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a Google premier partner across the Middle East, we offer your school Google’s latest Education solutions that will enable you to realize your
Diaries at the ready! To help plan for 2023-2024, we’ve rounded up some important dates for schools. For the exact dates, see the individual KHDA, SPEA and ADEK websites. *Note all dates are subject to change by governing authorities please check with their websites for updates.
Abu Dhabi
Academic Year 2023-2024
28 August: Commencement of the new Academic Year
11 December to 1 January: Winter Holidays
25 March to 14 April: Spring Break
Dubai
Academic Year 2023-2024
28 June: The end of the Academic Year must not fall before this date
3 July to 28 August: Summer Break
28 August: Commencement of the new Academic Year
8 December to 2 January 2024: Winter Holidays
11 December to 2 January: Winter Holidays
1 to 31 March: Schools can close any day between these dates for the end of the Academic Year
22 March to 8 April: Spring Break
1 April: Start of the Academic Year
4 July to 26 August: Summer Break
4 July to 26 August: Summer Break
16 December to 3 January 2025: Winter Holidays
Academic Year 2023-2024
10 April: Commencement of the new Academic Year
28 August: Commencement of the new Academic Year
18 December to 2 January: Winter Holidays
18 December to 2 January: Winter Holidays
24 March to 14 April: Spring Break
1 April to 15 April: Spring Break
8 July to 26 August: Summer Break
23 July to 10 September: Summer Break
27 June to 1 July 2023: Eid Al Adha (provisional dates)
29 September 2023: Prophet Mohammed’s Birthday (provisional date)
1 December 2023: Commemoration Day
9 to 12 April 2024: Eid Al Fitr (provisional date)
17 to 18 June 2024: Eid Al Adha (provisional date) Private schools starting
Alot of what happens in the world of education is really, really good work that deserves to be acknowledged and championed for its worth and value to society, and then used to make the world a better place. Regrettably, a lot of it can’t reach the non-academically orientated person because it can often be difficult to read and make sense of.
That’s where Education UAE comes in. In this issue alone we have stories on everything from future skills and autism to interviews with leading educationists and even how to have family fun in California – and yes, that can be educational too! In fact, when you think about it, everything is educational; we just carry on learning throughout our lives, whether we like it or not. If you are a sentient being, you can’t help but learn, whatever you are doing, or as TD Jakes, the American, pastor, author and filmmaker, put it: “The world is a university and everyone in it is a teacher. Make sure when you wake up in the morning, you go to school.”
Education, of course, is a passport to the future. It is also a weapon and the best piece of advice I could ever give to young people is to make sure that they are awesomely armed. Read continuously, experience new things, learn through failure, and seek out friendships with those who are different from you.
In this edition of Education UAE, we once again cover a whole plethora of subjects and issues pertinent to the learning journey of children, including the KHDA inspection reports, enrolment statistics, details of fee increases in both Dubai and Abu Dhabi, insights into the metaverse, staying safe online, plus a few tips on how to write a good personal statement when applying to universities. And don’t forget to check out the ‘Design Your World’ competition, with the opportunity to win a custom-designed Wall Art project for your school! Naturally, there will always be youngsters, especially teenagers, who roll their eyes at such advice – I know, I was one of them. It’s part of growing up, but what I would say is that it’s what you learn after you know it all that counts.
The older you get, the less you know. In my sixties, I know an awful lot less than I did in my twenties. And that’s really exciting. It keeps life fresh and interesting. Consequently, whether student, teacher or parent, remember to never stop learning because life never stops teaching!
Rod Millington Editor-in-ChiefRod Millington has been active in the commercial writing sector for over 30 years, with work published throughout Europe, North America, the Far East, and the Middle East. During this time, he has had the privilege to speak to a wide range of fascinating and entrepreneurial people, from captains of industry through to pop icons such as Sir Paul McCartney. In total, Rod has had over 25 million words committed to print across more than 35 publications for clients as diverse as FIFA, Cunard, Virgin Atlantic Airlines, and Dubai Municipality.
TEAM
Belinda Breeze
Bryony Salmon
Daniel Murad
Laura Wojciechowski
Leah De La Hunty
Rod Millington
CONTACT
educationuae@tpg.media
www.education-uae.com
@educationuaemag @educationuaemag @education-uae
EDTECH
88 Exciting things are taking shape at the new Rashid and Latifa School campus
92 Google for Education: Faster and more cost-effective
SPORTS
98
102
PARENTS
122
124
TEACHERS
126
BON
HEALTH
OUTSTANDING
3.94% Fee increase
VERY GOOD
3.8% Fee increase
GOOD
The Abu Dhabi Department of Education and Knowledge (ADEK) has released the results of the Educational Cost Index (ECI) and the approved structure for optional tuition price increases for the academic year 20232024. The announcement comes after a three-year moratorium on tuition prices to assist parents throughout the pandemic and recovery period.
The rise is computed using the emirate’s Educational Cost Index (ECI) in partnership with the Statistics Centre Abu Dhabi (SCAD) and the Irtiqaa inspection scores of individual institutions.
Schools that ranked ‘Outstanding’ for the academic year 2021 - 2022 have the option to raise fees, with a maximum cap of 3.94% in the new academic year, while schools that attained a rating of ‘Very Good’ qualify for a 3.38% fee increase.
Schools rated as ‘Good’ are allowed to employ a 2.81% increase, while schools with a rating of ‘Acceptable’, ‘Weak’ or ‘Very weak’ can implement a maximum tuition fee rise of 2.25%.
To be eligible for a standard tuition fee increase, the institution must have been in operation for at least three years and follow the approved updated fee structure.
According to the latest Irtiqaa inspection results, 11 schools were ranked ‘Outstanding’, 37 ranked ‘Very Good’, 85 ranked ‘Good’, 63 ranked ‘Acceptable’, and one ranked ‘Weak’.
2.81% Fee increase ACCEPTABLE’, ‘WEAK’ OR ‘VERY WEAK’
2.25% Fee increase
Schools that ranked ‘Outstanding’ for the academic year 2021 - 2022 have the option to raise fees, with a maximum cap of 3.94%
Private schools in Dubai will be eligible for a 3% increase in tuition fees for the 2023-24 academic year, according to Dubai’s Knowledge and Human Development Authority (KHDA).
The approved fee increase takes into account the economic situation of the emirate, as well as the operational costs of running a private school while maintaining the quality of education. The rate by which schools can increase their fees is tied to each school’s most recent inspection rating from the Dubai Schools Inspection Bureau.
Under the School Fees Framework, private schools that maintain the same inspection rating will be eligible to increase their fees by 3%. Schools dropping in the annual ratings will not be eligible for any fee increase.
Schools that improve their rating in the most recent inspections will be eligible to increase their fees according to the methodology outlined in the School Fees Framework.
Mohammed Darwish, Chief Executive Officer of the Permits and Compliance Sector at KHDA said: “The School Fees Framework emphasises the quality of education offered by schools as the foundation for any adjustments allowed in school fees. The framework also provides transparency for families and offers them a choice of schools that match their financial and academic requirements.
“The framework was developed to allow schools to develop long-term growth plans while sustaining their current operations to provide a high quality of education to students. We have worked closely with our stakeholders to ensure the school fees framework continues to support a robust and reliable private education sector that offers families a choice of affordable and high-quality education.”
Enrolment at Dubai private schools has increased by 4.5% since the last academic year. Twenty-two new schools have opened in the last three years, bringing the total number of private schools in Dubai to 216.
The rate by which schools can increase their fees is tied to each school’s most recent inspection rating from the Dubai Schools Inspection Bureau
Inspection results have been released ahead of the -re-registration window for Dubai private schools.
More than three quarters (77%) of students in Dubai attend private schools rated Good or better, compared to 70% during the last full inspection cycle during the 2018/19 academic year, according to inspection results released by Dubai’s Knowledge and Human Development Authority (KHDA).
The release of inspection results coincides with school re-enrolment deadlines for the next academic year, enabling parents to make informed and timely decisions about their children’s schooling.
A total of 199 schools were inspected during the latest round of inspections,
including six schools that were inspected for the first time. Twenty schools were rated Outstanding; 39 Very Good; and 84 Good. Twenty-five schools improved their ratings, with 39,795 students benefitting from the positive change.
Dr Abdulla Al Karam, Director General of KHDA said: “Private schools in Dubai are known for their commitment to quality and continuous improvement. This year’s results show that thousands more students have access to better quality teaching and learning, a sign of the dedication and expertise of teachers and school leaders. We are grateful to the whole education community for supporting our schools to be among the best in the world.”
Emirati students have also benefitted from the improvement in school ratings. Seventy-six per cent of Emirati students (22,876) now attend a private school rated Good or better, compared to 70% in the 2018/19 academic year.
Fatma Belrehif, Chief Executive Officer of Dubai Schools Inspection Bureau said: “We’re pleased to see that schools in Dubai have continued their improvement journey. We will continue working with the school community and parents to ensure that all students benefit from the high standard of education offered by Dubai’s private schools.”
Customised parent summary reports and detailed inspection reports for each school will be available on the KHDA website in April.
