The 10 Best International Schools in Oman 2018

December 2018

Editorial

‘‘

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he important thing is not to stop questioning. Curiosity has its own reason for existing”.

-Albert Einstein

Curious children are always motivated to ask more questions, desire to discover more, try to find the right answers, and apply those answers to their personal experience. Research shows that nurturing curiosity among students can stimulates their overall brain functioning. In fact, curiosity is a great motivator that makes them learn more. Today’s students need to be prepared for tomorrow’s work place and they need learning environment that allow them to explore real-life situation and consequential problems.

Engaging today’s Young Learners in Meaningful Way

The Inquiry-based learning approach can help to arouse the curiosity and improve outcomes in the classroom. It is a new approach in the education these days around the world. This approach has changed the traditional classrooms into high active learning centers, where young students learn with more interest. Students here not only listen and write what they learn in the classroom. Instead, they get the chance to explore a topic more deeply and learn from their own personal experiences.

It is tough task to keep young students engaged in the learning process.

Educators play this important and challenging role to encourage them to learn with more interest. Rather than the teacher tells students what they need to know, they should encourage students to explore the material, ask questions, and share ideas. This allows students to build knowledge through exploration, experience, and discussion. This approach can be successfully implied by those teachers who are extremely creative and clear in direction of learning. In fact, inquiry approaches to learning is highly dependent on the knowledge and skills of the teachers involved. If this approach is poorly understood and mistaken for being unstructured then their benefit will be substantially reduced.

When we think back to our time in school or something that we have learned during those days and we still remember that. And it wasn’t learned through a simple or boring lecture. This is maybe because a teacher asked great questions or gave practical examples that made those concepts clear for us. Active learning approaches make learning more interesting and create lifelong learners! 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 Karan, 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

Jacob Smile Swapnil Patil Vivek, David, Robert Alina Sege Prashant Chevale

SME-SMO Executives Rahul, Gemson, Swati Research Analyst Eric Smith Circulation Manager Tanaji sales@insightssuccess.com

December 2018

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Cover Story

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abq Group Unlocking the Potential to Attain Educational Excellence

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Tailormade Curricula

Educator’s Perspective

Educator,s Viewpoint

The Importance of Co-curricular Activities for Students Holistic Development

Technology in Schools Giving Students a Voice

Today's Learners – Tomorrow's Leaders

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Article 24 Principal Wellness Vital Traits of a Successful Principal

32 42 Spotlight Impact of School Counseling Programs on the Students

48 20 American Lyceum International School (ALIS) Cultivating the Crop of Enlightened Leaders

32 Birla World School

48 OurPlanet International School Discovering the Educational Canvas of Oman

Perfect Blend of Values, Tradition, and Technology

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Education; the ‘Only’ Paradigm Shift the World Needs Everyone at some point of their life might have heard the saying that there is no age limit to learn.

Clearly, learning is the only thing that never fails anyone. The only stepping stone to wealth is a ‘good education’. The knowledge gained throughout education enables individuals to be confident, fierce, and face every challenge thrown at them. Being said, education is the tool that can be used to change the world.

With the shaping of the world, education took a new form; mastering the standards. Pupils, teachers and parents are more focused on gaining good grades, getting into world-class universities and other glorious achievements. A group of schools in Oman are zealously working to achieve this goal. World class education, endless opportunities, exciting career path, and above all developing humanitarian qualities are some of perks of the schools here. Officially known by the name, ‘the Sultanate of Oman’, the education and training in Oman has increased at a staggering pace.

In this issue, “The 10 Best International Schools in Oman 2018”, we have picked out few such institutions that are in the forefront. These schools not only offer an education at par with international standards but also nurture the students’ talents to their highest potential.

On the cover of the issue we have featured Sohar International School. This privately owned co-educational school is a part of ABQ Group. This school offers a cohesive learning environment which provides a multicultural environment; conducive to the development of the students who ultimately evolve as the future responsible citizens of the country. The other elite schools picked by us include, OurPlanet International School: Discovering the Educational Canvas of Oman, Birla World School: Perfect Blend of Values, Tradition, and Technology, and American Lyceum International School (ALIS): Cultivating the Crop of Enlightened Leaders.

While turning the leaves of the magazine make it a note to read articles drafted by eminent educators and our in-house editors which will give you brief insight into the different aspects of educations. T R

Cover Story

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GROUP Unlocking the Potential to Attain Educational Excellence

“Those who have achieved their dreams didn’t do it sitting in a comfort zone. They challenged the status quo.” Sheikh Khalfan Al Esry, Omani scholar With modernization taking the center stage at the global platform, education plays a key role in the overall development of the Sultanate of Oman. The significant growth reflects a progressive outlook of the society wherein quality education has evolved as a necessity rather than an option. As one of the most renowned and known private education provider, ABQ Group is determined to define new pathways to educate the young kids of Oman along with the kids of the international community thriving in Oman. This story unveils the three prestigious international schools – Sohar International School, the Azzan Bin Qais International School and the As Seeb International School. These schools are operated by the ABQ group and each school offers a dual UK & Omani curriculum that caters to the local as well as international families. The schools are bilingual, all-through, co-educational international school as the group aims to seek an international style of education for the children and expatriates.

Sohar International School The picturesque city of Sohar is a perfect mix of culture and urbanization. With malls, gigantic skyscrapers and exquisite beaches, the city homes one of the best premier educational institution – Sohar International School (SIS).

The school offers a cohesive learning environment that provides a multicultural environment that is conducive to the development of the students that ultimately evolve as the future responsible citizens of the country. Under the supervision of the Ministry of Education it is the only accredited Cambridge school offering CIPP, IGCSE, AS and A level in Sohar.

The first campus was opened at Al Tareef in the academic year 2006-2007 with KG1 to Gr6 classes. The administration of the school was largely based at the Sohar University. As time progressed, the school added a class every session and today it has over 965 students. Starting right from kindergarten to class 12, SIS has successfully managed to transform and flourish with time. The huge response from the parents and the tremendous growth has motivated the management to scale the existing international standards of the school.

