5) gave us a wonderful vocal performance. Darvyn Tan (Year 6) was our wonderful violinist and Caleb Levendal (Year 10) rocked the theatre on electric guitar. Well done everyone and to all these who entered, a huge well done to you as well. Keep up the fantastic work Creeksiders!

“Gabriella Blumberg here and this year I have had the pleasure of being Creekside’s Secondary House Captain. Throughout this year I have been involved in so many different House events, assemblies, competitions, Hartland’s Got Talent, Sports Day, to mention but a few. I have absolutely loved the responsibility in helping Creekside rise to the top and to earn as many house points as possible. Since the start of the year there has never been a dull moment and that is my favorite part about being House Captain. The highlight this year for me was Hartland’s Got Talent and seeing so many talents perform from so many diverse backgrounds. Creekside is certainly the best house to be in as we are so hard working, dedicated and we all constantly strive to achieve our best. I cannot wait to see who will win the overall House Competition this year, best of luck to everyone!” Gabriella Blumberg, Creekside Secondary House Captain “As this year comes to an end, I would to thank all the wonderful students, staff and parents in Creekside. It was been a pleasure to lead you for the last number of years, you guys truly stole my heart! I feel incredibly lucky to have been the Creekside House Leader, you all make this House what it is. Thank you so much to everyone for all your hard work, commitment, dedication and passion in earning these highly sought-after House points and thank you for all the wonderful memories that I will treasure forever. Please continue to keep up the amazing work.”

Creekside House Leader

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MUSHRIF HOUSE I am delighted to have led Mushrif House with the support of our wonderful captains Primary Captains Annika Baberwal (Year 5) and Hussain Jumaa (Year 5) along with our Secondary Captains Naomi Mendonca (Year 7) and Samuel Mendonca (Year 10). The 2021-22 academic year has been an exciting year for Mushrif House, as our competitions and events have moved back to in-person. In the six years that I have led Mushrif, our students have always represented the house with passion and a fierce competitiveness, and this year has not been any different. This year has been a record-breaking year, with more students than ever before representing our house in competitions as well as earning a record number of house points. There have been many opportunities across the year for students to make Mushrif proud. Joining the rest of the school in the house system this year were Foundation Stage. Their first challenge was to create a healthy snack. It is fair to say that the whole school were blown away by the effort and creativity of the Foundation Stage students. Students from Year 2 upwards were challenged to a healthy bake-off, whereby the finalists would showcase their culinary delights to the school leadership team. Naya Abdelal (Year 2), with her elepant inspired fruit platter, and Rishain Shakeel (Year 3) with his delightfully baked egg muffins, were the overall winners for Mushrif. In another first, this year we hosted an inter-house and whole school chess competition. Over the course of many weeks, students battled it out. We had over 100 students compete against each other. This not only demonstrates a keen interest in chess amongst our students, but also how committed students are towards representing their houses. Over the past couple of years, in line with the Dubai 30x30 Fitness Challenge, we have seen students and staff come together at the end of each week to battle it out against the other houses. Some of the most memorable staff and student events this year were the penalty shootout, basketball shoot and relay race. It makes us very proud that we have such a talented team of teachers and students. Mushrif were victorious in two of the four challenges, the basketball shoot and relay race! One of the highlights of the school year is always Hartland’s Got Talent. In this year’s edition, the competition was the ‘global citizen’ themed which saw students presenting talents unique to their culture. As always, the standard of entries was extremely high which made shortlisting finalists a very difficult job. 62

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A huge congratulations to all of those who spent time practicing their acts and for auditioning. The three finalists to represent Mushrif this year were Caleb Muelhlhaeusser (Year 2) who played the piano beautifully, Meera Lalwani (Year 4) who showcased her wonderful voice by singing and Naomi Mendonca (Year 7) who brought together her love for music by singing and playing the guitar. As another memorable year ends, I would like to thank our four house captains. Throughout the year, the students have demonstrated leadership qualities through contributing to meetings, judging competitions, speaking to their peers and encouraging their house to participate in house competitions and events. It has been a pleasure to work with you all. Lastly, I would like to thank all the Mushrif students for their participation and effort this year. A huge well done to all and I look forward to seeing your successes next year.

Mushrif House Leader

Some final words from our Secondary House Captain: “I am Samuel Mendonca and I have had the proud privilege to be the Mushrif House Captain for the academic year 2021-22. In this role, I have supported organizing events and house competitions throughout the school. A personal highlight for me was the House penalty shootout this year. Without a doubt, Mushrif is the best House as we display values of determination, integrity and a healthy spirit of competitiveness. I find Albert Einstein’s following quote highly inspirational, ‘Strive not to be a success, but rather to be of value.’, and this is my message to the future House Captain. I look forward to Mushrif’s continued successes in the next academic year.”

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SAFA HOUSE It has been an absolute pleasure continuing as the Head of Safa House this year. The talents, kindness and engagement of my Safa students amaze me every day. There have been some wonderful demonstrations of these qualities which I can’t wait to summarise as we reflect on 2021 - 2022. Firstly, I would like to thank every single member of the House – staff, students and parents alike – for all your commitment, dedication and passion this year. You make the House what it is, and I am incredibly proud of all our achievements. There have been a fantastic range of competitions and events this year that it is hard to mention all of them but here are a few highlights from the School Calendar with special mention to some Safa victories. We kickstarted the year with our annual elections for House Captains and the quality of applications was astounding! After a student vote and much deliberation, Ada Dumitru (Year 5), Zalina Kubataeva (Year 8) and Muhammad Mir (Year 10) were named as the student representatives for Safa. All students are undoubtedly embodiments of the resilience and kindness that Safa prides itself upon as a House. Unfortunately, due to extenuating circumstances, Muhammad had to leave our Hartland family in November meaning that Isabel Segovia Barrios (Year 7) took over the role and continues to proudly wave the Safa flag alongside Ada, Zalina and myself. All these students have been wonderful ambassadors for their House, and we will hear some words of reflection from them shortly. Our first official competition was the very successful photography competition that invited students and staff to submit a photo that signified their global citizenship. There was a wealth of entries that represents our diverse, unique, and beautiful range of cultures that we have at Hartland. Proving that Safa is the best, we had several winners with Rika Yoshida in Year 7 being chosen as the winner for her stunning photo of cherry blossoms in Japan in the student category, and myself being chosen as the staff winner. Both winning photographs can be seen on the page below. Following this amazing start, competitions throughout the year grew in popularity and variety including our healthy bake-off, our COP26 inspired competition and the tradition National Day celebrations. The Mastermind challenge was a new addition for this year, and I am very pleased to say it was a fantastic success. The preliminary rounds were incredibly impressive proving that Safa students have some weird and wonderful knowledge about a variety of topics.

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These ranged from Emaan Suleman’s expert knowledge about Taylor Swift to Jenin Al Shalabi’s specialist understanding of Ancient History, Greek & Roman Mythology and everything in between. It was, however, Eduardo who proceeded to represent Safa in the student team in our grand finale. A big congratulations to Eduardo De Mendizabal Salina (Year 9) for this achievement. The final was a magnificent afternoon for staff, students, and the audience as they were taken through a tour of famous quizzing rounds. I am very pleased to announce that the student team were victorious and have taken the title of Mastermind winners 2022! I can’t wait to see who will represent Safa next year, and if the student team will hold on to the trophy. In March, the World Book Day competition was another hit this year as the House Captains along with Mrs Grieve challenged students to draw their favourite character from a book on a post-it note. Some personal Safa favourites were Jemma Jones’ illustration of Snoopy and Jiaying Zhang’s interpretation of the Little Prince. It wouldn’t be a roundup of the House events without mention of Hartland’s Got Talent! This year the competition was the global community edition which encouraged students to showcase their cultural background through their talent. Once again, narrowing down the entries to finalists was incredibly difficult and proved a challenging job for the judges. A big congratulations to everyone who auditioned and further congratulations to those who made it through to the final. Some personal highlights for Safa included Rika and Miki Roshida’s skillful unicycle performance, Miruka’s Miyauchi’s beautiful singing and dancing to a song from the hit film ‘La La Land’ and Rei and Rin Tajima’s piano duet.

Without a doubt it has been another special and memorable year. More than ever, this year has particularly allowed opportunities for a celebration of our diverse cultural backgrounds and the wonderful customs and traditions that come with these. I feel incredibly lucky to be immersed in our community and constantly learning about new parts of the world and new talents. I would like to take the opportunity to thank everyone who has contributed to our wonderful Safa this year – a special mention once again to the incredible captains, Ada, Zalina and Isabel who have worked collaboratively to lead assemblies, collect house points and organise house events and competitions. They will be difficult to replace in the coming academic year. Here are some words from the Secondary Captain, Zalina, to finish the year. “As the house captain of Safa, I believe that this is one of the most important roles in this school as you have a whole community of amazing students to lead. This year we have competed in many competitions such as the Dubai 30x30 challenge and Hartland’s got talent but in my opinion, I believe that Safa really showed our colours when we won sports day! In my opinion Safa is the best house as all its students are tolerant, friendly and have very good sportsmanship. “Victory is in the quality of competition and not the final score. - Mike Marshall” I look forward to Safa’s continued successes in the next academic year!” Safa House Captain

Safa House Leader

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ZABEEL HOUSE With the help of our wonderful House captains, Parvathy Nair (Year 9), Adam Tyebkhan (Year 9), Amelia Kirwan (Year 5) and Annsh Dutt (Year 5), it has been an absolute pleasure to have led Zabeel House for the 2021 - 2022 academic year. Life has slowly returned to normal following the COVID-19 pandemic, and as a result the House ethos and excitement have never been higher. In reflection of all the House events that have taken place throughout primary and secondary this year, Zabeel have really set the bar high with outstanding levels of participation and competitive spirit. I am pleased to announce that Zabeel have led the House point totals throughout the year, which is a great achievement for every member of the Zabeel community. There have been a fantastic range of competitions and new events this year, too many to mention, however here are a few highlights from the School Calendar with special mention to some Zabeel victories. One particular highlight in term 1 was the secondary Mastermind competition. Based on the BBC television show, students had one minute in the spotlight to answer questions on their specialist topic. The final saw our very own Parvathy Nair take to the stand against a prestigious staff team. The whole of secondary watched the grand final as our students were victorious against the staff team. Well done to everyone that participated in the competition! One of the key themes running throughout the curriculum at Hartland this year was ‘sustainability’. A House competition was designed around the idea of sustainable food, where FS students had to design a healthy snack. We had a range of incredible entries this year, and it was amazing to see students promote the idea of healthy eating through their creative designs. Well done to FS students! Another popular competition this year was the photograph competition. Students had to take a photograph that promoted their personal traditions and culture as a global citizen, focusing on language, geography, sports, food, religion, arts, music or social habits. There were some fantastic entries throughout primary and secondary, and it was amazing to see the artistic talent from our young photographers. Well done to everyone involved! It wouldn’t be a roundup of the House events without mention of Hartland’s Got Talent! This year the competition was the ‘global citizen’ version which saw students presenting talents unique to their culture. Once again narrowing down the entries to finalists was incredibly difficult and proved a challenging job for the judges. 66

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A big congratulations to everyone who auditioned and further congratulations to those who made it through to the final. Some personal highlights for Zabeel included Ariel Olivia Gruber with her amazing gymnastics performance, Sehyeok Oh with his wonderful skills on the piano, followed by Habiba Badran performing a beautiful cultural song. It has without doubt been a memorable year in what I would say has been Zabeel’s most successful. More than ever the importance of community and the Hartland family is comforting and a pleasure to be a part of.

Zabeel House Leader

I would like to take the opportunity to thank our wonderful House captains as previously mentioned. They have worked collaboratively in leading assemblies, collecting House points and putting forward ideas for House events and competitions. They wanted to leave you with the following messages: “My name is Adam Tyebkhan and I have had the privilege to be one of the Zabeel House Captains for this academic year. I have thoroughly enjoyed leading many House events and being involved in as many House-related opportunities as possible. It has been great leading Zabeel towards a hopefully victorious academic year while having fun along the way. I wish the best for the future House captain of Zabeel for the next academic year and I hope that with great leadership, cohesiveness, and innovation, Zabeel will be successful in yet another academic year.” Zabeel House Captain “My name is Parvathy Nair and I was given the remarkable opportunity of being Zabeel House Captain this academic year. It has been a truly memorable year with highlights ranging from the House Debate Competition to our very first Mastermind. I really enjoyed being given the privilege to work beside the House Leaders to provide engaging events for all members of Zabeel. Lastly, I would like to share a few words said by Warren G. Bennis , a quote I had previously mentioned when first applying for the position of Zabeel House captain. “Leadership is the capacity to translate vision into reality.” Thank you all for giving me the honorable privilege of being your House Captain this academic year. I wish Zabeel and its future House Captain all the very best! Zabeel House Captain

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A R A B I C

Arabic A at Hartland International School At Hartland, we implement the curricula of the Ministry of Education in the United Arab Emirates in teaching Arabic A, as the core of our curriculum. Teachers are keen on the development of students’ basic skills in reading, writing, listening and speaking. We pay great attention to their continuous advancement of these skills. In teaching Arabic A, we adopt updated teaching strategies and methods. We prepare the appropriate teaching aids for best explanation, including audio-visual aids, interactive websites, and modern techniques, and we follow the inductive method in communicating grammatical concepts to the student. They also prepare worksheets that help consolidate concepts. Supporting students’ reading is highly important at Hartland, and to support this, Arabic A students can login to the ‘I Read Arabic’ website at any time where they are able to find material suitable to their reading level. Students in Years 4 and 5 Fourth participated in a writing competition with the Emirates Literature Foundation. The students submitted wonderful creative written works.

‫شارك طالب الصفني الرابع و الخامس يف مسابقة الكتابة مع مؤسسة اإلمارات لآلداب وقد قدَّ م الطالب أعامالً كتابية إبداعية رائعة‬

‫ﻣﺤﻤﺪ إﺑﺮاﻫﻴﻢ‬

‫ك ّون الطالب فريقًا للصحافة تناولوا من خالله عرض مشكالت الطاقة يف الوطن العريب‬ ‫ إذ عملوا عىل‬،‫حصل طالب الصف الرابع عىل مراكز متميز ةمن خالل مرشوعات حب الوطن‬ ....‫ أهم مميزات الوطن‬، ‫ السياحة‬، ‫ العملة‬، ‫ العاصمة‬:‫إعداد أبحاث عن أوطانهم‬ : ‫معلومات ممتعة و جميلة عن هويتي و دولتي الحبيبة اإلمارات‬ ‫علم اإلمارات‬ ‫األكالت الشعبية‬ ‫العملة‬ ‫العاصمة‬ ‫معامل األمارات‬ 69

Arabic B (Primary) at Hartland International School

Our Year 1 students take great delight in learning to write their names in Arabic accompanied by beautiful creative drawings. We are so proud of their enthuisiam and eagerness towards their Arabic lessons.

Year 2 have been amazing this year, they demonstrated their excellent writing skills in many ways, and they enjoyed working on their listening and speaking skills through smart board interactive games. Well done.

Year 4 is synonomous with excellence, creativity and success when it come to their Arabic lessons. Students created a poster in Arabic about the four seasons and they put so much effort into their work. Well done Year 4!

The students in Year 6 enjoyed learing about different topics in their Arabic lessons this year. They had a lot of fun learning about hobbies and sports. They also used their skills to create mind maps and power points and proudly presented these to their class.

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Arabic B (Secondary) at Hartland International School “During Arabic this year, I have enjoyed multiple different expierences whether this be learning different vocabularies I can use to develop my written responses in class to fun Kahoot games to test my grammatical skills. The Arabic teachers have provided so much for us Year 10 students to ensure that our last year of Arabic was as successful as it was and I can’t wait to utilise my Arabic knowledge in the future.” (Amelie Turnbull - Year 10H) “In Arabic, we use websites such as Non-arabs, Quizlet, and Quizlet.live to broaden our learning resources, which I personally found very fun and engaging. Furthermore, I believe being able to learn Arabic will significantly impact our way of thinking and it will allow us to expand our knowledge on the Arabic culture and living in an Arabic speaking country.” (Nicola Parsons– Year 10H) “Arabic this year has been very enjoyable, and I have learnt plenty of new vocabulary on many different topics. Using many different online resources, such as the Non-arabs website, we have been able to strengthen our learning by consistent testing of the vocabulary we learn. Personally, learning all these new Arabic words has been very useful as I am able to understand Arabic I hear out of school and can then utilise it.” (Julia Maeroum– Year 10H) “When I heard Arabic for the first time, I was thinking that was very beautiful pronounce. Comparing from Japanese language, shape of character and pronounce are completely different, so I realized it’s so interesting for me. When I was studying Arabic by myself, I was writing , pronouncing and listening again and again. It was really difficult but so fun to learn Arabic.” (Kotoha Wata – Year 8T) “Arabic, even though it is hard, had given me a learning experience that I will never forget. My class always participates and we play interactive games which makes the language more fun to learn. This year I’ve been able to read Arabic fluently and I can share with my parents and siblings.” (Zalina Kubataeva Year 8T) It has been a year full of hard work and resilience throughout the Arabic department this year. All students showed remarkable progress in the subjects of Arabic and Islamic education. They learnt new words, useful phrases and increased their knowledge in both Islamic and Arabic. They developed their skills using different online platforms including Quizlet and Non-Arabs. These novel programmes have kept them motivated and excited to learn the language. During Islamic lessons students focused on mastering hadith and memorising the Holy Quran. It has been an extremely enjoyable year both in the classroom as well as through distance learning. I appreciate all the efforts made by students and parents as I understand it has been a difficult year for all of us, but I am very happy to see everyone has kept going. Thank you to every student for your work this year and I hope you have an enjoyable summer break.

‫ كل عام أنتم بخري‬، ‫السادة والسيدات أولياء األمور الكرام‬ ‫ يتقدم قسم اللغة العربية والرتبية اإلسالمية بجزيل الشكر والتقدير عىل دعمكم لنا اللغة العربية واهتاممكم الكبري مبتابعة طالبنا خالل‬2021 2022- ‫مع نهاية العام الدرايس‬ ‫العام الدرايس وتحفيز الطالب عىل تعلم اللغة العربية واهتاممكم الكبري مبتابعة طالبنا لتحقيق األهداف املرجوة‬

Head of Arabic and Islamic Education

ISLAMIC EDUCATION

The Islamic department had a memorable year, as it was filled with accomplishments by students. In collaboration with the Art department, we conducted the first Islamic Art Competition, in which the students demonstrated creative works. The competition took place on UNESCO’s International Day of Islamic Art, which was established to raise public awareness of past and contemporary artistic expressions of Islam, as well as the contribution of culture through Islamic art to civilization. Additionally, we held a Ramadan Qur’an competition, in which students memorized the Holy Qur’an, and demonstrated talent, and beautiful influential voices. Our Islamic enrichment was productive as we discussed the Holy Qur’an, the scientific miracle of the Qur’an, and the interpretation of the Qur’an through videos, power points, and a variety of interesting educational games.