199 schools inspected; 25 schools improved ratings; six schools inspected for the first time
244,868 students (77%) attend Dubai private schools rated Good or better
Our NEW directory provides a comprehensive review and virtual tour of each school in the UAE, allowing you to make the best decision for your child’s education.
Simply filter by your requirements and look through the quality providers listed.
Atlantis Aquaventure, the world’s largest waterpark, has announced that it has earned the Certified Autism Center™ (CAC) designation from the International Board of Credentialing and Continuing Education Standards (IBCCES). This certification marks the first-ever for a waterpark in the Middle East and reflects the team’s unwavering commitment to providing exceptional experiences to guests with diverse needs and ensuring an inclusive environment for all.
The UAE took part in the education technology exhibition and conference – the British Educational Training and Technology Show – (Bett) held in London from 29 to 31 March. The UAE team highlighted the country’s technological programmes and initiatives aimed at boosting the educational system and reviewed the latest cutting-edge educational technology (EdTech) solutions.
On the sidelines of Bett 2023, His Excellency Dr Ahmad Belhoul Al Falasi, Minister of Education, who led the UAE delegation, held bilateral meetings with education experts and officials in the UK, as well as visiting key British educational institutions to discuss ways of enhancing cooperation in the educational field.
Emirates School Establishment (ESE) has announced that Teachanywhere has been selected as a preferred partner to develop the education sector in the UAE. Every year, ESE hires hundreds of expatriate teachers to work in state schools across the country in order to promote its goals of developing future leaders in one of the world’s fastest-growing knowledge economies. Throughout the year, it has a rolling hiring intake, with a focus on hiring for August and January starts. Applicants must go through an interview process that begins with an online assessment and ends with a virtual interview that includes a brief scheduled lesson demonstration. Opportunities exist throughout the UAE, and teachers can request a specific location, however, some flexibility may be required.
A degree related to the subject the applicant teaches
Applicants for KG and Primary should have a formal teaching qualification (B.Ed, PGCE, US Certification etc.)
Additional Masters’ degree is welcomed but not essential
Two years recent full-time teaching experience in a classroom teaching in the medium of English
Strong behavioural management skills
Previous experience of students where English is not their first language is highly desirable
Culturally sensitive
Excellent skills in communication, flexibility and adaptability
Previous international experience desirable but not essential
Tax-free salary of AED16-21,000 per month based on experience and qualifications (please note accommodation allowance is incorporated into this salary)
Flights at the start and end of the contract for self and family
Health insurance (UAE) for self and family
Please note that due to UAE laws, applicants for Early Years and Elementary roles must be female.
For further information and to submit a CV please visit www.teachanywhere.com
Every year, ESE hires hundreds of expatriate teachers to work in state schools across the country
The decision was made following a review by the ministry of the Integrated Curriculum Series in Arabic, Culture and Ethics over a course of three months, and based on the recommendations of a national academic committee
The Ministry of Education (MoE) has made the Integrated Curriculum Series in Arabic, Culture and Ethics – the ‘Salama Series’ optional starting from the next academic year (20232024). The decision follows a thorough review of the curriculum by teams from the MoE that included extensive analytical studies and recommendations from the National Committee for Reviewing Arabic Language Curricula – an academic committee comprising national education institutions.
Public and private schools that follow the MoE curriculum can now decide whether to apply the integrated ‘Salama Series’, or teach Arabic Language, Islamic Education, Social Studies and Moral Education as separate subjects in the first cycle (from first to fourth grade) using the MoE’s curriculum.
In addition to an in-depth study conducted by the MoE, a national academic committee made up of education specialists conducted a
thorough evaluation of the integrated curriculum to make sure it matched the demands of the educational community and the UAE’s educational strategy. This was to ensure that it is in line with the best international practices and benefits students, who serve as the cornerstone of the educational system’s development.
The national academic committee was established by the MoE in December 2022. Committee members included education experts and specialists from the United Arab Emirates University, Zayed University, Mohamed Bin Zayed University for Humanities, the University of Sharjah, the University of Birmingham Dubai, and the Khalifa Award for Education. The committee met several times over three months. Members discussed the integrated curriculum based on international perceptions in the fields of curriculum design, teaching reading, and ensuring optimal educational outcomes. The key areas of focus were the curriculum’s guiding principles, its
delivery mechanisms, and strategies for improving it to meet its objectives. The committee submitted a comprehensive report to the MoE that included recommendations for enhancing the curriculum in the medium and long term.
The decision was made following a review by the ministry of the Integrated Curriculum Series in Arabic, Culture and Ethics over a course of three months, and based on the recommendations of a national academic committee
Promote Your School is sponsoring a fantastic, studentled design competition where children can express their creativity and ignite their imaginations. Schools can take part to inspire creativity in pupils of all ages for this artistic challenge.
Children from across the UAE are invited to enter the competition.
The brief: design your perfect world. A place where people, animals, nature and technology work in harmony, for today and the future. They can draw, sketch, paint or digitally create their artwork.
Then submit it as a JPEG to competition@tpg.media
The winning designer, chosen by Promote Your School, will win a custom designed Wall Art project for their school, to bring their brilliant designs to life.
The winning designer will also win a 1 hour one-to-one virtual session with one of Promote Your School’s experienced designers, where they’ll receive a behind-thescenes virtual tour of the design studio, learn design tips and ask any questions they have.
To enter, children can submit their designs attached to an email including their name, age and school name to competition@tpg.media by 30th June 2023. You can also enter at school level - contact competition@tpg.media to find out how.
Creativity and well-being are positively related (Barnes, 2014). Specifically, engaging in creative behaviours improves brain function, mental health, and physical health (source: Forbes).
Student-led learning provides students with ample opportunities for self-direction, a powerful sense of ownership and the
Bespoke Wall Art by Promote Your School can transform your learning environment. Refresh old buildings, add personality to new builds, revamp outdoor spaces and turn thoroughfares into learning opportunities.
Wall Art can help you achieve a specific objective for your school.
ability to explore topics that are meaningful and relevant in their lives (source: GESS).
The Design Your World competition harnesses the wellbeing benefits of creativity through an empowering student-led learning campaign for children of all ages in the UAE. As a school, you can encourage pupils to get creative and consider the impact of technology, people and pollution on the environment, then visualise a better world where people and nature work in harmony.
With Wall Art you can;
Inspire learning
Impart curriculum knowledge
Communicate values
Boost your school’s brand image
Create a calming environment to improve wellbeing
Brighten up your external grounds
Help pupils find their way around school more easily
Bespoke Wall Art by Promote Your School is specifically designed for busy school environments. It’s a zero maintenance solution designed to last many years. Best of all, it is wipe-clean for any spills and marks.
The winning designer will win a bespoke Wall Art prize for a designated space in their school.
The final artwork, created by Promote Your School, will combine elements of the individual winning design with requirements and preferences set by the school.
Promote Your School is an established education design agency with over 20 years’ experience.
COMPETITION TERMS AND CONDITIONS;
• Closing date for entries is 30th June 2023 - entries submitted after this date will not be considered.
• Winner and their design will be featured on Education UAE website and marketing comms
• Only one entry per person
• Entrants must attend a school in the UAE
• Entrants must be under the age of 18
• Only open to schools in the UAE
• Entry must be submitted as a Jpeg, max 5MB
• You can draw, paint or digitally design your artwork.
• For offline artwork, simply take a photo of your creation and save as a Jpeg, then email to the address provided.
• Include your name, age and school name on the entry email.
• Promote Your School will choose the winner based on their own criteria.
• Promote Your School reserves the right to edit or alter the submitted artwork if required.
• The winning designer will receive a printed Wall Art project showcasing their design, covering approximately 15 square metres of wall.
• The judges’ decision is final and no correspondence will be entered into.
• Promote Your School reserves the right to withdraw the competition at any time, for any reason, without notice.
• If the winner does not respond within seven days of contact, an alternative winner will be chosen.
• Promote Your School’s standard project Ts&Cs apply.
Draw, sketch, paint or digitally create artwork, then submit it as a JPEG (max 5MB) to competition@tpg.media For further information or enquiries from schools, please email us at competition@tpg.media
Under the award-winning Fortes Education Group, His Excellency Dr Abdulla Al Karam, Director General of Knowledge, and Human Development Authority (KHDA) and Mrs Mankani, Founder of Fortes Education, have officially opened Jumeirah International Nurseries’ (JINS) eighth nursery branch at JBR and its ninth branch on the iconic Palm Jumeirah across two stunning buildings. This marks a change in the early years’ landscape by offering a brand-new concept of staying in a nursery environment for longer than ever before - up until Year 1 and age six.
The brand-new centre’s cutting-edge facilities were created by a team of master educators from JINS and renowned architects to give children aged 45 days to six years an engaging and innovative learning environment. The EYFS Curriculum framework (for 0–5-year-olds) and the International Preschool Curriculum (for 5–6-yearolds) are implemented in each centre using a novel ‘Learning Pod’ system, which is an original concept in the MENA region. In addition to this, both branches cater to a new age group of children who are aged between 4-6 years old (Foundation Stage 2 and Year 1) and are the only Early Childhood Centres in Dubai that are officially approved to offer Year 1. JINS JBR and JINS Palm Jumeirah are equipped with premium school-level learning resources and highly qualified FS2 and Year 1 teachers allowing children to receive a school-quality education without leaving the Early Childhood Centre setting.