The SIS management is all set to add new feathers in its cap as it would be inaugurating a sprawling new campus at Muwaylah, Sohar during the 2019-20 academic sessions. Taking a futuristic approach, the school will accommodate around 1800 students from KG1 to class 12. The prime location of this school makes it more viable for the students and the parents as it boasts seamless connectivity with outlying areas.

The new campus will provide world-class facilities that include modern well-equipped classrooms, six Science laboratories, 4 ICT laboratories, and two libraries. Students will have access to an indoor cafeteria where breakfast and lunch will be available. The campus will also have an extensive indoor sports complex that will include a gymnasium, two indoor alongside an outdoor football and basketball area.

“Sohar International School educates students from all over the world regardless of race, sex, religion, nationality, or ethnic background and helps them to reach their fullest potential intellectually, socially, and physically. The school provides an atmosphere respectful of diverse cultures and promotes responsible global citizenship in the spirit of the United Nation’s Universal Declaration of Human Rights. It is committed to promoting international and intercultural

experiences for its students and maintaining its good reputation as an association, within Oman and around the world.”

Aimed to Perfection The SIS management firmly believes that ‘education goes beyond the acquisition of knowledge’. In the process of ensuring an all-around development, it encourages the student’s curiosity and creativity while stressing their inquiry, self-discovery and the development and strengthening of individual talents. It also fosters openmindedness, respect, and sensitivity toward the feelings of others, and the development of a sense of fairness and integrity.

In addition, the school encourages students, teachers, parents, and administrators to become partners in the learning and growing process. It further promotes a positive and reciprocal relationship with educational bodies in Oman at all levels, embracing the advantages of the educational opportunities of living in Oman and the GCC. It emphasizes and continuously seeks to improvise on the teaching and learning standards by recruiting qualified, motivated, caring teachers who believe and support the philosophies and objectives of the SIS. By understanding the facets of the ever-changing world, the management is committed to impart skills that respect humanity in every possible manner. As the ultimate objective, the school lays the foundation for the students to graduate with good marks that enable them to apply and study in the reputed local and international colleges in the future.

Curriculum The uniqueness of SIS is the innovative curriculum that has been evenly crafted based on the international educational standards that align as per the regional culture and heritage.

Some of the mentionable courses are highlighted below: Cambridge Programmes: The Cambridge International Primary Programme offers a flexible curriculum with integrated assessment for the kids aged between 5-11 years. It is formally assessed via checkpoint examinations. The Cambridge Secondary 1 offers a flexible curriculum with an integrated assessment.

It builds on the foundations of Cambridge Primary and is for 11-14 year-olds. Attainment is externally assessed via checkpoint examinations. The Cambridge Secondary 2 is typically for learners aged 14-16 years. It builds on the foundations of Cambridge Secondary 1 and supports schools using learner-centered and inquiry-based approaches to learning. Attainment is externally assessed via IGCSE examinations.

The Cambridge Advanced, typically for 16-19 year-olds, helps learners to develop deep understanding and independent learning and critical thinking skills which universities value highly. It builds on the foundations of Cambridge Secondary 2 and leads to entry to universities worldwide. Cambridge Advanced includes Cambridge International AS and A Level and Cambridge Pre-U qualifications; both focus on equipping learners with skills they need to succeed at university.

The flexibility of the Cambridge International learning programmes allows the school to maintain high academic standards and at the same time incorporate their own educational values. It also allows us to integrate a curriculum in Arabic, Islamic Studies and Social Studies that meet the requirements of Education Ministries in the region, for citizens of Middle Eastern Nations.

IGCSE: If a student opts for the Cambridge stream in Grade 9 they will proceed to the First year of IGCSE (International General Certificate of Secondary Examination). The student has a bouquet of subjects to choose from depending on his/her career requirement. Grade 10 is the Final year for the IGCSE’s exit exam. SIS conducts mock exams alongside working on the past question papers for the success of the students.

Advanced Subsidiary Level (AS Level) & Advanced Level (A Level): After completing the IGCSE examination the students proceed to the Advanced Subsidiary Level (AS Level).

Students can choose from a bouquet of subjects offered by SIS. Students are advised to choose a minimum of 3 subjects. After successful completion of AS Level, the students proceed to the A Levels.

The student can continue with the same subjects for the A Levels. They graduate after completing the A Levels and move to acquire admission to Universities worldwide.

Bilingual Pathway – GED Pathway Grades 9 -12: In Grade 9 the students have the option of choosing the Bilingual – GED stream. The GED stream is the National Curriculum of Oman and is supervised by the Ministry of Education. After completing the Grade 12 examination the students are entitled to the bursaries and scholarships offered by the Government of Oman. These scholarships and bursaries have enabled our students, like their peers in the Government Schools, to also study in the United States, United Kingdom, and Canada.

Takatuf Programme & Academic Excellence Out of the various programmes designed to ensure that the students achieve their fullest potential, SIS is extremely proud that numerous of our past and present students have been selected to be part of the Orpic programme Takatuf’.

This programme is designed with a futuristic approach that aims to guarantee success for the students at all works of their life. Starting with an enrichment programme, 10 Omanis from all over the Sultanate are selected for the leadership roles that conclude with university studies abroad.

The last two years have seen some exponential growth by the students of the IGSCE and AS/A level streams. The students, under the careful guidance of their dedicated

teachers, have earned some outstanding awards of excellence from the Cambridge. The students from SIS have earned awards in varied subjects like Physics, Mathematics, Information Technologies, Computer Studies, Biology, English Language and Chemistry. These Awards include Top in Oman as well as High Achiever Awards.

Student Excerpts “Sohar International School is a lovely place for everyone because the teachers are nice and sweet and it’s a muchorganized school. It’s fun to be in SIS because we have assemblies that teach us lots of nice stuff like what Charity, Enterprise is and how to be healthy.”

• Samantha Brown, Philippines, Grade 5 “I love Sohar International School because the teachers are amazing and good at their jobs. The students are kind and love sharing.”

• Ben Alister Burger, South Africa, Grade 5 “Being in Sohar International School is like being at home, surrounded by family. I enjoy being at SIS because of the fun activities that we have all year around.”

