The 10 Best International Schools in Dubai 2018

T H E

www.theknowledgereview.com TM

N O W L E DEducation.

G E RInnovation.

E V I Success EW

December 2018

The

Best

International Schools in

Dubai 2018

The

American

School of Dubai A Legacy of Excellence

Editorial

I

n proverbial terms, quite often it is said that the possible height of any building under construction is determined by the first few bricks laid in its foundation. This clearly emphasizes on the importance of foundation for any construction. Stronger the foundation is, better the structures can be built upon it. Our lives are not very different from constructional procedures. If we consider our livelihood, career and success as building structures in our lives; the childhood and teenage become analogous to the foundation of these structures. It goes without saying that the foundation, i.e. the early stages of our life, should be properly nurtured and strengthened to ensure a successful life and career ahead.

Toughened Foundations & Towering Heights

Quality school education is the most important method of strengthening the foundation of our lives. It plays a great role in everyone’s life. Quality education is necessary for all to go ahead in the life and get success. It develops confidence and helps building personality of a person. Not just it has impact on our mindset and persona, education also helps bringing the positive attitudes in our way of living. The things we learn during our school days have everlasting imprints on our lives. And, these learning are not just limited to the books and classrooms only. There exists a plethora of lessons and leanings hidden in every nook and corner of school. The school environment itself, if properly taken care of, is a sea of life-time experiences one can take benefit of.

Across the world, the education has become very diverse, with several schools representing a variety of international curriculum systems.

Nowadays, the world is becoming extremely interconnected and hence the demand of global educational availability is on the rise. While education has its own importance and benefits, the quality of education decides the type of person we would become in the future. So, the thrust shall not only be to ensure a foundation of education for name-sake. Mere putting-in the bricks in foundation will not ensure its strength. We shall strive for its high quality as well. We shall make continuous efforts to develop, re-invent and innovate the meaning of education and methods of educating. This will augment the toughness of our life’s foundation and enable us to make towering structures with escalating heights of successes upon it. T R

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NOWLED GEREVIEW Education. Innovation. Success Editor-in-Chief Pooja M. Bansal Senior Editor Anish Miller Managing Editor Crescent CU

Executive Editor Stella Andrew Contributing Editors Aishwarya, Nupur, Ryan Visualiser David King Art & Design Head Amol Kamble Art & Design Assistant Shweta Ambilwade Co-designer Paul Belin Art & Picture Editor Mayur Business Development Manager Phill Miller Marketing Manager Marry D’Souza Business Development Executive Sandra, Amanda Sales Executives Amy, Frank, John, Helen, Steve, Kevin Technical Head Assistant Technical Head Technical Consultants Digital Marketing Manager Assistant Digital Marketing Manager

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December 2018

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CONTENTS 10

The American School of Dubai: A Legacy of Excellence

26 Edu Talk TInuence of Technology on Education

42

Expert Viewpoint

cxo

Pharmacy Education in UAE: Are we moving in the right direction?

26

42

50

64 Educator,s Viewpoint Today's Learners – Tomorrow's Leaders

64

34 ARTICLE

Editor's choice Gain Control over ‘Anxiety’ before it takes a Toll on Your Child's Mental Wellbeing

20

Tour with Clarion School

Clarion School: Bringing the Philosophy of Progressive Education to Families of the UAE

30

Dubai International Academy: An Epitome of Perfection and Educational Excellence

38

GEMS International School: Providing an Exceptional Quality Education

46 GEMS The Kindergarten Starters: Preparing Students to become Leaders of Tomorrow

54

Swiss International Scientiď€ c School in Dubai An Inclusive School Inspiring Excellence among Students

60

The Apple International School: Creating an Ideal Atmosphere for Nurturing the Talents

68

The Aquila School: Providing Children with Amazing Learning Experiences

10 T h e

Best T R

International Schools

In Dubai 2018

The 10 Best International Schools in Dubai 2018 Dubai, a city well known for its global standards of living and widely renowned as the ‘Business Hub’ of the Middle East. The city is reaching towering heights of development with striking similarities to the famous structure of Burz Khalifa standing tall on its own land. In the last few decades the city has witnessed a huge influx of immigrants on the account of better livelihood and alluring business opportunities. This has resulted into a significant portion of city’s population comprised solely of foreigners, expatriates and immigrants.

The regional development of Dubai can definitely be attributed to the developed population inhabited on its lands. Courtesy to the composition of its population, the role of expatriates in Dubai’s growth is always talked with very high regards. Hence, the expatriates and immigrants are definitely vital cogs in Dubai’s development, and so is their education and educational needs per se.

International Schools have established themselves as one-stop-solution for meeting global standards of education across the world. In this issue of The 10 Best International Schools in Dubai 2018, we have highlighted the institutions of the region having impeccable educational standards, and their relentless contributions towards nurturing next generations of Dubai.

On the cover of the edition, we have American School of Dubai: A Rich Network of High-Quality International Education Along with such an interesting Cover Story, we have enlisted various other institutions, which are creating major influence in the world of education. Among them, a few are Clarion School: Bringing the Philosophy of Progressive Education to Families of the UAE; Dubai International Academy: An Epitome of Perfection and Educational Excellence; GEMS International School: Providing an Exceptional Quality Education; Swiss International Scientific School of Dubai: An Inclusive School Inspiring Excellence among Students; The Apple International School: Creating an Ideal Atmosphere for Nurturing the Talents; The Aquila School: Providing Children with Amazing Learning Experiences; The Kindergarten Starters: Preparing Students to become Leaders of Tomorrow.

It’s time to flip the pages and enjoy an edu-informational experience with a feeling of reading pleasure. T R

COVER VER STOR STORY

10 T h e

Best T R

International Schools

In Dubai 2018

The

AMERICAN SCHOOL

Dubai of

A Legacy of Exce ence

A

SD’s Mission: To challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world.

The American School of Dubai (ASD) is an independent, not-for-profit, K-12 US curriculum school deeply rooted in the past, having been established in 1966—even before the United Arab Emirates was formally established. And yet, ASD is firmly fixed on the future. Positioning itself as a leader in sustainability for the region, ASD recently won a prestigious Expo 2020 Sustainability Champions award and is a finalist for the Zayed Sustainability Prize— the first in the U.A.E. to receive that honor in the eleven-year history of the prize and to be awarded in January, 2019.The visionary, progressive leadership is making a case to rebrand homework as home learning, and is implementing an impressive strategic plan to make every student future ready.

“Entering my final year at ASD, I am able to affectionately reflect on my past fourteen years here, with an appreciation for all of the knowledge and character that ASD has instilled in me. There is no question that the academic facets of the school are phenomenal, but the truly exceptional aspects of the school are those that can’t be summarized in statistics. Students travel to China for global issues conferences, hold English tutoring sessions for workers on campus, and harvest vegetables from our organic garden; not because they are asked to, but because ASD has empowered them to

believe that their strengths and passions deserve to be developed, and that they can be instigators of change.

My graduating class has students that have developed apps to combat malnutrition, spent their summers doing investigative journalism with the New York Times, and published books. Few other institutions disseminate the message of empowerment as strongly as ASD, and it is what makes the school so exceptional in every regard.

While it will be difficult to leave, I look forward to taking the lessons that I have learned here outside of the context of the school, and will look back on my time at ASD as having laid the foundation for who I have become”, are the words of Lauren Sproule, (12th grade, Class of 2019), a ASD Student since Kindergarten A Celebrated History The American School of Dubai was established by the Dubai Petroleum Company to provide education for the children of their expatriate personnel from the United States. The school opened in an apartment in Deira with eleven students and two teachers. By 1975, the school enrolled approximately 500 students, had a staff of 83, and became accredited by the Middle States and Southern Associations of Colleges and Secondary Schools. In 1976, the school opened under a new name, the Jumairah American School (JAS). The school’s name was changed again to the American School of Dubai (ASD) in 1992, and the campus was relocated to Al Barsha in 2011. This school year, ASD welcomed approximately 1,900 new and returning students representing more than 75 nationalities.

ASD celebrated its 50th anniversary in 2016, and now has more than 10,000 alumni living, working, and making a difference in communities across the globe.

ASD also hosts a number of alumni legacy families—a 'second generation’ family, in that one or both parents attended ASD as a student. ASD has five legacy alumni as part of their current faculty and staff—past students that returned to ASD to give back. ASD parents often extend their involvement beyond the years that their children attend the school, which speaks to the strength of its parent community. Once a Falcon, Always a Falcon!

Nicky Daryani, a member of the Board of Trustee (alumni) quotes, “ASD has been my second home for the last 29 years. I was a student here and now an alumni and involved ASD parent. I've learned so much from ASD and it has a special place in my heart. This school has played a key part in who I am today and what I have achieved. I've met some great people here that are still my closest friends today. Thank you ASD!”

Academic Programs for Future-Ready Students The Elementary School The Elementary School provides a warm and caring atmosphere where students collaborate constructively, think creatively, reason critically, and communicate effectively.

The program includes a combination of core subjects along with encore (specialist classes such as Arabic language, art, music, and physical education. Library and computer technology skills are integrated into the homerooms.

The Elementary School Library hosts the annual Visiting Authors where ASD students and parents have the opportunity to meet renowned authors, attend their workshops and sessions, and gain insights into supporting students’ reading.

The Middle School The daily instructional program of the middle school is designed to support the core values of ASD: Compassion, Excellence, Integrity, Respect, and Responsibility.

Starting with the organization and bonding of a daily advisory group, the students charge off into a rich program of core courses, language, music, visual and performing arts electives, and fascinating exploratory courses. In addition to a strong academic program, the Middle School offers a wide variety of after-school activities and clubs.

The capstone of the ASD Middle School experience is the Week Without Walls (WWW) program, a week-long educational travel experience distinguished by promoting global awareness and opportunities to learn through service. Based on a solid curricular foundation, WWW extends its students’ academic skills to authentic, real-

life experiences occurring outside the traditional classroom; and develops students’ understanding and appreciation of cultural diversity, different environments, and international awareness. Students participate in service learning activities that directly impact the communities they visit—such as planting trees in Greece or visiting community outreach programs in South Africa.

The High School The High School is a learning ecosystem that nurtures students to be passionate learners and compassionate leaders.