The Ceremony was also attended by Shamma Al Mansouri (Director of Permits KHDA) and Najlae Boujellal (Associate Director - Nakheel Malls). His Excellency, Dr Karam who officially opened the JINS Palm Jumeirah branch with a ribbon-cutting ceremony, went on a guided tour of the Reggio-inspired environments. Commenting on his visit, Dr Karam said: “Congratulations to the team at JINS on the opening of the two new centres that will serve families in
JBR and Palm Jumeirah. We appreciate the hard work that has gone into creating an innovative and supportive ECC environment that will cater to a larger year group for the first time in Dubai. We welcome the new nurseries to the early childhood community in Dubai.”
Mrs Katrina Mankani, Managing Director of JINS, said: “We are extremely grateful to everyone who worked on these projects, and the inspiration from our Founder Mrs Shakuntala Mankani. Our mission was to fill a void in education for children between the ages of 45 days and six years old in the communities of JBR and Palm Jumeirah by providing a state-of-the-art facility, curriculum, and teaching methodology.
“To that end, we have collaborated extensively with the Early Years and Primary departments at our two Outstanding BSO Schools, Sunmarke and Regent.”
“With strong ties to our Fortes British Curriculum Schools Regent International School and Sunmarke School, North
London Collegiate School (NLCS), and Clarion School, we can offer parents a range of curriculum options once their children have completed their time at one of our Early Childhood Centres (ECCs), in addition to providing a first-rate education. We are firm believers that a child’s early and primary education forms the foundation of their entire life and emotional wellbeing. We are dedicated to fostering future generations of responsible global and local citizens in Dubai.”
Samina Khanyari, General Manager of Jumeirah International Nurseries, who was part of the inauguration celebrations added: “We are extremely proud to provide ECCs that truly cater to all children. Parents can enjoy the convenience and peace of mind that once their children join JINS, their learning journey is mapped out until the age of six in a warm, comforting, and premium setting”.
The brand-new centre’s cuttingedge facilities were created by a team of master educators from JINS and renowned architects
“We are dedicated to fostering future generations of responsible global and local citizens in Dubai”
The newest facility of British Orchard Nursery (BON), the latest branch at DIP, was officially inaugurated by H.E. Dr. Abdulla Al Karam, Director General of KHDA, in the presence of notable dignitaries from various other government departments of UAE.
Gracing the grand opening was Ms. Shamma Al Mansouri from KHDA; Ms. Sabrin Al Zarooni, Women Council Coordinator – Dubai Police; Mr. Saif Yousuf Mohammad Moussa Alblooshi, Head of Section of Employee Affairs – Dubai Civil Defence; Ms. Samira Mohamed – Managing Director of Dubai Quality Group; Ms. Fatema Abbas – Dubai Customs and other dignitaries and senior officials from British Orchard Nursery.
Being the most awarded for quality and also being the largest in the communitiescommunities, BON operates with new eco-friendly buildings, spacious, bright, and well-equipped classrooms with direct accessibility to outdoor spaces and swimming pools. BON stands out as being the leading chain in education quality.
On the inauguration of the new purpose-built facility H.E. Dr. Abdulla Al Karam, Director General of KHDA, said: “British Orchard has a long history of providing education and care in Dubai. Early childhood centres create strong connections within communities and nurture a sense of belonging among children and their families. As the benefits of early childhood education become clearer for children, parents and communities, we look forward to seeing many more centres open their doors in Dubai. We welcome the latest addition of British Orchard to DIP.”
On the joyous occasion, Dr Vandana Gandhi, Founder and CEO of British Orchard Nursery, added: “The opening of the DIP branch marks an important milestone in large, sustainable nursery spaces. UAE as a country has established itself as a leader in
The largest preschool chain also opened a campus in Sharjah’s Nasma Community with SPEA leaders inaugurating the campus
many sectors, including education, and we are happy to contribute to this success story in line with the vision of UAE leadership and the rulers.
“Pre-school is the most essential foundation for the schooling years as per research, and our endeavour is to remain at the forefront of providing a strong educational, loving and healthy environment for our young ones. We provide a holistic approach
to learning, working on cognitive, physical, creative, personal and social development as well as supporting parents in their journey of parenthood.”
BON nurseries not only support early childhood development but also promote CSR, with the practice of sustainability and eco-friendly habits in young children via its Go Green Curriculum philosophy, such as teaching the importance of reducing paper, water,and energy consumption and protecting the environment and our planet. For each child educated at BON, a contribution is made towards the education and care of the underprivileged in different countries.”
The nursery also opened its door in the Nasma Community in Sharjah last week, which was officially inaugurated by Ms. Fatima Almazimi from Sharjah Private Education Authority (SPEA) along with notable dignitaries; Ms. Rosa Piro from Arada developers, officials from H.H. Shaikha Aisha Bint Khaled Al Qassimi office and Ms. Haifa Alhashimi from Emirates Health Services, UAE. Being the largest and truly impressive preschool in the Nasma community, the branch encompasses a state of an art school building, lush green outdoor play areas, and well-equipped learning resources.
With a unique approach to learning, BON is also the first nursery in the region for Child led- Project-based learning with 100% focus on children’s unique abilities and the key worker philosophy as per the latest UK curriculum standards. The program and the learning journals focus on each individual child as every activity for the little ones is crafted and executed based on their likes, interests, and passion.
Adding further, Dr Gandhi stated: “Development of appropriate social, scientific and imaginative skills to create confident communicators is an absolute must. I truly believe our nursery and teacher training centres will fill the gaps by offering a nurturing and empowering environment to teachers and families with nanny training, as well as for vocation support to the women community.”
Nursery chain promotes large and sustainable nursery buildings, many of its facilities powered by solar panels and conservation systems to provide clean energy
Citizens School Dubai, a visionary new school designed and developed in the UAE by Al Zarooni Emirates Investments, has opened a new Early Childhood Centre.
Located in a new purpose-built facility opposite City Walk, the Citizens Early Childhood Centre provides nursery education for children aged six months up to three years old, following the UK Early Years Foundation Stage framework (EYFS) with learning planned to follow children’s interests in an exploratory and sensory environment.
CHILDHOOD CENTRE INCLUDES:
Dedicated nursey rooms with sleep zones and eating areas, centred around a large play space to encourage physical movement and development
A large 455m2 outdoor area, in a fully shaded garden
A full-time nursery manager, supported by qualified mentors with a minimum level 5 qualification
Each mentor is supported by experienced assistants
A specialist clinic with an on-site nurse
A full-time receptionist and nannies to support with children’s hygiene and feeding
All practitioners have paediatric first aid training Applications are open and parents should visit www.citizens.me to book an appointment.
Recently inaugurated by His Excellency Dr Abdulla Al Karam, Director General of the Knowledge and Human Development Authority (KHDA), Citizens School Dubai’s mission is to re-imagine a future relevant education experience.
Designed to present learning through a new lens, the Citizens learning experience is built around every child’s unique needs, giving them the opportunity to explore themes, expand interests and determine the routes that they want to go on to pursue their purpose.
+971 50 237 7273
and a mother of three. She has a genuine passion for building the first steps in a child’s educational journey. After more than ten years of dedication to Green Grass Nursery, first as a nursery teacher, and then as a nursery supervisor, Arwa moved into the role of nursery manager and CEO.
Green Grass Nursery (GGN), a British boutique nursery that welcomes children from one year to five years, is a KHDA-approved early learning centre with more than 10 years of experience in the education field. At GGN, the children are provided with both English and Arabic education on a daily basis, with lessons in each language. Education UAE spoke with Arwa Naccho, the CEO and Co-founder of GGN, about the importance of children learning a second language from an early age and the ways in which this can benefit them both now and later in life.
EDUAE: GGN is a fully bilingual nursery. Can you tell us a little about how this is implemented?
Arwa Naccho: Certainly! At GGN, we have implemented a fully bilingual programme that provides equal exposure to both English and Arabic languages. Our bilingual approach is integrated into all aspects of our curriculum, including our daily routines, activities, and the children’s engagement.
We are delighted to be able to introduce this unique programme from the early years and to be the first early years centre that has this structured programme. This is a unique programme in Dubai and one that we believe will appeal not only to local Emirati and Arabic-speaking families but also to expat families wanting their young children to understand the Arabic language and culture. The programme will also be enriched by UAE and Arab customs, traditions and heritage and will include Classical Arabic language arts, music, story-telling and lots more.
We have qualified bilingual staff who are fluent in both English and Arabic and use a range of teaching strategies to support children’s development in both languages. We use a variety of resources, such as books, songs, and Early Years Foundation Stage (EYFS) themes in both languages to create a rich learning environment. Our curriculum is designed to foster language development in both languages, and we regularly assess children’s language skills to ensure that they are making progress. We also encourage parents to speak to their children in their home language to support their children’s language development. Overall, our fully bilingual programme provides children with a strong foundation in both English and Arabic, preparing them for success in a globalised world.