• Wisam Alfarsi, Oman, Grade 11 Bilingual “Sohar International School has been a place where I have been able to bloom and grow both as a student and as a human being. From my first day at this school to today I have felt enthralled in the sense of community and excellence. My teachers have inspired me to take up the noble profession of teaching.”

• Marne Prinsloo, South Africa, Grade 12 A level

Azzan Bin Qais International School Situated in the capital city Muscat, ABQIS was established in 1990 with an aim to Omani children with a quality education of international standard without neglecting traditional values. Regarded as one of the premier institutions in Oman, the school is a co-educational and follows bilingual pattern. The school is licensed by the MOE as an International school and it follows a hybrid curriculum covering Omani MOE requirements and the components of UK-style curricula. Although the majority of the students are native Arabic speakers, the school attracts a large population of international students.

The school moved to its current location in the developing Bousher region in 2003. The premise is in the midst of pleasant surroundings between the coast and the mountains and has ample facilities to accommodate an expected rapid growth over the next two years. Approximately it has around 1,300 students and is nearing the maximum capacity.

ABQIS primary school is a bilingual international school and caters for students who are competent English speakers that can understand and cope well with subject instruction in English. Teaching and learning are benchmarked and regulated under the registration at CIE (Cambridge International Exams) where the school follows the International Primary Program (IPP). Teaching and assessment are conducted under the supervision of these governing bodies and ABQIS is therefore committed to delivering a high standard of world-class education.

Azzan Bin Qais International School offers a bilingual

curriculum which is a hybrid between the National Curriculum of England and the Ministry of Education of The Sultanate of Oman. At KS 3, the emphasis is given to three core subjects English, Mathematics, and Science based on the specifications of the English National Curriculum. The rest of the subjects which include Arabic, Islamic Studies, Art, PE and Music are based on a blend of English and Omani curriculum.

As Seeb International School - ‘Serve to lead’ “We aim to provide the academic rigor necessary for continued success and to emphasize character education and good citizenship for all students.”

Founded in 2012, As Seeb International School is situated in Muscat and offers a full-fledged curriculum from kindergarten to class 12. Seeb International teaches Cambridge International AS and A Levels and is unique in Oman for its teaching of the Future Leaders Leadership programme.

The school management ensures that children leave ASIS with a strong sense of their own mission and with an ambition for the future. ASIS also understands that the learners of today will become leaders in a globalized world, and teaches its ethos and aims accordingly. The ASIS Leadership program aims to develop the academic and personal character skills needed to be successful in life so that all students can make the most of their abilities and interests to fulfill their true potential. This is one of the primary reason that leadership programme is not only explicitly taught but is embedded throughout the curriculum. T R

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Name of the Institution

URL

ABA - An IB World School

abaoman.org

Madinat Qaboos 115, Muscat, Oman

American Lyceum International Nursery Muscat

americanlyceum.com

Muscat, Oman

As Seeb International School

asseebis.com

Al Khoudh St, Seeb, Oman

Azzan Bin Qais International School

azzanbinqais.com

Muscat, Oman

Birla World School

worldschooloman.com

Salalah, Oman

British School Muscat

britishschoolmuscat.com

Muscat, Oman

Indian School Al Ghubra

indianschool.com

Al-Ghubra, Muscat, Oman

Knowledge Gate International School

kgis.edu.om

Al Marafah St, Sib, Oman

OurPlanet International School

ourplanet-muscat.com

Sohar International School

sis.edu.om

Location of the Institution

Al-Inshirah Street Plot 95, Block 221 Muscat, Oman

Sohar, Oman

American Lyceum International School (ALIS) Cul va ng the Crop of Enlightened Leaders

A child’s first years of school are filled with many incredible moments. This is the time of tremendous social, emotional, physical, and intellectual development; and this period can come and go at a quick pace. The skills learned at this stage may seem simple, but they will set your child up for a lifetime of learning. Pre-schooling may look like all fun and games, but there’s an intense amount of brainwork going on during this time in a child's life.

American Lyceum International School (ALIS), an ISO certified school is an entity incorporated in the State of Washington, USA. Instituted by Engr. C.M. Nadeem Qadri and Mrs. Tahira Nasreen in the year 1984, ALIS has achieved many milestones and has become the name of trust, pride and performance over the decades.

Currently, ALIS has thirty five branches, with the number continuously increasing. It lays emphasis on quality than on quantity. The school is educating its pupils for life, with this aim at heart the school believes “Our job is to polish and multiple the God-gifted skills and talent of students.”

With its passionate aim and zeal, ALIS has proudly secured the European Quality Award for the Year 2017. The growing number of branches and European Quality Award are the clear manifestation of the trust the parents of

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“The first five years have so much to do with how the next eighty turn out!”-Bill Gates twelve different nationalities have on the school. ALIS is affiliated with different accreditation bodies including the University of Cambridge. The local affiliations are also in the basket to cater the area-specific needs.

In the year 2018, the school has launched the E-School project with the vision to educate everyone on this planet.

The first version of E-School has already been launched and is available on google play store.

The school is proud of its numerous alumni that are working in different fields as professionals, such as Doctors, Engineers, Pilots, Soldiers, Educationist. A couple of noticeable students are Hannan Muneeb who recently got 98% marks in 10th standard session 2017-2018 and got 100% scholarship; and Ahsan got a straight As in Cambridge International O levels Examination and got 100 % scholarship.

Thought Leader and Guide of ALIS Tahir N. Qadri, is the CEO of American Lyceum International School. He is the Executive Member, Centre Council, Institute of Engineers’ Pakistan and the Ex- Vice Chairman, Institute of Engineers’ Pakistan. He was

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honoured with the “Best Performance Award-2016” by Institute of Engineers, Pakistan and the much exalted “Hero of Pakistan” award was bestowed upon him in the year 2018.

Tahir graduated from G.I.K Institute, and completed his specialization in Educational Leadership from Cambridge University, UK. He has served as the key note speaker at various international conferences. His vision is “Education for All and no child left behind.”

In order to pursue his mission he has initiated the E-School project. He works towards a noble mission in life to enable primary and secondary greatness in people, to attain this feat he has been involved in school leadership development. He has been involved in developing and evaluating efficient management system for organizations particularly schools, and has vast experience in the arena.