ASD’s High School provides a

challenging college preparatory program, offering what is best about the U.S. education by providing learning experiences that promote the maximum potential of students. ASD is aligned with Common Core State Standards and follows a StandardsBased grading scale helping to prepare students for college and careers.

High School students can choose from the many core and elective courses, including Advanced Placement (AP) and Virtual High School (VHS) online course offerings. In total, ASD students have over 300 high school courses to choose from. ASD is the only school in the UAE that offers the AP Capstone™, a two-year diploma program developed by the College Board.

The High School’s INSPIRE week is an initiative which extends the ASD classroom experience beyond the school walls to over twenty countries. Through a series of local and international trip experiences, students are encouraged to challenge assumptions, explore passions, transform relationships, and build community. Each trip has a focus on academics, art and culture, ecoadventure, leadership, or service.

A Culturally Vibrant Student Life The students at the American School of Dubai can pursue their interests with numerous extracurricular opportunities in the Arts, Athletics, and Campus Recreation—and help support their community through campus sustainability initiatives and Service Learning. With world-class facilities, ASD is able to take advantage of local and international

schools and a one-day championship tournament during the latter part of the season, and the Middle East South Asia Conference Schools Activities Conference (MESAC) which member schools host on a rotating basis.

Interscholastic athletics programs give students the educational benefits of athletic competition, developing lifelong values—and add life to the community.

Campus Recreation

arts opportunities which serve to enhance, enrich, and extend learning opportunities to students. Let’s have a glimpse of student life at ASD: Creative Arts The American School of Dubai offers a wide range of visual and performing arts to elementary, middle, and high school students.

They may opt for dance, music, visual arts, theatre, acting, choir, and band. The ASD Theatre is a state of the art, professional facility seating 630, and one of the finest in the Middle East. With exceptional acoustics, the theatre is used to showcase campus events such as plays, concerts and dance recitals, as well as host special guest performances.

ASD participates in the Association

for Music in International Schools (AMIS) and the Middle East South Asia Conference (MESAC) festivals.

AMIS sponsors a variety of music festivals designed to benefit students in international schools. These events take place in Europe, Asia, and the Middle East. MESAC provides ASD music students an opportunity to collaborate with other students in the region. These events take place in India, Oman, Qatar, and the UAE. Athletics The Athletics program supports over 1,150 athletic opportunities in 14 different sports within 53 different teams over three seasons of sports.

ASD student-athletes participate in two conferences: The Emirates Athletics Conference (EAC), which organizes weekly competitive exchanges amongst the member

The campus recreation supports the school's mission by providing a wide variety of positive and healthy activities for students, parents, faculty, and staff to foster and encourage a healthy, active lifestyle.

Activities are offered throughout the year for students and the adult community in sports, fitness, intramurals, and creative arts.

Each school division also offers a variety of after-school programs, clubs, and activities to give students the opportunity to be active, learn new skills, develop leadership, and have fun. More than 85 percent of ASD students from K1 to Grade 12 participate in extracurricular activities, student organizations, athletics, and clubs.

Service Learning Service learning is integral to the school's mission and core values and woven into the K-12 curriculum. It is defined by student agency, inquiry, and collaboration through a process

of investigation, planning, action, reflection, and demonstration to address authentic needs. Whether engaging in global issues, working in the school's Sustainable garden, or participating in school-related sustainable change, ASD students of all ages have the opportunity to develop the critical consciousness necessary for informed action.

Student-led Service Clubs: At the elementary school service is often something found inside the classroom. In grades 4 and 5 the first student clubs are available to our upper elementary students. By MS a number of service clubs exist, often led by an advisor and supported by the students. By HS there are many organizations engaging with the school and wider community. By this age it is expected that students are taking the leadership role in their organization with a “guide on the side” approach by their advisor.

A Tight-knit Community ASD prides itself on its family atmosphere and strong sense of community. Faculty members, staff, parents, and alumni often coach and lead activities, further strengthening the home-parent-school bond. ASD families are highly engaged and often volunteer in: PTSA community events: These events include the Welcome Coffee

for new families, annual Halloween Trick-or-Treat Night, Wild Wadi Nights, Santa’s Workshop, Carnival, Staff Appreciation Week, Speaker Series for Parents, and more.

Arts programs through Creative Arts Support Team (CAST): Parent volunteers are involved in make-up, photography, publicity, costumes, ticket sales, baking, sewing, organizing and hosting events, as well as identifying special guests to enrich student learning.

Activities to enrich the experience of student-athletes: These activities are basically for the Under 14, Junior Varsity and Varsity teams, coaches and athletic department. Parent–and even student–volunteers in Booster Club organizes and hosts sports banquets to celebrate athletic team achievements, operates the spirit store and Falcon’s Nest concession stand. They recruit hundreds of parents to serve as team parents and volunteer at culminating athletic events including MESAC and others.

Student-led Special Events TEDxYouth@ASD: ASD students will host the third annual TEDxYouth this year. The conference provides an opportunity to learn from many talented and experienced speakers and innovators who wish to speak about their passions.

ASDMUN: Last year, ASD students welcomed more than 150 student delegates, 20 offices, 15 security and press members, and countless volunteers to engage in the third annual ASD Model United Nations (ASDMUN). During the conference, students created platform for debate and resolutions to address some of the world's most pressing problems.

Dubai Youth Film Festival: The second annual Dubai Youth Film Festival took place in June.

Organized and hosted by ASD high school students, DYFF promotes student passions in digital media, movie, art and photography. The event is a fantastic opportunity to view youth-developed films from students in the Middle East, and enjoy a great evening of entertainment.

ASD Community Events The Terry Fox Run: An important community event, The Terry Fox Run for Cancer Research event supports the Terry Fox Foundation and its efforts to continue the legacy of Terry Fox’s Marathon of Hope.

Proceeds from the event are used to support peer- reviewed cancer research projects in the UAE. Visionary Leadership Dr. Paul Richards, the Superintendent of the American School of Dubai, holds an Ed.M

from Harvard Graduate School of Education and a B.S. from University of Massachusetts. He also holds an MBSR from the Center for Mindfulness, and has almost 20 years of experience teaching. Under his leadership, ASD recently announced the three-year Strategic Plan.

The ASD Board of Trustees works closely and in conjunction with the Superintendent. The Board is a group of dedicated volunteer members of the ASD community responsible for the overall governance and strategic oversight of the school. Their combined talents are focused to support the school's mission and ensure the fiscal sustainability of ASD. The ASD Pathways ASD is making a case to rebrand homework as home learning, and implementing an impressive strategic plan to make every student future ready.

ASD will ensure each student is future-ready through a highly relevant educational program based on flexible approaches, an emphasis on student voice and choice, and by providing students additional opportunities to go deeper in learning relevant to the 21st century.

The ASD Pathways include the following curriculum options: Technology & Innovation (STEM), Global/Internationalism, Business & Entrepreneurship, Language Bilingualism (Arabic), and Performance (Arts & Athletics).

Achievements in Sustainability Positioning itself as a leader in sustainability, ASD won a prestigious Expo 2020 Sustainability Champions award in the spring of this year. Chosen from more than 100 participating schools, ASD received photovoltaic panels plus support for their sustainability initiatives. More recently, ASD has become a finalist for the Zayed Sustainability Prize, Global High Schools Category (MENA Region). The award, which will be presented in January 2019, celebrates achievements that are driving impact, innovation, and inspiration across five distinct categories: Health, Food, Energy, Water, and Global High Schools. T R

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10 T h e

Best T R

International Schools

In Dubai 2018

Name of the Institution

URL

American School of Dubai

www.asdubai.org

Al Barsha 1, Hessa St. 1st Al Khail, Opp Saudi German Hospital - Dubai - United Arab Emirates

Clarion School

clarionschool.com

Corner of Al Asayel and 13D Streets, Dubai, UAE

Deira International School

https://www.disdubai.ae/

Near Orient Insurance Building Dubai Festival City - Al Badia Blvd - Dubai - United Arab Emirates

Dubai International Academy

www.diadubai.com

Dubai - United Arab Emirates

GEMS International School

Dubai, UAE

www.gemsinternationalschool-alkhail.com

GEMS The Kindergarten Starters

www.gemskgs.com

Dubai, UAE

Nibras International School

https://nisdubai.ae/

Dubai Investment Park - 1 - Dubai - United Arab Emirates

Swiss International Scientic School in Dubai

sisd.ae

Dubai Healthcare City Phase 2, near the Creek Metro Station, Dubai

The Apple International School

apple.sch.ae

Doha Road, Behind Emirates Driving Institute - Dubai - United Arab Emirates

The Aquila School

www.theaquilaschool.com

Wadi Al Safa 5, Dubailand - Dubai United Arab Emirates

Location of the Institution

Clarion

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December | 2018

School

Bringing e Philosophy of Progressive Education to Families of e UAE

December | 2018

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child with a curious mind will forever be empowered for the possibilities of the future. Clarion school ignites and sustains each child’s endless quest for discovery.

Following the American curriculum, Clarion School, located in the heart of the city near Downtown Dubai, is currently enrolling up to Grade 6, adding a new grade each year to become a full Pre K – Grade 12 school. The unique progressive program and Master’s Degree teachers deeply engage every child in intentional and meaningful learning built on a solid academic foundation.

Learning Beyond Imagination Experiential, constructivist learning are important components of the progressive education practice carried out at Clarion. This is done through both exploration of materials in Clarion’s classrooms and numerous field study trips. These field trips take even the youngest children (PreK) beyond the classroom walls to see how the world of ideas and concepts learned in the classroom are expressed in reality.

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Tour with Clarion School

The school has been designed from the ground up as a haven for curiosity and inquiry. Classrooms and outdoor learning spaces have been planned to stimulate self-driven, deep learning, with spaces to encourage students to construct and deconstruct learning.

Academic program Clarion is a progressive American curriculum, currently PreK to Grade 5 growing by one grade level each year to become a full-through school, PreK to Grade 12. The early year’s program, PreK to K2 is a world of curiosity, exploration and exuberant guided play. Combined with curriculum goals and the beginning of numeracy, literacy and science studies, Clarion nurtures the early development of critical thinking skills and the foundation of a lifetime of exploration and deeper learning.