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ART PRIMARY

This year students in primary have had a wonderful time creating beautiful designs and experimenting with materials in the art department studio. In art and design this year, the students have had a comprehensive education about different art styles and materials, inspired by the themes they have been studying with their class teachers. Art is a subject where children have the opportunity to make discoveries both within themselves as well as the world around them. The curriculum we have designed has aimed to teach the students as many transferable skills as possible, such as critical thinking, understanding and respecting different cultures, understanding how to make and learn from mistakes, and emotional literacy. There have been so many highlights this year, including Year 1 who have made amazing artwork inspired by a range of artists, including Eloise Renouf, Salvador Dali and Romero Britto. They have explored a range of new techniques and materials that have developed their fine motor skills and have become proudly independent artists through the year. Their ‘Tall Birds’ creations inspired by Dali were one of their favourites projects, as the creatures with long legs showed off their drawing skills and made us all laugh. Year 2 explored a variety of different mediums throughout the year, broadening their painting, drawing and collaging skills. In their first topic they learnt about Vincent Van Gough and recreated one of his paintings, focusing on colouring mixing and layering. Their ‘Into the Woods’ final pieces were stunning. For the second project, Year 2 studied food you can find in art, learning about the works of Tjalf Sparnaay and Wayne Thiebaud. They created a healthy food collage using their painting and cutting skills, making paper food that looked good enough to eat. Year 3 students started the year with their ‘Block Bots’ design technology project, where they designed, created and analysed a unique wooden model. They studied basic woodwork skills and explored a range of tools including a junior hack saw, a coping saw and a drill. For the rest of the year the children worked on their drawing and painting skills, creating a UAE camel, Romero Britto inspired Ramadan bear and finally an incredible Egyptian self-portrait where they turned themselves into Pharaohs. Year 4 created a range of art over the year, inspired by both artists and nature including Leona Rose, Henri Matisse, Frederic Church and the Northern Lights. In their first topic the children learned about Zentangle art, creating a bright rainforest collage, including patterned animals and analogous colours. 74

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In the second topic the children were inspired by our wonderful world, exploring reflections in art and how to use chalk, pastels and paper in unique ways to create the Northern Lights. In the final project the children created amazing, colourful and symmetrical 3D Maya tiles. Year 5 have studied a diverse range of topics this year, such as Greek pottery and storytelling, how artists have been inspired by outer space, and finally a look on how natural disasters have affected our planet. They have learnt a variety of drawing and painting skills, but their favourite part of our learning journey in art this year was definitely learning about different clay materials and creating Greek pottery. The students also really enjoyed experimenting with ink and shaving cream to create their own marbled planets to put in their new galaxies. Year 6 have developed their pencil techniques and skills throughout the year, creating unique cartoon self-portraits in the style of Tim Burton and incredibly realistic soldier self-portraits. They have broadened their art vocabulary and deepened their understanding of colour theory, learning how to apply this when choosing and mixing paints. The children really enjoyed painting their own backgrounds and creating a ‘Transport in motion’ collage, including mixed media and a range of resources. Year 6 then explored the world of pop art, learning about the transitional time in art to coincide with their transition to high school. They created unique and colourful Emirate pop art to end the year. Miss Trowse has done an excellent job this year with documenting the students progress, which can be seen from the photographs on this page and in our end of year Art Exhibition, which has been a huge success. The students have documented their incredible learning journey in their sketchbooks and should be enormously proud of the artwork they have created this year.

Teacher of Primary Art

ART

SECONDARY In secondary this year Hartland students have truly enjoyed their lessons in the art studio, and have had the opportunity to design and create unique artworks. In Key Stage 3 art and design, students have focused on the foundations of making art and studied a diverse range of topics relevant to the art of today. Each topic they have studied has been rooted in research and analysing current contemporary art issues and ideas. It has been wonderful to see how the development of their own ideas has flourished, and how they have improved their skills and confidence as independent artists. Throughout the year they have explored a variety of topics and experimented with different techniques in the application of materials, all of which has been recorded in their sketchbook. As we look back upon the year, each student can clearly see the learning journey they have undertaken in their bookwork. All students have been given the opportunity to develop their skills in drawing, painting, sculpture, printmaking, photography and mixed media. Across the Key Stage, students have had a diverse experience in the different areas of Art and Design to help inform their understanding of their own interests and individual strengths. Year 7 students have focused on the Formal Elements of Art in their project work, as these make up the composition of all visual arts. In term 1, they finished the term by consolidating their knowledge into a selection of drawings, paintings and collages which were formed into a 3D hanging artwork. With the skills they have learnt in this project, we then moved on to examining the British artist Angie Lewin and how her work is inspired by the nature found in the world around us. It was very exciting for students to experience a new medium and create their nature-themed prints, which were then assembled to create a large pattern. Year 8 students began the year by developing their sense of self by creating mixed-media self portraits, inspired by the unique artist Teesha Moore. They had a lot of fun learning about the different ways that watercolour paints could be applied and manipulated, before layering other imagery and paints on top of photographs of themselves. The result were truly unique artworks that spoke of each students personality and imagination. They have then focused on improving their drawing and painting skills in an in-depth study of Modernist artists, such as Claude Monet and Vincent Van Gogh. This project also allowed students to examine the way that they see the world around them, by creating unique Impressionist landscape images with acrylic paints and bizarre Cubist watercolour portraits. 76

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Year 9 students have experimented with many unfamiliar and exciting techniques and processes this year in both of the projects they have undertaken, such as colour mixing, photography, pastel drawing, graphics, abstract painting, using spray paint and stencilling. In our first project, ‘Sweets and Treats,’ they all particularly enjoyed creating compositions of cakes and donuts for their photography work, especially when they were allowed to eat their creations afterwards. They also very much enjoyed studying different street artists in our second project, such as Bansky, Keith Haring and Mr Brainwash. The artwork they created inspired by these pioneers of art were unique to each student and gave them the opportunity to express their personality in their artwork. It has been a great year for our Year 10 students also, who have just begun their GCSE art journey. We started off the year by experimenting with materials in a more in-depth way, including different methodologies of drawing, painting and photography. The students also developed their critical analysis skills through researching and examining various artists and designers, and creating responsive artworks. In term 3, the students started work on their GCSE portfolio project under the theme ‘Spirituality’ and have all created unique and interesting responses to this topic. It has been wonderful to see these students grow and develop their confidence in their own individual aesthetics and skills.

The Year 11 students have completed their GCSE in art and design after two years of very hard work, with truly fantastic results. Each student has shown their unique point of view and talents through the creation of an impressive portfolio of work. All of them have grown as artists and I am very proud of their achievements. This year has also seen our very first group of Year 12 students at Hartland, and they have gotten off to a flying start in art. These students have had the opportunity to deep-dive into the history of art and learn about and experiment with more advanced materials, such as oil paints and ceramics. In term 3 they began their Personal Investigation into their own topics of choice and have created some truly impressive artworks. It has been wonderful to see these advanced students show off their personal aesthetics and talents. For the first time since 2019, we have been able to end the school year with the grand opening of the annual Hartland International School Art Exhibition. It has been a true honour to present the artwork from all of our students for viewing by the school community to celebrate their achievements. It has been amazing to see the result of the students hard work throughout the year on display throughout the school, and the reactions from the Hartland community to their work has been positive and heart-warming. It has been a truly great school year for the art department at Hartland and we can’t wait to do it all over again in September.

Head of Art

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BUSINESS AND ECONOMICS Business and Economics It has been a busy and exciting year for our students in business and economics. Our Year 11 IGCSE students had an extremely busy year preparing for their exams which they coped with and committed to admirably. Additionally, economics was introduced for the first time at Hartland this year and has been a great success also. As is extremely important for any business and economics student, we have endeavoured to keep abreast of key changes in the dynamic business landscape. In addition, we sought to prepare students for their financial futures and were delighted to welcome KFI Global to Hartland for a two-day Financial Empowerment programme for our non-exam students in the business department. This programme was recently awarded Best Financial Literacy Project for schools and we are very proud that our students are graduates of module one, Smart Money Management.

Year 10 Business The first year of the IGCSE business course centres on business activity and factors that influence businesses. Students learned about the various forms of business and how they are established, as well as how the business environment provides opportunities for, and imposes constraints on, the pursuit of business objectives. Additionally, students focused on the role of people in organisations and considered the importance of effective trade relations and communication in helping to motivate those involved in or working for the business. Students have developed an array of business related vocabulary during the year and have impressed with their ability to justify their answers by providing linking statements to support what they have said.

Year 11 Business Moving into the final year of the IGCSE business course, students began to test the viability of business opportunities through core business calculations such as net profit and break-even points. Additionally, the topic of marketing was explored and always generates a keen interest from students as they consider the role of branding in a competitive international environment, the marketing mix and how firms in today’s marketplace conduct market research. Finally, students have learned about business operations and the way organisations use and manage resources to produce goods and services. As the course becomes more analytical, students have learned how to evaluate business case studies and make recommendations based on the information given. Students in Year 11 worked extremely hard and with great diligence in preparation for their IGCSE exams. They can be very proud of the progress made this year which I am sure will be reflected in their IGCSE grades.

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BTEC Business This was the first year of the BTEC business course at Hartland and students have been empowered to conduct detailed investigations and analysis in to some of the world’s biggest brands. In Unit 1 Exploring Business, students learned about the different types of ownership, size and scope of businesses and how organisations in different sectors of the economy will have different goals and objectives. Students conducted in-depth research projects to compare two contrasting businesses and analyse how, despite their different set-ups and aims, each business still achieves success. Additionally, students researched the impact of internal and external environments on organisations which involved studying factors such as corporate culture and corporate social responsibility as well developing the skills to conduct a PESTLE and SWOT analysis. In Unit 24 students focused on the importance of branding and examined how organisations create long-term brand strategies to develop a brand identity which appeals to consumers and enables the brand to stand-out in a competitive international environment. Through the demands of the BTEC course, students impressed with how they developed report writing and referencing skills, as well as designing their own video presentations to outline the research conducted. These skillsets will be of huge benefit looking ahead to University.

Year 12 Business The first year of the International A Level Business course is divided into two units. Initially students learned about marketing and people in business, considering key topics such as market research, supply and demand, elasticity and the marketing mix. Students also learned about the characteristics and traits of entrepreneurs and their important role in leading and motivating staff. The second unit focuses on managing a business organisation and hence students focus switched to a variety of financial topics including cash flow forecasts, liquidity, productivity and capacity utilisation. Throughout the year it was amazing to see the students develop the evaluative skills required to make judgements and assessments of business case studies.

Year 12 Economics The first year of Economics at Hartland and we look forward to welcoming more students into the subject and growing its profile in the future. Year one of the International A Level course focuses on both micro and macroeconomics. Initially students learned about the micro-economic environment and the foundational economic principles of supply and demand, elasticity, rational decision making and market failure. Subsequently, students were tasked with analysing the economy as a whole in macro-economics and developing an understanding of core concepts of GDP, inflation and economic growth. Students also developed an in-depth understanding of more complex topics such as the multiplier effect, fiscal policy and monetary policy. Economics gives students a great insight into how the world works and why governments make the decisions that they do in the hope of boosting a countries economic growth. Students developed excellent analytical and evaluative skills in the context of real-world events such as Brexit, the financial crises of 2008 and, furthermore, how unexpected events such as a pandemic can impact economic performance.

Head of Business Studies

COMPUTING

What a wonderful academic year it has been in computing! After so much disruption due to Covid, it has been amazing to have had a relatively normal academic teaching year. As a result, students were able to engage with the curriculum fully in the way it was intended, developing new practical skills and approaches to logical and computational thinking. I am very proud of the efforts of all our students and this yearbook entry serves as a testament to their successes. The breadth of study and variety of computing-related learning opportunities young people here at Hartland are exposed to is extensive, and the creativity and skills students have developed through their subsequent experiences are a cause for celebration.

Year 3 Computing Starting their first formal computing lessons, Year 3 have learned the basics of e-safety. They have learned how to logon and log off safely and how to create secure passwords. Using desk-top applications such as PowerPoint and PicCollage, they experimented with different text and image tools to create eye-catching and well-designed posters and presentations. Year 3 were also introduced to block coding through the Scratch application. Using their design technology blocks as an inspiration, students created sprites that could move and change colour. Later in the year they used movement, sound and sensing blocks to create Egyptian themed maze games.

Year 4 Computing Building on their Scratch coding skills from last year, Year 4 students created interactive mathematics games where they learned how to create variables to use point-scoring elements in their game. Managing, manipulating, and presenting data was the focus of our spreadsheet topic. Focusing on sequencing and repetition, students learned how to use Scratch more creatively by using the sound blocks to compose songs and nursery rhymes. Using Excel, students entered raw data, learned how to write addition, subtraction, multiplication, and division calculations and how to create bar charts to present data.

Year 5 Computing Students in year 5 have been working on developing their digital literacy and problem-solving skills. Via an inquiry project, students have learned how to identify a research topic and generate simple lines of inquiry to allow them to research information about that topic. After learning and practicing using video editing software, students collated their findings within an independently produced multimedia video. Following this, students continued to explore their coding skills via Kodu Game Lab; exploring how to use the software, program objects, and make predictions about how different algorithms will run.

Year 6 Computing Year 6 students continued their exploration of independent inquiry with a major project concerning a topic of their choice. After choosing their topic they generated more in-depth research questions before using different sources to find the answers. They were required to vet their findings and consider accuracy, relevance, and bias. Students were then introduced to Audacity, which is a sound editing software. They learned how to use the software to record and edit individual recordings; how to collate, sequence, and layer different sound clips; and equalize volume levels. Students used these new skills and their design to create their mini-podcast summarising the findings from their inquiry. The results were impressive with some wonderfully informative and creative digital artifacts being produced.

Year 7 Computing Year 7 saw students introduced to a more formal computer science curriculum. Students explored how computers represent numbers and how this compares to our own commonly used “human’ number system, before learning how to convert numbers between these systems. For most students, Year 7 also saw them experience text-based coding for the first time, via the Small Basic programming language. Following a series of skills development lessons that included drawing shapes, coding a basic chatbot, and a number guessing game, students started exploring the three programming constructs, how to use and name variables, and apply arithmetic and Boolean operators within problems. 82

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Once they had developed sufficient skills, students were tasked with independently coding solutions to a variety of challenges that tested their algorithmic and problem-solving skills. I have been very impressed with how well they have done!

Year 8 Computing In Year 8, students were given the opportunity to think like game developers. Using the Flowlab game engine, they were tasked with learning how to use the Flowlab software and its clever circuitbased programming syntax. Following this, students had to come up with an idea for a game, before following a simplified systems development cycle to produce a final game. Students had to use their imagination to create a story, generate success criteria, design their different levels and sprites, and plan the logic of the algorithms they would need using flowcharts. Once completed, they used their skills and planning to code their final games that included customised graphics. The results were amazing!

Year 9 Computing The Year 9 computer science curriculum at Hartland is an introduction to GCSE computer science, providing learners with an effective pathway towards successfully making the transition to the next level of study. Students covered a wide variety of introductory topics including how computers represent images, advanced number systems, assembly language programming, CPU architecture, and Python programming. The syllabus stretches and develops their computational and algorithmic thinking skills in a more formal manner, thus preparing them effectively for GCSE study.

GCSE Computer Science GCSE computer science students have been studying the AQA GCSE computer science specification. This indepth and highly technical course is an excellent foundation for further study at A Level. Students have worked hard to develop their advanced problem-solving and coding skills including the use of parameter passing and subroutines using the Python programming language. Other areas of exploration and learning included CPU architecture, assembly language programming, databases, data compression techniques, and structured query language.

A Level Computer Science This current academic year, saw our first cohort begin their A Level in computer science. Students have explored a great many complex concepts and ideas, including advanced data structures, normalisation of binary numbers, Karnaugh maps, advanced Boolean algebra, and advanced procedural Python programming. Such a technically complex and fun program of study has stretched, challenged, and engaged all involved and I am very proud of how hard the students have worked. It’s been a wonderful year and both the Year 10s and Year 11s have worked hard and with very positive outcomes.

Head of Computing

DESIGN AND TECHNOLOGY

It has been another wonderful year in the design and technology department where students have experienced a range of fun and engaging learning activities to develop their subject knowledge. We continually strive to develop and ensure the design and technology curriculum is ‘moving with the times’ and therefore have introduced a range of new projects this year which students across the school have experienced in the classroom. These include using Microbits with servo motors to make simple walking robots and the addition of textiles into the curriculum thanks to Mrs McDonagh who joined the department this year. We were delighted to also reintroduce cooking into the curriculum this year after a two year hiatus. Students were extremely excited to taste the delicious treats they made.

DESIGN AND TECHNOLOGY PRIMARY Year 3 learnt how to draw 3D objects using oblique projection to help them in designing their Block-Bots. Each of them designed and made a block-like character from various materials and then learnt how to carefully apply a finish to it. This taught them a range of manufacturing processes and helped them to become confident in the workshop environment. Year 4 learnt a whole host of new practical skills through making a clock and an ugly doll. During the clock project, they were introduced to isometric projection as well as computer aided design which developed their ability to communicate their design ideas. They learnt manufacturing skills such as dowel joints, forming wood and joining of materials. Students then moved onto their Ugly doll, using 100% recycled and scrap materials students learnt how to patchwork their fabric swatches using the sewing machine, and decorate their dolls using hand applique and embroidery resulting in a sustainable and creative finished product. Year 5 manufactured a pinball machine which introduced them to levers as well as developing their practical skills and materials understanding. Year 5 is a great time to introduce students to computer aided design which then opens up many possibilities for them in terms of their ability to communicate their design ideas as well as access 3D printing. They learnt how to make a building and a car using Tinkercad, then used the skills they had learnt to design a moon base. They also had to explore all of the design requirements that would be needed to sustain two astronauts’ lives. Year 6 explored how microcontrollers can add functionality to the products we design. They learnt how to make a range of interactive systems using the Microbit and then utilised motors to create a robotic inchworm. Earlier in the year, students learnt a range of 3D drawing techniques such as isometric and two-point perspective. They also undertook a sustainability focused project where they used old bottle caps to make keyrings. Students melted the bottle tops into a sheet and then cut out a shape before inserting a keychain onto it.

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DESIGN AND TECHNOLOGY SECONDARY Bringing light to the design and technology department was what was on the cards for Year 7 at the start of the year when they were challenged with designing and making a desk lamp. Students learnt how to solder a LED circuit, utilised computer aided design to 3D print and laser cut parts, cast concrete for their base and worked with woods and polymers to bring their lamp designs to life. Year 7 then took on a greater challenge: to explore how design can solve many of the problems associated with population increase. They explored the impacts of population increase and designed a city in the ocean using computer aided design. Year 8 were given the challenge to design a computer game character using Adobe Illustrator. Students were given a design brief to analyse and then analysed existing game characters to help inspire their designs. Year 8 also designed and made a portable music amplifier this year. Every student had to solder together a complex circuit and learn the function of each component they were using. A wide variety of creative outcomes were produced by them which helped develop their understanding of designing and manufacturing processes in design and technology. Year 10 got stuck into manufacturing from day one in September by making skills boards to learn how to use all of the processes and materials available to them in design and technology. They took a virtual tour of the Mini car plant in Oxford and wrote a magazine article about how they are manufactured whilst learning some Graphic Design skills along the way. Back into the workshop Year 10 then went to make a range of mechanical devices such as levers, linkages, gears and pulleys. Wind power was harnessed later in the year when they were tasked with making a circuit using a microcontroller that measured wind energy output. By redesigning the blades of the turbine, students optimised their design to increase energy output.

Head of Design and Technology

DRAMA It’s been a wonderful year in the drama department! In Year 5 the students begin at the theatrical beginning and study Greek Theatre, particularly traditional vocal and choral speaking skills, stories and characters from Greek mythology and learn what an amphitheatre looked like. We then jump forwards a couple of thousand years to modern Musical Theatre and identify the links between Greek and Modern chorus, how Greek theatre influenced current staging practice, as well as how things now differ. Students were introduced to monologues and challenged to create strong characters through physicality and movement as well as voice and performed to each other, which was both enjoyable and nerve wracking! Later in the year students tried out improvisation games and activities, before ending with a project linked to their topic, which was a script about climate change. In Year 6 the students started the year recapping performance skills and developing vocal and physical technique by directing their own short performances based around the story of Rose Blanche, which is linked to their topic of World War II and they then went on to build on previous monologue performance experiences by structuring and writing their own monologues, which they then performed to each other on stage. They then moved on to performance poetry, which requires a high level of creativity to build imagery for the audience and also introduces the concept of performing for camera. Later in the year they participated in improvisation activities to build on prior learning and finally moved on to working with script. Students were placed in groups and given extracts of Viking stories to direct and present. In Year 7 students began to explore World Theatre. They were introduced to Indonesian Wayang Kulit, which required them to learn the history of the genre, identify material for plot and script development, explore the equipment needed and manipulate and voice the puppets that they made. Continuing their trip around the world, they also explored Japanese Rakugo, which challenges them to build on solo performances skills by presenting stories with multiple characters; British Soap Opera, which saw students create script and performance in the recognized style and using traditional ‘stock characters’ before considering scene composition and filming for camera; and back to South East Asia where the students developed physical theatre, mime, stage combat and story-telling skills through the presentation of the story Goblins of Oyeyama. Most recently students participated in scripted performances based on Charlie and the Chocolate Factory, which required them to develop stronger characterisation skills. In Year 8 the students have learned about Melodrama (and explored its links with the modern Soap Opera, which they learnt about in 7ear 7), including performance style, plot and characters. They created excellent performances and really began to think about technical theatre elements and how this can enhance their work. They then moved on to creating larger group performances of Status Update. A play that aims to present the ‘truth and reality’ of social media posts and which required students to plan very specific lighting. They had great fun exploring physicality and mask work and managed to figure out how to communicate with the audience without their ability to use words! Finally, the students were asked to research Children’s Theatre, analysing content and style, before identifying what aspects of theatre they had studied previously, which could help them to create their own age appropriate performances.