Under his leadership and joint efforts of his team, the school has progressed and the quality of the education has increased too many folds. He has spoken on many national and international forums. Tahir is considered to be an authority on the Covey's mode of leadership, Whole Brain and digital learning. He lays stress on incorporation of innovation and technology in the education system and actively integrates technology options to realize the vision and mission.

Under his leadership the school has introduced scholarships and insurance for students, to fulfil their educational needs.

EYFS (Early Year Foundation System) for preschool and Cambridge Curriculum for higher classes, which are wildly used international frameworks for early childhood education and secondary education in the USA and UK. It offers an activity based study, aligned with the EYFS principles. The school has taken the initiative to introduce the STEAM education.

Teachers create a dynamic interactive learning environment that encourages each child to reason, cooperate, collaborate, and understand. At ALIS new innovations in education is always welcome.

The Whole Brain Teaching (WBT), a grass root educational reform movement has attracted an amazing number of educators across the USA and is being used in 30 foreign countries. American Lyceum has joined the WBT, to transform its students from passive receivers of information to dynamic creators of high energy learners.

E-School: By realizing the fact that education is not equally accessible to the physically challenged person, people living in remote areas, super genius, slow learner and many segments of societies existent in this world. In order to make the world class education accessible to all human being on this planet, ALIS launched the noble and visionary project of E-School. E-School will disrupt the conventional educating institutes. The whole silhouette of educating children will change.

Making Career Prospects Available

About The Educational Methodology American Lyceum International School facilitates children to experience the joy of learning. It follows

‘Words of trust’

“Nice place, where you can leave your child happily without any worry of his/her personal as well social requirements.”

It offers Science and Arts both subjects so that students can choose from a plethora of subjects in any field, in future. For high classes it arranges career counselling

“Very caring and loving, my daughter is very happy with them” - Merwa Fawzi

“Very beau ful and impressive way of teaching. I like it.

You are doing great.”

- Ahmad Zafar

-Hina Yasir

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sessions so that students can decide about their fields and career with the guidance of their experienced leaders.

Maintaining a Safe Environment American Lyceum International School is concerned for the health and safety of its students and faculty. Everybody in campus is responsible for the safety of the children. The immediate people in charge of this are the Class Teachers, followed by the Teaching Assistants and then the Managers. No shoes allowed inside the Hygiene Controlled area. All electric sockets must be covered all the time.

Upon sign in, the staff is required to use anti-bacterial hand sanitizer and the product is used as often as needed all throughout the day by them. The school makes sure there is no object lying around, which may fall on the children and harm them in any way. Food items, whether from home or provided by the school, are always supervised and checked by an adult during feeding time (snack/lunch time). If a food is suspected to be stale or contaminated, ALIS will not feed it to the child and the parents will be informed.

The children are never left alone or without supervision, students are under constant adult supervision. The school encourages the use of disinfectant spray every week, to keep up the hygiene. Fire, earth quake or emergency training sessions are given to all the staff members. ALIS organizes drills for students every month. It also has a soft play area for children to avoid any problem.

American Lyceum has introduced committees, which are responsible to uphold all the discipline. It organises refresh training sessions. The committees consist of a group of students and teachers. In this way the school empowers the students by cultivating leadership skill in them, these groups work under the supervision of experienced staff.

“We believe that every child can be successful. We conduct career counselling sessions once in a term to guide them for their future path. For this we work on their Leadership development. We have developed E-Learning in our school.” asserts Tahir. T R

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VITAL TRAITS OF A

SUCCESSFUL

PRINCIPAL

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Principal Wellness

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he word ‘Principal’ is not just a noun; it is more than that. It is a paragon to professionalism, integrity, disciple and intelligence. However as a profession, it is full of challenges. Being a principal is not at all easy. It is a high stress job which requires top-notch calibre to execute the given responsibilities in a precise and result-oriented manner.

However when it comes to perform, not all do justice to their profession. While some perform abysmally and lost in the race while others use innovative methods to make a mark in the industry. It is thus important to know what a successful principal does that makes him/her a legend in the educational space.

Students Remain their Focal Point Successful principals always keep students at the centre of their every manoeuvre and never lose sight from students’ welfare. For them, students are the first priority and all their actions and policies are directed towards the overall development of students whether it is related to students’ safety, academic growth, personality development or any other thing.

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Each of their decision is meticulously planned which creates a profound effect on the student’s learning curve.

Such principals always focus to nurture, counsel, and educate each students while keeping the highest standards and discipline in place.

understand the nitty-gritty every course that has been taught in the school. Moreover, good principals always offer tips, strategies and share their profound knowledge to enhance the learning environment at school.

Draft and Implement Policies

Open Door Policy Principals have busy schedules attending guest lectures, conferences, seminars and other important meetings with top authorities and school personnel. These things are important as it provides special inputs to the principal for crafting further educational reforms. But not finding enough time to meet with teachers, staff members, parents and most importantly the students keep lose your grip from the ground reality. Successful principals understand the importance of maintaining dialogue with every stakeholder and always have an open door policy where everyone is welcomed to discuss their grievances in a swift manner.

Moreover, apart from making yourself available, having good listening skills can help create a long lasting impression with others.

Always in Search of Long-term Solutions Principals are the premier decision-making authority that always in search of solution of their existing problems.

Sometimes quick fix works but it does not be a substitute for a permanent solution. Successful principals are many steps ahead with their peers and play smartly in every scenario. Such principals use a temporary solution in dearth of a permanent one and help avoid the deadlock over the situation. They always look into any problem with a minute level and simultaneously search for a sustainable permanent solution by looking at the broader picture. They understand that by taking cognizance of smaller issues ultimately the road towards reaching solution of bigger problem will become clear. And thus help save both money and precious time.

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A nation runs through constitution and school runs through its policy. Therefore, every principal should be an adept policy writer who can craft policies keeping the school’s broader vision and mission in mind.

In a school, children from diverse community, ethnicity, religion and socio-economic status come to study. It is thus the responsibility for the management to provide equal accessibility to all vital resources to all its students. By framing a policy which provides equality, discipline, and creative environment can lead students towards the path of ultimate enlightenment. Successful principals are proactive in their approach. They understand local situations, students, faculty and bigger objectives and problems much better than others and thus accordingly draft the rule book for the school. Moreover, they also stringently enforce policies in timely manner with keeping strong vigil on its implementation.