EDUAE: What are the main benefits of learning Arabic alongside English?
AN: Learning Arabic alongside English in the UAE has numerous benefits for children in their early years of education. Firstly, it allows children to have a deeper understanding of the local culture and heritage, which is a key aspect of the “Understanding the World” area of development in the EYFS. By learning Arabic, children can connect with the local community, understand the customs and traditions, and appreciate the diversity of the UAE. Moreover, being bilingual
enhances cognitive development, communication skills, and problemsolving abilities. It also provides children with a competitive advantage in the global job market, as Arabic is the fifth most spoken language in the world. Learning Arabic also promotes respect, tolerance, and understanding of other cultures and helps children to become more open-minded individuals.
EDUAE: What are the educational benefits to children learning a second language at an early age?
AN: Learning a second language alongside English in the early years has many benefits, such as promoting cognitive development, enhancing cultural awareness, and providing opportunities for bilingualism. It can also support language acquisition, improve communication skills, and provide a competitive advantage in future academic and professional settings.
EDUAE: How can parents support children in learning a second language?
AN: Parents can support their child in learning a second language by starting them in this from an early age. A child’s brain is ready and open to learning more than five languages. Exposing them to the new language as much as possible through reading books, watching educational programmes and speaking with them in the language is beneficial. They can also enrol their children in language classes or find language exchange programmes. Consistency is key in language learning, so incorporating the language into everyday routines and activities can also be helpful. Whether your child is learning one
Green Grass Nursery is a truly bilingual nursery with daily lessons in both English and Arabic
language or more, remember that the key to language learning is to talk to your child. The rate of children’s vocabulary development is influenced by the amount of talk they are exposed to. The more speech is addressed to a toddler, the more rapidly they will learn new words!
Too often we hear parents say: “But she can’t speak yet! What’s the point of speaking to her so much?” It always amazes me when I hear that — and I hear it from even teachers and highly educated people sometimes. Clearly, the basic principle in child language acquisition remains that input equals output. That means the more language the infant is exposed to, the richer the language and the number of
languages, the more the infant will learn because infants are very, very clever, and they are programmed to hear.
EDUAE: How can being truly bilingual positively impact someone when it comes to entering the workplace?
AN: Being truly bilingual from an early age can have a positive impact in several ways. Firstly, it can open up a wider range of job opportunities, particularly in industries where bilingualism is highly valued, such as international trade, hospitality, and customer service. Personally, When
I receive a resume from someone bilingual, I will be very interested in meeting that candidate. Secondly, it can enhance communication and collaboration skills, essential in the workplace, and increase cultural awareness and sensitivity, making it easier to work with people from diverse backgrounds.
EDUAE: How does being bilingual benefit children socially?
AN: There are so many social benefits to a child being bilingual. Firstly, it allows them to communicate with a
Learning a second language from an early age has countless benefits for a child, both now and in the future
wider range of people, which can help them to form new friendships and relationships in school. It can also help them understand and appreciate different cultures, especially where they live in UAE, fostering empathy and tolerance. Bilingual children may also have better communication and problem-solving skills, which can improve their ability to negotiate and resolve conflicts with others, as well as positively impacting a child’s social development and interactions.
EDUAE: Are there any books or other resources supporting children’s home learning?
AN: Yes, there are many; I am delighted that there are many new early years young writers, such as Dardasha, Amal al Alami, and Maitha al Khayat, who are writing fantastic books that are extremely interactive and have great illustrations, all of which we have in our nursery library. Unfortunately, we can’t yet compare Arabic resources to English resources; therefore, we’re doing our best to produce some Arabic resources using English as a starting point. We also use the Arabee application for the foundation stage 1 and stage 2 classes as a tool to support the use of technology at an early age.
Established: 2013
School Type:
Nursery
Curriculum: UK EYFS
Fees from: AED 30-40k
Location: Villa 87 14 A St, Al Manara, Dubai, United Arab Emirates
The Green Grass Nursery, Dubai, Al Manara is a dedicated British nursery with a truly bilingual philosophy at its core. It aims to deliver on the success of its founding sister nursery in Jumeirah which was established in 2012. The First fully EYFS bilingual Arabic-English Nursery. #IN LOVE WITH OUR ARABIC LANGUAGE
The commitment to teaching the British Early Years curriculum is at the foundation of the school with the provision of the outdoor and indoor classes whilst being truly bilingual, with Arabic and English language spoken and taught with equal measure. Green Grass Nursery offers a bright, hugely warm and inspirational environment for young children starting from four months to five years old, offering the FS1/FS2. With a British Early Years curriculum that effortlessly blends the best features of the Reggio Emilia approach to learning, whilst focusing on the needs of children as they progress to British primaries. EYFS is at the core of the school.
At Green Grass Nursery, we are bringing learning to life.
Homely environment:
Our Approach to Care and Learning
Our approach is quite simply magical! Our pedagogy, provocation, and practise at the nursery are inspired by Reggio Emilia and The Early Years Foundation Stage (EYFS), which together make a strong, powerful, and enabling environment.
The classroom activities are child-led and designed based on the children’s interests, needs, and skill levels. Our reading programme, “Growing Little Readers,” applies to all ages and classes.
The Arabic language: All classes will have focused Arabic lessons, and the time will depend on the age of the children.
Contact us:
+971 55 158 8596
We are an inclusive nursery, incorporating our own new SENCO department: Our Senco is in place everyday! Going green is an important and critical concept at Green Grass Nursery.
Location: We are in the heart of Dubai (Jumeirah-1 & Al Manara) so we cater to the northern and southern sides of the city and the neighbouring area.
Flexible hours: Flexible Weekly Hours for our families (7:00am – 6:00pm, five days a week, including Fridays). Food catering included in the fees.
We accommodate children starting from one years old up to five years old.
My time at Green Grass Nursery has been a wonderful journey. I spent 15 incredible years in education and management, the last three as the nursery CEO. I truly enjoyed working and living in a community that supports education and our young people.
It has been a joy to see so many children grow into successful adults. My biggest pleasure is following the students’ personal progress, development, and growth from being a small toddler to fine young adults ready to face the challenges of the outside world. There has certainly never been a dull moment!
Arwa Naccho Nursery Founder & CEOGreen Grass Nursery has accomplished wonderful things over the years, and this year we have opened the second branch, I still have a vision for Green Grass Nursery, along with many ideas on how to integrate the Arabic language into the daily programme and on how we can continue to enhance the experience of the children here.
Nine-year-old Mark Mit (junior category), and 13-year-old Sana Sajin (senior category) were selected to win full Bloom World Academy scholarships after their short films were awarded first place. Entrants were tasked with creating a short video under the theme ‘My more wonderful world’. The videos showcased the story of what they, or someone they know, would do to make the world a better place, or how they are already helping to build a more positive future.
The videos were evaluated by an esteemed panel of judges that included Saeed Aljanahi, Director of Operations, Dubai Film & TV Commission, John Bell, Principal, Bloom World Academy, Nyla Usha, actress and host of The Big Breakfast Club on Hit 96.7, Emirati Director Nahla Al Fahad and Dubai Eye 103.8 radio presenter Helen Farmer.
Maya Joud, Senior Manager – Brand & Campaign Marketing at Global Village, said: “We are thrilled to have received such an overwhelming response from talented young filmmakers who showcased their creativity, passion and ability to inspire. We are delighted to collaborate with Bloom World Academy in providing these scholarships, and we look forward to seeing how the winners will continue to make a positive impact in their communities and beyond.”
John Bell, Principal of Bloom World Academy said: “We have been incredibly impressed by the entries that we have received and want to thank each and every family that has taken part in the Young Directors Award competition. We have seen some exceptional entries which have filled me with hope that our young people really will make an impact on the world and help build a more positive future.
“Congratulations to all who participated, and we are very excited to welcome Mark and Sana to Bloom World Academy.”
Winner of the Junior Category Mark Mit said: “It feels amazing to have won this award. I’m very excited to join Bloom World Academy where they will help me learn the skills I need to reach my dream of creating games in the metaverse.”
While the winner of the Senior Category Sana Sajin added: “I’m really happy to be here today and truly grateful for the opportunity to study at such an amazing school. There aren’t many opportunities for filmmakers or actors my age out there and this competition really helped me learn more skills and it paid off in the end. I’m forever thankful for Global Village and Bloom World Academy.”
The competition was launched by Global Village and Bloom World Academy in January to celebrate the International Month of Creativity. Global Village also collaborated with several experts in the industry to host educational
workshops to help the students prepare and finalise their submissions.
Located in Al Barsha, Bloom World Academy opened its doors in August 2022. The school is the first in the United Arab Emirates to have a later school start time of 9.00 am and offer a flexible school day that allows for student learning to be in balance with family life. Offering a truly customised education where students can create their own timetable tailored to their passions and interests, the school also has a big focus on community and hosts a weekly Friday Forum for parents, teachers, and students to celebrate their successes.