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In Year 9, students begin to be introduced to the demands of the GCSE course and must complete tasks that would meet coursework criteria. Students began with a scripted performance of an extract from a Shakespeare play, with the brief of ‘updating’ the work for a modern audience. They then tried their hands at devised performance in the style of Italian Commedia Dell’ Arte, which builds on use of physicality and introduces the new concepts of slapstick comedy and spatial language. In January they were lucky to be able to watch the National Theatre’s War Horse and completed a detailed analysis of the professional performance. Finally, students were grouped and given contemporary plays to study and perform extracts from. These plays often focus on modern societal issues and can be challenging to present as the impact on the audience must always be the main factor in each decision that the groups make about their performances. In GCSE the students worked on their knowledge of Theatre Practitioners and experimented with activities designed to help them understand Brecht, Stanislavski and Artaud. They worked with stimuli to create devised performance pieces about both educational pressures and society’s perception of beauty. Students have been introduced to professional work from Frantic Assembly and The National Theatre and have analysed these pieces in detail to prepare for their final exams. In A Level, the students have also explored practitioners, adding both Kneehigh Theatre and The Paper Birds to their existing knowledge of theatre history and theory. They have also explored Sophocles’ Antigone, specifically understanding original socio-historical context and performance style, before exploring how this could be refreshed and updated with application of more modern theatrical ideas. Students explored the text After Juliet by Sharman MacDonald created a new devised work based around the themes of text. They have watched and analysed professional performance work such as Thirsty and Mobile, War Horse and Antigone which was directed for the National Theatre by Polly Findlay. We’ve also hosted two sessions of LAMDA examinations and seen all of the students involved pass with flying colours. Well done everybody!

Subject Leader - Drama

ENGLISH PRIMARY

Overview

From the Pyramids of Giza to London during The Blitz, students have travelled the world in their Primary English lessons this year. Core texts have guided their exploration and enabled them to step back in time, discover new places and see the world through the eyes of a diverse range of literary characters.

Year 1 Year 1 began the year by writing poetry inspired by ‘The Sound Collector’ before immersing themselves in the world of ‘Jack and The Beanstalk’. Sequencing events from the story enabled students to develop their understanding of chronology, the use of time adverbials and past tense. In the spring term, ‘The Way Back Home’ by Oliver Jeffers inspired creative writing. Building on their understanding of narrative structure, students retold the story using techniques such as the power three to help their writing get better, and better and better! In the summer term, students created their own books based on the classic stories ‘Goldilocks and The Three Bears’ and ‘Red Reding Hood’. What a wonderful end to the year for our youngest budding writers!

Year 2 In the autumn term, ‘The Last Wolf’ by Mini Grey provided the stimulus for creative writing. An alternative version of ‘Little Red Riding Hood’, the book explores the issue of habitat loss. Students wrote descriptions of the forest in the days before deforestation, creating vivid images of nature using noun phrases and similes. What is a hero? Students explored this question in spring by reading non-fiction texts about a diverse range of figures, from Jacques Cousteau to Greta Thunberg. From writing diary entries about diving in the deep, blue sea, to composing information texts about heroes in their own lives, students were provided with a range of crosscurricular writing opportunities. Students ended the year by travelling to the land before time with ‘Katie and the Dinosaurs’ by James Mayhew. Illustrations from the story inspired them to write their own versions. When one of the dinosaurs escaped, students wrote character profiles to help the police track it down. It was last seen in Key Stage One playground. Beware!

Year 3 Classic children’s literature was studied in the autumn term. ‘The Iron Man’ by Ted Hughes introduced students to the world of science fiction. After discovering remnants of a crash landing in the school grounds, Year 3 reassembled the Iron Man before writing character descriptions of their own creature from outer space. From the future to the past, ‘Stone Age Boy’ by Satoshi Kitamura was explored in the spring term. Students wrote their own versions of the story as well as diaries in role as a hunter-gatherer. Summer began with a trip to ancient Egypt. Explanation texts about the fascinating process of mummification were written, as were descriptions detailing the moment the tomb of King Tut was unearthed. Drama was used to immerse children in this captivating period of history, inspiring Year 3 to produce some truly stunning pieces of writing.

Year 4 Step into the Amazon rainforest. What do you see? Art, drama and ‘The Explorer’ by Katherine Rundell enabled Year 4 to answer this question by writing vivid setting descriptions. Cross-curricular work in Topic provided an opportunity to develop research skills by discovering more about the flora and fauna that call the Amazon ‘home’. 88

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A study of ‘The Miraculous Journey of Edward Tulane’ - a wonderful tale exploring the themes of love and friendship – was studied throughout the spring term. Students closely analysed the text to write character profiles of the china rabbit at the heart of the story, before using their own soft toys to create a fictional friend. Did you know that we have the ancient Maya to thank for chocolate? This was one of many interesting facts learnt during the summer term’s history topic. ‘The Chocoplot’ by Chris Callaghan was studied in English, with an emphasis on analysing the author’s use of vocabulary. Students then became journalists and wrote newspaper reports about key events from the story.

Year 5 The epic tales of ‘Odysseus’, ‘Theseus and the Minotaur’ and ‘Perseus and the Gorgon’ introduced Year 5 to ancient Greek myths and legends in autumn. Immersed in the art of storytelling, students were encouraged to discover the creative writers within when composing character and setting descriptions. How would earth survive a Martian attack? This idea was explored during the spring term through the science fiction novel ‘The War of the Worlds’ by HG Wells. Stepping into the chaos, students became journalists, writing newspaper reports from the scene of the invasion. Crossing genres into action and adventure, they then wrote biographies of their own fictional superheroes. A study of natural disasters provided the context for creative writing in the summer term as students composed their own narratives based on ‘Escape from Pompeii’ by Christina Balit.

Year 6 What was it like walking through London during The Blitz? In autumn, Year 6 considered this question while studying ‘When the Falls’ by Phil Earle. Further reading, drama and art inspired students to compose powerful narratives which transported audiences back in time to World War Two. In the spring term, students journeyed to Antarctica aboard The Endurance with polar explorer Sir Ernest Shackleton. Inspired by ‘The Ice Trap’ by Meredith Hooper and M.P Robertson, Year 6 wrote emotive diary entries that perfectly captured Shackleton’s changing fortunes in this extraordinary true-life tale of survival. ‘Beowulf’ by Michael Morpurgo was studied in the summer term to support ‘The Vikings’ topic. Close analysis of narrative structure, vocabulary and authorial techniques prepared students for a challenge as epic as the story itself: to compose their own extended narratives. Students relished the opportunity to create their own setting, characters and plot, and their passion for writing shines through their outstanding final outcomes.

Primary Literary Lead

ENGLISH

AT KEY STAGE 3 Overview This year the Hartland English department introduced a new curriculum to Key Stage 3. Our units are thematically driven and provide the opportunity for the students to engage with a range of texts that display an array of writing styles and provide stimulus for some interesting questioning.

Year 7 Year 7 begin the year with a study of historical fiction under the theme of Relationships. Students study either Our Castle by the Sea by Lucy Strange or Island at the End of Everything by Kiran Milwood Hargrave. Both texts allowed the students to formulate their own ideas about the past and how characters are made relatable and engaging by writers. They were able to use the texts as inspiration for their own writing. During term 2 under the theme of Journeys of Discovery the students dipped their toes into a Shakespearean play, The Tempest. They researched the life of William Shakespeare and began to explore his use of language and structure. Moving on to non-fiction texts the students explored travel writing and created their own travel vlogs based on our text, The Children of Swallow Fell by Julia Green during our unit on Growing Up. We finished the year with the opening of our Culture Café which allowed the students to explore a range of poetry and tackle some bigger questions about the factors that shape who we are and what we believe.

Year 8 Year 8 students are firmly settled into the way English operates so they were able to jump straight in with a study of The Bone Sparrow under the unit Struggle for Survival. The students looked at how writers present marginalised people in different societies around the world. For their own writing they created diary entries from the perspective of a refugee child. After the holiday break the students started the unit titled Imagining the Future where they read Macbeth and learned about his tragic flaws, followed by the dystopian novel Animal Farm. Both texts inspired students to consider the dystopian elements to our own world and to consider how these issues could be combatted. In the final term of the year, students embarked on their final unit of study, Conflict Poetry, where students have explored the conditions of the first world war and how men used poetry as a form of escapism. As a mini project they are tracking a soldier of their own creation through the war using a variety of different text types such as letters, imaginative writing and speeches.

Year 9 Year 9 is the final year of Key Stage 3. The students have developed a range of skills and they are beginning to look at texts in a critical manner. The year began with a study of the Supernatural as the students travelled back to the early 19th century for an exploration of Jekyll and Hyde. Students explored how writers compel, frighten, and create tension. They used the text as inspiration for their own pieces of epistolary writing. In the second term, poetry was the focus with the overarching theme of Outsiders. The students re-visited the literary techniques of poets and studied a mini anthology of relationship poetry. The final term, students were introduced to the units of their IGCSE English Literature course of study. Within the theme of Subversion and Rebellion they began their exploration of Romeo and Juliet. It has been a successful year for English this year at Hartland. We have seen students create fascinating and engaging pieces of writing for our school newsletter, From the Hart. We have had winning success in our first ever Global Debating competition which allowed us to virtually host over 30 schools during a two-week period. We are proud to say that our very own Key Stage 4 and 5 students were the overall winners of the competition. On top of all of this success, we teamed with the Drama department to re-launch our Theatre Under the Stars Key Stage 3 performance with the play ‘The Secret Garden’. 90

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ENGLISH

AT KEY STAGE 4 Year 10 and Year 11 Year 10 marks the start of the two-year IGCSE program of study for English. The students prepare for two pathways of English Literature and English Language. This year started with the reading of John Steinbeck’s ‘Of Mice and Men’. The students explored the context of the novella, the characterisation and how meaning is crafted through language and structure. The novella raised several interesting questions, allowing the students to critically examine the harsh life of 1930’s America. Following the novella study, the students moved to examining ten non-fiction anthology texts, each exploring a different story and perspective. The year 10 groups have finished the year crafting a piece of coursework analysing the writer’s exploration of a theme in two pieces of poetry. Poetry choices included the work of Maya Angelou, Wilfred Owen, Sujata Bhatt and Robert Frost. their own writing for their coursework projects, they have created imaginative pieces, keeping in mind audience and purpose. They are fully prepared for a busy Year 11. Year 11 is the final year of the IGCSE program. This was the first year that our students have had to prepare for external exams. The students spent the first half of the year crafting their own coursework projects which included an imaginative piece, a poetry analysis, a critical exploration of Macbeth and finally an investigative analysis of An Inspector Calls. The year 11s began exam preparation early by sitting their mock exams in January. Their preparation for these exams was excellent practice for the actual exams in May and June. The Year 11 students have all worked incredibly hard this year and will be rewarded with a strong set of results in August. Many of the students have elected to continue their English studies by choosing English Literature for A Level.

ENGLISH

AT KEY STAGE 5 Year 12 A Level English Literature encourages students to engage critically and creatively with a substantial body of texts. The year 12 group began the year exploring the concepts of Literature and its changing traditions. Throughout the course, students undertake the study of Drama, Poetry, Prose and their own coursework project. The Drama unit explored Tennessee William’s iconic play A Streetcar Named Desire. The students researched the context of the play and understood how it influenced meaning for the audience. They have also started exploring the modern poetry anthology which offers a contemporary perspective on global issues. In the Prose unit students compared two thematically linked texts, Wuthering Heights by Emily Bronte and A Thousand Splendid Suns by Khaled Hosseini. Both novels provided the opportunity for discussion and debate surround patriarchal rule and prejudice in society. The last few weeks of the term students had the opportunity to explore a range of texts to help them decide on their own coursework project for Year 13.

Head of English and Media Studies

GIFTED AND TALENTED

“Where there’s a will, there’s a way.”

International Opportunities

It’s been another fantastic year for students undertaking additional challenge and showcasing their talents. From chess to debate, mathematics to environmental activism, Hartland students have pushed themselves to achieve their best.

The Trust for Sustainable Living annual essay writing competition focussed on how reducing social injustices could reduce a climate change. It certainly was a challenge to cover two of the Sustainable Development Goals. However, Hartland students embraced the challenge with over 40 students from Key Stage 2 participating in the term-long project. Students learned about disparities in gender, education and economics around the world, coming up with unique and innovative ideas to restore the world order. Once again, Hartland’s entries ranked highly with the judges; we received 13 honourable mentions and 6 finalist positions. Not only that, three of our entrants finished in the top 10. Congratulations to Annika Baberwal (Year 5), Amelia Kirwan (Year 5) and Ayperi Amanmammedova (Year 4) who will represent Hartland at TSL International debate in July.

Chess Chess has been very popular this year. In September, selections started for a Key Stage 2 inter-school chess competition. With over 50 students trying-out, selecting the 15 students to represent Hartland was hotly contested. In October’s event, our Year 6 team finish first and our Year 4 and Year 5 teams awarded 3rd position in their age-group categories. What a great achievement! Such was the popularity of chess, I was approached by a number of students to run a Primary Chess House Competition. I knew it would be popular, but I was overwhelmed by the number of students who signed-up – just under 100! Over term 2, a number of knock-out rounds were held until the top four players from each house were left. Further interhouse matches were held. Creekside proved dominant with all four players reaching the Year 3 and Year 4 finals and in the Year 5 and Year 6 finals, Creekside had three players. Well done to Ziana Singh (Year 6 Safa) and Maksat Amanmamedoc (Year 3 Creekside) who were the respective champions in their age groups. In the Dubai Schools Games competition, Ziana Singh proved her prowess finishing 1st and Meylis Amanmamedov finished 3rd.

Local and National Opportunities Covid restrictions are still impacting our mini-league enrichment events but there have been a variety of online events available to our students. There have been debates, mathematics and English enrichments held. A particular highlight was our first face-to-face event taking in place in June which saw 50 students from Dubai schools participate in a Year 4 Mathematics challenge day. I hope that as restrictions ease, we can offer more of these days next year. The Emirates Literature Festival events were once again popular. Jenin Al Shalabi (Year 11) and Daphne Garaud (Year 5) performed heart felt poems in the semifinal rounds and we had a number of teams participate in the English and Arabic Chevron Readers’ Cup competitions. It is wonderful to see so many students enjoying literacy-based activities. 92

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The environmental activism theme continued through other external competitions entered this year. In The Day’s ‘Young Journalist’ competition, students were asked to submit pieces on a variety of different themes selecting a media of their choice. A range of impressive articles, artwork and video clips were submitted for judging. Meanwhile, Rayan Khan (Year 4) and Annika Baberwal (Year 5) entered the Young Coder’s Competition where they were asked to create educational, engaging and environmentally themed games using the Scratch block coding application. Their games certainly covered all of the required elements and I look forward to hearing the results announced.

Mathematics competitions have once again been hugely popular with Hartland students entering in the highly regarded United Kingdom Mathematics Trust competitions (UKMT). We entered over 130 students into their Senior, Intermediate and Junior competitions this year. There were so many individual successes and improvements on last year’s results that it is shame to highlight just a few but notable successes go to Avi Kapur (Year 12) who was invited to participate in the British Mathematics Olympiad, Natsuha Toyoda (Year 11) who was invited to participate in the British Mathematics Olympiad and the McClaurin challenge, and Alex George (Year 8) and Ziana Singh (Year 6) who were invited to participate in Junior Mathematical Olympiad and the Cayley challenges. Also worth noting is the success of our youngest entrant Seohyun Nam, aged 8, who achieved a gold certificate in the Junior competition. Again, we entered the Primary Maths Challenge and First Maths Challenge. These competitions are aimed at primary aged students and this year we entered over 100 mathematicians into these competitions. We are still waiting for the First Maths Challenge results but we were really pleased with Annika Baberwal (Year 5), Ziana Singh (Year 6), Seohyun Nam (Year 4) and Eva Rehman (Year 6) who progressed to the Primary Bonus round and earned at least a silver medal. It’s great to see girls doing so well in a subject that is often under-represented by females. Once again, I would like to close with a note of thanks. Firstly, thanks to the students whose curiosity and passion for learning never ceases to amaze me. It is an absolute pleasure to work with them and see them grow. A deserved thanks goes to the Hartland teaching staff who challenge and guide our students on a daily basis and encourage them to achieve their potential. And finally, to our parents, whose support from home is always appreciated. I look forward to seeing what the next academic year brings.

Gifted and Talented Leader

GEOGRAPHY ‘Geography is a subject which holds the key to our future’, Michael Palin. This academic year has been yet another very successful year in geography. The geography team has continued to be thoroughly impressed with the ‘go for it’ attitude that our aspiring geographers have demonstrated throughout the year. Following the National Curriculum framework in Key Stage 3, students have covered a range of issues based topics related to both physical and human environments, and the complex impact that humans have on the natural environment, including; Natural Hazards, Development, Globalisation, Ecosystems and how we manage them, and Climate Change. Furthermore, Key Stage 4 students have started the Edexcel iGCSE programme, where they have covered a significant part of the course, including; Hazardous Environments, Coastal Environments and, Economic Activity and Energy. The second cohort of iGCSE geography students completed the course, but they were the first cohort to sit external exams in June. We wish them every success and are looking forward to welcoming back for their A Levels in September. During Hartland’s Earth Week, the students were given various scenarios and challenges of investigating climate change, both the causes, and social, economic and environmental impacts facing our planet today. This is the very real issue facing us all, and becoming more aware of environmental issues, such as climate change, and how we can tackle these issues is essential for not only us now but for future generations. There is no planet B! Sustainability is a key theme that threads throughout the geography curriculum from Key Stage 3 through to Key Stage 5 and therefore educating our geographers about very real world issues means they will have the opportunity to become our future environmental problem solvers! Throughout Secondary, students have continued to develop the key geographical skills required at a higher education level, such as; map skills, statistical skills, and source analysis skills - all of which will come in very useful as the students’ progress throughout their school life.

Head of Geography

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Here are some quotes from our Key Stage 3 geographers; “I loved learning about the different types of volcanoes, convection currents, and learning about soil as part of our ‘incredible ecosystems’ unit, as I was curious about why it is fundamental for all ecosystems, and wanted to learn this for a long time. I also found interesting our topic on globalisation very interesting.” “At the start of the year I was so excited to learn all about geography as I thought it was all about maps! We did learn about the different types of maps, and why they are so useful, however, as the year flew by I realized that actually geography is so much more than just maps and has so many interesting topics within it. We have learnt about environmental issues, such as how the food we import from all over the world to the UAE contributes to climate change, and how development issues impact varying levels of quality of life around the world. I love the variety in the study of geography!” ‘This year, I have really enjoyed geography and the topics that we have learnt as a class. I really enjoyed the Globalisation topic because I get to understand how the world is becoming increasingly more interconnected and what this means for my day to day life! I also enjoyed the natural disasters topic learning about volcanoes and earthquakes and how they form. It was fascinating!” “I liked learning about biomes. I liked learning all about how in different ecosystems on different interactions between species through food webs and symbiotic relationships.” “The best thing about my learning in geography this year was learning about ‘food miles’ because you can see how far foods travel to get to our plates. We have learnt both the pros (creating jobs for farmers in Lower Income Countries) and cons of food miles (Increased Carbon Dioxide emitted into the atmosphere through shipping foods around the world) which is very interesting. It also shows us that as consumers we are contributing climate change.”

HISTORY Overview As we continued to deal with the terrible constraints of the Covid-19 epidemic, as a school and as a wider community, it is good to report that the History Department at Hartland has been busy with a packed programme of learning throughout Key Stage 3 and Key Stage 4.

History at Key Stage 3 Year 7 Year 7 began their studies in secondary with a series of lessons that asked the question ‘What is history?’ Looking at all sorts of intriguing topics, the lessons ended with an archaeological investigation into what happened at the Roman fort of Riccall. They then moved on to look at 1066 and the Norman Conquest before concluding their year with a look at Medieval Lives, a key topic within the National Curriculum.

Year 8 Following on from their studies of the early Medieval period in Year 7, Year 8 began their year with a look at a study of migration into Britain before turning their attention to the Tudors. The year ended with a study of the English Civil War, slavery, and the Industrial Revolution in the 1700s, key events that helped shape the modern world.

Year 9 Our students in Year 9 completed their Key Stage 3 studies by looking at the two world wars and their huge impact on the 20th and 21st centuries. This began with an investigation of the generals of World War I before they moved on to look at the different types of government, fascist and communist, that were brought into existence in its aftermath. Finally, the year ended with an in-depth analysis of World War II.