Believe in Delegation

Source of Knowledge

A principal is always loaded with lots of work. Though, it is true that the best person should execute any particular task but it is not always possible for the principal to execute each operation. Successful principals believe in the idea of delegating. By distributing work, principals do get many benefits. First, they find time to look towards much bigger vision concerning the growth of school community. And second they find the potential of their junior sub-ordinates in handling critical tasks. Moreover, it also empowers the junior staff and make them feel valued and trusted.

Delegation also gives a hint towards the person who can become your successor and also keeps your stress level to minimum.

Principals are the epitomes of wisdom. They should have proficiency in many vital areas including content and policy. Successful principals are the treasure of knowledge and should always be updated with the latest happening around research, technology, education and government policies. Ultimately, they are the ones whom everyone will tilt towards for asking suggestions if arises any queries.

Both teachers and students admire a principal who

Principal is the leader-in-charge of an institution. Every person closely watches the demeanour of principal in their school premises and tries to imbibe the good qualities out of them. It is thus important to absorb good qualities and that can help set an ideal example which people admire. Be the first one to arrive and last one to leave. Keep a smiling face and handle every adversity with grit and perseverance.

Ultimately your reputation and success is in your hand. T R

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Dr. David Litz Assistant Professor at Emirates College

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Tailormade Curricula

STUDENTS HOLISTIC of Co-curricular Activities for

THE IMPORTANCE

About the Author

DEVELOPMENT

T H E

Dr. David Litz is an Assistant Professor at Emirates College for Advanced Education (ECAE) where he teaches courses in the School Evaluation and Measurement and Educational Leadership and Policy Divisions. He has also previously taught in South Korea and Canada.

He holds an EdD from the University of Calgary and his publication and research interests include such areas as comparative education, educational administration and leadership, as well as educational policy and development in the MENA region.

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o-curricular activities generally refer to the activities, programs, and learning experiences that complement what students are learning in school. Essentially, such activities are experiences that are connected to, reinforce, or mirror the main academic curriculum or syllabi activities. In addition, co-curricular activities are usually, but not always, deďŹ ned as being distinct from academic courses. For instance, they are typically ungraded and do not allow students to earn academic credit, they can take place outside of school grounds, they can occur outside regular school hours, and they may even be operated by outside private organizations or with partnerships in the broader community. Nevertheless, the traditional distinctions between academic and co-curricular programs are gradually being eroded as many innovative schools are increasingly integrating various programs, activities, and experiences into the regular educational curriculum.

The Distinction between Co-curricular and Extracurricular Activities Interestingly, co-curricular and extracurricular activities were traditionally seen as being distinct from one another although both types of programs were oered by most schools. Co-curricular programs and activities were seen as being explicitly connected to academic learning, while extracurricular activities were not. More recently, this distinction has become extremely ambiguous in practice;

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and the terms are increasingly being used interchangeably, which implies that all these activities are integral parts of the academic school curriculum. Examples of typical educational opportunities that are generally considered as being co-curricular include: student newspapers, musical performances, drama productions, art shows, chess clubs, spelling bees, mock trials, debate competitions, and participating in various sports, mathematics, science, robotics, and/or engineering teams and contests.

The Significance of Co-curricular Activities Co-curricular activities are significant for enriching students on an emotional, cognitive, physical, and social level. The enrichment of the curriculum can come in the shape of the hidden curriculum (i.e., unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school) or be structured as additional activities that are aimed at enriching the existing curriculum in alignment with learning outcomes and pedagogic activities. Cocurricular activities have also acted as a catalyst for the promotion of national integration, coexistence, cultural values, and general health and well-being in many countries. Whether they focus upon sports, arts, music, science or other areas, co-curricular activities play a significant role in students’ overall holistic development, as well as screening talents and giftedness among children and young learners, which highlights their significance within government school systems.

For example, when sport talents are discovered, developed, and nurtured, they can serve to enhance social, physical and emotional wellness, bridge social gaps, promote teambuilding, self-discipline, and interactive learning, bring cohesion to the nation, and ultimately promote national recognition and pride on a global level. This also highlights the importance of sports science and the fact that it that needs to be included in schools on curricular and cocurricular levels as a key element in achieving sustainable national sport development. This will, in turn, capture the intrinsic human values, talents and abilities that have not yet been exploited on both personal and national levels.

At the same time, activities incorporating art and music can play a vital role in nation-building, psychomotor development and dexterity. Consequently, the role of art

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and music needs to be articulated and understood in terms of its role in the provision of well-rounded learning, and in terms of their social and emotional significance. This is because music and the arts play an instrumental part in promoting peace and dialogue and spreading sociallyconscious messages.

Nevertheless, emphasizing the significance of sports, arts, and music does not necessarily negate the important role of other types of co-curricular activities such as science, mathematics, debate, chess, drama clubs and other programs. All co-curricular activities enhance education and have a tremendous impact on the holistic development of children in several ways. First and foremost, skills learned through co-curricular activities can often be applied to academic studies, and vice versa. Thus, co-curricular activities can provide the clarity required for an academic concept to make sense and improve learning capabilities.

They can also assist in the development of leadership and communication skills, creativity, decision-making and cooperation, service to the community, learning time management, organization skills and commitment, stress relief, developing social skills and self-esteem, discovering new talents, and enhancing students’ overall personality.

Likewise, learning through co-curricular experiences during internships or other programs can assist with future careers as students pursuing co-curricular activities at school are often given preference over those who are not involved in activities outside of the core curriculum when applying for courses or jobs.

In sum, while co-curricular activities are sometimes overlooked in education systems with greater emphasis often placed on the formal academic curriculum, pedagogic practices, day-to-day school operations, etc., these types of programs are gaining in popularity and significance as policy-makers, educationalists, parents, and students are increasingly becoming aware that every activity in school life plays a significant role in students’ overall development. Thus, if co-curricular activities are properly designed, organized, managed, and balanced with the academic curriculum, every student will have the opportunity to learn beyond subjects and the mere confines of a classroom. The importance of this cannot be understated. T R

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Birla World School Perfect Blend of Values, Tradi on, and Technology

Situated in the Dhofar province, Salalah is the second-largest city in the Sultanate of Oman. As the birthplace of the current sultan, Qaboos Bin Said, the city is a global hotspot for tourists, as well as to localities, and expatriates.