The competition was launched by Global Village and Bloom World Academy in January to celebrate the International Month of Creativity
“We feel in this new era of learning, Google for Education offers the tools that are required”
Some schools in Dubai claim up to 90% re-enrolment for the next school year after a number of families indicated an interest in continuing with their child’s current school. As the application process for new admissions begins, schools also report an uptake in new registrations for the coming academic year.
Lisa Johnson, Principal at the American Academy for Girls, commented:
“At this time, we have 92% of our students listed for re-registration, but this is still ongoing. Only two families have indicated they are not returning for the next academic year. Both the families are transferring their kids to other Taaleem schools closer to home.”
Sarah Hollingworth, Vice-Principal at GEMS Wellington Academy - Silicon Oasis, has witnessed a similar trend, saying: “Re-enrolments for the next academic year are very strong with up to 90% of our families continuing at WSO.” Certain schools have also reported additional entrants in Term 3, which began in international curricula schools after the spring break.
Rob Commons, Principal at Uptown International School Dubai, said: “We’ve seen a significant increase at the start of this term, with 30 new students starting on the first day and more due to start. This is a big increase from last year - only eight new starters in Term 3.”
Leigh Girven, Principal at Greenfield International School, Dubai, explained: “We have had a very positive start to the new term with eight new families joining our GIS community - six of whom have arrived from other schools internationally. We are expecting to start the 2023/24 academic school year with approximately 1,550 students, which is an increase of 200 students from this academic year. “We attribute this to our growing reputation following the recent KHDA inspection rating increase to ‘Very Good’, excellent academic outcomes, including IB Diploma results well above the world average, and the introduction of a ‘Raising Three’s’ class to our Early Years programme.”
“Re-enrolments for the next academic year are very strong with up to 90% of our families continuing at WSO”
“We are expecting to start the 2023/24 academic school year with approximately 1,550 students, which is an increase of 200 students from this academic year”
March marked the beginning of Dubai Inspires, an exciting and ground-breaking tour of Dubai schools by UK headteachers. Developed by British school consultancy services provider RSAcademics in cooperation with select Dubai schools and with the support of Dubai’s Knowledge & Human Development Authority (KHDA), the aim of the Dubai Inspires programme is for UK Headteachers to be inspired by, and learn from, some of the most pioneering and interesting schools in the world, located in the innovative international hub of Dubai. Delegates will make new connections and gain exposure to new ideas, expanding their frame of reference as they plan for the future of their own schools back home.
Julie Robinson, CEO of the Independent Schools Council (UK) said: “I am delighted to be part of the RSAcademics ‘Dubai Inspires’ educational research trip, joining a group of UK educators to research and experience top Dubai schools. Our trip offers valuable insight into the UAE education system and we are grateful to be hosted by a range of institutions.”
The delegation comprises nine Heads of independent schools, one CEO of a large multi-academy trust, and one senior figure with a UK sectorwide remit. The tour was planned across four days, with two to three school visits per day, concluding with
a symposium at Deira International School, attended by representatives from each of the host schools, leaders from other Dubai schools, as well as others with a sector-wide perspective. It provided an opportunity to share observations and discuss the main learning points from the visit.
Richard Nicholson, Foundation Principal at Warwick Schools Foundation said: “We know that our pupils live in a deeply interconnected world, and that we want them to be a force for good as responsible global citizens. This research trip is a unique opportunity to see how schools in the important educational centre of Dubai are developing innovative
programmes to enable their pupils to make the most of their gifts and talents. I am sure there will be much to learn and a great deal to share.”
Dr Abdulla Al Karam, Director General, Knowledge and Human Development Authority (KHDA) said:
“British schools have made a great contribution to education in Dubai – they are known for their expertise and quality, while they are further enhanced by the diversity of the community and our global, future-focused approach to education. We welcome our British friends to Dubai, and look forward to working together as we continue building a world-class education sector.”
The UK delegates consisted of:
Bedford School – James Hodgson
Berkhamsted School –Richard Backhouse
Holme Grange, Berkshire
– Claire Robinson
Independent Schools Council
(ISC) – Julie Conder-Robinson
Kingston Grammar School
– Stephen Lehec
Prince Albert Community Trust – Sajid Gulzar
Stamford Endowed Schools – Will Phelan
Surbiton High School –Rebecca Glover
Uppingham School – Dr
Richard Maloney
Warwick Schools Foundation
– Richard Nicholson
Withington Girls School
– Sarah Haslam
Dubai schools hosts were selected according to their ability to offer different focus areas and interesting perspectives.
The Dubai schools were:
Arbor School, Dubai
Brighton College Dubai
Deira International School
Dubai College
Jumeirah Primary School & Jumeirah College
Kings Dubai
Nord Anglia School Dubai
Repton School Dubai
Sunmarke School, Dubai
RSAcademics’ CEO and Founder Russell who has led on the development of the the programme, said: “Dubai Inspires is a trip that I have been dreaming of organising ever since my first visit to the emirate in 2016. I expect my first reaction to what I saw and heard was similar to many people’s and can be summed up in a single word: “Wow!” The energy, ambition, vision and pace of change were, and still are, simply incredible. And I noticed how the kaleidoscope of people and the rapid growth of Dubai inspired a continuous buzz of conversation inside schools about innovation and inclusion that I hadn’t encountered before.
‘’I have been back to Dubai frequently since 2016. Through our Governor training, our study entitled ‘How and why families choose schools in Dubai’ and our management consultancy and leadership appointments work, my colleagues and I have made many good friends and learned much. We now want to help clients and friends in the UK do the same. Dubai Inspires is an opportunity for educational leaders in the UK to have their imagination expanded, their points of reference widened, and their professional networks enriched.
‘’They will meet school leaders, talk to students and teachers and learn about the culture, systems and structures which underpin the development of schools here.
When we all return to the UK our experience in Dubai will shape and stimulate our thinking. I am grateful to our guests from the UK for ‘throwing their hat over the wall’ and having the curiosity, open minds and humility to make this trip a success. I am grateful to our school hosts for the warm welcome we received. And I should like to thank KHDA for being so encouraging of this adventure and for hosting our first visit at the start of our week.”
‘’Our pupils live in a deeply interconnected world, and we want them to be a force for good as responsible global citizens’’
In 2022 Jumeirah English Speaking School (JESS) won ‘Outstanding Achievement’ at The Renaissance Awards. The judges commended the school for its ongoing commitment to ensuring that the staff have the necessary resources and training to provide the best possible educational environment for their students.
JESS implemented Accelerated Reader (AR) at the heart of their reading strategy, and they have seen fantastic results. We spoke to Steve Gibson, the Head of Key Stage 2 English about AR and the impact it has had on the students.
EDUAE: Jumeirah English Speaking School recently won the honour of ‘Outstanding Achievement’ at the Renaissance Awards 2022. Congratulations! To what do you credit your success?
EDUAE: We understand that accelerated reader (AR) is at the heart of your reading strategy, can you tell us a little more about how that works?
Steven Gibson has taught in three different primary schools in the UAE since 1999, when he left teaching in Liverpool, UK, for an adventure overseas. He has been Year Group Leader for many years and now has embraced the role of KS2 English Leader at Jumeirah English Speaking School, Arabian Ranches.
Steve Gibson: Thank you! It was so nice to be recognised for the work we do in KS2 English here at JESS Arabian Ranches. The development of reading throughout the school has been a team effort involving all teaching staff as we want to create such a strong reading culture for the children. We are constantly talking about books with our students, and this has created a ‘buzz’ about what the children are choosing to read.
I think it is so important to give the child a choice in what to read for pleasure…this creates a lifelong habit that they will always love. I also produce a school podcast every couple of weeks to play in classes that includes news of forthcoming publications, children recommending books, teachers talking about their reading habits and regular competitions that the classes can enter to win book prizes.
SG: Accelerated Reader is certainly a huge component of our reading strategy in Key Stage 2. The Star Reader quiz assesses the children and provides a ZPD (Zone of Proximal Development). This enables the children to select books within that zone that will be accessible to their current reading level from our school library. The vast majority of our school library books are coded with a level linked to AR with a simple sticker placed inside the book cover.
We encourage them to choose books that are towards the higher end of their ZPD, but sometimes we all just want a ‘comfort’ book to simply enjoy! Both fiction and nonfiction are now linked to the AR programme so the range is huge for the children to choose from. We use the data from Accelerated Reader to check progress,
the amount of reading the child does, the difficulty level of texts read and student engagement. Following every book read, there is an online quiz based on that book that gives us evidence of the child’s comprehension – these scores form the basis of the reports that can be run at any time for any class or individual during a given time frame.
EDUAE: How has this changed the way that not only you, but the other staff and teachers approach learning?
SG: Accelerated Reader has enabled us to track the children’s progress in reading with hard evidence from the constant quizzing that they do following every book read. The initial Star Reader assessment that we carry out each term makes sure that each student knows their ZPD range and therefore which books are suitable for them in the library…this takes a lot of work away from the teacher and gives more freedom to the reader. We use the data carefully and discuss this with the child regularly so they can see their progress, talk about any issues that arise, chat about what they enjoy reading and give reasons for preferences. Again, all of this is promoting a culture of reading for pleasure.