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History at Key Stage 4 IGCSEs This year saw our first group of students enter Year 11 and they can all be hugely proud of the work they completed, despite the uncertainties of the conditions under which they would be examined. They, along with their Year 10 peers, worked incredibly hard on their Modern World Edexcel IGCSE units, and we await, with much optimism, our first public examination grades.

Head of History

INCLUSION AT HARTLAND

This academic year the Inclusion Team has seen a year of growth, with new students, parents, and staff joining Hartland and a year of being back together in school with parental engagement, therapists and training all being able to take place face to face. In September, we were excited to welcome several new members to the Inclusion team. Mrs Zayla Cheek and Mrs Sharon McGowan joined our primary and secondary phases respectively and have been key in supporting and developing our special educational needs provision this year. Within the English Language Learners (ELL) department, we welcomed Mrs Cindy Jones and Mrs Rianne Bos. Both have played an instrumental part in progressing our ELL students in the primary phase.

With many new families joining us this year, our parent engagement and support sessions began in October with a session for parents of our ELL students. They were taken through the overview of the programme we offer our ELL students at Hartland, how they can help progress their children’s English and develop their language at home using the programme Learning Village. Next, all parents were invited to our Nessy training morning, with over 100 students within the school currently access the Nessy programme, this training gave parents the skills and tools to be able to support their children when using it. It was great to see the results from the Nessy programme over the year and the impact it is having on our students. Our final parent engagement morning of the year was delivered by Insights Psychology and was focused on Autism awareness. The morning was extremely informative and was an opportunity for our community to talk about Autism and how we can work together to provide the right educational learning path for our Autistic students. It was not only the parents who had the pleasure of hearing and learning from Insights Psychology focusing on Autism Awareness, but our staff did too. The staff have also been very lucky to have had a session from Inspire Therapy which focused on student’s behaviour. Staff found the sessions very beneficial and identified how they can develop the learning environment and education for all children. Training and support for staff is key to ensure inclusion and provision for all students in Hartland. To support with this, the Inclusion Team have delivered inspiring and successful sessions to teachers and learning assistants across the year. The Inclusion Team have worked closely with teachers throughout the year. Delivering the Wellcomm programme in the Foundation Stage, ensured early identification for 98

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students who may benefit from personalised teaching focused on speech and language. Within the Primary phase, we saw the successful introduction of Team Teaching where the Inclusion Team and classroom teachers teach together. Through this teamwork, new ideas were developed to ensure learning was accessible for all. The introduction of Hartland Surgery sessions led by the Secondary Inclusion Team have been a success, delivering further support for teachers and sharing strategies for students and how they learn. Further to this, the ASDAN short courses Entrepreneurship and Environmental have begun and are just the beginning of additional pathways and accredited courses for students here at Hartland. As the school year continued and some of the COVID restrictions eased, Hartland began a wonderful series of complementary Parent English language lessons. Mrs Joanna Galvin and a group of Hartland parents have met weekly and have not only supported each other to develop their English but have made new friendships too. At Hartland, we value the benefits of belonging to a multi lingual community and celebrate the fantastic achievements of ELL students as multilingual students. Congratulations to Year 7, 8 and 9 students who were very successful in competing in Literacy Planet’s ‘Word Mania’ global completion. It was fantastic to see the students engage and achieve through each competition round. Although our teams were small in number, our year group teams were placed in the top 100 in each competition. This achievement was all the more notable as there were thousands of students taking part.

Another benefit of the easing restrictions enabled our Speech and Language and Occupational Therapy sessions to commence in school and have been a great new resource for our students. Partnerships with outside agency therapists and Educational Psychologists have been cemented. These professionals have worked alongside teachers and the inclusion team sharing strategies and skills that will benefit all children in the classroom.

Once again, the extremely valuable Inclusion Governors were able to come into school. They were able to meet with new and existing members of the team, observe lessons and give guidance. The Governors not only understand how inclusion works but work with Hartland to develop it further. The Inclusion Team at Hartland will be growing again next year. This continued growth and desire to increase the skill set of the team demonstrates Hartland’s commitment to inclusion and ensuring that we are delivering the best provision possible for all our students.

Head of Inclusion and SEND

MATHEMATICS Overview Primary In the primary phase, the delivery of mathematical learning progresses by encouraging students to discuss and explore concepts in-depth and to apply their knowledge in problem-solving contexts. Students make use of visual and practical resources to aid understanding before moving into abstract learning. The use of information technology is also encouraged using online programs, such as Mathletics, TT Rockstars, Numbots and Education City. In addition to the mathematical learning in lessons, there has been a vast array of fun and exciting mathematics events and competitions. We started the academic year off in November with a selection of Year 5 and Year 6 students taking part in the “Primary Maths Challenge” 2021. All students did extremely well. However, a particular mention should be given to Ziana Singh (Year 6), Eva Rehman (Year 6), Seohyun Nam (Year 4), and Annika Baberwal (Year 5)who performed at an outstanding level and went to compete in the Bonus round gaining Silver or Gold Awards. In the same month, “BARVEMBER” returned. All classes were asked to complete daily problem-solving questions that supported bar modeling and critical thinking. It was great to see students solve the questions and present their own maths work as bar models. At the start of term 2, we launched once again the “Calendar Competition” to develop a further understanding of time. It was wonderful to see how students created their own designs onto a template based on a set of criteria. Congratulations, once again to the winning entries Aaban Khan (1H), Cattleya Hassan (1R), Declan Green (1L), Max Rogers (2H), Freddie Brown (2R), Kaylee Ping (2T), Olivia Lepich Reinisch (2N), Ezana Abiye (3H), Lithum Kodithuwakku (3R), Hana Arissa (3N), Essa Umair (4H), Lucas Steinberg (4T), Ayperi Amanmammedov (4L), Malak Abdalla and Aisha Eleslamboly (5H), Portia Steel (5R), Celeen Haytham (5L), and Layla Balt (6H). As part of Maths Week 2022, students across the primary phase enhanced their understanding through a range of inquiry and cross-curricular tasks. In the photos below you can view a small number of Year 1 students investigating capacity using water and an example of a Year 3 student creating a bar chart from reciting the PI number. As an extension to Maths Week 2022, students on the 21st March had the opportunity to dress up for the day as musicians and compete in the first Hartland “Rest of the World Rocks” competition. Students loved outperforming other students across the globe by demonstrating their ability to solve multiplication and division facts at speed. 100 YEARBOOK 2021-22

After this, as part of “World Maths Day” 2021 on the 23rd of March students developed their mental agility and typing skills by correctly answering calculations in 20 interactive tasks using the Mathletic program. They challenged their classmates, school peers, and students across the globe. Well done to all the students who partook in the world’s largest online mathematics events. Finally, in June a select number of students have been given the opportunity to compete in the First Maths Challenge across Year 3 and Year 4. The competition required them to answer a total of 20 multiple choice questions that supported their mathematical understanding that incorporated problem-solving and logistical thinking. We eagerly await the results of this event, knowing that each student will be performed very well. Lastly a reminder that throughout July and August students in Years 4 to 11 are still encouraged to register for the KEKEN Competition 2022 (https://kenkenuae. com/registration). The cost of entry is AED150.00 plus 5% VAT; therefore, parental permission is required. The School Level will commence after registration with further levels of the competition taking place from September to December 2022. We would like to hope that some students are successful enough to reach the International Level of the competition.

Primary Mathematics Leader

Mathematics was a very popular choice of study for students as we welcomed Year 12 students for the first time into our Sixth Form. The transition between KS4 and KS5 Mathematics can be challenging, but we have been really impressed with the attitude and effort of our A-Level students, who are in a strong position as they move into their final year of study next year. In Year 7, through studying algebra, students have learnt how to simplify and write algebraic expressions and can recognise the impact of powers on expressions. They have learnt how to factorise and expand algebraic expressions and can now solve one-step and two-step equations. In Year 8, students have applied Pythagoras’ Theorem to calculate missing sides in right angled triangles. In data handling, students can now represent and interpret data through distance time graphs and rates of change. Students have learnt how to calculate dependant probabilities and interpret probability tree diagrams. We considered real life scale models and students improved their geometrical skills by drawing to scale and constructing triangles and nets using a ruler and compasses.

Overview Secondary It has been a truly eventful and incredibly successful year in secondary mathematics at Hartland! We’ve had a magnificent two-night residential mathematics trip to Ras Al Khaimah, a whole school mathematics week, and celebrated student successes in both external examinations and the prestigious UKMT challenges. The performances of students in the challenges exceeded our initial departmental targets and we are incredibly proud of the success of all the students who participated. Prestigious invitations were received by the highest performers, these students were then able to compete in the Junior Mathematical Olympiad and the Intermediate Maclaurin Olympiad, an outstanding achievement! We have enjoyed further successes this year with our Hartland Accelerated Mathematics Programme (HAMP). The department is very excited to receive the first set of results from our Year 10 accelerated class, and individually, we congratulate two incredibly gifted students from the HAMP. Special praise must be given to both Alex George (Year 8) and Natusha Toyoda ( Year 11) who became our first-ever recipients of Hartland’s Al-Khwarizmi achievement award for mathematics. The award is named an influential mathematician, who was justly called the ‘father of algebra’ after introducing Hindu-Arabic numerals and the concepts of algebra into European mathematics. This special award is reserved for students who have displayed academic mastery in mathematics at our school, enjoying an array of successes in a variety of external assessments and competitions. Dedicated to the subject, both Alex and Natsuha have achieved academic mastery of mathematics and we celebrate their successes as they become our first students to enter our Mathematics Hall of Fame at Hartland.

In Year 9, through studying algebra, students can expand and factorise expressions and change the subject of an equation. They have learnt how to graph quadratic, cubic, and reciprocal functions. Students can solve simultaneous equations through algebraic manipulation and by plotting the equations and they have learnt how to solve problems using trigonometry. Students were introduced to the different properties of the trigonometric graphs and now can accurately plot these. In Key Stage 4 this year we have covered a vast number of topics in mathematics. Students have worked extensively across the four key areas of the subject. From learning the intricacies and applications of circle theorems within geometry to solving quadratic graphs through factorisation and plotting to find solutions, students have notably risen to the challenge. As a department, we have all thoroughly enjoyed this academic year. Choosing mathematicians of the month for each year group continues to present challenges due to the talent and approach to learning that we see each day from the students. We now look forward to receiving stellar IGCSE and A Level results in August. Results that the students will thoroughly deserve! A massive well done to all the students who have made this such a memorable year!

Head of Mathematics

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MEDIA STUDIES

Media Studies engages students in the in-depth study of media products in relation to the four areas of the theoretical framework: media language, media representation, media industries and media audiences. The GCSE Media students have explored a wide range of media products looking at selection and construction of media. In Year 10 they learn a new vocabulary to use when analysing media artefacts. They begin to understand how the media manipulate meaning and the importance that it plays in our everyday lives. In Year 11 the students explore a range of prescribed case-study products and critically examine the context in which they were produced and how meanings are constructed through a selection of signs and symbols. They undertake a coursework project, where they create websites for their own radio stations or radio advertisements for a local film festival. This practical project allowed the students to understand the link between academic study and real-life experiences. In Year 12, students begin to explore a range of critical theories from Marxism to Hesmondhalgh. The students begin to question the role of the media and examine different aspects of gatekeeping and censorship. The Year 12 students engaged in theoretical debate and discussion whilst exploring media products outside their normal viewing patterns. They have also begun to develop a range of technical skills to apply to their own projects in Year 13.

Head of English and Media Studies

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MORAL EDUCATION Moral Education is an innovative, engaging curriculum designed to develop students of all ages and nationalities in the UAE with global values that reflect the common experiences of humanity. At Hartland, we integrate our attributes into all aspects of school life and our Moral Education lessons mirror the Hartland Way. The Moral Education curriculum comprises four pillars; Character and Morality, The Individual and the Community, Cultural Studies and Civic Studies. Students from Year 2 to Year 12 have embraced their Moral Education lessons through discussions, debates and presentations, which are a common theme across the whole school. Benevolence, which is one of our Islamic values, runs deeply throughout the school and is especially apparent when our students are raising money for local charities and helping our support staff by providing swag bags full of essential items.

Primary Our Year 2 students produced fantastic acrostic poems based on friendship and respect and how we celebrate each other’s differences. Their story-telling unit fitted perfectly with their English unit and also created wonderful stories, which they read aloud to their peers. Collaboration is one of our Hartland attributes and in Year 3, students learned about the importance of teamwork and supporting each other to create some beautiful pieces of art. This theme was further developed in Year 4, where working in groups proved essential to complete certain tasks and problem-solving activities. The students were soon realising that listening is the key to working with others and how essential this life skill is. Trade, travel and communication was a fantastic unit for Year 5 to explore. They utilised their knowledge of the gold, spice and silk trade routes throughout the region and how this has impacted trading throughout the world. Learning about self-belief and self-confidence allows our students to explore and celebrate their achievements, seek help when needed, and support others in their conquests. Year 6 used the platform of International Woman’s Day to highlight the worldwide initiative #BreakTheBias, which continues to bring awareness of inequality and injustice that exists all over the world.

Secondary Our secondary school students further developed the skills they learned in primary and Year 7 first focused on health and lifestyle. They understood the important effects of food and exercise on their bodies; however, they also discovered the benefits of the above on their mental and emotional health. Feeling safe in our homes and school is vital to our development and wellbeing. In Year 8, they deciphered the difference between our city’s emergency services and which section of the municipality to contact, depending upon the need/emergency. Year 9 students debated some controversial topics in the unit of social identity; “Do women make good leaders?” was one example of stereotyping that enabled some very lively discussions! Global ethical challenges was a unit that Year 10 studied and they researched and discussed why climate change is considered an ethical dilemma. Becoming a responsible global citizen is a central focus for all of our students. In Year 11, they researched and debated inequality, whether it was individual or regional. It was a pleasure to observe our students engaged and energised in these spirited lessons. Year 12 delved deep into conflict resolution and through some research, they discovered that differing personalities can cause conflict but also solve personal, national and international issues.

Head of Moral Education

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MODERN FOREIGN MODERN FOREIGN LANGUAGES

LANGUAGES

In the Modern Foreign Languages (MFL) department we are always keen to share our knowledge of different languages and cultures with students. Though this year has been another challenging year, we were all driven by the passion we share, languages. We know that knowing a language is a unique talent that helps not only to interact with other people but to also immerse ourselves in new cultures. We aim to have sparked the same curiosity in students, as this is an exceptional skill that every pupil should be able to develop throughout their life. The students have been a joy to teach and they have delighted us all with their enthusiasm and verve for language learning. In Key Stage 3, students had the opportunity to study two languages. They could choose between French, Spanish, German, Italian or Mandarin. At this stage the language is often a new one for them and they are encouraged to learn the basics. Not only were they focused on building their vocabulary, they reviewed different grammatical structures that are essential if they want to continue languages through to IGCSE level. They were encouraged to use different tenses and to incorporate more complex grammatical structures to their work. Key Stage 4 students were given the tools to voice their opinions in more detail and to review more complex topics such as the environment, recycling and the world of work. They were also taught how to be more independent in their learning and to revise key vocabulary and grammatical structures on a regular basis at home. At the end of Year 11, students sat exams for the first time here at Hartland. Their results will be available in August 2022. We have many students who opted to continue French at A Level, and we have enjoyed introducing them to French literature as well as more complex grammatical structures. It has been a joy to see them develop into skilled linguists, so far this year students have learnt more about France and the different cultures of the French speaking world. This year we have started to introduce monthly competitions for the students to enter. The competitions have ranged from worldwide language competitions across BSME schools to an in-house cooking competition. Next year the languages department are looking forward to offering even more competitions so don’t forget to check the MFL board in the corridor for more information in September. 104 YEARBOOK 2021-22

Modern Foreign Languages Leader

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Primary Music Students in Year 1 have been exploring the percussion family of the orchestra and playing boomwhackers, hand drums, bells instruments displaying their knowledge of Beat and Rhythm. They have also learned about the role of the conductor and enjoyed the opportunity to become the conductor and direct their friends as they played and learning about what a composer does. Year 2 have explored the four families of the orchestra through listening to and analysing ‘Peter and the wolf’. They have also studied some world music from countries like Spain, Mexico, West Africa and the Caribbean and have really enjoyed learning about the different instruments played in such countries and the dance. Key Stage 2 students have been thoroughly enjoying singing, learning how to read and write music and exploring different instruments. Year 3 have been focussing on the ukulele and can play the chords of A minor, C, F and G major. Their favourite songs to play this year were ‘Stand by me’ and ‘The best day of my life’. They also studied Rock n’ Roll and enjoyed learning about the King of Rock n Roll. Year 4 have been learning the recorder and can play the notes low to high D with great confidence and enjoyed playing songs such as’ Jolly Old St. Nicholas’ and ‘Tallis Canon’. Year 4 were introduced to Form (Binary and Ternary) and particularly enjoyed performing the songs ‘Rock to get ready for school’ and ‘Rocky Mountain’ and creating their own movement. Year 5 have been introduced to the violin and have really excelled throughout the year starting off with pizzicato and then moving onto Arco. They also enjoyed learning about Rondo form and were introduced to opera. Year 6 explored the voice and have been singing in unison, partner songs and two-part songs such as ‘Play ball’, ‘For Good’ and a medley from the musical ‘Les Miserables’. They also enjoyed a unit on Musicals and looking into the staging of ‘Wicked’ and ‘Matilda’, completed a project on careers in music and learned to identify and write the notes in the Bass Clef. Students from Years 3 to 6 got to enjoy music enrichment classes after school such as choir, ukulele club, violin club and Musical (Moana), all performing on stage showcasing their talents.

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Secondary Music In music in Years 7 to 9 this year, we have studied our usual combination of Western classical, pop and music from around the world units that cover 500+ years of musical history. Year 7 have studied Gamelan, the music of Indonesia in term 1. In term 2, they studied Programme music, based around the piece ‘Pictures at an Exhibition’ and in term 3, they have looked a rock and pop music, focussing on the work of The Beatles and Queen. Year 8 started the year looking at music of African origin, including music from the Caribbean and Samba. In term 2 they looked at Blues music from America, it’s history and performed some basic 12 bar blues patterns. In term 3, they have looked at composing music using computers. Year 9 have studied how to write a pop song, learning about structures, chords and melodies as they went. In term 2, they studied flim music, looking at how to manipulate sounds to create the atmospheres needed for the action on screen. In term 3, the end of the music curriculum for a lot of them, they have studied Rap music, a new addition to the course here at Hartland. In our examination years, we have growing numbers following the Edexcel GCSE course and we were particularly excited to launch the A Level Music Technology course this year, which will continue to grow over the coming years.

Head of Music

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Musical Mondays This year saw the return of our very successful early morning recital series ‘Musical Mondays’. Entertaining our parents at the FS drop off, a range of talented students from Years 2 to 12 have showed their incredible musical talent on a Monday or Tuesday morning.

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PHYSICAL EDUCATION

It was another extremely positive year for PE at Hartland as we transitioned back to a full curriculum, welcoming back many of the traditional sports we missed so much during the previous year.

In the secondary school, we launched our first BTEC course in Year 12, whilst welcoming new and returning students to the GCSE programme in Years 10 and 11. We were also extremely proud to achieve an excellent set of GCSE results from our first examination cohort. The resumption of curriculum swimming lessons was greeted with enthusiasm from students and teachers alike, particularly in Foundation Stage where our children began lessons at the school for the first time, demonstrating an incredible level of confidence. Throughout the year, students in primary and secondary also enjoyed competing in traditional team games such as football, basketball, rugby and netball, as well as competing in athletics, badminton and handball. With more than 1100 students competing, playing and learning in the department every week, it has been our biggest and most successful year to date.