This place is the home to the prestigious Birla World School which is an initiative of International Training and Educational Services (ITES) Oman through Global Training LLC. ITES is a global entity that has been associated with quality education programmers in Oman and has the technical tie-up with the Legendary Educational group – BIRLA PUBLIC SCHOOL. The Exceptional Journey The school commenced its operation in 2012 and provides educational services up to class 7. The exclusivity about the school is that alongside imparting quality education, it aims to educate the students and let them experience and learn at the same time. The school management is determined to offer a collaborative environment that enhances ‘learning’ to flourish in the utmost manner. As every child is different and has diverse abilities, dreams, and aspirations, the school has embraced an innovative approach and process that ensures an ‘all-around’ development of every child in the school.

Enlightening the Tenderfoots: The school Campus Knowledge, Values, Passion, and Transformation are the core values that have enabled the school to cement themselves as one of the premier International school in the Sultanate. Embracing an international learning community, the students experience a quality education that flourishes in an extraordinary facility and is exclusive throughout the country.

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We are dedicated to fulfilling every child’s educational and developmental needs in a safe and caring environment conducive to learning and teaching. We aim to create responsible, global citizens who show understanding, compassion, and acceptance of the differences in the world. We strive to ensure that every child in our care is empowered to make choices and encouraged to contribute to our community Unleashing World-Class Facility: • A splendid architecture, reflecting kid’s imagination and concern for convenience • Well-equipped library with textbooks, reference books, and storybooks • Access to Computer lab and Science lab, so that students are on par with technology • extensive arrangements that enable the students to learn different arts, crafts, and music • Tech-enabled Smart classes, to make teaching enjoyable and refreshing • Indoor and outdoor space to encourage all games and sports • Large, spacious classrooms with fewer students become an ideal place for the kids • Perfect atmosphere - creating a welcoming and pleasant environment for kids Tailoring the Academia: Promoting All-around Development “A Nobel Laureate Alumnus by 2050” This is the futuristic vision of Birla World School that reflects its stringent efforts to impart premium education to students.

In its endeavor to provide a meaningful learning experience, the school focuses on Language Development during the early years. Along with education, the students are encouraged to participate in activities like dramatics, play, songs, rhymes, and wordplay that develop strong language skills. Forging a pleasant partnership between parents and teachers, the school T H E

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believes in the larger concept that helps to learn and be meaningful and motivates the art of critical thinking and questioning.

assist the kids and to transform their early days of school as the best days of their life!

Cambridge International Primary Programme (CIPP)

The management has divided the academic program into three levels that are listed below: Lower Kindergarten and Upper Kindergarten are the earliest years of formal education for a child. The team in LKG works collaboratively to ensure consistency throughout the grade level. LKG classes have incorporated music and physical education as specialist subjects, along with the activities happening in the classrooms throughout the day. At least once a week, every little tot visits the sand pit area, library, playroom, and the outside play areas.

Students in LKG are introduced to new materials, concepts and situations in a meaningful, play-based way that is interactive and hands on. Being responsible and independent are some habits that are inculcated into the little minds by involving them in interactive activities and lessons - taking care of their lunch boxes or backpacks. The management ensures that the little kids learn meaningful literature by interacting with letters, sounds, and stories through reading, writing, listening, speaking, viewing and presenting. These developmental skills are woven into an integrated and play based approach where children are valued and encouraged to evolve as creative, curious and confident learners.

In the UKG, the kids are introduced to new materials, concepts, and situations in an expressive, play-based way that is interactive and helps them to develop their own identity and social skills. The management embraces various innovative approaches into the learning methodologies that deepens and cements the grasping power of the students. The UKG classes begin at 7:30AM and end at 12:30PM and have a five-day week starting from Sunday to Thursday. The school has a quality pool of specialist teachers along with a well-trained support staff to

Testimonials

I could sum up the performance of the School in a single word “Excellent”. It truly is like having an extended family.

-Dr. Sanyo Mooza, Parent of Student in Grade 1 & 4

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Primary level - Grade I to Grade VII The CIPP curriculum of World School is based on the ideas, theories, and practices that match the international curriculum. The Primary programme covers the core subjects of English, Math, and Science, along with developing the essential skills in literacy, numeracy, and scientific inquiry. The management gives special recognition and significance to the study of Arabic language, Islamic Studies, and Social Studies. The ultimate objective of Birla World School is to provide a holistic education and develop the skills necessary to prepare the students for the challenges for the life coming ahead. The concepts designed by the management are an effective measure to develop knowledge, skills, and understanding in three key areas: Academics Personal Development International Understanding Accolades- Accreditations and Awards Providing quality education is a huge responsibility and Birla World School has actually worked diligently and is consistent in creating an 'all-around' development for the students. These efforts have been noted at the international platform and the school has received various accolades and awards, some of which are mentioned below: • Received the accreditation from the CIE for the Cambridge Primary on May 19, 2014 • 20 medals bagged during the National Cyber Olympiad in the first year • Awarded certificate of USBES (UNITED STATES BOARD FOR EDUCATION STANDARDIZATION) in 2017 • Won as a Partner under school Partnership Collaborative projects, ISA program of British Council collaboration project 2017-18 from Podar International School, India

Thank you World School management, Principal, eachers & all wonderful team for your hear elt, generous performance every year and to all your efforts and many others.

I like the method of teaching in the School, because it inspires students to achieve excellence in their studying skills and consequently make use of those skills in their lives.

-Dr. Dalia, Parent of Student in KG, Grade 2 & 5

-Najah Humran, Parent of Student in Grade 2 & 5

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• Received certificate of Appreciation in March 2018 from British Council for the commitment in providing highest education standards through British Council • Accredited by The International Accreditation Agency (IAO) and the United States Boards for Education Standardization (USBES) for CSR initiatives · The Jewel in Crown: Our Facilitators The expert teachers at World School are an eclectic team of educators who come to the classroom with extensive, realworld experience. All the teachers have an international teaching experience, and the quality of learning is not compromised. The school follows an even student-teacher balance that allows a closer interaction between students and faculty and simultaneously creates a lively intellectual environment. Through intensive training, collaboration and dedication, the teachers prepare the students for life in this millennium by designing instructional strategies that foster the development of the unknown century Skills.