EDUAE: What changes have you seen in your students since implementing AR?
SG: AR can be a great motivator for many children. We sometimes run competitions over periods of time to see which class can read the most books or score the highest number of correct quiz answers – all of this is using the AR data again. The children know that their reading is constantly monitored. We celebrate any child that manages to read one million words too, as AR calculates the number of words read from every book and this total is easily available to the teacher and student. This creates an element of healthy competition between friends!
EDUAE: Can you tell us a little about the QR codes that support the technology?
SG: We regularly use QR codes as a fast way of enabling children access to a particular website or online resource. These can be created and printed for display, put onto cards, or sent electronically. This saves a lot of time
and means that the students always have a fast way to get to the AR quiz page, or to their Star Reader login page.
EDUAE: What can parents do to support their child’s reading progress at home?
SG: We share the child’s progress with AR and their ZPD every term via the home/school communication app, Seesaw. This means that there are no surprises for parents at parent/teacher conferences or in end-of-term reports. I currently teach a Year 6 class, and they love having stories read to them, so I would encourage every parent to continue to read books alongside their child at this age. It is a sad day for any young family when they cease to do bedtime story sessions! A variety of genres is important too, but it’s difficult to suggest new ideas when a child is hooked on a particular series of novels.
EDUAE: Are there any books that your students particularly love that might encourage reading at home?
SG: Definitely! I believe we are currently in a ‘Golden Age’ for children’s literature. There are so many great choices out there. Adults often tend to want youngsters to read the same as they enjoyed when they were that age, and whilst there is nothing wrong at all with Roald Dahl or Enid Blyton stories being read, they are certainly not the only option. In my current class, many enjoy the adventure of boy-spy Alex Ryder in the series written by Anthony Horowitz. This often leads them to tackle the Young James Bond books
by Charlie Higson and Steve Cole. My own personal favourite new author is Phil Earle. His writing is reminiscent of Michael Morpurgo (another brilliant example) and writes about animals and children in real-life situations, such as during the Second World War. Earle’s ‘When the Sky Falls’, about how the war affects a zoo during the 1940s, is perfect for many Y5 or Y6 readers. Many children are concerned about current environmental issues and author Hannah Gold provides a perfect heartwarming story in ‘The Last Bear’. This is a tale of a girl who develops an unlikely bond with a polar bear who is lonely, hungry and a long way from home. It is a very thought-provoking story and one that will linger in the mind for a long time after completion. David Walliams’ books remain popular of course, but other comedians have turned authors too: I highly recommend the children’s novels of David Baddiel, Ben Miller, Lenny Henry and David O’Doherty. Finally, if you have not read any books by Frank Cottrell-Boyce, then you are missing out on great stories and fun novels to share with children – how can you resist a book entitled, ‘The Astounding Broccoli Boy’?! I introduced him to some of my more reluctant readers and they love his books.
I believe we are currently in a ‘Golden Age’ for children’s literature
Citizens School and GHD, the professional services consultancy, have announced a new partnership aimed at restructuring how the school continuously develops its offering.
Citizens Learning Labs will see Citizens School, working with GHD, providing a collaborative space and engagement programme for staff, parents and thought-leaders. The programme’s goal is to continuously enhance all aspects of school operations starting with the reiteration of its curriculum and re-imagining the traditional curriculum design experience.
In this first-of-its-kind project, Citizens School and GHD are adopting approaches, thinking and methodologies typically applied in the corporate world and adapting them to an educational institution.
Citizens Learning Labs will bring together not only staff but will also involve parents and subject experts working together to enhance the overall learning experience for learners. This will include design challenges, innovation coaching and collaborative facilitation assignments aimed at creating a culture based on empathy and collaboration and encouraging innovative mindsets.
Dr Adil Alzarooni, Founder of Citizens School, said: “At Citizens School, our learning philosophy is aimed at enhancing quality of life by building future-ready mindsets, in both our learners and staff. Mindsets that are ready to seize opportunities, lead change and understand that success and failure are necessary for personal growth. Through this partnership with GHD, we will be working on further developing our curriculum using agile venture-building methodologies, to enable us to create an enhanced learning experience, giving staff and learners alike an approach to education that includes purpose-led innovation”.
Hisham Hodroge, CEO at Citizens School, added: “In order for us to achieve our goals of reimagining education for our learners, we need to challenge the conventional way that schools operate. By empowering our staff and community in developing a culture of co-creation and design thinking, we reinforce the entrepreneurial mindset required to innovate and continuously reiterate our offering to the benefit of our learners and in response to their needs. Partnering with GHD will provide
our staff with a framework to collaborate and the resources and support required for such a shift in mindsets.”
Hind El Aoufi, Practice Director Innovation (D-Lab) at GHD, said: “GHD’s innovation practice focuses on purposeled innovation and transformation, while Citizens School is committed to creating learning experiences for a rapidly-changing world. This is a unique project and partnership and by working with Citizens School, we hope to bridge the gap between education and industry through the power of co-design, collaboration with intent, innovation, empathy and creativity. We share passionately the Citizens’ purpose of reimagining education for
the next generation to be future-ready, and hope to do so by empowering the school and the community with the mindset and skills required to tackle complex challenges and drive change”.
Citizens Learning Labs will redesign the current curriculum using innovative and entrepreneurial techniques typically used in Fortune 500 companies
Aldar Education and Lenovo have launched the first e-sports hub at a K-12 school in Abu Dhabi. The stateof-the-art facility, located in Aldar Education’s West Yas Academy, will provide students access to worldclass gaming equipment, cutting-edge software and immersive experiences. It will enable students to explore the world of esports and pursue their passion for gaming.
The launch event included a small tournament where West Yas Academy students from various year groups competed in Lenovo’s e-sports zone, showcasing their proficiency in the popular game Rocket League. The experience allowed the students to engage in healthy competition and develop other essential skills such as critical thinking, team building, communication and sportsmanship.
Commenting on the Lenovo e-sports programme, Mohammed Hilili, General Manager at Lenovo Gulf, said: “At Lenovo, we believe that education is the foundation of a better future – breaking down barriers, fostering equality and lifting the next generation through opportunity. With this new initiative, Lenovo is continuing its commitment to supporting education and empowering young people to unlock their full potential through technology. Aldar Education has illustrated a clear understanding of gaming’s potential to profoundly impact students’ lives and confidence in Lenovo to deliver an integrated and customised e-sports solution. We look forward to working with Aldar Education
to bring this exciting new initiative to life and involving all the students through the gaming tournament.”
Together with its partners, Lenovo is bringing exciting emerging technologies like virtual reality to the classroom – expanding teachers’ toolkits and enhancing students’ experiences. As part of the collaboration, Lenovo’s gaming zone at West Yas Academy will feature a 360-degree solution consisting of industry-leading PCs and monitors for gaming immersion.
Commenting on the rollout of the new Lenovo’s e-sports hub at Aldar Education’s West Yas Academy, Andrew Turner, Group Head of Education Technology at Aldar Education, said:
“We are thrilled to open this exciting and cutting-edge learning space for our students at West Yas Academy. E-sports is a rapidly growing industry and we have introduced it to all our students across our family of schools. Many people believe that e-sports involves only the playing of digital games and this is not the case. This industry opens up opportunities for our students to enter into careers associated with entrepreneurship,
marketing, graphic design, coding, and many others. Within this new learning space, our students will learn a wide variety of topics associated with the gaming industry, including coding, game, design, and 3D prototyping. We are excited to offer our students the opportunity to explore the opportunities associated with the e-sports industry and to develop valuable soft skills such as teamwork, communication and problem-solving. The new Lenovo e-sports hub is a great addition to our ongoing strategy to ensure that our students have access to the latest technologies and unique learning experiences.”
This industry opens up opportunities for our students to enter into careers associated with entrepreneurship, marketing, graphic design, coding, and many others
Aldar Education’s commitment to providing its students with a holistic approach to education that includes academic and extracurricular activities makes it the ideal choice for launching Lenovo’s e-sports hub. West Yas Academy’s emphasis on technology, innovation, and entrepreneurship aligns perfectly with Lenovo’s mission to empower individuals through advanced technology.
In the Middle East, gaming continues to grow exponentially, with forecasts suggesting that average e-sports players in the UAE will spend at least $115 per year in the next five years. This has motivated governments to invest billions of dollars in theme parks and other venues where e-sports players can access the games or participate in competitions. Considering that about 70% of the UAE’s population is below 30 years, the entire business will potentially involve about 20 million people – many of whom are students in schools.
E-sports has been experiencing significant growth in the Middle East in recent years, with increasing numbers of fans, players and investments pouring into the industry. The e-sports market in the Middle East and North Africa region is expected to reach $105 million by 2024, with annual growth rates of up to 25%. There are currently over 18 million gamers in the region, with Saudi Arabia, the United Arab Emirates and Egypt being the largest markets.
The growth of e-sports in the Middle East has also been reflected in the increasing number of tournaments, events and facilities, such as the opening of Lenovo’s e-sports gaming zone in Abu Dhabi, which provides a dedicated space for players and fans to compete and connect. As the popularity of e-sports continues to rise, it is expected that the industry will become a significant contributor to the region’s economy and provide opportunities for both local and international players and investors.