Head of Physical Education 110 YEARBOOK 2021-22

PSYCHOLOGY Psychology is a popular subject at both GCSE and A Level at Hartland and continues to be one of the most popular subjects taken for the GCSE options. It is wonderful to see that 18 students will be joining our GCSE course this year and it is anticipated that the cohort joining us from Year 9 in August will be even larger. The popularity of psychology at Hartland mirrors the field of study at undergraduate level in the UK. The number of students applying to read psychology is growing every year. There are now over 140 universities offering psychology with nearly 900 courses on offer. It is fantastic to see that so many young people are fascinated by the diversity of human experience. As our world becomes faster, more digitalized it’s important that we continue to study the importance of human connections and relationship. Psychology is a science-based subject and students taking both GCSE and A Level become experts in research methods as they progress through the courses. This year we have spent considerable time looking at the use of psychometric testing in psychology, including the development and analysis of questionnaires. We have been using the Psychometric Centre at the University of Cambridge in the UK to help us develop our understanding. If you are interested in taking some of these questionnaires, they can be accessed by the University of Cambridge Psychometrics Centre website under projects and ‘Discover My Profile’. Our Year 11 cohort have just completed their GCSE examinations and the predicted grades for these students are excellent. Most of the cohort have chosen to study Psychology at A Level and many of our Year 12 students have started their applications to universities around the world to continue with their studies. Due to the demand in subject, the department has now grown to three teachers. Mr Oakes, Mr McBlane have been teaching the A Level courses and Mr Oakes and Mrs Ellis have been teaching the GCSE course. Next year Mr Rogers will be joining the team to teach both GCSE and A Level. The topics covered in psychology are broad and diverse. We hope that the by studying psychology our students become more collaborative, empathetic citizens who understand themselves and develop more self-awareness so that as future leaders they can have a greater impact on those around them.

Head of Sixth Form

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SCIENCE Primary and Secondary

The past two years have truly been an exciting time for science all around the world. The developments made due to the pandemic have allowed our students to see the powers of science first hand. Here at Hartland we have used the pandemic to our advantage, developing our students natural curiosity and allowing them to explore all that science has to offer. We are so proud of the progress our secondary classes have made this year; from examination results to investigative skills, they have shown a real enthusiasm and skill for the subject. We welcomed Mr Rogers to the department in September and saw him bring a fresh energy and insight to the classroom. This year students have been exposed to several different learning techniques, including presentations, peer teaching and practical discovery learning. They have really enjoyed the variety and have grown in confidence over the past year. We were extremely excited about beginning the CREST Awards this year with both primary and secondary students. The CREST Award allows students to explore different areas of science not seen in a classroom and get hands on experience of being a scientist. Through the bronze, silver and gold programmes students achieve awards which can be mentioned in their personal statement in their future UCAS applications and are held in high regard by top universities. One of the activities we are currently running with the CREST Award is the production of Aspirin in the lab. Year 9 impressed us all with their creativity and innovation when researching about stem cells and their importance in future medicine. They worked in teams to produce spectacular displays and presentations which left us all wanting to know more. We have begun an exciting new competition this year with our Year 9 and Year 10 students. The Breakthrough Junior Challenge is an annual global competition for students to inspire creative thinking about science. Students ages 13 to 18 from countries across the globe produce videos that bring to life a concept or theory in the life sciences, physics or mathematics. We cannot wait to see what our young scientists come up with. This year also saw the launch of the James Webb Telescope. Students learnt about the history and development of the long-awaited instrument and its unique technological advances that will enable us to see further into space than ever before. Students created a fascinating display of their research and presented this to their peers. We were extremely impressed with their collaboration and presentation skills. 112 YEARBOOK 2021-22

In primary science at Hartland, we believe scientific enquiry is at the heart of science teaching. Throughout the year we encouraged the natural curiosity that children have about themselves and their surroundings. We provided the students with the opportunity to develop their own questions and to consider various ways of finding out answers while also taking ownership over their own learning. Students were encouraged to observe, raise questions, make predictions, experiment, and record their findings. This included developing their ability to examine things systematically, selecting and sorting information and understanding the features of a fair test. A highlight of the primary science curriculum is the young scientist enrichment. This spans across Years 3 to 6 and gives students the opportunity to perform science experiments they might not experience in the classroom. This year students have designed, produced, and tested parachutes, held fire in their hands, made colourful slime, experimented with making rainbows from glass and mirrors and viewed microscopic images using light microscopes. A highlight of the year came towards the end of the academic year when Years 1 to 4 were invited to watch the renowned Ministry of Science LIVE show at the Mall of the Emirates. The students were overwhelmed by the world of science and how science shapes the modern world. They loved all the loud bangs along the way. The experience allowed students to experience 20ft liquid nitrogen clouds, exploding oxygen and hydrogen balloons, fire tornados, hydrogen rockets, ignited methane and even a self-built hovercraft! An event the students will never forget.

Year 12 Within their Electromagnetic radiation and quantum phenomena topic Year 12 have been exploring the fascinating world of florescence. Students have been developing their understanding of ionisation and excitation of sub-atomic particles within atoms and applying this to the inside workings of the florescent tube lightings in the physics lab. Using this knowledge, students have then researched more evidence of this process and have demonstrated its occurrence in curcumin the key chemical element of turmeric. This demonstration consisted of shining a UV light onto a beaker of isopropyl alcohol and turmeric powder. Students then observed the excitation/ deexcitation of electrons within the curcumin which produced visible light, creating a beautiful florescent glow. Year 12 are really engaged in discovering how the world works within their A Level Physics course. It has been wonderful to see them explore a deeper understanding of some of the most fascinating scientific principles and theories. Mr Rogers, Miss Mahmud, Mrs Rogers and I would like to say a huge congratulations and well done to all our scientists and the hard work they have put in over the year. We look forward to some new exciting opportunities that await us next year.

Head of Science

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SOCIAL STUDIES In line with UAE national priorities and the Dubai strategic plan 2022, the UAE Social Studies curriculum has been developed to provide students with in-depth knowledge, skills and understanding in history, geography and civics, which emphasise the links and relationships between diverse groups, people, science and society. In UAE Social Studies lessons, students will contribute, as responsible citizens and residents of the UAE, to the building of a cohesive society that is inclusive of all, while preserving the UAE culture, heritage and traditions. It is an exciting time to be a resident of the UAE. Not only did we celebrate the 50th National Day of this country, but there are so many remarkable events and achievements that we celebrated this year. Including the Dubai Expo, the first successful Arab Mars mission, the highly commendable COVID-19 vaccination drive and the launch of ‘UAE Vision 2021’. All of these events have been incorporated and appreciated throughout the Social Studies curriculum. It has been a fantastic year for Social Studies at Hartland, thanks to all the hard work and dedication from all students in Primary and Secondary. Not only have students enjoyed learning about the rich heritage and culture of the UAE, we have also continued to develop the key learning skills required at a higher education level, such as map skills, statistical skills, analysis skills and research skills- all of which will come in very useful as the students’ progress throughout their school life. One of the highlights in Secondary was the Year 8 debate on the Ancient Dynasties of East Asia. Students spent many hours researching, writing and practicing their debates, to which the quality was absolutely fantastic. Another highlight was in Year 10, where students had to research the life of His Highness Sheikh Zayed bin Sultan Al Nahyan, where they found notable achievements of his life towards the development of the UAE’s economy. All in all a very interesting year for Secondary students, well done. Moving to Primary, a particular highlight was in Year 6, where students had to research and create their own political and physical maps of the Arabian Peninsula. The students had the chance to use various professional GIS mapping tools, which helped the students better understand spatial patterns and relationships of the region. What a great experience! In Year 3, students were given the task to explore the connections between new and old Dubai, where they produced a fantastic piece of artwork comparing the life before and after the formation of the UAE in 1971. Well done Year 3!

Head of Social Studies

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F1 IN SCHOOLS

Last but not least, Formula Ethara continues at Hartland which enables primary school students to take part in the world of F1. We have a team competing in the National Finals this year made up of Year 6 students who are collectively known as Team Spearhead. In addition, we have been running an enrichment for Years 4 and 5 during the summer term to introduce the next wave of F1 champions to Formula Ethara and perhaps one day, F1 in Schools. We will be watching them very closely over the coming years.

Head of Design and Technology

F1 in Schools at Hartland continues to grow and go from success to success. Hartland teams make up two of the four teams representing the UAE in the World Finals this July. It is unprecedented for a single school to have two teams competing in the World Finals at the same time. Team Zenith who took part in the World Finals last year, taking home the sustainability award, have been invited back to this year’s World Finals and hope to take their learning from last year and be even more successful this year. In November, Zenith were invited to be a part of the Abu Dhabi F1 Grand Prix where they showcased their successes and spread their message of sustainability. A big part of Zenith’s strategy this year was to not only be environmentally sustainable but also socially sustainable. As a part of this strategy, Zenith took Formula Ethara to Kenya and taught children there how to make their own cars. Our second World Finalist team: Propero who are made up of Year 8 students who came first place in the National Finals last year have had an interesting journey since their win. Earlier this year they had the opportunity to become an international collaboration team and joined forces with a team from Malaysia called Pulsar. The collaboration is a first for a Hartland team and has been a valuable learning experience for the students. Finding effective ways of working when the team is in two different parts of the world and in different time zones added an additional challenge for the students. Also learning to work alongside people you do not know who are older and more experienced has allowed the students to learn from each other and ultimately improve the quality of their outcomes. This year we have our youngest ever F1 in Schools team taking part in the National Finals. Team Sidewinder who won at last year’s Formula Ethara National Finals, graduated to F1 in Schools this year. They have really stepped up to the challenge despite their age and have come up with some really innovative initiatives. These included a staff reaction time contest to raise money for their team, an e-sports league which they held at lunchtimes for Year 6 students and a design the car of the future competition for younger years. They also enjoyed a visit to Yas Marina Circuit where they visited Yas in Schools for testing and manufacturing of their car, a tour of the circuit and a session of karting. Their hardwork has certainly paid off and we are incredibly proud that they have been crowned the F1 in Schools UAE Rookie Champions for 2021. Well done Team Sidewinder!

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DUBAI EXPO 2020 For nearly 200 years, World Expos have been a gathering place for connections. They act as a platform for the world to come together, showcase new ideas, share innovative ideas, and address and craft solutions to global challenges. Expo 2020 Dubai continued this storied history under the theme of “Connecting Minds, Creating the Future”. Innovations are central to World Expos. From displaying steam trains in London in 1851 to unveiling the QWERTY keyboard in Philadelphia in 1876, visitors experience what is new and innovative, with robots proving to be a consistent favourite. Between October 2021 to March 2022, one million school trips visited the Expo 2020 Dubai site and Hartland students were certainly among the excited visitors to witness the extravaganza, through awe and wonder. Having this showcase event is yet another reason to be grateful to live in an innovative, forward-thinking city that hosted the world’s biggest Expo. This was also a significant way to mark the first school trips since the pandemic began. We would like to commend the educational team who worked tirelessly to create informative and exciting trips for all the young people of the UAE. Year 1 to Year 12 students had the opportunity to visit the extraordinary districts: Sustainability, Mobility, Opportunity and Legacy of the UAE. They also explored some of the 193 country pavilions, some of which they had never heard of before. The excitement and curiosity on every trip was clear to see and our students thrived in this creative setting. Now that Expo 2020 Dubai is sadly over, District 2020 will be a global innovation ecosystem and mixed-use community. A sustainable, human-centric smart-city, it will re-purpose at least 80% of Expo 2020’s built infrastructure. Hopefully after our experience of Expo 2020, we can reflect on how our individual choices can rebalance Earth to generate a sustainable future for all species. Back in our classrooms, we continue to focus on how we can be sustainable at home and school and we seek new initiatives to lower the carbon footprint that we will leave. Under the theme of ‘Designing Future Society for Our Lives’, Expo 2025 Osaka in Japan takes place on the island of Yumeshima, in a space where people from around the world are empowered to co-create future society through shared knowledge. Hopefully, some of our students will visit Japan after being inspired by the wondrous scenes that they experienced during their time at Expo 2020. 116 YEARBOOK 2021-22

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JUNK KOUTURE Junk Kouture is a competition which has been running in Ireland for the last 12 years and has been launched in the UAE this year. The competition is based around creating sustainable fashion using recycled materials. Students between the ages of 13 and 18 create catwalk looks with accessories made from 100% waste products. Students can use unwanted objects, single use material and items that are no longer fit for the intended purpose to create their designs. Members of the Junk Kouture enrichment started the year with success as Alayna Alibhai in year 10 won the 13-18-year-old category for a UAE based competition to design a headpiece inspired by ‘5 years of the UAE’. Students spent the year learning material manipulation techniques along with fashion design and making skills to create their final catwalk pieces ready for submission to the competition. Incredibly all 5 students who entered the UAE catwalk were awarded a place at the grade final in Abu Dhabi which will take place in the fall. We are very excited to see how the students will place on the day when they present their creations and undergo interviews by the judges. Their creations will also be modelled on the catwalk to a live audience.

Teacher of Design and Technology

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The Race4Good is an international competition, taking place over three weeks, in which students work together to solve critical real-life challenges to improve the lives of communities in developing countries. The competitions are very intense experiences for the students taking part, as they respond to a range of challenges with very tight deadlines. They develop a plethora of valuable skills such as empathy, teamwork, communication, leadership, time management and problem solving to name just a few. The driving force behind the competition, and one of the judges, is the well-known frontline humanitarian Linda Cruse. This year there was a junior competition aimed at Years 7 to 10 and a senior competition for Years 11 to 13 and Hartland entered a team in both. In the Senior Race4Good, our team of Year 11 students qualified for the final by conceiving of a poultry business for Kipa Sherpa, an 18-year-old orphan girl in Nepal, who has been looking after herself since she was 13. The judges were very impressed with the business plan and video presented by the team. In the final, they needed to create a business plan to help uplift the whole village and developed an innovative eco-tourism idea which finished an impressive second overall. In the Junior Race4Good, the focus shifted to Haiti and the team again qualified for the final with their business plan to help the Bellevie family. In the final round, they needed to uplift the local school and several of their ideas were chosen to be implemented. It was fantastic to see the hard work of the students pay off as the Race4Good team put their plan into action in a matter of days, creating a vegetable patch and outdoor kitchen for the school with an innovative smokeless stove. Both teams were a credit to the school and gained a lot from the experience. We look forward to competing again next year.

Teacher of MFL Senior Race4Good Team: Maria Oganesyan, Heelan Adour, Dario Pous Gerodetti , Habiba Badran, Andres Paz, Karim Tarek, Amon van Almsick Junior Race4GoodTeam: Gautam Nambiar, Karthika Ajay, Abdinoor Haro, Veena Sekar, Julia Maeroum, Catarina Moura de Castro, Christian Carballo Fuentes, Marcus Naifeh, Sara Beljaflah, Abigail Van der Linde Scan the QR code for video of some of the team’s ideas being implemented.

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To celebrate the 50th UAE National Day students at Hartland engaged in a rich variety of activities across all key stages. It was a wonderful experience for everyone to participate in a range of activities from learning about the national dress, the colours of the flag, local foods and the history of the UAE. The aim of the day was to recognise the importance of the Father of the Nation, His Highness Sheikh Zayed bin Sultan Al Nahyan and his influence on the success of the UAE today. The students thoroughly enjoyed the day and gained a deeper appreciation for the local culture and values. On Sunday, students enjoyed the K9 Police dog demonstration and then on Monday each class had the opportunity to visit the activity stations and engage in the carousel of events on the sports field which included: Camel viewing Falcon viewing Live cooking station – Lugaimat and bread demonstration Yolla band demonstration Civil Defence demonstration There were two key highlights of the day for me, one being the formation of the number 50 together with students and staff from Years 3 to Year 13 being involved and the second was when students from FS1 to Year 2 formed a human shape of the UAE flag using the coloured card.

Year 3 had the pleasure of welcoming Mrs Zeina Hamad (a local author) who read her second book Matti and Massi Missions series which is set in Dubai to the students and inspired them to be young authors and write their own adventure stories. Whilst Year 6 students developed their artistic skills in the reflection garden as they visited each creative national day art and design station. The charity committee designed and made 1450 UAE badges in total, staff and students wore them with great pride. The day concluded with a range of special performances from students, including the recitation of the Quran, Arabic poems, traditional dance and our very own catwalk with a student fashion show. The atmosphere created was tremendous and to see our students and staff together celebrating this very special day left a lasting impression on us all. The day was immensely enjoyed by all and we are already looking forward to celebrating the 51st UAE National Day. Shukran. Head of Primary 120 YEARBOOK 2021-22

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BSME GOLF TOURNAMENT This year, Hartland had the privilege of hosting the annual BSME Golf Open Tournament. The event was held at the Montgomerie Golf Club Dubai and took place over the course of two days. The 36-hole event comprised of two competitions which ran simultaneously for both male and female: a gross competition (the total number of strokes) and a net competition (the gross score adjusted for the player’s handicap strokes). A diverse field of players entered the tournament, with golfers travelling from as far as Abu Dhabi, Bahrain, and Kuwait to compete against the region’s very best young golfers. The standard of golf which was witness over the two days was nothing short of exceptional. Such was the standard of golf on display that after 35-holes, four players were only separated by two shots heading into the final hole of the competition. After multiple fluctuations of leaders, Jay Chinchankar, representing Dubai College was victorious in the male gross competition, shooting a phenomenal -1 par score for the tournament. The female gross winner was Liang Lu, also representing Dubai College, who shot an incredible +6 par score. The male and female net competition winners, who both attend Dubai English Speaking College, were Sam Tundo and Imogen Hall. A special mention should be given to an incredible young Hartland prospect, Rahee Kim in Year 7. Rahee has only recently started playing golf and in her first ever competition, managed to sink a hole in one on the par 3 13th hole. A smooth and accurate swing of her 7-iron saw the ball land close to the pin before eventually rolling in the cup for an ace!

PE Teacher

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SPORTS DAYS AND EVENTS

It was a privilege to welcome all members of the Hartland community back into the school for Sports Days this year, allowing us all to share in the success of the students together. We were overwhelmed by the attendance and support given by family members, and we hope the days created memories that will last a lifetime. In Foundation Stage, our children wowed the crowds with their running, jumping and throwing. Unfazed by the cheers of the supporters, their performances were truly special. Primary students competed with and against their peers from different houses throughout their various events. In what is always a closely contested competition, the day was won by the narrowest of margins by Zabeel, reclaiming the crown after a brief absence from the top. Secondary students sent the crowds wild with their performance, particularly in high jump where several competitors set their sights on the school record. When all was said and done, Safa reclaimed the Hartland shield, continuing their three-year winning streak. The return of the 30x30 Dubai Fitness Challenge brought with it the return of an epic Hartland challenge. This year, the school community came together to complete an incredible 24-hour triathlon. Parents, students and teachers, swam, cycled and ran their way through the day and night, and were welcomed home by a 1000 strong crowd on the final morning.

Head of Physical Education

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WORLD BOOK DAY

World Book Day, Book Fairs and the Emirates Airline Festival of Literature were all back with a bang this year!

We were honoured to be invited to be present at Rob Biddulph’s recorded schools session and our Year 4s set off in buses to the Al Habtoor in Business Bay to be enthralled by his stories and enchanted by his drawings and we had a roomful of budding artists sketching along with him. It was a fantastic morning and Biddulph-mania certainly hit the school. Our World Book Day competition was inspired by his Lunchbox PostIts which he drew every day for his daughter’s lunchbox and we were bowled over by the number and quality of all the PostIts that were entered. The fantastically talented art department created an extraordinary display opposite the library which will be hard to replace. World Book Day was celebrated on 4 March and lots of bookish fun was had by all. Wonderful costumes celebrating book characters brightened up the school from Foundation Stage to Secondary but most importantly, there was lots of reading and book chat – as well as a lot of fun.