In the elementary school framework, the curriculum is one of the integrated disciplines and lessons combining literacy, research skills and writing, mathematical reasoning, scientific method and creative thinking. The school is known for their many field trips that are offered to the students, when experiential, hands-on learning takes knowledge beyond the classroom to understand the link from theoretical to reality.

Next year the school will begin its Middle School with the opening of Grade 6. Within a strong academic program, will be critical discussions, nuanced learning, creative thinking, independent learning and research.

The middle school years should be ones of growing self- awareness, self-reflection and self-responsibility, strengthening the ability to think critically and the development of collaboration and communication skills.

Afterschool Offerings The school supports and expands student’s interests through exposure to new activities and deepening their involvement in activities they are already engaged in through a range afterschool and extra-curricular events.

The school has been recently admitted into the Dubai Affiliated School Sports Association (DASSA), the organization that manages inter-school sports in Dubai. Their first school team, under 11s football, is a mixed group of girls and boys, allowing for greater participation by both genders. The school will soon start its swimming team and track & field team with league level swim galas and track competitions.

December | 2018

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The Clarion internal afterschool program offers a wide array of activities from sports to storytelling and is offered from K1 to G5. PreK students have a sibling club at the end of their day offering arts and crafts.

Initiatives that Support Education Clarion has organized a program of talks and activities under the name of Clarion Commons. The purpose is to establish a progressive learning community for adults aligned to the school’s progressive mission. Among events Clarion Commons has hosted are the annual Harvard/Oxbridge debate, the annual Innovation in Education talk held with speakers from the global business community and Harvard, film screenings, notably “Most likely to succeed” the documentary examining education in America and re-imagining schools, talks by international educators and thinkers such as Grant Lichtman and Dr. Shafali Tsabury.

For school age children, Clarion School initiated and holds the annual Clarion Hackathon, this year re-named Da Vinci Day. All Dubai schools are invited to participate in this event, where students are challenged to use design thinking to solve a real world problem.

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Children present their solutions using the medium of their choice, from robotics and coding to drawing and painting, to demonstrate their critical decision making and thinking processes as they search for solutions to the real-world problem of the day.

Operating Organization Scholars International Group (SIG) is the parent corporation for Clarion School. It is an organization that is dedicated to providing high quality, achievementorientated schools, where educators are empowered to create environments that provide an unparalleled education for children.

Founded just over 40 years ago when they opened their ďŹ rst nursery, which later grew to become the respected Dubai Scholars Private School, SIG has founded three schools. Ten years ago they opened Scholars International Academy and in 2016, their newest school, Clarion School, was opened. The mission of the organization has remained the same - to enrich the education provision for the children of the UAE through high-quality schools and educational leadership. T R

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25

Edu Talk

Inuence of Technology on Education About the Author

Nadia Awaida is the Associate Professor of education and coordinator of the teaching diploma programme. She earned her PhD in Curriculum and Instruction from the University of South Florida. Her research focuses on intercultural competence, diversity, and classroom implications. She is passionate about promoting 21st century skills in education and considers intercultural awareness to be a governing force in our global time. She has over 12 years of teaching experience in the United States and tshe MENA region.

Nadia Awaida Associate Professor

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December | 2018

I

n this era of time and space compressions, social connections are empowered by an explosion of technological advancements that mandate reframing our views of technology in the classroom. Technological advancements enlightened and conquered. It broadened possibilities and accelerated achievements. Major technological innovations are evident in various aspects of our lives. Today, voice-controlled assistants help in setting clocks and adjusting home thermostats, smartphone applications allow sharing images across the globe in an instant, and artificial Intelligence guide driving, predict purchasing habits, and provide real-time traffic updates.

Big data analytics is fundamentally shaping our lives.

Smart cities use information and communication technologies to improve efficiency of operations and services.

This same technology is altering teaching as we know it, marking a paradigm shift and ushering a new era in education. Educators are already implementing Technological Pedagogical Content Knowledge (TPACK) in classrooms to achieve learning outcomes. Integrating technology in teaching enrich learning experience by supporting teachers and providing students with 21st century skills.

While traditional teaching methods necessitate the instructor to occupy center stage with little or no student interaction, modern teaching methodologies call for greater student engagement. Integrating technology into our classrooms promote active learning, collaboration, autonomy and life-long skills.

Active learning, a technique that engages students in the learning process, promotes student classroom participation and involvement. Technology made this involvement conceivable. Simulation software such as virtual reality and 3D models allow students to visually observe the object of study, interact with processes, components, and analyze the fundamentals of the investigated object.

Developing intercultural competence is crucial in the 21st century. It is described as the active pursuit to understand and accept others through interaction and communication especially outside one's own environment. Through virtual communities, students create products, communicate, and teach each other anywhere around the world. This provides heightened awareness, understanding and tolerance of diverse views.

Technology enables increased collaboration in the classroom. Collaboration constitutes effective

December | 2018

communication among students resulting in problem solving skills crucial in the professional world. Flipped classrooms requires interactive learning and collective work. In flipped classrooms, the content is learned outside the class, while classroom time is allocated for students working together on assignments.

Technological pedagogy in the classroom aids in student autonomy. Students independently progress in mastering concepts. Customized curriculum accommodates students' learning styles and needs. Interactive books and testing platforms adapt to students' level and offer personalized activities and assessments.

While education should continue to prepare students for future careers, this generation grew up using tablets and smart phones. Employing technology in the classroom fosters digital literacy and digital citizenship skills such as responsibility, time management, confidence and kindness.

Academic institutions should facilitate the integration of technology in the classroom to empower faculty and teaching staff. It is important to offer pedagogical workshops and training in technological pedagogical knowledge. This knowledge focuses on ways to enhance teaching and learning through technology. It includes pedagogical feasibility of technological tools related to specific discipline. Another approach is to introduce learning management systems that allow faculty to integrate e-learning into the curriculum.

Traditional teaching and learning methodology are inevitably evolving with the influx of technology in our classroom nowadays. Educators continue to develop products that enhance students learning. Data generated from apps and programs provide insight into student progress and offer specific personalized recommendations to enhance student performance. The teacher becomes a guide and coach steering students through the learning process while providing support at the appropriate time.

Education today extends beyond bricks and mortar.

Technology offers exciting opportunity for life-long learning, a keystone of a progressive society. It empowers individuals to acquire new skills thus building capacity and transforming knowledge into outcomes. Educational institutions are regarding technology an integral component of teaching and learning. Faculty are encouraged to view this as a tool to customize knowledge transfer and address various student needs. This empowers students and facilitates their success. T R

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Dubai International Academy

I

nternational Baccalaureate Schools develop inquiring, knowledgeable and caring young people who are motivated to succeed. As a flourishing, top-quality IB World School we share educational standards and practices for philosophy, organisation and curriculum that create and sustain an authentic global learning community. We develop students who build a better world through intercultural understanding and respect and we are committed to the development of students according to the IB learner profile attributes.

Located in the Emirates Hills area of Dubai, United Arab Emirates, Dubai International Academy is the first school in the UAE to be authorized by the Geneva based International Baccalaureate to offer the full continuum of the Primary Years Programme, Middle Years Programme, Diploma Programme and the Careers Related Programme. The IB pedagogy and ethos is embedded throughout these programmes. Established in September 2005, the school prepares students for leadership roles in a world where change remains the only constant. DIA is fortunate to have a very diverse, international group of students and staff from over 80 countries. The teachers are experienced, well-qualified and committed to continuing professional development. DIA is an IB World School, accredited by the Council of International School (CIS) and NEASC (New England Association of Schools and Colleges). It is a member of MEIBA (Middle East IB Association), THIMUN (The Hague International Model United Nations) and NESA (Near East South Asia Council of Overseas Schools). DIA is also one of the first schools in the UAE to be awarded the prestigious Green Flag by Eco-Schools UAE. Students studying in the MYP and DP Curriculums achieved the schools best ever results in 2018. In the Middle Years Programme over 83% of students achieved above the world average point score and in the Diploma Programme, 84% of students achieved above the world average with 13% of students scoring more than 40 points. Students across all years make outstanding academic progress in relation to their starting points.

DIA takes pride in their students’ University placements at top ranking universities in the US, the UK, Canada, Australia and 38 countries worldwide. This year $5million dollars has been offered in the form of scholarships from US Universities and 10 students are through to the Oxbridge interview stage. Last academic year every child who applied to university obtained a place and 87% of students achieved their first choice place.

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Mother Tongue Programme The school promotes, wherever possible, native language instruction to native speaking Dutch, German, Swedish, Danish, Finnish, Mandarin, Italian, Chinese, Hindi and French students. These classes take place during the school day and are run by private teachers. As part of the Co-Curricular Programme, DIA also oers the opportunity to all students to learn French, Arabic, Italian, Finnish, Dutch, Greek, Chinese, Spanish, Portuguese, Afrikaans and Urdu.

Sports Physical education is taken very seriously at DIA. The school encourages every child to do their best and support the talented by providing plenty of opportunities to develop their skills within and outside the school. DIA PE department was distinguished by its 3rd position in the UAE for its provision for PE and Sports by the UAE Teen Sports and Fitness Awards 2018.

Leadership There are also extensive leadership committees and organisations at DIA involving hundreds of students of all ages. The events held at DIA enable students to be part of a supportive and dynamic environment that includes a Prefect in every homeroom supporting students throughout the school on a daily basis. The Model United Nations (MUN) programme in DIA is a simulation of the United Nations, where students are given the opportunity to act as delegates and debate on current world issues. At DIA, students are also given the opportunity to attend other MUN conferences such as The Hague THIMUN, Qatar THIMUN, THIMUN Singapore, Harvard Model United Nations (HMUN) and Johannesburg Model

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United Nations (JOMUN) and CGSMUN in Athens and meet like-minded individuals to collaborate towards finding Edinburgh’s International applicable solutions. The Duke of Edinbur Award and is open to students over 14. Students can prepare for A the Bronze, Silver and Gold awards. As a requirement for achieving the Awards, students have to engage in a physical activity, community service and creative activity, for a required activity number of hours according to their level. At DIA there is a very active programme that supports this fabulous scheme.

