An Experimental Education

In a world beset with environmental pollution, habitat destruction, climate change and the many ecological, social and economic problems that arise from them, a new school in Dubai is calling for a fresh approach to education. The brainchild of Praxis Education, the Arbor School follows the National Curriculum for England with a focus on ecoliteracy, sustainability and environmental justice. Company CEO, Dr. Saad Al-Omari, believes that an ecologically-focused education is the key. “Ecological thought,” says Dr. Al-Omari, “represents the cutting edge of contemporary thought in the developed world. It has evolved into a coherent set of scientific, environmental, economic, artistic, ethical and educational ideas that underpin every aspect of life in a fragile and increasingly strained global environment. Ecology and environmentalism are excellent lenses through which to examine and assess

the great accumulation of knowledge and experience -- the culmination of millennia of inquiry -- that is available to our students in the ‘information age’. We believe that this corpus is the heritage of all, regardless of gender, nationality or culture, and we aim to provide our students with the intellectual tools to explore and experiment independently with this knowledge and to pursue their interests within it with passion, dedication, and a keen awareness of their ethical responsibility to our planet and the impact they may have on the lives of present and future generations.”

“Human impact,” continues Dr. Al- Omari, “is having serious consequences on the biosphere, which are impacting not only ecosystems, but also economies around the world, leading to an increase of hardship in societies on every continent and on generations as yet unborn. A contemporary ethic based on compassion and responsibility towards both the human and non-human world is urgently needed. It is this higher ethical sense that we aim to instill in our students, in the hope that they will form a vanguard generation that can begin to reverse the harmful trajectories we see unfolding around us.”

The Arbor School represents the latest contribution from a group of educators who have long been committed to delivering ethical, compassionate and inclusive education tailored to the specific needs of society within the context of the Gulf. “It is the crystallisation of many of our passions and beliefs about what education ought to be, so we are directing all our energy and resources into making it the best school possible, and a flagship in the world.”

Mr. Charles Grayhurst, the Principal of the Arbor School, says that “the curriculum offered at the Arbor School is an essential response to changes in the nature of education, as well as changes in society and the global environment. We will be enriching the curriculum to reflect our commitment to environmental mindfulness, inclusion and project-based, experiential and outdoor learning to sharpen each student’s critical thinking skills by raising their awareness and understanding of the world around them, whilst encouraging them to seek solutions that initiate change.”

This thematic approach affords Arbor the flexibility to incorporate elements of the best of different curricula and educational ideas from around the world, such as the International Primary Curriculum, which ensures that learning outcomes are aligned with the 17 Sustainability Goals of the United Nations 2030 Agenda for Sustainable Development, covering themes such as climate change; gender equality; health and well-being; poverty and hunger; quality education; renewable energy; industry and innovation; responsible consumption; sustainable communities; decent work and economic growth; peace, justice and others.

The senior leadership team, which includes specialised Directors of Education for Sustainability, Personalised Learning, Inclusion, and Primary Education, will continuously identify themes and topics of real-life interest and value that will be cross-curricular. This enables them to cut across all subjects at the same time to ensure that students’ learning remains consistent and interrelated as they move from English Language to Science to Arabic, for example, throughout the day.

Ms. Emily Bretl, the school’s dedicated Director of Education for Sustainability and an environmental scientist of more than fifteen years, will work closely with teachers and academic leaders to ensure that the strong ecological ethos of the Arbor School is fully embedded into the curriculum, with themes of ecoliteracy, sustainability and environmental justice incorporated into every lesson and task.

Ms. Bretl will have ample space to bring this ethos to life through the Arbor School’s unique state-of-the-art facilities. With three climate-controlled biodomes, learning gardens, indoor atria and a reflection garden as key educational spaces, students can regularly interact with soils, flora and fauna to engage in a deeper understanding of their ecology and environment - a fundamental part of their educational experience.

In physical terms, the centrality of the biodomes and learning gardens to teaching and learning at Arbor, serves to strengthen the sense of community within the school in a powerful spatial, as well as pedagogical sense.

“Through experiential education, our students develop a mindset of experimentation, imagination and curiosity with a special focus on ecological mindfulness and ethical values such as compassion, resilience, and innovation,” explains Bretl, “Our biodomes provide our students with year-round, manifold opportunities for experiential learning. Like the Northwoods for a child on a summer morning, the biodomes are places for students to deepen their ecological knowledge, nourish their sense of curiosity and observe the wonders of nature first hand.”

The first of three biodomes is designed as a functioning tropical ecosystem that highlights the relationships between organisms − from the tiniest nematodes to the tallest human − and their environment. In this space, students explore the small paths and quiet spots throughout a tropical forest, collecting data, noticing changes, and describing what they observe with detail and thoughtfulness.