Librarian

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INTERNATIONAL DAY

The 2022 International Day celebration surpassed all previous years! Together we celebrated that we are all different, we are all unique and this diversity is what makes Hartland one global community. The day commenced with a grand parade whereby we celebrated all 88 nationalities, listening to each country’s national anthem and each nationality being applauded as the students stood with pride in their national attire as our true global uniqueness was celebrated by all. The entire school participated in a carousel of activities in order to create a day of exceptional learning quite unlike any other in the school calendar. This year saw the addition of the Tanoura dance, the Chinese Face Changing show and the Year 11 Great British bake-off where Mrs Cottam, Mrs Blair and I had the pleasure of being judges. We also saw the return of the global photo booth to capture some special memories of the day. ‘Around the World – Expo Pavilions @ Hartland’ was a huge success. This year was even bigger and better than ever, taking place in the dining hall, sports hall and the reflection garden. Parents and families bonded together to create our very own Expo Pavilions where everyone could sample tasty treats and delights from a wide range of nations across the world. There was certainly something for everyone’s taste buds. The highlights of the day however had to be the performance assemblies, as our skilled students, staff and parent demonstrated their amazing talents in front of a theatre full of an excited audience. We witnessed a Taste of Ireland, Indian Classical Dancing (one with a fusion), Traditional Dance from Dagestan which is pronounced (LezGeen- Ka), a Japanese song, an Arabic song and a collection of Bollywood songs beautifully performed by a Hartland mother and daughter duo. As always, the reason the day was such a great success was due to the efforts, kindness and sheer hard work and commitment from everyone in the Hartland community. This year, everyone surpassed themselves and really did demonstrate what a significant and memorable day this is at Hartland. I would like to take this opportunity to thank all the parents who joined us for the International Day parade and to all the parents who supported us with setting up the amazing pavilions. The support from parents was truly phenomenal and without this, the day would not have been possible - so thank you! 126 YEARBOOK 2021-22

Also, a huge thank you to all the following who performed at the assemblies. It was certainly one of my favourite days of the year. • • • • • • • • • • •

Amina Kubataeva and Zalina Kubataeva (Year 8) - Traditional Dance from Dagestan Parvathy Nair and Gauri Nair (Year 9 and Year 4) - Indian Classical Fusion Dance Nandini (Year 12) - for the Indian Classical Dance Habiba Badran (Year 11) - Arabic song: Kol Haga Beta’ady Miruka Miyauchi (Year 8) - Japanese song: 津軽海峡冬景色(Tsugarukaikyouhuyugesiki) Mrs P Lalwani (Hartland parent) and daughter Meera Lalwani (Year 4) - Bollywood song: Mei Tenu Samjhava Mrs P Lalwani (Hartland parent) - Bollywood song: Koye Hum Kaha Mrs P Lalwani (Hartland parent) - Bollywood song: Zara Zara Miss Mairead Cashman and Mrs Catriona O’Dwyer (Irish Song) Miss Norita Cashman (Irish Dance) Miss Yvonne Ward (Tune on the Tin whistle)

Also, a massive thank you to the masters of the ceremonies Avi Kapur (Year 12) and Melina Garaud (Year 12). As always, the students, parents and staff were exceptional and together we created some treasurable moments. International Day is a wonderful day to celebrate our diversity as one Hartland global community and we look forward to another amazing International Day next year!

Head of Primary

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What is a Tanoura dance? Tanoura is an Arabic word, which translates to skirt in English. It is a traditional folk dance in Egypt, where the dancer spins to the tunes of Arabic songs. What is the Chinese Face Changing show? This is an ancient Chinese dramatic art that is part of the more general Sichuan Opera. Performers wear brightly coloured costumes and move to quick, dramatic music. They also wear a vividly coloured mask, typically depicting well-known characters from the opera, which they change from one face to another almost instantaneously with the swipe of a fan, a movement of the head, or a wave of the hand.

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CAREERS AT HARTLAND As another successful school year draws to a close, we reflect on our career learning over the past year. As always, our focus is to encourage and support our students to start thinking about their future careers from an early age and start developing the knowledge, skills and attitude that will enable them to access whatever career path they aspire to follow. In an ever changing career landscape, experts now predict that today’s students will undergo several career changes during their working lives. Therefore, it is essential that we prepare and equip them with the skills and attitude to allow them to readily and successfully navigate change, to adjust to new work environments and changing situations with ease. Awareness is central to our career learning. Awareness of the world around us, the many jobs and careers paths available, the various educational and training pathways followed to access these careers, and an awareness of ever-changing needs and trends in the labour market both locally and worldwide. We work on becoming self-aware, identifying our own likes and dislikes, acknowledging our abilities and talents, understanding our personality types and working closely on finding links between ourselves and the world of work. It is in creating these links that career growth and development is born. To support our classroom learning in this area we enjoyed the return of our ever-popular online Lunch & Learn events where we welcomed career professionals from various career themes. This year we met with a Veterinary Pathologist, a Museum Curator, and an award-winning Head Chef, an Airline Pilot, a Crypto currency expert and many more professionals who shared with us their intriguing careers.

Work experience has fantastic benefits in allowing the student to experience first-hand their individual career preferences, to develop related competencies and skills, increases their independence, their self- understanding and confidence along with providing valuable context and content for students applying to courses that require interview as part of the selection process. We look forward to greater interaction with the wider community as restrictions continue to ease. We excitedly look forward to hosting our first in- person University Fair in mid-September, when we will welcome close to 25 Universities from institutions across the world to our school offering students and their parents the opportunity to explore and interact personally with representatives from some of the world’s best institutions. As always, we are immensely grateful to our amazing parent body and the wider Hartland community for your support and willingness to give generously of your time and experience. It really does enrich our career programme. And so, as I sign off for the summer, I wish you all a pleasant, safe holiday and look forward to welcoming you to the Career Hub in September.

Careers Counsellor

Over the year, the students continued to engage with our interactive career’s platform UNIFROG, www.unifrog.org like ourselves here at Hartland, UNIFROG is getting better with age! Offering greater functionality and more opportunity to interact with each passing year. As students’ progress through the secondary phase and especially into Sixth Form and begin to prepare University applications, the benefits of UNIFROG are immense in simplifying what can sometimes be a complex process. I encourage students to spend time on the platform, to familiarise themselves with these functions and endeavour to maximise the benefits of this amazing resource. With the ease of COVID restrictions this term, we were delighted to welcomed some in person speakers to share their expertise in areas such as personal statement writing, employability skills and a ‘Preparing for the Place’ session prior to our Year 12 students engaging in work experience at the end of term.

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CHARITY COMMITTEE The Charity Committee have had a busy yet extremely rewarding year supporting others less fortunate. Through different events each month, the students wanted to support, not only the Hartland community, but the wider world in which they live. The students have led initiatives to raise money, collect donations, and raise awareness of a variety of causes. Below is a month by month record of all the fantastic achievements:

Hope-Amel Baby Drive

To start the year, families at Hartland donated so many wonderful baby items during the month of September. All donations were collected by Hope-Amel to be distributed to mothers in need across the UAE.

PINKtober

Pink Caravan

Continuing, the PINKtober theme, the Pink Caravan came to Hartland in November. Clinical examinations and screenings took place throughout the day to support early detection of breast cancer. We had over 100 of the Hartland community visit the bus in total and received valuable individual feedback and guidance to support.

National Day Badges We are thrilled to report that our students raised AED 1450 from selling their hand sewn National Day badges out of felt, buttons and ribbons to staff and students. As a result, the Nefsy foundation will be able to provide food for 29 children for one month. We are proud of our students for taking the time and initiative to learn a new skill in order to support those less fortunate. 130 YEARBOOK 2021-22

Thank you to all the students, staff and families of Hartland for supporting the Al Jalila Foundation #PINKtober campaign, in partnership with Brest Friends, to improve the lives of breast cancer patients through medical research and treatment. We appreciate all your efforts and generous contributions on our annual ‘Pink Day’ at Hartland and are pleased to announce that by wearing pink, enjoying delicious ice lollies, selling cupcakes and flower badges, taking part in the raffle and attending awareness presentations, we raised a grand total of AED 18,055.75. As a school we were also recognised by the Al Jalila Foundation as reaching “Topaz” level due to the significant amount of donations given! Two secondary members of the Charity Committee, along with our DT Teacher Ms Marie McDonagh, all of whom contributed to the fund by selling beautiful hand sewn pink flower brooches, attended a ceremony at Al Jalila Foundation to witness the inscription of the Hartland name (by robot) on their wall of honour.

Holiday Helpers

As a school community we were overwhelmed by the contributions to fill gift boxes to say ‘thank you’ to the support staff for all their hard work. These gift boxes were handed out at the annual ‘Festive Brunch’ served by the Charity Committee as a token of our appreciation for all the continued hard work and dedication they show to the school each and every day.

World Cancer Day Students researched the different types of cancers that affect us all and wore colours as non-uniform to represent these. We raised AED 6,290.75 in total from this event that was donated to the Al Jalila Foundation to support further research to treat cancer in the future.

Donations for Kenya trip The Charity Committee managed to pack an astonishing 21 suitcases which were taken to Kenya with our secondary students who were taking part in a community project with Camps International. The items received were carefully distributed by the students to local schools, orphanages and women’s support groups and were hugely appreciated by all. The Hartland bags which the Charity Enrichment groups produced were also given to children. They were overwhelmed with the cards, gifts, toiletries, handmade sanitary products and uniforms that were packed in each bag. It was wonderful to be part of such a great initiative to really make a difference to the lives of others in Africa.

Ramadan Fridge Appeal

Iftar food distribution

During the Holy Month of Ramadan, each year group filled not only two fridges but a whole room with food items that were distributed at the end of each day to Hartland support staff, cleaners, RTA, gardeners and workers from the local building sites. We were so overwhelmed by the generosity of all our families who took part in this initiative.

Staff and students at Hartland, donated their time over two days to make over 6000 Iftar meals with the ‘Classic Catering’ company which were handed to workers across Dubai. Each staff member that supported also donated AED 50 each, which in turn paid for the meals that were being prepared.

Iftar Dinner

A total of AED 1,420 was given to the ’1 Billion Meals’ campaign for every adult ticket that was purchased for the school Iftar dinner. It was such a wonderful experience to share this event with the Hartland community outside in the Reflection Garden of the school.

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Blood Bus Drive The DHA Blood Bus visited the Hartland site for the day and we were thrilled that over 45 staff and parents were able to donate blood to support others in need across the UAE.

Jubilee and Earth Day Bake Sales

To end our year of giving, the students organised two bake sales with the generous donations of cakes and cookies from our families. The charity committee and Eco-warriors organised a bake sale at breaktime for all students. During Jubilee Day we raised AED 8,936 which was donated to the ‘1 Billion Meals Initiative’. The total funds raised from Earth Day were donated to Emirates Nature WWF, which helps to conserve nature and reduce threats to the environment for the benefit of all society. By continuing to share these acts of kindness through various charitable events, we know that the world will be filled with love and hope for the future. It is important for us all to remember that the smallest act can have a big impact in all our lives. We want to take this opportunity to thank everyone for their generous contributions and donations across the whole of the last academic year.

Head of Charity Committee

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HAPPINESS AND WELLBEING Wellbeing Promoting and supporting the wellbeing of students and their families here at Hartland continues to be our highest priority. Studies have shown that happiness significantly influences a students’ ability to learn, their cognitive resources, motivation, and academic achievement. Thriving is key and there are many ways in which we seek to ensure that students flourish throughout their school life.

PSHE and Wellbeing in the Classroom Our focus on the personal, social and emotional health of students starts in the classroom. In addition to teachers and tutors providing bespoke care for each individual, we have timetabled and embedded PSHE teaching, regular Heart to Heart discussions and key stage assemblies, where the Hartland values of kindness, respect, courage, honesty, integrity and compassion are imparted and developed.

Peer Mentoring This year, our peer mentoring programme has gone from strength to strength. Our first cohort of Sixth Formers underwent Mental Health First Aid training, preparing them not only personally for the rigours of the final years of school and beyond, but with the tools and compassion to support younger students in their Hartland journey. We have had 23 regular mentors from both the Sixth Form and Year 11 cohorts meeting with their designated mentee each week to provide a system of support and belonging. It has been a joy to witness these relationships develop and each individual grow in character and responsibility.

Counselling – Individuals and Groups For students who have required additional support, individual counselling sessions have been provided. Common topics include anxiety, peer group relationships, circumstances outside of school, overwhelming emotions, examinations and schoolwork. “Social skills” groups have continued to run on a regular basis, for identified students requiring some extra training and practice.

Upstrive App This year has seen an addition to our ‘toolbox’ of strategies to support mental health. Year 5 students and above have had the daily opportunity to ‘check-in’ to express how they are feeling, with the option of writing a comment to elaborate. We see this as a way of not only increasing emotional intelligence, but also providing teachers with a feel for the emotional ‘climate’ of their class and the opportunity to give a reassuring word to any student who expresses that they are struggling that day. Regular posts are created to supplement students’ understanding of common ways to boost their wellbeing and happiness.

Student Support Counsellor

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ENRICHMENT The announcement that enrichments could resume this year was greeted with great excitement across the Hartland community. Each year, the enrichment programme is carefully designed to offer a wide range of choices including academic, creative and sporting options. At Hartland, we strongly believe the enrichment activities are just as important as the academic curriculum. They complement each other and help develop well-rounded students, teaching them life skills that will prepare them for the future. When designing the enrichment programme, we always aim to ignite new passions as well as extend existing interests, whilst developing a variety of skills to support future success. During this academic year, students from Year 1 to Year 12 have been involved in exciting and an abundant range of activities. Joy and excitement prevails amongst our students and a sense of exploration and enthusiasm is ever present. Students in the primary phase have had the opportunity to choose from an impressive offer of 140 enrichment activities each term, an astounding offering from our exceptional education team. We designed a bespoke enrichment programme for Year 1 and Year 2 which had a unique theme for each day. Each class rotated on a half-termly basis so that every student experienced the different enrichment opportunities throughout the year and this proved to very successful. The launch of a wider range of enrichment activities such as Junk Kouture, Skateboarding, Young Journalists, Disney and Pixar Animation and Shelf Indulgence have proved to be tremendously successful. The ever-popular enrichments such as Animation, Gymnastics, Young Scientists, Baking and Basketball continued to be in demand when sign up went live. Our students have improved their 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. The enrichment programme has created social opportunities for students to be part of different teams, providing a sense of belonging which facilitated in developing friendships outside of their usual circle. Some awe-inspiring events and achievements have been accomplished as a result of the enrichment programme. Students have attended specific enrichments that have opened opportunities for them to compete in competitions such as mathematical challenges, debating and chess. Additionally, our performing arts students successfully completed their LAMDA (London Academy of Music and Dramatic Art) examinations in March 2022. The joy and enthusiasm with which our students have engaged in our enrichment activities has been a pleasure to see and our students and staff will certainly treasure the memories of the year. There has been an exceptional amount of energy and time given by my colleagues to provide a high quality enrichment opportunities for our students. Therefore, I would like to take this opportunity to sincerely thank all our students, staff and our external partners (Stryx, Champions Karate Academy, Meydan Golf, The Logix Engine and Chess Knowledge) for their passion and the contribution they have made to what has been another very successful year of enrichment at Hartland International School. I am sure that the memories and skills attained during enrichment activities are forever lasting and will be treasured by the students of Hartland.

Head of Primary

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Horse Riding This year students were offered the opportunity to learn more about horses during enrichment at Habtoor Polo Club. Not only riding horses but also how to care for horses. Students spent half of their time focusing on riding skills, learning how to balance themselves. In the second part of the enrichment, students were given the opportunity to meet some of the horses, learn the different parts of the horse and the tack that they were and how best to care for horses.

Golf Each week a group of Hartland students from Years 4 to 7 have attended after school golf lessons with the coaches at the driving range of Meydan Golf Club. Some were complete beginners at the start of the year while others were already quite experienced and were able to improve further. It’s been great to see the progress over the weeks as they have developed their swing using a range of clubs, as well as working on their putting. The coaches use several different games and activities to enable the children to have fun while practising these skills so they have really enjoyed this enrichment.

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SPORTS TEAMS

This was Hartland’s most successful sporting year to date, with several teams finishing their season undefeated, while record numbers of Hartland students represented the school in competitive fixtures and events. In this year alone, more than 50% of students in Primary and Secondary competed in an interschool gala, tournament or event, an achievement we are incredibly proud of. With more than 50 teams in games alone, it certainly was an unforgettable year. However, it was a year that started slowly, with restrictions gradually lifting to allow schools to train and compete again. Hartland was at the forefront of the school sports recovery, creating the protocols adopted by schools across the city for school fixtures, as well as hosting the first fixture and swimming gala for Dubai schools in almost two years.

Basketball proved to be the most popular sport this year, with more than 200 students attending enrichment each week in Key Stage 2, and teams in secondary all the way from u12 to u19. Perhaps our younger students were inspired by the efforts of the u16 girls team who finished as undefeated league champions in term 1. Over the course of the sporting season, we competed in football, basketball, rugby, cricket, athletics, swimming, cross-country and athletics. We look forward to an even busier year ahead with as many students and families involved as possible.

Head of Physical Education

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PARENT ENGAGEMENT A metaphorical round of applause to our Hartland parents! (As not all heroes wear capes.) Social studies suggest that the most accurate predictor of student success and academic achievement is the extent to which families, in partnership with schools, encourage learning at home and involve themselves in their child’s education. While school years can be stressful at the best of times, Covid-19 served up more challenges than anyone could have predicted. After a tumultuous two years of parents being unable to be part of school life due to the pandemic the excitement within our corridors was palpable as we were given the ‘green-light’ to welcome parents back on campus this academic year. We kicked off with “Coffee and Conversation” mornings in both the primary and secondary phases of the school to get to know new parents and build on existing friendships and relationships with existing parents. Events such as International Day, school musicals and concerts, book fairs, movie nights and award ceremonies followed our various coffee mornings with parents giving so generously of both their time and efforts in ensuring each event was not only successful, but fun and thoroughly enjoyable! In a time when families have never been so important, we celebrate parents and the role they play in their child’s academic journey, so much so, we see it as fundamental to the health of our school community and we look forward to continuing this journey with parents to ensure open dialogue, involvement and engagement are at the forefront of what we do. For your acts of generosity and kindness, your patience and resilience - we thank you. As we enter the 2022-2023 academic year - here’s to even stronger relationships, connectivity, collaboration, to shared hopes and dreams. Everything we are today and everything we can become tomorrow is a reflection of our parents’ love and effort. Together - We are Hartland.

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RAMADAN

This year the Holy month of Ramadan was filled with kindness, togetherness, and a great sense of generosity and giving here at Hartland, which not only impacted those within our own community but reached so many in the wider community. We should like to express our sincere gratitude to our Hartland families for your support of the Ramadan initiatives that took place at Hartland which you can read more about below.

Ramadan Fridge Appeal During the Holy Month of Ramadan, each year group filled not only two fridges but a whole room with food items that were distributed at the end of each day to Hartland support staff, cleaners, us drivers, bus nannies, gardeners and workers from the local building sites. We were so overwhelmed by the generosity of all our families who took part in this initiative.

Ramadan Iftar Food Drive

Classic Catering provided the use of their kitchens for the entire month of Ramadan where, along with an army of volunteers, meals were prepared, packed and distributed. Their goal for 2022 was to donate 150,000 meals, all of which were generously funded by local business and donations from the public. The Hartland community wanted to get involved and give back to the wider community during Ramadan. Our staff and students made their way out of town on to the 611 to an industrial unit near Dubai Investment Park, to participate in a food drive. They donated their time over two days to make over 6000 Iftar meals. Each staff member who participated in this initiative also donated AED 50 each, which in turn paid for the meals that were being prepared.

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Iftar Dinner Iftar is said to bring blessings and is widely regarded as an act of kindness. We were delighted that, after a twoyear hiatus due to Covid restrictions, we were once again able to invite our Hartland community back to school for an Iftar dinner. We were joined by so many parents, students and staff from our vast community. This year the venue for this very special occasion was the Reflection Garden. The event was supported by our students who gave a short presentation and the Iftar meal was enjoyed after a recitation of the Qur’an was made. The event also raised a total of AED 1,420 for the ‘One Billion Meals’ campaign which is a unique and ambitious initiative launched by His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, at the beginning of Ramadan.

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COBIS VIRTUAL MUSIC COMPETITION

Hartland International School music department was extremely proud to host the first COBIS music competition to be held since Covid and the first competition COBIS have held online. Over 375 entries were made from 54 schools across four different continents, the largest number ever entered for the competition. Performances from a wide range of instruments and styles made the competition fierce and varied all at the same time. A panel of judges, led by Rob Johnston, choral manager of the BBC Singers had the incredibly difficult job of narrowing the 375 entries down to a single winner. A huge congratulations to Leopold from the British School in the Netherlands and Gwen from Doha College who were crowned Young Musician of the year and Young Composer of the year at the COBIS Annual Conference in London.

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DEBATING AT HARTLAND Debating at Hartland

After several successful debating competitions at Hartland during the last academic year, it was natural for debating to flourish and become a more common occurrence over the last twelve months. We are incredibly fortunate to have a strong group of debaters throughout secondary, and these students have had opportunities to shine this year!

Debating Enrichment With the return of a full enrichment programme this year, it was wonderful to be able to offer debating as an enrichment for Key Stage 3 to 5. This weekly session offered students an opportunity to work with new people across year groups and discuss topical issues that they were interested in. Discussions ranged from climate change to celebrity cancel culture and online schooling. It has been a pleasure watching the participants develop in confidence and skill as they craft their tone of voice, hand gestures and research methods to perfect their arguments. I have been particularly impresses with students’ ability to handle rebuttals and think spontaneously in response to their opposition’s argument. Despite the difficulty of this, everyone has vastly improved as the year has progressed.