From the Leader’s Desk James Lynch is the Principal and Jayne Needham is the Vice Principal of the school. Under their leadership the team and staff are a united group with an unwavering focus on continual improvement. Their capacity to innovate, empowers, supports and galvanizes outstanding student outcomes.

“We believe in the importance of strong relationships existing between students, parents and teachers. All students should be encouraged on a daily basis to aim high and follow their dreams, with the notion that hard work is the key driver that enables outstanding academic performance. Equally importantly, we encourage our students to excel and participate in many different sporting, cultural and leadership opportunities. This enables them to develop their personalities and encourages them to be condent and happy individuals.

Students need to be in a happy and safe environment. DIA works tirelessly to ensure that there is a strong ethos where kindness and respect prevail. These values then allow the students to become role models to each other and positive, well-grounded citizens who develop as future leaders.-says James Lynch.

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Career Opportunities Diversified Car Students at Dubai International Academy have varied interests; and the Counseling Office spends hours matching students to university. The school has had a high their dream course at university number of students attending Ivy League colleges in the USA, and Oxbridge in the U.K. Most of the students thrive at first and second tier schools in the USA, and Russel Group in the U.K. Law, to Architecture and From choosing to study Medicine and Law Business, to Fashion Merchandising and Engineering, the school encourages students to opt for myriad courses all over the world. Even when they leave DIA, the school continues to nurture and assist them through their chosen courses and classes. The students stay in touch with the teachers, and inform them about their placements.

There are two annual Alumni evenings (DIASPOR) which are very well attended. DIA Alumni take great pleasure and pride in interacting with current students and hold presentations guiding and mentoring them through the entire college application journey. DIA students have gone on and made their mark in various fields. They have found gainful employment in institutions like Apple, Facebook, Google, Linked In, Goldman Sachs, Bank of America, Barclays Bank, Citibank, and J.P. Morgan just to name a few.

Lifetime Experiences at the School Each student at DIA is exposed to limitless opportunities on a regular basis. From having the ability to join 10+ sports team that are continuously victorious in Innovents Inter-School Competitions, to Primary Science Fairs, Fairytale Ball Overnight Camps, PYP exhibitions and charitable work for the Innoventures ‘GIVE’ Foundation.

With a Prefect Body of nearly 50, a new student at DIA is pleasantly surprised by the welcoming and positive, yet sophisticated and academic atmosphere of the school. Students, parents and alumni are also heavily involved in the governance structure within the school. During the break and lunch times, the school’s cafeteria serves healthy and affordable food and students are allowed to sit anywhere in school to enjoy their lunch with their friends. It is also during this time that certain students can be seen playing football in the field or attending meetings for their student organizations such as DiaTech or the Eco Committee.

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Inclusion at DIA (I-DIA) Dubai International Academy's Learning Support Program consists of six distinct components that work together to ensure each individual student has the necessary tools and support to succeed. These sections include: Mentoring of students with Limited Achievement, College Counseling and University Placement, Special Educational Needs Counseling and Advisement, Academic Enrichment through the GATEway (Gifted and Talented) Program, English as a Second Language, and Student Development through Teacher Training and Professional Development.

Life Beyond the Books DIA empowers students to lead initiatives and support one another as they contribute to the greater community. As for annual events, most extra-curricular activities and clubs host at least one annual event. Events range from embracing the school & diversity with an International Evening to more academic oriented events such as ‘Week without Walls’, Careers Day, Job Shadowing Week and the renowned Talent Show! The diverse nature of co-curricular activities and events held at DIA motivate independence and drive students to pursue their dreams with an open-minded and compassionate approach.

DIA epitomizes the school’s motto – Dream, Inspire and Achieve.To lift house spirit, the school hosts an annual ‘Battle of the Houses’, a day wherein teachers and students get involved with fun activities and sports. Similarly, Sports Day is a tradition that every student looks forward to, be it because of the teachers versus student’s tug of war or those intense relay races! This is also DIA’s second year hosting events for the 30 x 30 challenge wherein every morning, members of the DIA family gather and get active!

Festivities and celebrations come through in events such as the Winter Souk and Staff Appreciation Lunch. The community spirit is truly embraced through entertaining events such as the Family Sports Day, the International Day, the Family Movie Night and of course the annual School Play! Overall, the events held at DIA enable students to be part of a supportive and dynamic environment.

In conclusion, Dubai International is a high-performing, all-through IB school committed to ensuring that all aspects of the IB Learner profile are developed and celebrated in our students and throughout our community. T R

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Editor's choice

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hildhood is the most crucial period in a student's entire journey as it is the phase where a child learns new skills, makes new friends, expose to the outside world and encounters different challenges. Sometimes, due to some bad experiences, pressure of performing well in exams or other activities also traps the children unknowingly into the unpleasant net of anxiety. While many believe that being anxious is normal, few studies also reflect that if a child gets anxious about a particular event for long, the chances to develop depression becomes high.

There is a Difference between ‘Anxiety’ and ‘Depression’ Many people often get confused with these terms which hold a different meaning altogether. Anxiety is a mild problem which if not cured on time leads to a much serious problem i.e. depression. If a child shows symptoms of excessive worry, restlessness, fatigue, trouble in concentrating, irritability, sleep disturbance, or muscle tension, chances are that the child is going through anxiety disorder. While in depression, the child shows the signs of depressing mood, lack of interest in enjoyable activities, increase or decrease in appetite, insomnia, slow movement, lack in energy/enthusiasm, guilt, worthlessness, and even much critical suicidal thoughts and behaviours. According to a study, a shocking revelation was unearthed that almost 50% of the cases of depression are also diagnosed with depression. Therefore, it is crucial to understand and take over anxiety before it takes a toll on your childre’s mental health. Moreover, not taking the symptoms of anxiety seriously can only results in student’s poor performance and harmful behaviours like substance abuse.

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Limits the Learning Curve While stress to a certain extent can sometimes help students to have better attention and focus while studying , anxiety causes negative effect on cognitive functioning. Study shows that students suffering from severe anxiety levels perform quite low as compared to other students. Moreover, it is found that anxiety is among one of the top reasons behind students’ school drop-out rate in many parts of the world. And which ultimately leads to economic losses for individuals and the society at large.

phobia. Children who suffer from this disorder usually cry, freeze up and cling to an adult when the intensity of their fear soars high. Most of the children have (some of) phobia of animals, storms, needles, loud sounds, and enclosed spaces.

Panic Disorder:

Different Disorders

Many times children develop anxiety that does not have any relation with the performance or bad experiences. In fact, sometimes it is developed due to the occurrence some mild illness include shortness of breath, dizziness, nausea, chest pain, sensation of choking, fear of dying among other.

Generalized Anxiety Disorder:

The Remedy

Fatigue, irritability, muscle tension, or sleep disturbances are the symptoms of this disorder, which can occur due to performance, trouble in relationships or other concerns.

Medication is the first and last option which usually comes to the mind of any parents when they encounter that their child is suffering from certain disorder. Antidepressants usually comes on the top of the stack which often helps reduce anxiety but what many people don’t know are the advantages of Cognitive Behavioural Therapy (CBT) in treating children’s suffering with anxiety.

Separation Anxiety Disorder: This disorder occurs due to the fear of separation. Children with this disorder frequently worry about their parent's relationship and fear of losing them in many possible ways including death. This results into bunking of schools and also causes headaches or nausea.

Selective Mutism: A child who is otherwise more talkative refuses to speak in front of multiple people (especially at social events or schools functions) shows the signs of selective mutism. Not only such children feel insecure about speaking and meeting people but also avoid making eye contacts. This can often leads towards social isolation and loneliness.

If your child fears to participate in front of class with his/her peers, then they may have social anxiety disorder, the other form of anxiety disorder. Such children avoid coming to social events and even if they come, usually keep silent during the whole event.

CBT can be very effective in combating anxiety; in fact, many researches have proven that – this (CBT) is one of the most effective treatments for reducing symptoms of severe anxiety. And unlike taking antidepressants, this therapy helps children to manage their anxiety by themselves.

According to this therapy- “How we think and act, affect how we feel,” and by changing the thinking that is distorted and behaviour that is dysfunctional, we can change our emotion and eliminate anxiety from children’s mind.

Childhood is the most crucial stage for the development of human brain. And certainly brain is the most vital body organ required to work properly. Therefore, it is highly advisable to monitor the growth of your ward, consistently and rigorously. And if your child shows any of the signs of severe anxiety, take necessary action at the right time (to correct it) before it impact your child’s performance and happiness at large. T R

Specific Phobia: Some children develop anxiety related to a specific object or situation and if that pertains for long can convert into

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December | 2018

GEMS International School:

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electing the most appropriate site for a school is an important consideration for the school community. The location, size, and shape of a school site can materially affect the educational program and opportunities for students. GEMS International School (GIS) is one such school which is beautifully located in the up and coming area of Dubai Hills.

The school is accredited by the International Baccalaureate (IB) to deliver the Primary Years Programme, the Middle Years Programme and the IB Diploma Programme.

Inception Story Founded in 2013 in response to a greater need that existed in Dubai to serve families who were seeking a high quality International Baccalaureate education, yet at an affordable price point. GEMS undertook the project to build a purpose built facility with a capacity of 3,100 with this aim in mind.

With 1,400 students at present, in the coming years, as the school continues to grow, it will be the largest IB world school in the region. It is international in name and international in nature. It currently serves a population of almost 90 different nationalities with no one group being dominant. The staff are equally spread out, coming from 30 different countries.

The school’s mission is to provide an exceptional quality education to an international community. They define exceptional, not just in terms of academics but in support of developing the whole child.

A Door to Student Success Students in GIS are prepared to be successful and thrive in the modern, international world. The school focuses on developing the whole child, encouraging characteristics such as self-confidence, self-awareness, resilience and empathy. In line with the IB philosophy, there is a direct focus on developing internationally-minded, global citizens through the IB

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learner profile attributes. GIS sets out to appeal to local and international families. They cater for and encourage students from all backgrounds to learn together, build relationships and communities and work together in teams in order to achieve their best at all times. They promote a ‘culture of kindness’ through which they develop students’ propensity to be ‘inwardly strong and outwardly looking’.