As part of its commitment to advancing the gaming industry in the Middle East, Lenovo consistently seeks sponsorship deals and partnerships in line with the region’s growth and in efforts to further strengthen the e-sports landscape. Lenovo’s range consists of laptops, monitors and accessories engineered with the latest technologies and cuttingedge designs for enhanced immersion.
The experience allowed the students to engage in healthy competition and develop other essential skills such as critical thinking, team building, communication and sportsmanship
Ian Pugh, Principal at Al Ain Academy, has been in education for 19 years, nine in senior leadership roles in both the UK and UAE. He has led schools ranging from ‘Special Measures’ to ‘Outstanding’ and specialises in data analysis and presentation, as well as innovative curriculum design. Ian is a passionate advocate of the mastery approach.
Al Ain Academy is rooted in a shared commitment to excellence, achievement and a strong sense of values, with students learning to blend confidence with humility and competitiveness with teamwork.
The school closely follows the National Curriculum for England, with secondary students studying for IGCSE and A-levels. “We take great pride in the fact that children from the UK, as well as our local Emirati students, would be able to transition to a UK school if necessary due to the design of our curriculum,” explains Principal Ian Pugh, “although we recognise that some units of work (on rivers, for example) need to be replaced with units on the geography of our local area, such as Jebel Hafeet mountain.”
Developing academically excellent, creative and confident young adults with the skills and passion to contribute to a better society is the objective of the school. “Ultimately, our philosophy would be that children are safe and, through tailored and quality teaching, achieve the very best they can. To allow them to do this, we ensure that Al Ain Academy is a vibrant, engaging and happy place to create the best days of our pupils’ lives.”
Situated in the ‘Garden City’ of Al Ain, the school was acquired by Aldar in 2011 and includes two indoor swimming pools, a large Astroturf sports field, and a library with 20,000 books. Furthermore, there is a planned extension for summer 2023 to create an E-gaming suite for pupils; just one of several new facilities being developed, including an additional computer science laboratory.
Technology is, of course, a constantly moving target and Al Ain Academy continues to evolve as the digital world develops. “At present, pupils in secondary operate with a ‘bring your own device’ policy, ensuring technology / ICT is not a bolt-on or stand-alone subject,” Ian explains. “Instead, it is immersed in all lessons, with pupils always having an internet search and augmented reality available. In the coming months, the expansion will provide a new block on-site, which will allow us to further develop the opportunities and possibilities.”
Digitalisation is a vital aspect of modern education but, as Ian points out, so are the arts and having a good time!
“Children from the age of four up to 18 have music lessons, including the ability to immerse themselves in 1:1 peripatetic music lessons if they wish. The school hosts termly concerts, including a Mother’s Day Concert, Winter Concert, and ‘Jack and the Beanstalk’ drama performance in the last few months alone. Concerts are also given in the community with singing and band performances in Al Ain Mall. Moreover, every Tuesday morning, the school entrance hosts a ‘Tuneful Tuesday’ which showcases music, arts and drama performances to inspire the younger students as they enter school.”
Al Ain Academy students become much more than lifelong learners. They are encouraged to identify and appreciate the real value of knowledge as they begin a lifetime of turning what they know into meaningful, constructive influences and outcomes. And it is this kind of enlightened approach that has helped the school, in the last academic year alone, be graded as the highest-rated BSO (British Schools Overseas) school in Al Ain, with most standards (including curriculum) graded as ‘Outstanding’.
Furthermore, it has become the first Abu Dhabi Emirate school to be accredited with the Character Education Kitemark Award, recognising the behaviour and moral values of its pupils and staff. “This is just as important as any exam results!” Ian notes.
Speaking of results, both A-level and GCSE results remain outstandingly high year after year, including a pupil scoring the highest A-level result in the world for A-level History, as well as the highest score in the Middle East for A-level English and Geography.
The school closely follows the National Curriculum for England, with secondary students studying for IGCSE and A-levels
Two Al Ain Academy primary pupils have also recently been awarded a Guinness World Record each for being the youngest publishers of selling novels in the world.
Unsurprisingly, pupil numbers continue to rise and the school still reports that its greatest achievement is that pupils are happy, safe and making incredible progress in a school where a community and family ethos shines through.
Al Ain Academy motivates students to master the skills of learning, communicating and evaluating choices, encouraging them to grow intellectually, socially, ethically and physically to their maximum individual potential. This includes providing a broad array of extra-curricular activities, allowing pupils to create memorable learning experiences and try new things.
There is an eclectic mix of extracurricular activities on offer to provide children with exciting opportunities beyond the curriculum. In total, around 90 extra-curricular activities have been offered this academic year, including all sports, swimming, choir, a Lego league, robotics, Arabic calligraphy, and much more besides.
Everyone loves a bit of competition too, and Al Ain Academy has enjoyed success in a number of competitions, such as robotics, football, basketball and benchball, with many of its pupils and teams moving on to regional competitions, representing both Al Ain and Abu Dhabi.
There is a planned extension for summer 2023 to create an E-gaming suite for pupils; just one of several new facilities being developed, including an additional computer science laboratory
Naturally, as in every school, there are pupils with a wide range of abilities, and at Al Ain Academy there is a highly trained inclusion coordinator who leads her department in delivering interventions to support pupils with varying needs.
“The school prides itself on being inclusive and, with 1,000 students, the needs of pupils are very diverse,” Ian says. “Ultimately, quality-first teaching from classroom teachers and carefully designed intervention programmes ensure pupils of all abilities make aboveexpected progress. Each year, the school receives hundreds of applications from prospective teachers and the school leaders ensure a robust interview process is implemented so that only the very best teachers are employed.”
Once they walk through the doors at Al Ain Academy, teachers are fully supported in their quest to continually develop their careers, as Ian explains: “The 74 teachers at the school undertake weekly Career Professional Development (CPD) sessions. Usually, this is focussed on curriculum and teaching pedagogy in the respective areas of the school, but is also sometimes whole school staff CPD when appropriate.”
Al Ain Academy utilises its position as an Aldar Education school to access the further training provided by Aldar Training Academy (ATA), which sees many staff currently undertaking the leadership NPQ qualifications, as well as much more high-quality CPD on offer.
Parental involvement in school activities and events can benefit a pupil’s academic and social achievement, thus establishing the well-being and success of the child. That’s why, at Al Ain Academy, parents are very much a part of the ‘team’, with the school communicating with them on a weekly basis through a variety of channels.
The school sends a weekly newsletter to its whole community via email, updating them on key events and successes, as well as the usual social channels such as Instagram and Facebook. Additionally,
a monthly ‘Al Ain Academy in the Community’ meeting is held in school for parents to attend for an informal coffee, hear updates and engage in key conversations regarding learning, road safety, anti-bullying, and much more.
Termly reports and parent-teacher conferences keep parents updated with their child’s academic success. A School Governance Group of parents hold the school to account on decisions and a ‘Friends of Al Ain Academy’ group of parents supports the school in social celebrations such as National and International Day.
Al Ain Academy is very much a school of the 21st century, and this means not just technology and the latest educational advancements, but sustainability and the environment too. “Aldar has provided the school with a significant sustainability budget this academic year, fuelling the implementation of recycling units, a new garden, a sustainability council, and hydroponic gardens for growing its own food, which is used in the school canteen. As expansion plans are formulated, sustainability is at the heart of all decision-making, including ensuring that building supplies are sourced from sustainable products and are balanced out by planting trees in a newly established Aldar Forest,” Ian concludes.
To sum up, Al Ain Academy is recognised for its excellence in developing the whole child by providing meticulous academic programmes and creative learning opportunities in order to meet the challenges of today’s competitive, global society.
Chris Nourse has nearly 30 years of experience in education and has been the Principal of six schools both in the UK and the UAE. As well as a trained school inspector, Chris mentors the next generation of school Principals through the Aldar Training Academy. He believes that children learn best when they feel happy, secure and inspired.
West Yas Academy is a remarkable learning community that values and respects the person and the educational experience at all levels. Gifted and dedicated students, a progressive and expert staff, loving and supportive parents, and community partners all work together to create a place that embodies all that is possible in a modern school environment.
The campus at West Yas Academy is recognised as one of the most striking around. This goes way beyond just kerb appeal, instead underlining the resources and effort it has put into demonstrating a correlation between campus aesthetics, superior facilities and academic performance. It is a commitment that is paying off handsomely, with two 25-metre swimming pools, an Astroturf sports field, eye-catching auditoria, up-tothe-minute libraries and state-of-theart science laboratories just a few examples of the amenities available.
Serving all ages, from kindergarten to year 12, West Yas Academy currently has in the region of 1,000 students – approximately 70% UAE nationals and then a mixture of all sorts of other nationalities – and follows the Massachusetts State curriculum, which is particularly strong in things like science and technology. Indeed, it was recently ranked the numberone curriculum in the United States. In addition, West Yas Academy has secured accreditation from The New England Association of Schools and Colleges (NEASC), the oldest and most prestigious regional accrediting body in the country.