The second biodome provides students with a green playscape with space to build forts, collect leaves, dig holes, and play, play, play! This dome is also a place where students can apply concepts and ideas pulled directly from their curricular studies, such as the study of materials and matter in structural design or the role of environment on species adaptation and put them into practice in real life through playful experimentation and free-thinking.

The third biodome provides students with an ecological makerspace for scientific experimentation and artistic creation under one geodesic roof. In this dome, students have the opportunity to carry out long term experiments, seeking answers to questions that arise through observation and play. They are challenged to take the initiative to design and test solutions to local issues using materials and methods as diverse as paints and canvas to copper wire and cardboard, with a particular focus on ecological innovation and creativity. A highlight of this dome for students, parents, and teachers alike, is the learning garden, where children have ample opportunity to grow food, flowers, and more than a little joy.

Active investigation and engagement throughout all three biodomes allow Arbor students to encounter success, failure, risk-taking, and creative problem solving through authentic experiential learning. Running through the woods, or playing in the dirt, the lesson is the same: life is the education, the world the curriculum.

With plenty of access to breakout spaces, the Arbor School is adamant on providing students with maximum flexibility of environment and teaching/learning techniques to cater to the widest variety of student learning styles in group or one-toone sessions.

Arbor students will also benefit from a Head of Permaculture and Artist-in- Residence, who inspires the whole school community to think and act differently, facilitating their engagement with environmental projects both locally and globally through ecological literacy and creative project-based learning.

The Arbor School is also applying a highly personalised approach to education. Supported by a Director of Personalised Learning and a Director of Inclusion, each student is given the attention required to fulfill their potential. “At the Arbor School, we passionately believe that all students deserve a

personalised education and everyone has a right to be nurtured academically, socially and emotionally,” affirms Mr. Grayhurst, “Our curriculum is naturally inclusive, to ensure the best possible progress for all our students. For us, inclusion refers to every single child, no matter their personal needs, and ensures that all students receive a personalised learning journey, access to a mentor and a focus on emotional well-being, values and academic progress.”

Every aspect of the Arbor School, from meals to music, arts, Arabic, science and social studies, moves and responds to a clearly articulated spirit of environmental mindfulness with parents playing a central role in connecting the broader local community with the school. This will be done through regular meetings with the Principal, guided readings, play, the co-curricular programme, guest speaker assemblies and other regular events, and through voluntary opportunities throughout the school, such as in the learning gardens and biodomes.

“Childhood and adolescence are important developmental stages that lay the groundwork for well-being and mental health in adulthood,” says Grayhurst, “and we believe that children who are centered, purposeful and happy make for better

learners. We are therefore committed to providing all our community with the tools and opportunities to be more mindful, creating a school environment that truly cares about the well-being of all our students and staff.”

The school has dedicated an entire indoor learning garden to mindfulness. This Reflection Garden is an essential part of the school and is used by students for quiet time, mindfulness, reading and still life art. A Mindfulness Co-ordinator has also been assigned to ensure the rollout of various opportunities for mindfulness throughout the school day. These include sessions at the end of every break and lunchtime to make meaningful reflection time a part of each day.

With the support of Counsellors and Cognitive Behaviour Therapy staff, the school actively promotes the Arbor 8 values (serene, purposeful, principled, inquisitive, positive, compassionate, innovative and resilient) as a means to deal with modern lifestyles. “We as educators have been tasked with the privilege of moulding young minds, and it is our duty to utilise this pivotal role to instill strong foundations that will help them to become ethical and critical thinkers,” highlights Grayhurst, “We believe that these are universal values that can help students learn how to cope with their emotions in a rapidly changing world by providing them with opportunities to plan, collaborate, reflect and make meaningful changes to the world around them. This process starts with serenity and compassion because we really do believe that a still mind is a learning mind.”

Dubai is a rapidly emerging city of global recognition. People come here from many different national and cultural backgrounds to contribute to the creation of a vibrant and modern society with a high standard of living and services on offer. Education is one of the mainstays of this growth, and the Government has dedicated considerable resources to ensuring that education in Dubai competes favourably with the best in the world. Dubai’s children, whatever their national and cultural backgrounds, are truly global citizens who will carry the attitudes, knowledge, and experience they acquire here to almost every corner of the globe. The knowledge and values they acquire during their time at Arbor will stand them in good stead for the rest of their lives, wherever they may be. Dubai is striving to leave an indelible mark on the future and the Arbor School is setting out to be an active part of this crucial mission.