The school also prepares its students for success in the modern world. Statistics shows that students who have studied in IB programmes have a greater chance of not just gaining access to university but being successful in completing their chosen courses. GIS employs high-performing teaching teams; these teams are focused on success as they develop students’ confidence, resilience and ability to be successful as well as developing their thirst and aptitude for learning.

Gateway to a Plethora of Opportunities Catering to so many nationalities and cultures make annual celebrations and events at GIS truly rich and diverse.

International mindedness as defined by GIS is “recognizing and being open-minded to our similarities and differences while understanding how our experiences and exposure to different cultures impact our personal perceptions of the world.” This is fostered in many different ways at the school, through the curriculum, the learner profile and service opportunities to name but a few, but also in their ability to celebrate and recognize different events throughout the year such as; Eid, Ramadan,

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Breast Cancer Awareness, Mo-vember Men’s Health Issues, Diwali, The Prophet’s Birthday, National Day, Christmas, International Day, alongside sporting events including swim galas, athletics, and primary and secondary sports days.

A new and unique initiative that involves all students and teachers, with opportunities for parents to be involved is MyHealth. The program includes a personalized fitness plan where students are set targets to maintain or improve their fitness components, based on students’ individual performances in standardized fitness tests and an encouragement to join numerous activities throughout the year. The main goal at GIS is to support all community members with their overall health and well-being, bringing the community closer together and ensuring the school is the happiest and healthiest place to be.

Guidance Worth in Gold Glen Radojkovich is the Head of School/CEO and is currently serving his second year at GIS. This is his rst role in the Middle East having previously founded and led schools in South Korea and Singapore, after 11 years at Pinehurst in his native New Zealand. Since his arrival to GIS, through the support of the leadership and teaching faculty, the school has grown from strength to strength.

As a father of three children I am very aware of the challenges and concerns students and parents face during the different stages of the schooling years. As such, I recognize the importance of the partnership between home and school and am committed to ensuring this partnership is nurtured.

I believe strongly, that in the right environment, where students are respected and encouraged, they are capable of extraordinary achievements. I look forward to celebrating such achievements at GIS as our students develop as young leaders, engaging in academics, creativity, action and service opportunities throughout the rest of the school year- says Glen Radojkovich.

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Rainbow of Offering GIS seamlessly fuses the GEMS core values with the IB learner profile attributes to promote and foster a lust for lifelong learning. There is a rigorous academic K-12 program articulated within the IB framework to ensure the fundamentals of education are rooted in a strong understanding of disciplines such as mathematics, science, languages, digital technology and physical wellbeing and performance, as well as the development of the creative and innovative mind through subjects such as the music, visual art and drama.

More important than any one program or initiative taken at the school, is the process in how students are given agency in their own learning. The power of inquiry, an approach used across the school, allows students to engage in a meaningful and authentic way with what they are learning, often giving them the power of choice to examine areas of interest from both a local and global perspective. A change or shift in how students are assessed is also having a strong impact in how students succeed. Each child has the ability to set their own targets in collaboration with the teachers. These are shared and articulated to parents also.

GIS is committed to empowering students and ensuring student voice and agency play a role in the day to day running of the school. Leadership opportunities exist for students in many facets, whether it be leading a group in class, representing their ‘house’ in their respective grade levels or serving on one of the whole school student committees such as academics, service, sport or social. Through opportunities

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and engagements as these, they demonstrate the value they place on student involvement in all areas of school life.

Words of trust I think that GIS is a very unique school. What makes GIS so special is that they improve every year. GIS gives several opportunities to students in presenting and socializing. I remember when I started school and I didn’t even want to speak in front of the class and now in 2018, I look forward to when the class is presenting! One thing that makes GIS dierent to other schools is that the atmosphere of entering our school feels so welcome. Whenever I walk into the school, I always get a wide smile on my face. Our school is good at showing what the students want and letting the students have a voice, this includes student council and house captain. The teachers understand the students and that makes us students feel comfortable in the classrooms.

-Nima Klintell, Grade 7, Sweden.

When I came to GIS in January 2015, the school was so small, but the feeling and connection between the teachers and the students were amazing and although the school has grown enormously since then, the connections and relationships between the students and sta have stayed the same. This close relationship really leads to amazing ideas by the students and helps everyone develop to be themselves. An example being the Smiles4Zayed project set up by one of the Grade 8 students. The amazing personal attention and a listening ear in the senior leadership team gives us, as students an opportunity to develop ourselves and the community that surrounds us.

-Tim Oude Kotte, Grade 11, The Netherlands T R

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Dr. Sherief Khalifa Professor & Dean College of Pharmacy at Gulf Medical University

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December | 2018

Expert Viewpoint

PHARMACY

EDUCATION in About the Author Dr. Sherief Khalifa is currently Professor & Dean of the College of Pharmacy at GMU. He received his BSc (Pharm) at King Saud University in 1986, and his PhD in Pharmacognosy at the University of Mississippi (USA) in 1994. Dr. Khalifa joined Suez Canal University (SCU) as an Assistant Professor in the Faculty of Pharmacy with linkage to the Biotechnology Research Centre. In 2007, he joined the Faculty of Pharmacy at Misr International University (MIU). Before leaving MIU to join Qatar University (QU), Dr. Khalifa was Professor and Head, Department of Pharmacy Practice and Clinical Pharmacy.

Dr. Khalifa was instrumental in establishing linkages between SCU/MIU/QU and USA-based institutions including the University of South Carolina, University of Georgia, Virginia Commonwealth University and others.

He has a passion for advancing pharmacy practice in the Middle East and was responsible for introducing clinical pharmacy into the MIU curriculum and has continued this quest at QU and now in Gulf Medical University (GMU).

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UAE Are we moving in the right direction?

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harmacy education in the modern world focuses on providing students with knowledge, skills and attitude that enable the graduates to perform the role of the pharmacist as a health care professional, working side by side with rest of the healthcare team. Since the pharmacy profession today is about patient care and putting patients first, any modern pharmacy curriculum around the world will provide a balance of courses and experiences that enables the pharmacy graduate to fulfill the noble role of the pharmacist in providing the best possible patient care, as it relates to the safe and effective use of medicine.

A general belief is that pharmacist’s role beyond dispensing medication may be unnecessary and expensive and can be covered by physicians or nurses. Experience around the world has shown otherwise. The pharmacist role in patient care has been shown to reduce medication

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errors that often lead to serious health problems. It also leads to less patient suffering and a reduced social and economic burden where patients are expected to require less hospitalization, emergency room visits and hospital readmissions.

At Gulf Medical University, we are trending with ever so changing requirements of healthcare industry and believe in equipping our graduates with the skills, knowledge and experience they need to be job ready from the very first day and hit the ground running upon their graduation.

Hence, we have designed the only undergraduate Doctor of Pharmacy program in the country where the program features; 1.

2.

3.

4.

5.

6.

7.

8.

9.

Learning how to access credible knowledge quickly, instead of memorizing Evaluating information and determining its suitability for use in a specific case Providing a solid foundation in biomedical and pharmaceutical sciences Integration of pharmaceutical sciences into pharmacy practice Practicing pharmacy skills in a simulated environment Early exposure to clinical practice Devoting more than 20% of the curriculum to experiential learning Understanding, evaluating and performing pharmacy research Using Team based learning (TBL) to enhance and reinforce learning in an exciting and interactive environment where students learn from each other 10. Inter-professional education where students from different healthcare disciplines engage in simulated and real problem solving exercises to prepare them for inter-professional collaborative practice after graduation.

The educational philosophy that brings about excellence in pharmacy education and subsequent improvement of the practice of the pharmacy profession comes naturally at GMU as it is a medical university that has its own hospitals, clinics and pharmacies in an academic health system. Clinicians in our healthcare facilities have teaching assignments with the College of Pharmacy. Pharmacy students learn from clinicians by engaging in a shadowing experience and then by performing skills under supervision.

Professors from the College of Pharmacy are licensed pharmacists providing patient care in GMU associated healthcare facilities. This link is extremely crucial and valuable as it immerses pharmacy students in a rich learning environment where they work with academic clinicians and clinical academicians. We believe that this system and the natural learning environment provide the best experience for students to achieve the required competencies.

Whether the healthcare is being paid by the government, insurance company or a patient (out of pocket), spending money on pharmacy services will cut down on the overall cost of care. A recent survey conducted in United States, has shown that for every dollar spent on pharmacy services, there is a saving of three dollars.

It is about time that pharmacy educators, practitioner, regulators and healthcare providers meet and talk to each other on offering value added services to the communities. The outcome will reduce cost on healthcare payers and above all provide better healthcare to masses. T R

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December | 2018

GEMS The Kindergarten Starters

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re-school is important as it acts as a transition from home to school environment. The Kindergarten Starters is one such school where children are molded by giving a number of games and activities which help them develop their fine motor skills, a love for learning and build social skills. Being a primary school, children are given opportunities in all the fields to excel that prepare them to choose their career when they transition to the middle school.

Established in the year 1990 in Dubai, UAE under the leadership of its first founding Headmistress, Ms. Bernadette Pinto.

It is the only Indian Primary School in the GEMS Group and was established as a feeder school for other GEMS Schools.

The Kindergarten Starters is born of the belief that what they do for themselves fades away but what they do for others will remain as their legacy. The school engages with the wider community to optimize learner achievement by associating with Dubai Cares and WWF. Kindergarten Starters was the only educational institution which was honored by HH Sheikh Mohammed Bin Rashid Al Maktoum on the 10th anniversary of Dubai Cares for their continuous support of all Dubai Cares initiatives.

The mission of the school is to build a sound foundation upon which children achieve their potential. They do this by encouraging children to explore experiment and express themselves thereby stimulating thinking and learning through varied experiences. The school provides emotional stability for children to learn with confidence and nurture children through the GEMS Core Values which reflect the traditional values.

Lively Experiences at Campus In order to influence student achievement KGS strictly follows a digitally transacted, enriched CBSE curriculum that draws from leading International curricula. These opportunities afford intellectual stimulation for students and help improve their work.Problem solving and critical thinking are intrinsic to school improvement and to improve the school’s performance students have access to Robotics, Engineering, Coding and Artificial Intelligence as part of their curriculum.A strong program of sports that include team sports like Cricket, Football and Basketball as well as Badminton, Karate and Yoga are provided for children. Students also have opportunities to learn through the expeditionary approach that takes them all across

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the UAE and the world to places of interest like Museums and Science centers that gives them hands-on opportunities to deepen their learning.