Debate with Hart Our talented students were eager to compete with other schools and showcase their debating skills after lots of hard work at the previously mentioned enrichment. This inspired the launching of ‘Debate with Hart’ – a global debating competition that took place virtually between schools from around the world. What started as an inquisitive tweet to gauge interest soon blew up into an exciting competition that scaled thirty-two schools across twelve countries and with a grand total of seventy competing teams! Hartland were proudly represented in both age categories by three fantastic teams of students – these were made up of both speakers and researchers who worked perfectly together to build intelligent, compelling, and persuasive arguments. The teams competed in several rounds, some prepared and others unseen, with schools from Nairobi, the United Kingdom, Brussels, and New York to name a few. Both of our Key Stage 3 teams made it to the semi-final where they unfortunately missed out on the final by a very small margin. They should, however, be commended on their efforts in competing graciously and effectively. It was a pleasure to watch they debate, and I cannot wait to see them reach the final next year. Congratulations to the excellent school in Northern Ireland who were victorious in this round of the competition – St Mary’s Magherafelt Grammar School for Girls. Our older team, made up of students from key stage four and five, were not only successful in reaching the final, but they won the whole competition for their age category! This is still something that makes me beam with pride and joy for their wonderful achievement. 142 YEARBOOK 2021-22

A special mention to the students who made up this team: Chaeli-Jade Pienaar, Jenin Al Shalabi, Amy Butt, Melina Garaud, Nandini Nambiar, Amelia Murphy, Pujia Wang and Gautam Nambiar. The whole competition was a wonderful experience, and it is very exciting to know that Hartland are leading the way in developing debating on a global stage.

House Debating Competition To finish the year our House Debating competition has been taking place across the last half term and continues into the final stages as the yearbook is being produced. We have once again had a wonderful range of students participating across year groups and houses, and I am excited to find out which House will claim the trophy from last year’s winners, Zabeel. What a year! I am confident that next year debating will continue to grow in popularity at Hartland allowing us to teach students the important skills of public speaking as well as encouraging a genuine interest in current events and global issues. Well done to everyone involved this year, and I can’t wait to see what next year holds for Debating at Hartland.

Teacher of English

143

YEAR 6 VISIT

FROM LANCHESTER EP SCHOOL Back in March, Year 6 welcomed sixteen Year 5 and 6 students from Lanchester Endowed Parochial Primary School, which is in the North East of England to Hartland. Students from Lanchester were visiting the UAE to learn more about its Islamic culture and rich heritage. As part of the visit, students visited Hartland to observe the life of a student studying in the UAE. They were also able to visit many of the iconic buildings and landmarks such as the Burj Khalifa and Wild Wadi Waterpark; however, they stated that their time at Hartland was their highlight. During their first day, students from Lanchester arrived in the auditorium. Just like many of the teachers on their first day, they were amazed by the sheer size of the auditorium. Mrs Cottam and Mrs Ibrahim were on hand to greet the students and teachers, who had made the long journey in the comfort of an Emirates flight. Next, Mr Stenhouse gave the visiting students lots of information about Hartland and shared what a day in the life of a Year 6 was like. After the students had been introduced, they were divided across the four Year 6 classes. The Hartland students welcomed their visitors warmly, displaying the Hartland values of kindness, collaboration, and adaptability. Our visitors dove right into their lessons, from working in groups with Hartland students to solve a mathematical mystery, to writing persuasive travel guides about Lanchester, and even trying their hand at some Arabic! A highlight for many students however had to be cooking some delicious mac and cheese during a design and technology lesson. The visitors loved meeting specialist teachers and they described their experience as unique and special. Hartland and Lanchester students alike were disappointed when it was time to say goodbye, although friendships were made that we hope will continue for a long time. Our guests were a pleasure to host, and their visit led to an enriching experience for all. Indeed, the trip was such a success that two Year 6 students, Isabelle and Bilge, wrote a letter to Mrs Cottam asking if they could go on a similar expedition in the future. After some deliberation, Mrs Cottam announced that in the future our students will go on a global trip. Where will this adventure take them?

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145

1952

70 Years

2022

We hosted our own Jubilee Day at Hartland, to acknowledge the momentous achievement of Her Majesty Queen Elizabeth II becoming the first British Monarch to celebrate a Platinum Jubilee, marking 70 years of service. Students and staff came into school wearing red, white and blue colours or clothes that were significant to them. During lesson times, students had opportunities to learn about significant events and inventions that have happened in the last 70 years, as well as researching British authors and historical figures to link to current learning. The secondary students had a house quiz to complete in teams, whilst the primary students entered a house biscuit decorating competition. At break time, the Charity Committee organised a bake sale, raising AED 8,936 which was kindly donated to the ‘1 Billion Meals Initiative’. Hartland students, governors and staff helped to ‘Plant a tree for Jubilee’ outside the front of the building to remember this occasion for years to come. This initiative was generously donated by Sia Landscaping. To end a fantastic day, the Desert Chill Ice Cream van stopped off at school to give students ice creams and ice lollies to cool us all down after an exciting day of learning.

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147

STUDENT LEADERSHIP Student leadership at Hartland has been an integral part of student success. We invited students to apply for the many available leadership opportunities and following an application process involving interviews and speeches, the Executive Student Leadership Teams were formed in both Primary and Secondary. With the opening of our Sixth Form this was the first year we appointed a Secondary Executive Leadership Team. In addition to the Executive Leadership Teams we appointed students to the School Council, which comprises of class representatives, the Charity Committee and House Captains. Together they represent the student voice, contributing to the development of our school. Primary Student Leadership The primary student leaders always impress me, as they are eager to lead with enthusiasm, passion, dedication, energy and are committed to their role as leaders. Recently, they organised suggestions boxes in their classes, giving primary students a voice on options for next year’s enrichment programme. From creating the boxes to collecting and analysing the data on excel, the students were able to independently conclude on what our primary students wanted to see in next year’s enrichment programme. They presented their findings with great confidence during our Primary Student Leadership meeting. Student leadership meetings are certainly my favourite meeting as every student contributes their ideas and the voice of their peers. During each meeting, there’s always volunteers to take the meetings as we all engage in purposeful discussions. I am immensely proud of each one of them and would like to take this opportunity to thank them for their leadership and for being my dream team.

Head of Primary 148 YEARBOOK 2021-22

Primary Executive Student Leadership Team Message from Rei Tajima (Primary Head Girl) “Seven years ago, I began my journey at Hartland International School when I had just moved to the UAE from Japan. When I first stepped through the door, I could never have predicted the great memories that I was about to make. As I stand here in Year 6, I am excited to begin a new adventure and I look back upon my Hartland journey in primary school with fond memories. The opportunities that I have been given at Hartland have been inspiring. As I joined the school as a shy five-year- old, I was unable to speak any English; however, through the determination of myself, my teachers and my family I am now able to communicate in a selection of languages: Mandarin, Japanese, Arabic and English. From becoming Head Girl to winning Hartland’s Got Talent with my younger sister Rin- the experiences I have had will live with me forever. I would like to thank all my amazing teachers, who have taught me and provided countless opportunities to develop not only as a learner but also as a young adult. One opportunity that stands out for me was the Hamdan Swimming Gala, where I was able to swim in an advanced swimming complex and I could test my skills within phenomenal facilities (the pool was as cold as ice, which made me swim even faster).

Primary Head Girl Rei Tajima

To finish my primary journey as Head Girl and in a leadership role is something that I am proud of; I look forward to starting my learning journey again as one of the smallest students in secondary school and starting a new voyage to lead. Some of my favourite moments as Head Girl included hearing my radio advertisement, while I was driving to school and giving tours to potential families. These leadership opportunities have allowed me to improve as a leader and this has enabled me to enhance my role as team manager of the hugely successful Sidewinder Formula 1 team. Each day when I see my classmates, I have calm, happy feelings and I feel like I am part of the Hartland community. If I had to give any students in the school some advice, it would be never give up and always keep on trying because you can all achieve amazing things. I wish all my peers lots of success in their various new adventures. Although I am excited to join a new school and start a fresh challenge, I am also sad that I will say farewell to my caring teachers and excellent classmates. Goodbye Hartland…thank you for the memories.“ Message from Carter Fennell (Primary Head Boy) “For me, Hartland International School has shaped me as a learner. I have had supportive and caring teachers who have given me countless opportunities to thrive and I have made strong friendships groups, who have helped me along this journey. Through my role as Head Boy, I have developed several skills that have exceeded my wildest expectations: leadership, compassion and public speaking are three attributes that I have improved. One of the highlights for me was interviewing the potential Assistant Head for Primary. Alongside, the leadership team, we asked questions to ensure that the successful candidate would enhance our school. When we had finished the interviews, we were able to feedback to Mrs Cottam and Mrs Ibrahim and it was great to really feel like our views were vital. Five years have gone by since I arrived from Ireland; however, my accent remains just as strong. I still love this school as much as I did on my first day as a curious, energetic Year 2. Some memories that will stay with me forever are sporting triumphs particularly the aquathon, where I combined my swimming and running potential. As a natural performer, I was able to take part in wonderful productions during my time at school: including Scrooge and Peter Pan. Another highlight for me was Ecoventure and I thoroughly enjoyed spending time in the great outdoors within a beautiful, picturesque setting located by a crystal-clear sea.

Primary Head Boy

Carter Sutcliffe Fennell

If I was asked to describe my time at Hartland, I would say that it has been an incredible experience filled with positive emotions and memories that will last forever. As we prepare to say goodbye for the summer, I wish you all a relaxing and prosperous break. For me this is not goodbye…it is the beginning of a new chapter of our stories, which we get to write together.” 149

Deputy Head Boy

Meylis Amanmammedov

Aidan Dunne

Deputy Head Girl

Morgan El Hage

Elle Al Hayek

Secondary Student Leadership We have had an amazing year as Hartland’s inaugural Sixth Form. From playing pool to spending our frees productively in our brand-new common room, we can speak on behalf of all the students when we say we’ve adapted to the demands of the rigorous A Level course exceptionally well. As Secondary Executive Student Leadership, it has been a privilege working in conjunction with the rest of the student body. It has been wonderful seeing so many students get involved in clubs and initiatives of all varieties. It is safe to say that this has been a very successful academic year.

Secondary Executive Student Leadership Team

Avi Kapur

Melina Garaud

Head Boy

Saif Al Wasiti

Deputy Head Boy 150 YEARBOOK 2021-22

Head Girl

Nandini Nambiar Deputy Head Girl

Jana Khalifa

Member of the Executive Leadership Team

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152 YEARBOOK 2021-22

Ms Cashman, Sofia Carolina Gerritsen Muiños, Isaiah Fernandez, Niamh Devaney, Prisha Shehal Keskar, Daniel Cavanagh, Mohamed Zakariya Zeeshan, Luciana Cerdio Fuentes, Sepehr Mahmoudi, Hana Yoshida, Anastasia-Petra Popescu, Kevain Shakeel, Eben-Haezer Howard Jason Ameoha, Kairi Takiguchi, Tara Galvin, Nicolas Puertas, Montel Kye Schmidt, Gabriel Alejandro Ruiz De Leon, Mrs Gamage

FS1 ROSEFINCH

Mrs D’Olimpio, Khalid Abuhamdeh, Siddharth Bharat Mansukhani, Alexandre Tiberghien, Tamara Badr, Kenan Abdelal, Sophia Mahmoudi, Arthur Robinson, Sienna O’Donovan, Henry Austin Sadler, Vihaa Hiten Mehta, Avin Rasouli, Aishwarya Lalwani, Leo Huelamo Lee, Massimo Siblesz, Aung Lin Tun, Sarah Sophia Sandoval Fuentes, Kaede Marumoto, Asia Ricciutelli, Ms Balinas

FS1 FLAMINGO

153

Ms Doherty, Paola Gabrijelcic Sarturi, Kaito Iseki Kenuja Karunanayake, Henry Goode, Hassan Dahdouh, Evelyn Isra Monahan, Yanis Haba, Aaradhya Jha, Mila Atmaca, Lottie McDowell, Tayo James Hargreaves, Jirin Patel, Jad Raghni, Ziyu Xiang, Nene Nagaoka, Zakariyya Chand, Nazly Mostafa, Natsuki Ochiai, Ms Belleza

FS 1 SANDPIPER

Mrs Brown, Layla Fairbairn, Eben-Haezer Ameoha, Xiaen Yang, Jana Taleb, Eli David Blackbourn, Zara Regina Binti Mohd Asyraf Reduan, Flora Masci, Youssif Hamouda, Miguel Tonasso Lorenco, Jawad Kara Ali, Sofie Kerrison, Suguru Imura, Lena Sonmez, Ruby Elgamal, Emory El Hage, Hissa Khalid, Rahma Omar, Ms Villasis

FS1 SUNBIRD

154 YEARBOOK 2021-22

Ms Fitzpatrick Hessa Eryna Khairul Hanafi, Yassin Sat, Shazmeen Malik, Mohamed Hussein, Marwan Negm, Ellexis Robinson, Fabrizio Valdivieso, Alannah Phelan, Yiheng Chen, Connie Rose Mullally, Coco-Mae Janks-Lombaard, Panithan Jeffrey Campforts, Gabriel Cocciadiferro, Arabella Ivy Waddell, Ghazi Almane, Dania Shaker, Abdulrahman Almsadi, Sophia Bondikian, Casen Lennox Peris, Ms Nassuuna

FS2 KINGFISHER

Ms O’Keeffe, Delphina Isetta, Eito Hamazaki, Allegra Dossi, Iker Barclay Guerra, Aylin Magtymova, Yahya Darr, Riaan Burgess, Tej Ponugoti, Tara Simrin, Zoe Obaba, Beatriz Valente, Wannuo Tang, Max Isetta, Mrs Factor

FS1 FALCON

155

Ms Etherington, Hamza Asad, Adrian Fattahi, Samar Goel, Elisa Borges Lima, Leah Nell, Faisal Al Hadidi, Noora Babiker, Rashid Alnuaimi, Natalia Lalcekova, Alina Dantism, Rayyan Thomson, Parthenia Ibrahim, Burhanuddin Fakhruddin, Zain Adnan, Mia Rani Sharma, Celia Haddad, Sara Millgate, Gala Gomez San Roman, Rashid Aahed Saiwan, Iris Ba

FS2 SHEARWATER

Ms Murphy, Togo Furukawa, Yasmine Morkos, Mohammed Hamdan Yusuf, Stella Nader, Zain Wahbeh, Lucas Gow, Myra Akshay Gupta, Gahyun Kim, Sepehr Tamaddon-Jahromi, Mikaela Ayana Tennakoon, Lama Abdel Rahim, Muhammad Aariz Umair, Zoey Dawer, Sehrish Hasan, Arman Ketabchi, Baixin Cao, Alexander Jarvis, Rebeca Carrizo Jimenez, Adam Abu Khadra, Haruki Saito

FS2 ROBIN

156 YEARBOOK 2021-22

Ms Lavery, Sami Almadi, Michael den Hoedt, Anran Ma, Zeydan Altamash, Qusay Amara, Ridham Sharma, Theodore Saad Emel Nazari, Ariana Rafatifard, Ayman Abdulhakim Mohammed, Piyusha Chatpar, Victor Savchenko, Abdussalam Omar, Emmanuelle Naccour, June Danielle Gruber, Zayn Odhiambo, Louie Kodama, Damien Waheed, Amy Wachiuri, Ms Mahilum

FS2 HERON

Ms Jones, Lara Ahmed Ezzat Kamel Ramadan Abdalla, Nikita Winterfeldt, Jethro Wong, Rio Kataoka, Aydh Sadique, Lara Krawczyk, Ediz Unal, Hassan Hamouda, Sami Itani, Nicole Kastahorau Xi He Wang, Zoe Gerashchenko, George Adewebi, Miri Oshima, Micaela Trujillo Laveaga, Sara van der Leeuw, Gurbangeldi Magtymov, Lena Ceylan, Alexander Hellwig, David Palobart Sastre, Louie Kodama, Damien Waheed, Amy Wachiuri, Ms Mahilum

FS2 PELICAN

157

Ms Gray, Aaban Khan, Ailsa Davidson, Trishamae Balneg Penuliar, Hoor Al Rahma, Florence Shirley, Daniel Zemlianskyi, Omar Muhammad Fahmi, Lucas Nambiar, Ali Mohamed Gamal, Rosha Banihashemi, Mohamad Hlawa, Artin Dehghani, Azara Husain, Amore du Preez, Anne Garcia Perez, Maria Eduarda Meech Pereira, Naya Al Hasan, Danny Du Toit, Grace Makena Thorn, Harriet Elizabeth Presch, Ms Lopez

YEAR 1H

Ms Taylor, Ruby Gore, Kady Alzubaidi, Mariam Abughazaleh, Katerina Georgiou, Kosuke Manabe, Vaidik Abbi, Taksh Sunny Bablani, Nikol Senko, Aahil Shami, Stepan Lere-Pland, Taahira Shobande, Mikhail Ushakov, Olivia Nicola Vieilleville, Isaac Umarov, Nathan Cavanagh, Lemar Asseel, Mann Jadav, Ata Atmaca, Ryder Nelson Acton, Yuan Nam, Lina Shinohara, Ms Catacutan

FS2 SKYLARK

158 YEARBOOK 2021-22

Ms Moran, Moussa Elfadaly, Mila Aboud, Yasma Chaaban, Hessa Bin Sulaiman Alshehhi, Reine Abdulhadi, Sidharth Mihir Biju, Laith Alhajaj, Ansh Nandwani, Ariana Rodrigues, Liel Dahan, Leann Dabliz, Ella Kotrikova, Nabil Itani, Amber Rossi, Ema Goncalves, Kotaro Yoshida, Stefan Mekhdiev, Mosihu Mushajiang, Louis Pakorn Tiberghien, Inaya El Bouazzati, Mrs Oganessyan

YEAR 1T

Ms Diver, Sebastian Gerritsen, Nil Defne Koc, Salama Al Hammadi, Kengo Saito, Ira Mathur, Maruwa Pinto, Oliward Wei, Khanak Hotchandani, Shuo Yang, Shaurya Ahuja, Santiago Trujillo Laveaga, Cattleya Hassan Mersana Zaki Zadeh, Sophia Nillesen, Sven Harry Englund,Noah Laloupo, Mason Schmidt, Mishika Mehta, Ms Bagayan

YEAR 1R

159

Ms Karicos, Amitis Abbaszadeh, Maya Borges, Mathieu Pasathorn Tiberghien, Miane Nell, Eton Tingkaer, Zin Lin Tun, Muluo Sun, Zachary Evans, Rouya Nour, Artemis Pourrashid, Yasmine Raghni, Genevieve Morgan, Abdalla Omar, James Choukrallah, Fedor Senkevich, Zakaria Ali, Andrei Dimov, Hamdan Khalid, Rose Statham, Odette Arinchaya Monahan, Ms Baloria

YEAR 1N

Ms O’Hanlon, Lottie Mahoney, Lucas Jensen, Nelly Badr, Helena Prato Alberti, Kiana Kaur Rana, Jayden Sayers, Declan Green, Leonardo Fischetti, Juma Al Marri, Luna Ramirez Velez, Zein Ahmed, Liam Beyer, Andrei Coricovac, Ana Dumitru, Karla Tayoun, Nehal Khaled Saadi, Omar Al Majali, Cielo Borrielli, Jaden Yira Lee, Jude Al Zuhairi, Ms Antonio

YEAR 1L

160 YEARBOOK 2021-22

Ms Kavanahgh, Noah Martheze, Ridhya Somani, Maryam Barazite, Hana Hawas, Max Rogers, Penelope Orhan, Leia Huelamo Lee, Chloe Westray, Saliha Zeeshan, Rafaela Abdel Gawad, Naya Abdelal Sehyeok Oh, Nicholas Swagerty, Sarah Sat, Joseph Obaba, Sebastian Diaz Montoya, Edoardo Aiazzi, Kiaan Kulkarni, Alexander Toprak den Hoedt, Christiaan Bornman, Ms Dorio

YEAR 2H

Ms Cashman, Maayra Sakhala, Hind Almatrooshi, Atlanta Van Mullekom, Isabella Lomonaco, Diana Lucia Copos, Sora Kakami, Youssef Barazite, Rachel Kearney, Konstantin Vatutin, Alister Hendry, Anne-Marie Olayiwola, Lucas Diaz Montoya, Puteri Hanee Luqman Basyar, Hannah Holden, Muhammad Zhafran Rafael Asyraf, Khairul Haziq Khairul Hanafi, Haruta Ochiai, Mrs Westray