DR V S Sunil – the Leading Light As the Executive Director of Birla World School, Dr. V S Sunil has been a motivational pillar for the students. In the eyes of Dr Sunil, education is not just a means to an employment. It is a pivotal tool for the transformation of an individual, a family, a community and even for the Nation.

The management had the ideology that stated ‘Education should be approached with a vision and with a purpose’.

Under his supervision, special emphasis is laid to ensure that the learning system is a pleasurable, memorable and enjoyable experience for the little kids. He is determined in creating an environment where it’s easy for the kids to learn the best habit and social practices that help them further in their life.

Dr. Sunil is committed to makes Birla World School the best and the most comfortable place to support the success and the achievements of the kids. He is highly optimist that with the constant support of the parents and the community, the school is moving in the right direction with the right spirit. By providing a good leading administration, education, supervising and service team, he believes that Birla World School is literally shaping the future of the students and is moving in the right direction with the right spirit. T R

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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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Impact of School

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oday’s school counselors play important role in the education sector. Their guidance not only helps in academics but also in various life scenarios. They help in the overall development of the students’ personality i.e. academic, social, emotional, personal, and career development. Studies show that the school counseling is beneficial for the students that are studying elementary or for ones that are opting for higher studies.

School counseling (SC) program are designed to facilitate student achievement reforming their behavior, attendance and helping a student in developing them socially. The first step in any counseling is to determine the condition that leads to the effectiveness of the program. SC programs provide counseling in form of three factors i.e. academics, career, and social bonding. The counseling program plays an effective role in school climate and in advancing student’s achievements.

College Readiness Students that seek guidance regarding the academics have improved their high school and college readiness. Studies have illustrated that high school graduation rates and four-year college enrolment rates increase when an additional high school counselor is hired. Students who work with a high school counselor before the 10th grade are more likely to apply to the college. Moreover, students with access to college guidance have shown higher college application rates.

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Spotlight Schools with one counselor for every two hundred and fifty students or less that have shown to have more than ninety percent graduation rates, ninetythree percent attendance rate, and less than two percent discipline issue rate. Taking account of small-group counseling, guidance assists in improving elementary school student failing grades around eighty percent.

Cultivating Student Outcomes SC shows a wide range of positive student outcome such as math proficiency, increased attendance, increased reading proficiency, higher graduation score, lower suspension rate etc. Results achieved via SC programs add the value to the student education and enhances student’s engagement and performance .

Social-Emotional Skills School counelors endorses positive environment and enhances student’s abilities to properly manage the social and emotional demands of their lives. They provide instructions, team-assist in teaching counseling program’s core values and learning activities in classrooms aimed at social and emotional development. They have the adequate understanding of the nature and range of human characterstic specific to child and adolescent development.

Appropriate methods are promoted by counselors in the school environment to propel students towards positive mindsets and support social and emotional development through direct and indirect services. Counselors helps in building Cognition, Attitude, Behavior, Self-Regulation, and Social skills.

Personalized Growth Majority of SC programs comes with adequate counsel-tostudent-ratio. This ratio is strongly related to the student outcomes. SC programs are highly effective when counselors pay special attention to the student needs. A well counsel-to-student ratio can help students in transitions, academics, special education support, discipline proceeding, and many more.

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SC programs help students in developing the positive actions and attitude required to achieve their educational and future professional goals. Understanding the effects of indiscipline, or accepting the responsibility and the support in personal development is an important factor in cultivating a positive learning environment.

Refining Organizing A well-organized SC program benefits positively students in knowing themselves. As SC program is based upon defined goals or aim and offers and prepares students in meeting their essential organizing skills. Such programs assist in analyzing the strengths, weakness, and opportunities.

Developing these critical and problem-solving skills support students in getting familiarized with practical reasoning and in making complex choices. Recognizing and understanding all these skills aid students in unleashing their full potential. Following the purpose, SC programs draw an identifying long-term objective as well as short-term student plans.

Helping in Making Decisions At some stage of school, students have to make a decision that can make or break their future. Using the SC programs, the decisions can be made easily. These decisions might be far-reaching, might be small, or may not change anything.

Counselors play important role in making these decisions as they take account of individual participants. They involve students in decision-making, evaluate the options, and can help in making a list of pros and cons taking account of participant's personal preferences.

They analyze how these students will take decisions. What factors do they prefer? What is important for them? Etc. and prepares them for the possible outcomes of these decisions.

Generally, the counselors lead the traditional way in guiding the students while taking the decisions. They mostly take the rational and linear path in order to guide the students.

A comprehensive SC program comprises components like the school’s academic mission and is driven by student data, which is based on academic, social, and career development. School Counsellors uses these data on student’s achievement, attendances, behavior, and improves future results. They work closely with students and personalize their education pathway, develop the essential knowledge, skills, and mindset needed to achieve academic and overall life success.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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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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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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OurPlanet International School Discovering the Educa onal Canvas of Oman

Muscat, the capital city of the Sultanate of Oman, is a thriving metropolis of Omani nationals and tourists from around the world who come to explore the scenic beauty of the mountains, oceans, plateaus, springs, and wadis. Nestled in the heart of this metropolitan city is OurPlanet International School, one of the premier primary schools in the Sultanate.

Enlightening the Tenderfoots Beginning in 2013 with just twenty students spread over three Kindergarten classes and a single Primary Grade One class, the school has evolved as one of the premier institutions imparting quality education to students. Fostering a multicultural and inquiry-led learning environment in English and Arabic, it promotes sustainability and celebrates Oman’s unique cultural identity.