Diverse Academic Offerings Globalization and technology are continually altering the views of education and offering new opportunities for learning and engagement in life. Technology such as web conferencing, the blogs/wikis, virtual worlds and online gaming and mobile devices such as iPads, mobile phones, digital cameras and voice recorders are changing the way teachers teach and students learn.

Technology enables learning to extend not only beyond the boundaries of the classroom, but beyond borders and facilitates better access to learning resources. It also supports the creation of partnerships with the wider school community, the local and global community and equips learners with contemporary skills necessary to lead a successful life.

Blended learning approaches have amplified the need for school Principals, leaders, teachers, students and the wider community to take advantage of learning opportunities provided through improved personalization, collaboration, and communication enabled by learning technologies. Blended learning has many different forms and will continue to evolve as technology continues to advance. It should therefore be viewed not as a single model but as an approach that promises better educational experiences and outcomes.

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At The Kindergarten Starters, Dubai, technology is at the essence of teaching and learning. Whether it is moving from text books to digital media to utilizing smart boards in each of the 162 classrooms in the school, KGS is leaving no stones unturned to earn the recognition of being a digital school from all domains.

Leading change and innovation from the conventional text book large primary school was learning to digital learning in such a lar not easy and involved thorough planning and a complete change of mindsets of all stakeholders apart from changes in the infrastructure. Teacher training in blended pedagogy and parent orientations have been strategically planned and an integral part of the change management process and several teacher leaders at all levels have been change agents. The blended E-learning approach was meticulously and cautiously planned in four domains to effect positive school improvement over the period of three years.

Leading Light of the School Ms. Asha Alexander is the Principal of the school.

She has made the school into a community of learners; one that sees all pupils attaining the highest possible outcomes with inclusion of all learners as a central goal. Students are valued for their individuality, culture and heritage and encouraged to develop their potential in a stimulating and caring environment. As a principal, she is accessible to students, parents and teachers and personally invested in their well-being and those of their families. She believes that the professional knowledge that teachers possess along with the skills they have acquired are of paramount importance and remains committed to developing human resources. “Parents are welcomed and encouraged to take an active part in the education of their children though the Open Doors program, where we demonstrate honesty and commitment to follow through in all interactions,” says Asha.

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• E-Curriculum- Modifying and enriching the existing Curriculum supported by appropriate e resources and learning technologies so as to ensure that the Instructional design meets the needs of all learners. The learning is now done using Microsoft Notebooks, Microsoft Sway, Microsoft OneNote, and Microsoft Teams.

• E-Tools- used to improve Assessment, Teaching and Learning. The Students in Grades 1 and 2 are also trained to develop skills to apply their learning and problem solves which is largely what is tested in the international tests. With the introduction of e-learning and relevant training in the use and exploration of e-tools, most of the staff and students are now trained in administering and answering online tests by using simple e-tools such as Microsoft Forms which are not only easy to administer and answer, but also provide instant results and feedback regarding the common errors made and the strong and weak skills of the class.

GEMS The Kindergarten Starters prides itself in providing professional development to all the teachers. 100% of teachers in the school are MIE’s (Microsoft Innovative Educators) and currently has 129 teachers who are MIEE’s (Microsoft Innovative Educator Expert).

Parallel Worlds of Learning Across Both Kindergarten and Primary: Ø The curriculum is diverse, creative, personalized with accommodations, exemptions and modifications to meet the needs of all students. Ø IEPs support SEND student helping them achieve specific targets. Ø The curriculum has been enriched with features of International curricula to develop a global perspective. Ø Free morning coaching in sports especially cricket and soccer has resulted in core talent pools.

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Ø Expeditionary learning, Extracurricular activities like Art, Music (Piano), Cricket, Karate, Football, Basketball, Brain O brain, Robotics, TedEd Clubs, Pottery and Ceramic and Badminton, Ballet ( Dance) are the after school programs that cater to varied interests linking learning to the wider community.

In Kindergarten: Ø Circle time activities has helped develop self-esteem, friendship, recognizing emotions and in improving behavior. Ø Reggio inspired approach has led to greater enquiry based learning. Ø Integration of technology and LEGO has helped students become exploratory learners. In Primary. Ø Integration of technology, LEGO, Robotics and Engineering is Elementary has helped students become independent and exploratory learners.

Words of trust “The best thing I like about The Kindergarten Starters is that this school has a lot of resources like, Mindspark, Math in Focus, Harcourt and Reading A-Z to improve our learning skills. It also uses manipulatives like LEGO, Mindstorm EV3, Hummingbird, KODO that help us enhance our critical thinking and problem solving skills. If I were to recommend this school, I would recommend it to all the primary school children. I definitely don’t want to leave this school and I feel really sad because I will be going to the GEMS sister school for my middle school. I don’t want to part with the first school I have ever been too!”

-Isabelle Angel James ‘5B’ “Yes, the resources have been beyond excellence, but what about the values that have made us a good human? This is where, The Kindergarten Starters has really taken a step forward to instill core values in every student at KGS. The GEMS Core values of global citizenship is a reminder of what we are, and we could become. PRIDE Perseverance, Respect, Integrity, Discipline and Excellence has really helped me improve my social skills throughout the years.”

Naureen Naz ‘5B’ T R

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02

Educator’s Perspective

TECHNOLOGY IN SCHOOLS “

Jason Milner is an Australian Vice-Principal, currently working as a Head of Middle School at Nibras International School. He has also assumed the responsibilities of the Director of Educational Technology, having previously worked in this role at other International Schools in the UAE. He has a very limited understanding of hardware and technical aspects of servers and wiring, having been trained as a Physical Education and Mathematics teacher in Australia.

However, he sees himself as a ‘driving instructor’ as opposed to a ‘mechanic’, and is passionate about expanding pedagogical toolkits in the interests of student-centered learning.

An ‘agent for change’, he believes in preparing students for the lives that they will live.

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sing devices in the classroom is a distraction to learning!”

“The technology opens up collaborative opportunities for my students.”

“Computers in classrooms prevent students from developing their interpersonal skills.”

“Access to the internet provides access to learning beyond the walls of the classroom.”

We’ve all, no doubt, come across a myriad of arguments, both for and against, regarding the use of technology for learning, particularly in a school environment. As a school leader, and continuing classroom practitioner, I have found myself in many conversations with staff, and parents, regarding whether technology is the bane of education, or its salvation, enabling enhanced learning. I will state at the outset that I am most definitely in favor of the potential benefits of using new technologies in the classroom. I say “new technologies” as all tools for learning are examples of technology i.e. pen and paper vs. chalk and slate etc.

I emphasize that using technology in the classroom is just another tool in a teacher’s toolkit. I believe in balance - and selecting the right tool for the job. There is a place for pen and paper, and there is a place for digital tools. The consideration as

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Jason Milner Australian Vice-Principal

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to which tool to select should, in my opinion, is based on student needs, not the teacher’s comfort zone. If a significant role of teacher is to prepare students for the lives that they will live, we are doing students a disservice to simply expose them to learning experiences from our past. Just because it suits us.

In my conversations with teachers, many, who are hesitant to take on the challenge of incorporating digital learning experiences, seem to be simply afraid. Afraid that they will not be able to learn the technology well enough to be respected by the students as ‘the master’. Afraid that the technology will fail them in the middle of a lesson, causing students to become disengaged and teachers to feel embarrassed and ‘not in control’.

Afraid that they are leaving the ‘safe haven’ of teaching practices that have served them well for the last 25 years. Afraid of change.

The ‘Aha!’ moment for these teachers is often when they realize that they don’t have to be the expert on the new digital technologies. It is completely unreasonable to expect teachers to be ‘au fait’ with all the latest software, hardware and apps that seem to appear at an exponential rate in the 21st Century. This is about the students being the experts. Not the teachers. It’s about giving students a voice to demonstrate their knowledge and skills through their preferred tool. Teachers then are able to assess the same set of knowledge and skills, regardless of the tool selected by the student.

We all know students who get ‘lost’ in the classroom environment. The ones that may not yet have the confidence to voice an answer or opinion. Perhaps we were that student when we were at school. I have seen countless examples of situations where the technology has given the student a voice. An initial example that springs to mind is the case where students compile a multimedia presentation, with synthesized narration, expressing their innermost thinking, without the fear of having to stand and talk in front of the class. I understand that there are times that students need to develop the skill of public speaking, but not all the time.

Another example is building models. A recent conversation I had with teachers was regarding the building of a model Viking ship, as part of their Viking unit. It sounds like an engaging learning experience; however consider the fact that the ability to cut, glue, and nail was not an assessable criteria in this particular unit.

Coupled with the fact that many parents are then burdened with the urgent need to visit a hardware store, and sit up late at night designing and constructing with their child. It seemed that the point of the task was to demonstrate an understanding of the design of a Viking ship. Why not use Minecraft instead? It’s quicker, cheaper, more flexible, more accessible, unlocking the ability for students to ‘voice’ their creativity, not limited by their possible inability to manipulate building materials.

A final, and more literal, example of how technology in classrooms can give students a voice is the case of a current student in my school. This is a student that had been rejected from enrolling in many other school as he presents as a student with high needs, having a multi-sensory impairment and autistic spectrum disorder.

He is completely non-verbal but has been communicating by typing on his device. He is a recent enrollment in middle school, however, his latest diagnostic tests in mathematics, language and science show that not only is he the top performer in his grade, he is thinking at a university level! For this child, technology in the classroom has ‘opened the doors’ for him, redefining his future opportunities, and has literally given him a voice.

Regardless of whether you personally have a love or hate relationship with new technologies, or somewhere in between, there is no doubt that when used appropriately, technology in the classroom can give a voice to students. If only all teachers would listen. T R

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December | 2018

Swiss International Scientic School in Dubai

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ituated in the heart of Dubai, Swiss International Scientific School of Dubai (SISD) is one of the renowned schools where children from all over the world can live and thrive in a multilingual and multicultural environment. SISD believes that being ‘international’ means opening one’s mind to other cultures and different ways of thinking. The school is the first and the foremost international community where students, teachers, and staff from all over the world work, live and prosper together.