YEAR 1D

161

Ms Brady, Sofia Guerini, Clara Fayek, Zane Amin, Harry McDowell, Mael Cejba, Yani Siddiqui, Chevy unachi Obinna, Levin Atagul, Jibrael Chand, Puteri Sofea Luqman Basyar, Abdullah Abdullahi Babalele, Maya Almadi, Thea Elizabeth Raj Rajan, Jules Delaunay Daye Lee, Kaylee Qi Hui Ping, Inaara Vinod, Daniel Gazzillo, Dahlia Mohd Syakeer Razin, Emily Hamazaki, Ms Galve

YEAR 2T

Ms Murphy, Samuel Wilkes, Eva Ratush, Rashid Mubarak, Hasan Tyebkhan, Elif Nazari, Hamad Algahash, Alaa Abdalla Izaiah Jones, Milana Melniciuc, Frank Brown, Yona Tahamtan, Hakim Kara Ali, Allegra D’Angelo, Mila Hansen, Alia Raduan El Tayan, George Ansell, Safia Abouelella, Jessica Mahoney, Thea Tayoun, Ms Jagmis

YEAR 2R

162 YEARBOOK 2021-22

Ms Coen, Nimish Goel, Mateen Siblesz, Rohaan Mansukhani, Ali Alali, Daniela Cocci, Aoibh Phelan, Matthew Andow, Faraz Ahmadi, Tom de Hoop, David Sutcliffe Fennell, Zain Teleb, Elise Raetz, Rin Tajima, Hussain Nooruddin, Arwen Grange, Olivia Lepich Reinisch Neves, Maryamawit Hafte Teklay, Ayden Waheed, Sasha May Fory, Ms Gueco

YEAR 2N

Mr Sandhu, Elif Mira Unal, Mienke Du Preez, Lautaro Araujo Perez, Savelii Guseinov, Ameyaa Oberoi, Caleb Muehlhaeusser, Carter Larkin, Anaira Suchede, Aahna Sampson, Melissa Lepich Reinisch Neves, Yaman Aboud, Davi Gabrijelcic Sarturi, Adam Ryburn, Amatullah Fakhruddin, Can Yigit Ozkan, Rianna Alhalak Baiyu Cao, Alisa Kastahorau, Dmytro Blinnikov, Ms Hollon-Puntanar

YEAR 2L

163

Ms Barron, Artemis Dehghan, Haya Adnan, Asmaa Eleslamboly, Kanato Okawachi, Mia Cocci, Talia Abdel Aty, James van der Horst, Eigo Furukawa, Marco Alifredi, Zabeer Shah, Alessandro Valdivieso, Rishi Srikanth, Sophia Maitland, Lithum Kodithuwakku Arachchige Don, Calum Davidson, Jawaher Al-Ali, Kaiyang Ma, Jesda Higham, Anabelle Sinatra, Mrs Nourredine

YEAR 3R

Ms Gair, Eden Ledor Lee, Amalia Van der Meulen, Rafi Zaim Leah Aloush, Adam Selim, Stephen Murray, Alana Husain, Aryeh Hiran Nair, Miguel Soberon Gomez Peniche, Martyn Adewebi, Ezana Abiye, Maximilian Krawczyk, Anis Abdulhakim Mohammed, Paolo Pignataro, Estelle Jerjoes, Meeha Beyer, Jinseo Choi, Soma Saito, Minkyeong Lee, Ayden Tharao Wachiuri, Mia Zaarorah, Ms Ranasinghe

YEAR 3H

164 YEARBOOK 2021-22

Ms Somers, Atichat Bhankingtongkam, Noortje van Duijn, Burhanuddin Fakhruddin, Angel Morkos, Ashleigh Kearney, Adam Teleb, Olivia van der Leeuw, Oliver Aydin Varoczi, Lucas Borges Valente, Maksat Amanmammedov, Chuandi Jin, Chris Choukrallah, Yuna Chua, Livia Carlson, Rishain Shakeel, E’ssa Thomson, Hessa Al Rahma, Thijs Jorritsma, Choon Hwee Josiah Ong, Ariel Olivia Gruber, Lorenzo Pignataro, Mrs Saldanha

YEAR 3L

Ms Evans, Eline Romeih Ece Kara, Valentina Guerini, Forrest Millgate, Sofia Soberon Gomez Peniche, Llarena Zipporah Citrome Pacis, Mia Ramirez Velez, Odhran Phelan, Mirra Kalmokova, Ruben Du Toit, Idhant Joshi, Sherifa Hatem Galal Mohamed Fouad Rayan Sfeir, Jasmine Rossi, Bassam Dabliz, Ethan Hendry, Alex Conradie, Saeed Alawadhi, Noor Jumaa, Ms Basilio

YEAR 3T

165

Mrs Olayiwola, Latifa Vasey, Armando Van Der Meulen, Jeremy Delcroix, Jaden Hargreaves, Lana Chaaban, River Jensen, Essa Umair, Rebecca Mendonca, Mohammed Almutewei, Mohammed Zaheer Zeeshan, Efe Catal, Ruqaya Murad, Emily Dahan, Archie Rogers, Mohit Hotchandani, Saoirse Galvin, Damir Rafikov, Ahoon Rasouli, Nicha Campforts, Georges Randet, Dania Ibrahim, Morgan Jones, Puteri Ilmi Luqman Basyar, Ms Caluyo

YEAR 4H

Mr Maynard, Mathias Esquivel Hernandez, Victoria Tsourdis, Raeef Hasan, Ali Algahash, Haroun Sherif Elfadaly, Arianna Vanetti, Ella Statham, Iain Morgan, Ahana Jha, Adel Monika Sepsey,Soojeong Im, Adriel Cocciadiferro, Aryana Gobin, Siddharth Bagia, Gordon Thorn, Zosia Burgess, Arsha Ketabchi, Marc Saab, Hana Arissa Khairul Hanafi, Kaia Acton, Noura Ali, Mrs Dekker

YEAR 3N

166 YEARBOOK 2021-22

Ms Pearce, Cedric Dekker, Muhammad Bin Mohd Asyraf Reduan Aryan Arfan, Isla McLeod, Isaac Swagerty, Anna Tiumina, Ademi Sabit, Sawsan Almsadi, Ishaan Niraj, Emma Bader Barrionuebo, Sahar Tamaddon-Jahromi, Sanan Malik, Francis Karbowinski, Vivaan Oberoi, Juan Guevara Montes, Lucas Steinberg, Safae El Bouazzati, Indiana Van Mullekom, Leonardo Vanetti, Siem Van Duijn, Anta Ba, Noura Elmasry, Aiham Anwar, Noemi Jensen, Ms Astley

YEAR 4T

Ms Jones, Esa Rehman, Lana Barbour, Finley Bunting, Katrianne Maglantay, Abdalla Mohamed Gamal, Emma Germano, Jana Hawas, Angela Mutheu, Kabeal Hafte Teklay, Evelyn Sadler, Jake Westray, Imran Barazite, Marco Lomonaco, Ethan Ten Cate, Maxwell Laurent, Alice Moura Castro, Eric Gerashchenko, Aadvika Nayak, Max Holden, Cyrus Dekker, Jude Al Turk, Lelia Khaled Saadi, Ms Caluyo

YEAR 4R

167

Ms McFadden, Emilio Abdel Gawad, Yvette Parubets, Hakim Sat, Alina Ryburn, Sofia Germano, Alia Mohamed Salaheldin, Kokoro Nagaoka, Nout Jorritsma, Yosef Tahboub, Adham Ashraf Azab, Yousuf Murad, Gauri Nair, Iman Altamash, Kyuwon Oh, Austin Robinson, Zeina Amr, Louis Grieve, Ivaan Sanoop, Leon Nambiar, Ameli Balt, Sebastian Ansell, Sabine Blumberg, Siena Siena Michiko, Micah Fesseha, Ms Astley

YEAR 4N

Mr Moore, Meera Lalwani, Andrea Gazzillo, Ayperi Amanmammedova, Leyla Bicer, Benjamin Orhan, Diego Correa, Rayan Khan, Anju Saito, Alexander Molander, Vega Tingkaer, Alexei Ushakov, Aram Derderian, Malek Abouelmaaty, Ye Na Lee, Rishan Sharma, Albertus Beyer, Mohamed Zein, Kristina Tsurkan, Murad Kubataev, Emelia Fernandez, Jessica Regan, Seohyun Nam, Ms Caluyo

YEAR 4L

168 YEARBOOK 2021-22

Mrs Hulme, Andries Bornman, Maria Beltran, Portia Steel, Ayan Maalouli, Miane Du Preez, Joao Lepich Reinisch Neves, Temothey Bitar, Meng Yan Sun, Vanessa Kotrikova, Shora Nawab Siddiqui, Minnah Babiker, Carina Fabbrini, Roha Hassan, Moafaq Algaddah, Mohammed Ibrahim, Ada Dumitru, Youssef Fayek, Pavit Goel, Aliakbar Fakhruddin, Aydin Desai, Hussain Jumaa, Josie Avril Colaco, Haoran Wang, Leila Al Zuhairi, Mrs Cocci

YEAR 5R

Mr Slack, Chloe Qi Xuan Ping, Aisha Eleslamboly, Nathan Knudsen, Jackson Van Mullekom, Prisha Jadav, Zara Odhiambo, Alexandre Delaunay, Ahmed Alshareef, Hoor Haytham Taha, Franklin Robinson, Tala Barbour, Malak Abdalla, Mert Boyuer, Benjamin van Brussel, Hugo Higham, Daphne Garaud, Mina Ahmadi, Dohyoon Kim, Abigail Ooko, Arya Talakar, Finlay Atherton, Sophie Gerashchenko, Milana Guseinova, Abdulla Alhussaini, Tia Aldemairy, Mrs Palad

YEAR 5H

169

Ms Ward, Zahra Tyebkhan, Miki Yoshida, Cheris Maya Obinna, Olivia Van der Linde, Rhia Kakami, Inca Parsons, Yaseen Abdurahimov, Mui Ying Amelia Ong, Daniel Du Toit, Mohammad Al Hammadi, Celeen Haytham Taha, Emery Rolle Fuchs, Matija Djuric, Caitlynn Dekker, Magdalena Slavkova, Ghaith Almatrooshi, Aman Abiye, Emma Isetta, Mohammed Zamil Zeeshan, Vitoria Prato Alberti, Anna Guadalupe Candanedo, Hamza Haro, Keyaan Noureddine, Olivia Scheunert, Sophie Maeroum, Mrs Cocci

YEAR 5L

Mrs Platt, Amaia Eagar, Malak Waheed, Isabella Prevost, Sami Zaim, Viyan Raina, Alison Hopwood, Annika Baberwal, Amirali Ketabchi, Giovanna Figueiredo, Amelia Kirwan, Daniil Bakrushev, Ava Jones, Rukaiyatu Abdullahi Babalele, James Edward Presch, Fatima Mahmoudi, Sergej Simonic, Theodor Bitar, Laurenz List, Kenji Butt, Frederick Brown, Aeriella Pienaar, Abdul Kareem Abughazaleh, Lara Aldemairy, Mrs Palad

YEAR 5T

170 YEARBOOK 2021-22

Ms Hansberry, Zacharias Molander, Mohamed AlAwadhi, Sara Ogla, Ryuto Okawachi, Sarina Khedri Shooshtari, Aleksandra Anikiiets, Eldrick Van Emmenis, Pablo De Mendizabal Salinas, Sara Nafid, Koha Eagar, Irina Savchenko, Bilge Ceylan, Jessica Sedgwick, Leonid Sidorin, Jakob Ibrahim, Aleena Raina, Lea Goncalves, Mishaal Suleman, Valentina Abdel Gawadm, Mrs Hellwig

YEAR 6T

Ms Nugent, Maya Hooman, Micaela Barclay Guerra, Rhys Bunting, Yousra El Bouazzati, Thomas Orhan, Jianrong Cheng, Daniele Giacomelli, Isla O’Donovan, Emma Julia Mikula, Jood Sfeir, Jameson McBlane, Alia Al Marri, Meylis Amanmammedov, Arshia Dhama, Mira Papp, Ho Ting Christopher Yang, Santiago Felipe Paz-Najera, Chanel Zara Obinna, Amelia Scheunert, Mr Gearing

YEAR 6R

171

Ms Williams, Caleb Luca Peris, Omar Beljaflah, Aidan Dunne, Ali Khosravi Taghanaki, Mandisa Ngwato, Darvyn Tan, Arsham Pourrashid, Christian Martheze, Elle Al Hayek, Rei Tajima, David McFadden, Julian Kumar, Morgan El Hage, Mohammed Vasey, Maria Guevara Montes, Alexandra Parubets, Yena Lee, Saeed Almatrooshi, Amira Azzan, Mrs Hellwig

YEAR 6L

Mr Stenhouse, Carter Sutcliffe Fennell, Amelia Rogers, Omar Elbahrawy, Eva Rehman, Philippine Randet, Laith Azzan, Aryan Verma, Alexis Horwell, Pedro Farias Wagner, Donia Hawas, Layla Balt, Eya Gueddes, Abd El Wahid Gasim, Luka Simonic, Assel Sabit, Mohammed Saeed Alameri, Dina Sat, Jamila Fouad, Isabelle Fesseha, Ms Ruby, Mr Gearing

YEAR 6H

172 YEARBOOK 2021-22

Ms Leibinger, Hoodin Abolhassani, Isabel Segovia Barrios, Essa Diyab, Rika Yoshida, Isla Turnbull, Aaron McDonough, Sophie Tsourdis, Habiba Habib, Naomi Mendonca, Zaynab Al Shalabi, Jiwon Im, Mert Catal, Akari Tanaka, Nima Fathalian, Salma Haro, Francesco Borrielli, Zaid Shaheen, Lana Saleh, Amira Ibrahim, Raasiyah Noormahomed, Zara Desai, Reuben Van der Linde

YEAR 7R

Mr McLaren, Lina Ech-Chali, Michael Ooko, Inayah Lakhani, Adeena Alibhai, Catalina Maria Al Issa Sbitany, Lilly Hopwood, Stefania Isetta, Victoria Ten Cate, David White, Neeva Wahbeh, Anna Sobek, Haza Diyab, Yuna Shinohara, Mohammed Abbas, Maryam Fakhruddin, Adam Brookes, Can Khan

YEAR 7H

173

Mrs Keeley, Yifan Tu, Amaya Alibhai, Adam Al Turk, Abdoulla Albahri, Kareem Maassarani, Mia Prevost, Aisha Ibrahim, Burhanuddin Nooruddin, Elizabeth McBlane, Kristin Hackland, Ekaterina Vatutina, Aliz Papp, Harry Maitland, Tiffany Stiehler, Thy Nguyen, Tobias Horwell, Mustafa Kanchwala, Alex George

YEAR 8H

Mrs Horwell, Rahee Kim, Zoie Kapur, Noi Wun Jenny Yang, Daniel Jones, Yasmin Babiker, Mehnaz Mubarak, Ibrahim Fazlani, Jemma Jones, Tristan Grange, Tjalfe Jensen, Olivia Tursics, Zunaira Abdullah, Isabelle Fernandez, Prisha Gobin, Samaa Kumar, Cristian Bechtold, Kentaro Toyoda, Yasmina Ghanem, Sophie Karbowinski, Sebastian Delcroix

YEAR 7T

174 YEARBOOK 2021-22

Ms Carter, Jiangzhake Mushajiang, Zalina Kubataeva, Kotoha Wata, Zara Abdullah, Zania Molefe, Yassin Elbahrawy, Joshua Al Hayek, Aidan Sedgwick, Khadija Belkhair, Saif Eldin Badran, Mikayla Ibrahim, Monika Chipeva, Robin Scheunert, Lucas Gabriel Paz-Najera, Imran Noureddine, Chelsy Dera Obinna, Maya Elizabeth Harris, Mohammed Rayan Yusuf, Miruka Miyauchi

YEAR 8T

Mr Peacock, Nikita Sobolev, Karishma Neera Harris, Rafaella Barclay Guerra, Yasmeen Abdurahimova, Sharief Ashraf Azab, Ailsa Farquhar, Nada Babiker, Abdalrahman Tahboub, Bo Liu, Rayhan Roy, Eve Kriel, Amy Regan, Juan Sanchez, Max Kirwan, Emily Steinberg, Gabriella Blumberg, Amina Kubataeva, Seyed Ahmadi, Aru Dauletkyzy, Nabeela Kazmi

YEAR 8R

175

Mr Lappin, Zainab Fazlani, Habone Adour, Ema Sobek, Isla Evans, Eduardo De Mendizabal Salinas, Atiku Abdullahi Babalele, Laith Alfarhan, Lydia White, Ali-Hady Hobballah, Zaid Qaitoga, Jianwen Zhang, Amin Akhmed, Marley Robinson, Rashid Al Nuaimi, Abeer Gasim, Lara Jones, Artin Fattahi, Zahi Suleman, Aiman Anwar, Alsander Hargreaves, Victoria Figueiredo, Honoka Fukaya, Nastaran Radpoor, Maria Slavkova

YEAR 9R

Mrs Owako, Adam Tyebkhan, Anna Julia Candanedo, Eshna Tripathi, Faycal Noureddine, Leena Ibrahim, Touline Shaheen, Giorgi Oganesyan, Youssef Gueddes, Ajab Kanchwala, Ahmad Al Hammadi, Abdelazim Babiker, Jan Bayarenka, Jingshun Zhang, Isaac Kriel, Riya Surve, Tarik Qaitoga, Jaesung Kim, Parvathy Nair, Jameel Lavers, Ayazhan Alashbayeva, Melissa Raya, Simrah Kazmi, Tegan Cutts

YEAR 9H

176 YEARBOOK 2021-22

Mr Buse, Veena Sekhar, Isobel Hulme, Emaan Suleman, Lea Janjanin, Aryan Rajagopal, Sami Tadayon Saeidi, Samuel Mendonca, Ruairi McFadden, Samuel Maitland, Wayne D’Souza, Noor Hassan, Karthika Ajay, Sara Beljaflah, Elizaveta Soboleva, Alayna Alibhai, Catarina Moura de Castro

YEAR 10R

Ms Dryden, Helena Martens, Andrea Cugnetto, Zoe Barstow, Amelie Turnbull, Muhammad Hasan Raza, Charles Suresh Harris, Sophia Nafid, Christian Carballo Fuentes, Haku Nonoichiya, Abdinoor Haro, Abigail Van der Linde, Manel Sabater Massaquoi, Marcus Naifeh, Valentina Nour Al Issa Sbitany, Nicola Parsons, Julia Maeroum, Kaushiki Raina, Kaushiki Raina

YEAR 10H

177

Mr McBlain, Natsuha Toyoda, Habiba Badran, Ali Hashemi, Jenin Al Shalabi, Joshua Evans, Jianchang Pan, Sakina Fakhruddin, Dario Pous Gerodetti, Amy Butt

YEAR 11H

Mr Heffernen, Sofia Valeria Paz-Najera, Gautam Nambiar, Yekang Lee, Caleb Levendal, Noah Scheunert, Adam Hage, Oscar Sauvan, Wael Hamze, Ghassan Aquel, Abhishek Nambiar, Vladislava Bakrusheva, Alisa Tsurkan, Jiaying Zhang

YEAR 10T

178 YEARBOOK 2021-22

Mr Hatcher, Jiaxin Zhang, Pujia Wang, Melina Garaud, Zacharia Tulonen, Avi Kapur, Daniel Levendal, Mohammed Murad, Saif Al Wasiti, Emirhan Bera Canli. Amelia Murphy, Michael Naifeh, Aalyah Prem, Nandini Nambiar, Anne Pallipadan

YEAR 12H

Mrs Naylor, Maria Oganesyan, Wen Fei Lyu, Destiny Isabella Moreno, Karim Tarek, Heelan Adour, Jaad Hamze, Amon van Almsick, Djubril Laurent, Andres Enrique Paz. Alicia Segovia Barrios, Chaeli-Jade Pienaar

YEAR 11R

179

HARTLAND INTERNATIONAL STAFF 2021 - 22

Ms Connell, Jana Khalifa, Hana Fouda, Saeed Al Nuaimi, Peter White, Joseph Hulme, Michael Olayiwola, Ryan McDonough, Rodrigo Raya, Dulat Dauletuly. Zoe Forknell, Nancy Hamze, Michelle Joy

YEAR 12R

180 YEARBOOK 2021-22