The management firmly believes that caring for the planet’s natural resources is one of mankind’s most essential challenges and responsibilities, and that school is a natural and necessary platform for educating younger generations on their role in ensuring a better future for the planet. The word ‘Planet’ holds a special relevance and meaning for the school. It is derived from the ancient Greek word - planētēs which means

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“OurPlanet International School Muscat aims to foster a multicultural and inquiry-led learning environment in English and Arabic that promotes sustainability and celebrates Oman’s unique cultural identity” ‘wanderer’. The planets are wandering stars but in today’s ever-globalized and interconnected world, every human has become a wanderer.

Weaving the Educational Web The school’s project-based learning approach is a self-directed learning model designed around research questions, trial and error, teamwork and self-reflection. It is an approach that prepares students very well for university and future life. It is also helpful in promoting collaboration and teamwork, which are essential life skills. Instead of memorization as a learning tool, the International Baccalaureate curriculum encourages inquiry and experimentation, teaching students how to study.

Distinctive attributes that have enhanced the level of education at OurPlanet include: Commitment to Sustainability The school has a ‘World Topic of Sustainability’ that is taught throughout the curriculum and campus life, teaching students the possible ways to manage resources and understand the environment. This unique topic

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has allowed students to see themselves as the stewards of the planet, alongside preserving the resources of our natural world.

Promoting a Multicultural Environment OurPlanet embraces global culture and traditions and ensures that students are an even mix of Omanis as well as other nationalities from around the world.

Highest Standards of Education The International Baccalaureate curriculum challenges students to excel in their studies, and encourages both personal and academic achievement. It also allows teachers to provide a rigorous, high-quality education, offering professional development that improves pedagogy and leadership.

Unique Stratagems offered by OurPlanet OurPlanet began the International Baccalaureate (IB) Primary Years Programme (PYP) candidacy as soon as it opened its doors. It is now a recognized and accredited IB World School offering the PYP to over three hundred Omani and expat students from Kindergarten to Grade Six. Next year the school will begin the Middle Years Programme (MYP) and will celebrate the graduation of Grade Six students into high school.

Language OurPlanet International School embraces multilingualism as it believes that continuous language learning leads to positive cross-cultural attitudes and enhances academic performance across all subjects. While English is the primary language of instruction, management celebrates the diversity of languages and cultural traditions by organizing special events, performances, and awareness activities at regular intervals.

OurPlanet connects students with Omani culture and Arabic is taught daily for every year group. It is the first school in Oman to combine the IB-PYP with the Ministry of Education's Arabic programme for Omanis, as well as offering Arabic as a second language for expat students.

The school is constantly working to align IB Standards and Practices with the Ministry of Education’s Arabic curriculum to impart a unique international education system.

Omani Hearts and International Minds This motto encapsulates OurPlanet’s appreciation of local culture and sharing of international experiences.

Approximately 50% of the students are from Arabic nations, the other half are expatriates from around the globe.

Innovations Resulting in Accolades

Maintaining high academic standards, commitment to multiculturalism and a focus on developing skills has made the IB a popular choice among the International schools.

This global programme prepares students for university and future careers.

The IB curriculum develops young minds and hearts teaching mutual respect and understanding among the students. The programme also fosters personal and academic achievement, challenging students to excel in their studies as well to develop their personality. Creating an environment of inquiry and self-learning gives students the skills to embrace the global changes and adapt to the diverse cultures in the world.

Unity in Diversity As one of the top-rated educational institutions in Oman, OurPlanet International School has a great mix of nationalities and cultures in a flourishing and friendly environment.

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Right from its foundation the school believed in teaching students that through understanding the planet and protecting its resources we can help protect the earth for the next generation. Reuse, Reduce, and Recycle are the 3 R’s that form the core of the school’s sustainability program.

With the application of project-based learning, the concept of sustainability has become an integral part of the curriculum impacting upon family and social life.

Standing at the forefront of the sustainability revolution in the Sultanate of Oman, the school was nominated for the ‘Oman Green Awards’ in the Education sector in 2014. It has partnered with Plasbin and Sohar Steel to create a community recycling centre along with associating with the Middle East Desalination Research Center (MEDRC) to promote World Water Day and the Walk for Water.

Engaging with companies like Petroleum Development Oman (PDO) and conducting annual events like celebrating 'Earth Week' are some of the few activities initiated by the school.

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Multi-Faceted Excellence - The Leading Light and the Core Team As the Head of School, Timothy Sloman is responsible for driving the MYP accreditation for OurPlanet. In his educational career spanning over twenty years, he has donned various leadership roles in the UK, USA, Switzerland, and Germany along with founding two schools in the Czech Republic and Saudi Arabia. He has the acumen in managing all three programmes of the IB (primary, middle years and diploma), including the authorization process.

Timothy Sloman Head of School

Other members of the leadership team include: Sayyid Mohamed Al Said As the owner of the school, Sayyid Mohamed Al Said is an educational visionary with an engineering background. His work on sustainable oil recovery techniques with Petroleum Development Oman has driven his desire to create a sustainable school with high educational standards.

Matthew Green As the Commercial Director Matthew Green and has been responsible for managing the physical growth of the school through environmentally aware construction and refurbishment of buildings, as well as the implementation of software platforms and workow procedures to reduce paper and energy wastage in IT, HR and Admissions.

Robert & Martine Jones OurPlanet International School was started in 2013 by the Founding Principal, Robert Jones, and his wife, Martine Jones who was the curriculum coordinator. Both had a passion for the IB and were dedicated to developing strong environmental educational programmes Looking Ahead Creating an innovative and positive learning environment for its students, OurPlanet International School aims to deliver the best academic education and skillsets for students to make them life-long learners who respect themselves, others and the world around them. T R

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A launch-pad for aspiring young minds, there is something for every child at Stamford American Internaional School (SAIS).

A truly diverse and internaional school of over 70 naionaliies, Stamford American is the only school in Singapore to offer the best of both worlds; the Internaional Baccalaureate (IB) combined with Advanced Placement (AP) courses.

With a choice of over 40 IB and over 15 AP courses, students have the flexibility to personalize their graduaion pathway to their ambiions.

Going above and beyond, Stamford American’s dedicated team of educators provides an inclusive and supporive environment with the intent of inspiring each student to create their unique future.

BOOK YOUR TOUR TODAY

sais.edu.sg I +65 6653 7907

21/2/2016 – 20/2/2020