SISD’s unique approach towards learning encourages creativity, problem-solving, and good decision-making. The school follows the framework of the International Baccalaureate and renders an exceptional education focused on both academic excellence and personal growth.

Distinctive Academic Programs Swiss International Scientific School in Dubai follows the framework of the International Baccalaureate (IB) program from Pre-KG to Grade 11 (Grade 12 opening in 2019 pending KHDA approval) and the Swiss Baccalaureate program from Grade 6 onwards. SISD is an IB Continuum World School authorized to offer and teach the IB Primary Years Program (PYP), IB Middle Year Program (MYP), and IB Diploma Program (DP). The IB Diploma Program of the school is recognized as one of the best diplomas to prepare for university study.

The school’s unique curriculum offers the opportunity to choose between three different study streams such: • English with Additional Languages Or • Bilingual English-French Or • English- German

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SISD’s students have opportunity to become multilingual, with the option of entering one of its immersive bilingual programs in either of the Swiss languages of French and German. Its international programs reflect a sincere commitment to a Swiss vision of excellence in education that enables its students to fully embrace future opportunities.

SISD’s team of international teachers is made up of highly qualified professionals whom all share one goal: 'To provide quality education to all our children in a caring, nurturing and supportive environment.’ Also, at SISD, the students are endorsed with an engaging learning experience along with the challenge of developing a real understanding of cultural diversity and the support of a thriving international community. It welcomes students with determination and gives them access to appropriate provision, resources, and curricular options.

Enriching Campus and Incredible Learning Environment SISD’s large as well as eco-friendly campus ensures that it can offer a wide range of sporting facilities that make the most of its location adjacent to Dubai Creek. Over 60 nationalities are represented on its campus which creates an exceptional mix of languages, cultures and ethnic backgrounds. Such a campus filled with diversity encourages students to take risks, become compassionate lifelong learners and responsible citizens, who care for one another and

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Magnicent Leadership Norbert Foerster is SISD’s Head of School. Norbert took up his position in August 2018 having previously been the Head of the Institute International de Lancy in Geneva, Switzerland.Before joining SISD, he held numerous educational leadership positions spanning more than three decades.

contribute to a strong society through intercultural understanding and respect. SISD believes that social, cultural, economic and environmental awareness prepares them to play a crucial part in shaping a better future, both for them and for those in the surrounding.

Additionally, the school provides an inspiring, inclusive and challenging learning environment while celebrating academic excellence. It encourages and supports all its students to become successful, global-minded, enthusiastic lifelong learners who will confidently take advantage of future opportunities and help make a difference. Along with its teaching staff and parents, SISD supports its students to develop their potential to the fullest in a motivating, multilingual and international learning environment.

About the Head of School Norbert started his career as a psychologist at a Catholic Center for Children and Adolescents, after which he spent over thirteen years between 1985 and 1998 as the Director of a Psycho-Educational Counseling Center in Germany.

There he worked with children and families, as well as conducting counseling for parents, teachers, and educators.

Later in 1998, Norbert was appointed as the DirectorGeneral of Institute International de Lancy. Over a span of twenty years, he developed the school from a French Programme School to an IB World School teaching 1500 students. Between 2006 and 2014, he held the position of President of the Geneva Association of Private Schools

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(AGEP) and in 2014 he became President of the Swiss Federation of Private Schools (SFPS).

Throughout his career, Norbert also enjoyed teaching German and speaking at a variety of international school conferences. His expertise as an educational leader, specifically in Swiss schools with international and bilingual backgrounds, makes him a perfect fit to take the reins of SISD’s future.

ASAs for Students’ Nourishment SISD offers effective After School Activities (ASA’s) to bring an array of benefits to students, families. These activities are planned to boost the overall performance of students, along with to reduce risky behaviors, thus, promoting physical health.

Internal ASAs: The Internal ASA’s are taught by the SISD teachers and are free of charge depending on availability.

Here, every student is allowed to participate in two Internal ASAs per week.

External ASAs: The External ASAs are offered on SISD campus by external providers and their fees may vary for each after-school activity. Here, students can participate in as many external activities as they wish. Also, its registration process is based on the first come first serve basis and places are allocated by external providers after the payment has been received.

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Apart from this, SISD also offers Breakfast Club, After-School Care, and Afternoon Club for the better physical as well as the mental engagement of students.

Providing a ‘Healthy’ School Life Besides its unique and comprehensive curriculum, SISD also provides medical facilities to its students as the school believes that ‘every child’s health is important to us’. The school possesses two fully equipped medical rooms in the primary building and one school situated in the sports building. These rooms are managed by DHCC registered nurses.

Once a year, students undergo a comprehensive medical examination. Also, students are given the best-in-class nutrition which not only helps them avoid health problems but also gives them a strong base for emotional balance.

Positive Reinforcement is the cornerstone of SISD’s code of behavior and discipline. Here, students are inspired to act respectfully and responsibly towards every member of the community. Such behavior would create a climate where all students act positively with high behavioral standards. T R

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The Apple International School:

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stablished in 1994, run by the Iqra group, The Apple International School is a mixed gender school located in Al Qusais, Dubai. It offers private primary and Middle school education (Foundation Stage to Year 10) with a UK based curriculum. To date, it has 2196 students, 130 teachers and 30 assistant teachers working at the school. The largest nationality student group is from Philippines but students from many Arab countries, India, Pakistan and Srilanka study harmoniously.

The Apple International School, as a multi-cultural and diverse learning organization aims to provide a learning environment which empowers students, staff and the community to maximize their personal, creative and academic potential in order to become lifelong learners and responsible world citizens.

Students here explore future career options to get a better insight of what they aspire to become. The school organizes ‘Meet a Pro’ sessions for students of year 9 and 10, where professionals from different walks of life share with students the demands and scopes of different professions.

The Modus-Operandi of Teaching The Apple International School follows the EYFS curriculum at the Foundation Stage and the CIE curriculum in the Primary and the Secondary. Students answer the Primary Checkpoint in Year 6, Secondary Checkpoint in Year 9 and IGCSE in Year 11.

The school’s curriculum has been carefully designed to ensure that every child has access to a high-quality education that will promote lifelong learning and produce responsible citizens, fully engaged in their community and able to compete in a global economy. The school goal is to create a learning environment that empowers teachers and principal to hold their students to high expectations and provide meaningful and relevant schoolwork. There is a strong emphasis on multi-sensory, cross-curricular learning throughout the school, with a clear focus on skills and attitudes in the development of life-long learning. Through the range and choices of subjects offered, the curriculum is designed to meet the educational needs of all the students of different ages, nationalities, backgrounds, aptitudes and levels of academic attainment. The subjects offered

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by the school effectively contribute towards ensuring a complete and holistic education of the students also enforcing a reasonable understanding of the Emirati culture and traditions and Islamic values.

Rainbow of Offerings The Apple International School strongly believes in the holistic development of their students. The school provides a wide range of opportunities which call for innovative thinking, creative thinking, enterprise and inculcating values.

The innovation projects that target to improve co-curricular learning at school have been designed to support students to experience real-life skills through projects. These projects involve four aspects of innovation – the content, the process, the outcome and the environment. Most of these projects are student-led and give them an opportunity to be a part of an improvement plan.

The Apple International School has a strong student voice represented by the student leaders. The student council and prefectural board are part of the student development process. They meet twice a week and prepare their own responsibility charts and are led by three members of the student community. They are deeply involved in improving attitudes and behavior along with supporting new initiatives and community work. Most recently they have taken up the initiative to plan, implement and measure the outcome of a literacy and ICT training for the school ancillary staff. Some annual trips to local museums, industrial visits, university drop-ins, internship opportunities and international trips help them gain the

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valued experience needed to reflect on their learning.

Initiative for Personal Development At Apple International, high expectations are maintained from all regarding the students' performance and to make them believe in their abilities. It is ensured that they receive praise for simple tasks for encouragement. Maintaining a curriculum that remains respectful of differences, ensures that all students are included within all aspects of the school and it acknowledges the unique differences students may possess.

Initiatives taken at the Foundation Stage to promote education • Assessment Each child’s on-entry to the setting has been recorded in an individual tracker within first few weeks of the setting in period, taking into account contributions from parents. The progress tracker should then be reviewed periodically throughout the year to monitor progress. Based on the information gathered for each child, teachers’ will use this information to ensure that every child’s learning and care is tailored to meet their individual needs.

Impeccable Leadership Ms. Jaya Menezes is the Principal of The Apple International School. She joined AIS as the Vice Principal and was later promoted to the Principal's position. For her, students and their well-being is at the center of all the activities at AIS.

• Curriculum A. FS 2 Curriculum is modified and tailored to cater to the needs of the children such as; Ø Accelerated Offered to the fast learners to enhance their thinking, research, reading and exploration skills. Mostly trans-disciplinary lessons will be offered in this curriculum.

Ms. Jaya is wholeheartedly respected for her leadership skills and her inclusive and open approach to staff, students and parents.

Primarily her prociency lies in conducting School Assessment, drafting Strategic and Operational Plans, preparing schools for Self-Assessment, designing of systems and structures, Institutional Planning and Development, Policy Setting, chalking out the school development plan, Handholding, Recruitment, Staff Development and training, and using management tools to enhance the quality of deliverables in the school.

Ø Extended Children those who completed the Foundation Stage 1 in the school will be offered this curriculum.

The Principal is ably supported by a team of highly dedicated team of professionals with a passion for teaching and love for learning.

The Vice Principal, Mr Mahesh Sajnani is a skilful educator and an accomplished leader who with his passion and positive mindset contributes immensely in developing independent learners and skilful global citizens. The Secondary Phase Leader, Mr Jinto and Primary Phase Leader, Ms Dimpy are dedicated to helping children develop academically, physically and emotionally into individuals with skills, knowledge and mindset to impact our world positively. This Core team is strengthened by a team of Section Heads, Subject Heads, Learning Leaders and Master Coaches who ensure that the dreams that our students see today may become a reality in the future.

Initiatives in the Primary Students from Year 3 to 6 experience curriculum beyond their text books and the schemes of work. Each Year level is involved in a trans-disciplinary term wise project which encourages critical thinking, thinking out of the box, innovation and enterprise.

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Ø Core Children those who are new to FS 2 and are not having previous nursery experience will be offered this curriculum to thoroughly focus on prime areas of development and introducing phonics.

Initiatives in Secondary Inter-disciplinary projects such as integration of Math with ICT, English with Blogging and Science with Healthy Lifestyle are what the students are enjoying in the Secondary.

Mental Math strategies in every day Math Lessons encourage actual understanding, not just memorization and master mathematical strategies.

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Improvement of investigation skills is the focus area of Science Department. The three well equipped science laboratory facilities is providing opportunity to carry out required investigations and to improve students’ exploration skills.

Words of Trust I have been studying in this school since kindergarten and I am in the process of learning something new every day. This school is so united that it reminds me of a huge family of different nationalities and qualities, but we are similar at heart because we all are Appleites. We are given opportunities and one of the events was when we went to Abu Dhabi and saw lot of innovation which enabled me to have a clear view about my future occupation. The Apple international school does not only focus on academic behavior but also on improving our social and extracurricular skills. I love this school and I chose it because it has really ambitious people, like my principal, who always inspires me to become a better human to achieve excellence.

-Abdul Hamid Being a part of Apple International School has been a joyful and interesting journey in which I have developed a foundation filled with knowledge and an ability to work independently. This school gives a chance to their students to prove themselves. I got an opportunity to be a part of the IBRP which is working with Dubai Customs to help people to be aware of their intellectual rights. It helped me boost up my confidence and opened me up to a different world of communication.

Now I’m in year 10 and the experience throughout the years has been intellectual and involves various activities that improve my life standard as a whole. I love this school and it has taught me not the solution to my life problems but how to deal with them so it is not only educating me but also preparing me for the future.

-Jameela T R

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Today’s Tomorrow’s I

n selecting a school for our children, there are many elements parents will investigate. In choosing the correct pathway and setting for any child, decisions will be based on a range of factors. Here in Dubai, the range of options is vast, in terms of price point, curriculum and location.

One aspect of critical importance on any child's successful learning journey which should be founded in success, challenge and happiness will be their readiness and agility in selecting and managing their own professional or vocational and career pathway. Equipping students with the skills necessary needs to be an area of focus for all schools and educators, strategically embedded in both the formal and hidden curriculum at schools.

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December | 2018

Educator,s Viewpoint

About the Author Ruth Burke, currently works as a Director of Deira International School. She is a school leader with the distinction of having led outstanding schools in Dubai for over ten years.

Educated in Trinity College, Dublin and later in Bath University UK, Ruth holds a Masters’ Degree in Educational Leadership and is a strong proponent of empowering staff through distributed leadership models. Her strong connection with Learning and Teaching, as well as her aspirational approaches to all aspects of education, make Ruth a very in touch and visible presence to students, staff and parents.

Her relentless pursuit for excellence has been instrumental in building schools of considerable repute where inspection, academic outcomes and aspiration levels evidence her high expectations approach and a culture of collaboration, with parents as partners as a key component.

Mother of three, with children, spanning 6 years to 24 years of age, her passion for creating highperforming learning opportunities for both students and staff is tangible and her drive to ensure quality outcomes for all learners is refreshing.

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Ruth Burke Director

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An emphasis on developing leadership skills and opportunities in students within and beyond the school gates should be significant. From primary age, a range of leadership groups can work closely with staff, parents and their peers to positively impact practices, policy and provision. Groups such as our Wellbeing Warriors, Heritage Heroes and Tech Gurus are an integral part of many school approaches to leadership development with Student Counselors, Performing Arts Leaders, Journalists and Paparazzi groups work diligently to impact both within and beyond the school gates.

A focus on communication, collaboration and connectivity, cultivated from early years with peer led learning opportunities and a formalized buddy learning system in place can further develop the skills required for students to be ready and able to maximize their learning opportunities. The Wakeham Review of STEM (Science, Technology, and Engineering & Mathematics) degree provision and employability (2016) stressed the importance of building transferable skills and providing work experience. It commented on the need for ‘softer skills such team-work and project management’ to be embedded in the curriculum and for more employers to offer work experience.

Many Schools offer a program of structured vocational support and work experiences including access to a range of specialist speakers, mentors and facilitators who help to inspire students and make the world of work tangible and highly accessible.

Internships for example, afford students great scope to develop their experiential learning. The IBCP (International Baccalaureate Career-related Program) includes a work placement component, an area highly valued by employers,59% of employers rating it as one of their most important factors when recruiting graduates (CBI/Pearson, 2017). 65% of employers in the Employers Perspectives Survey (2016) rated relevant work experience as critical or significant when recruiting too, rating it more highly than academic or vocational qualifications (Duke of Edinburgh (DofE) awards, 2017). In addition, higher education students who undertook any type of work experience are more likely to attain a graduate job (BIS, 2013).

It's proven that school systems which systematically develop work placement opportunities engender the success of students over the long-term.

Brandon Busteed, executive director of Gallup's higher education division, claims that setting up students in a professional environment, interning, for example, is key in preparing them for a successful transition to working lifestyle, expectations and the environment of the workplace. The traditional model of preparing students for tertiary education needs review. Students must be nurtured, through all programs, to develop and refine the skills, attitudes and knowledge for life beyond formal education.

The additional value brought by ensuring meaningful work placement with honest feedback and systems in place to support improvement will contribute to personal growth and to deeper learning. T R

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December | 2018

The Aquila School:

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ocated close to The Villa, Dubai, The Aquila School is an exciting new international British school with so much to offer. The Aquila School is part of the International Schools Partnership and opened in September 2018. The school is conveniently located to serve a number of communities, including The Villa, Dubailand, DSO and beyond. The school offers an exciting and creative STEAM curriculum, based on the British curriculum, combining science, technology, engineering, maths, and the arts, enriched to meet the needs of the culturally diverse community. The staff of the school are experienced and committed to providing amazing learning. They ensure that every child develops a love of learning and acquire the skills and knowledge they need for the future.

Underpinned by academic rigor the school values creativity and innovation, combining the traditional STEAM curriculum with technology through the arts. The school follows its mission of “real learning for a real future” ensuring the curriculum is relevant and engaging, preparing children for work and life in the 21st century.

Distinct Academic Programs The school follows the English National curriculum alongside the local MOE Curricular. The English Curriculum is adapted to be relevant to their global community. As the school grows they will offer a choice of IGCSEs at the end of Key Stage 4 and both BTEC and IB in years 12 and13, appealing therefore to a range of learning styles.

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The school learning approach combines STEAM with technology through the Arts. In practice, this means that activities take place where there is a link between the various disciplines.

The school supports learning through a robust, child-focused curriculum, and enriching after-school program.

The Aquila School focuses relentlessly on each child’s ability to amaze. Whether through mentoring, enrichment or personalized study, the school is committed to: • • • •

Empowering children to make decisions about their own learning Providing an amazing curriculum in English and Arabic Employing the very best British trained and qualified teachers Ensuring every child makes as much progress as possible

Extra-curricular Activities The school places pupil’s choice at the heart of its work, the children have been involved in deciding the range of

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From the Principal’s Desk I am incredibly proud to have the privilege and responsibility of being the founding Principal of The Aquila School. Having worked in the UAE for seven years and now entering my twenty-rst year as a principal, I am excited by the unique opportunity to employ brilliant and experienced teachers and create an amazing school.

We believe in providing children with ‘amazing learning’, helping them to learn to levels that amaze them and to inspire them to be successful now and equip them to be successful later. We will inspire and support children to discover and pursue their passion in learning through maximum choice and authentic learning linked to life. Our vision places the interests and needs of children at the heart of everything we do. We want Aquila children to be resilient, independent, thoughtful and caring individuals, well equipped for future work and life experiences.

I am delighted to be working alongside Mrs. Kylie Cleworth, our Head of Primary to make this happen. We both share similar aspirations for The Aquila School, and for the last six years, we have worked together at the rst ever school in Abu Dhabi to have been graded as OUTSTANDING in all areas. - says Wayne Howsen, Principal of the school.

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CAS (Community, Action, and Service) activities on offer. Every member of teaching staff, including the leadership of the school, led a CAS activity. Activities include; drama, arts and crafts, basketball, mask making, Qur’an studies, cookery, football etc. Although the school is new, they are already establishing traditions such as their annual bring a family member to school day, global day and community Iftar. Through their curriculum they want to provide as many opportunities as possible for the children to be enterprising. Part of this is done through using an approach to teaching called ‘Mantle of the Expert’ where children learn to work together to solve real life problems. Recently the children organized the very successful official opening of the school and through the year they will work together and lead enterprise initiatives such as organizing table top sales, film events and special events such as our Mother’s Day celebration.

Healthy lifestyles are important part of the school. So in addition to regular PE and swimming sessions the school takes advantage of community initiatives to develop fitness. Through the curriculum, the school wants children to learn how to prepare healthy foods, so that they have a specialist food technology room, as well as how to cultivate food sustainably.

A long term aim of the hydroponic farm, alongside the educational benefits, is to grow around half a tonne of fruit and vegetables annually; enough food that the children can sell it back to the catering partner in their canteen or the local supermarket, bringing their “homegrown” produce into the community.

The teachers are empowered to adapt the curriculum to meet the needs of their children; in other words, to teach them what they need to learn right now. The core knowledge is still taught through the English National Curriculum. Through this approach children are encouraged to learn to make choices and to be resilient, independent learners.

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Words of trust: The Aquila School is my favorite school in the UAE because there are very nice people here and animals. I really like the idea of the hydroponic garden and the chickens that we can collect eggs from and use in our food technology room. I will be very sad to have to leave here to move back to Australia.

-Liam Johnson, year 5 I like The Aquila School because you learn how to collaborate. I also like how small we are because we can do group work and really get to know everyone in our school.

- Ayesha Mainuddin, year 6 I love The Aquila School because here we get to know lots of people. The school is really fun, the teachers are kind and we get to do amazing things.

-Sara Magdy, year 5 We are thrilled with how quickly our children have happily settled at The Aquila School, and love how they can’t wait to tell us about their day of amazing learning!

-Kirsty Reeves, Mother of two children, the very ďŹ rst family to sign up! T R

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