At West Yas Academy, they provide a structured learning environment for all ages and phases, and, as Principal Chris Nourse explains: “It is a school that believes every child is special and has a path to travel, so we’re not into limiting potential.” Moreover, because of the chosen curriculum, there is far more flexibility than many other curricula, allowing teachers to adapt the educational material to better suit the needs of the students. “There isn’t, for instance, an A-level as in the British curriculum, that you sit and you pass,” Chris continues. “A lot of the work can be project-based, group tasks, and there
are lots of electives where students can choose things that they actually care about and would like to learn more about, such as sustainability and the planet, fashion, and robotics, rather than simply have to do set subjects.”
A shared sense of belonging and inclusion is encouraged at West Yas Academy, with inclusion extending beyond special needs to things such as English as an additional language –there is a big push on literacy across the school. In fact, there are a number of initiatives underway, some of which are being fuelled by the revamping of certain facilities. There is a new secondary library coming on stream shortly, for example, while one of the swimming pools is being upgraded so that activities such as water polo and scuba experiences can be introduced.
“A further initiative we are researching,” Chris says, “revolves around the fact that in the UAE young people have to do National Service, so we are looking into the idea of something like a ‘cadet force’ to help bridge the gap between the school and the military, teaching skills that include leadership, teamwork and perseverance. We are working on this currently and hope to make an announcement in the not-too-distant future.”
We heard a lot about the role of technology in education during the pandemic, with digital solutions helping school communities to continue learning in the face of uncertainty and disruption that none of us could have predicted. And we now have the opportunity to apply what we’ve learned to usher in a new era of education, one that is powered to a significant extent by technology while remaining focused on human connection, and one that rejects the false choice between stimulating software and an outstanding teacher.
“We have just opened an e-sports hub, which is kind of a posh computer gaming space where we’ve partnered with Lenovo Computers and Microsoft,” Chris says. “We want to move away
“We want to move away from Minecraft and games to use the idea of gamification as a wrapper for learning”
from Minecraft and games to use the idea of gamification as a wrapper for learning. I believe the education world is still slightly out of step with the reality of the workplace and, while there is still a very important place for a library with real books where you can sit down and leaf through the pages and share with other people, at West Yas Academy we’ve invested in STEM and STEAM, electronics labs, robotics, virtual reality goggles – we have all of the bells and whistles that are so vital in the modern world, allowing us to provide flexible access to instructional content”
Technology alone will not usher in education’s new era. It is critical that we leverage digital solutions with a community-oriented, connected and human approach. At West Yas Academy, they are achieving this by fusing ‘high-tech’ with ‘high-touch’.
Parental engagement has a large and positive effect on children’s learning, and at West Yas Academy they utilise a variety of ways to stay connected. There is a monthly ‘Meet the Principal’ coffee morning, where anything and everything can be broached, plus a governing group of parents who join the school at a more strategic level to help look at its development. There is a parent-teacher group too, for events like International Day and World Book Day, and, of course, parents are invited to events like school productions, parents’ evenings and curriculum evenings, where the school explains what it is teaching and how it is teaching it.
Naturally, problems and concerns from parents arise, but as Chris explains, whatever feedback you receive, the answer to the problem is invariably in there somewhere. “If you don’t take it
personally there is always a truth there, and although it can be uncomfortable and bruising to hear, if you listen and then act, the situation will improve.”
Principals vary in strategy, temperament and leadership style, but West Yas Academy is lucky to have a Principal who believes that empathy is very high on the list of what is required for a position that can, at times, be extremely challenging. “You have to listen carefully and meet people where they are, be they students, teachers or parents. Also, keeping calm and carrying on in stressful situations is crucial in the toolbox of a good principal, but you must always have at the centre of your decision-making a very simple question, which is, what is best for the students?”
CPD AND SUSTAINABLE VALUES
Research shows that effective Continuing Professional Development (CPD) helps children succeed and teachers thrive. And at West Yas Academy, CPD opportunities are finely honed; indeed, thanks to parent company Aldar Academies, they are of a higher level than many other schools … which is ultimately great news for the students.
“There are in-house staff meetings and training we do amongst ourselves in the school,” Chris says, “but because we’re part of a group, we have what we call the Aldar Training Academy, offering CPD at all levels for all staff, including both teaching assistants and teachers. In addition, I teach the National
At West Yas Academy, they provide a structured learning environment for all ages and phases
Professional Qualification for Headship (NVQH) at Aldar in collaboration with a group called Best Practice Network in the UK, so as far as CPD goes, I would say we normally do pretty well.”
Another area where the school does ‘pretty well’ is sustainability, with looking after the environment being one of its three main values. “There’s a lot of sustainability in the curriculum,” Chris explains, “including field trips to places like the mangroves, and Aldar wants us to be net zero by 2030, so we’re very focused. There are lots of eco-clubs around the school and we are big into recycling and things like low-energy lighting. In some ways, sustainability has become a rather fashionable word, but it’s one that we take very seriously
with initiatives such as hydroponics and a water recovery system that recycles moisture from the air.”
There are plenty of sustainability options within the extra-curricular activities too - as well as lots of sports, art, drama productions, computing, and much more - including an eco-club that looks after things like recycling and the plants around the school.
An exceptional school is one where students and teachers feel happy, valued and safe. Where staff have the time, support and funding to be able to provide tailored solutions and teaching for young people. West Yas Academy is just such a school, and not only because of its unbelievable facilities, taking in everything from a spinning room with bikes through to IT labs and drama rooms, or its fantastic international team. No, it’s also about a really invested parent body and a community that genuinely cares.
the Islamic Studies teacher singing the call to prayer live. All of the men and the dads went out into the playground where we’d put and big carpet and they all prayed together; all the ladies went off to another room and prayed. And then we gave gifts to our cleaning and security staff that had been donated by the school community, underlining one of the five principles that Muslims believe are compulsory acts ordered by God – charity. We were all certainly blessed on that day.”
West Yas Academy is, then, an inclusive school built around the traditions and ambitions of the UAE, and is committed to providing a topquality Arabic and Islamic education in tandem with a family of students, parents and educationalists who all work hard to ‘deliver excellence for all’.
To illustrate this point, Chris Nourse concludes by describing a very special day enjoyed by all at West Yas Academy: “We recently had a community Iftar meal where we invited everyone to come in and break the fast in the evening, bringing a dish to share and having a meal together. It was a very moving experience, with
There are plenty of sustainability options within the extra-curricular activities
An exceptional school is one where students and teachers feel happy, valued and safe
Al Mamoura Academy empowers students to achieve their full potential, developing young citizens equipped with a solid academic foundation, a passion for learning and exemplary character.
Sarah Weaver brings to Al Mamoura Academy over 16 years of leadership experience at both local and international levels; with eight of those being in the UAE. During her career, she has developed specialisms in school assessment, school improvement and early years education.
“We have an ambitious vision and purposeful strategic intentions, which are developed and reviewed in collaboration with staff, students and parents,” explains Principal Sarah Weaver. “The vision is that we are a sustainable and innovative learning community, where we nurture our learners through Collaboration, Leadership and Creativity.”
The Academy’s vision is further broken down into 10 clear strategic intentions with the responsibility for each intention being distributed amongst the academy’s senior leaders. The strategic intentions focus on inclusivity, community, learning, inspiration, leadership, sustainability, citizenship, innovation, breadth and depth of curriculum, achievement and aspiration for all students. “Student outcomes, from both internal and external sources, evidence our success in this as the large majority of areas are in excess of UK averages and the most recent ADEK inspection moved the school from Good to Very Good, demonstrating rapid and ongoing school improvement,” Sarah says.
The school’s core values, through the Al Mamoura Academy DNA models, have been formulated in consultation with the school community and are unique to Al Mamoura Academy, making learning holistic and focusing on:
The Learner DNA – What attributes make a great learner
The Values DNA – What makes a great person
The Teacher DNA – What makes a great lesson
Al Mamoura Academy challenges a diverse community of promising young people to lead lives of learning, integrity and high purpose, with its mission being to inspire the best in each to seek the best for all. It is supported in this quest by excellent facilities that include the very latest technology, such as VR headsets and robotics.
“We believe that imagination, creativity and big dreams can change the world!” Sarah says. “And we are focused on improvement and solutions, empowering our staff and students
Al Mamoura Academy challenges a diverse community of promising young people to lead lives of learning, integrity and high purpose
to be innovative and unconstrained. We celebrate thinkers, doers and new ideas, nurturing them through the use of a variety of technology within the classroom or during our ECA sessions.
“In addition, we have amazing sports facilities, including a swimming pool and a training pool, multipurpose playing fields, a basketball court and a dance studio. There are also soft play areas; the equipment provided supports and enhances children’s physical and social development.”
The curriculum at Al Mamoura Academy, the English National Curriculum, allows the school to fully integrate the above facilities into its everyday lessons. Moreover, as a school situated in the UAE, it also runs the Ministry of Education Curriculum. This means that students study Arabic and Islamic studies alongside the English National Curriculum, with Emirati students studying both subjects until the end of their education. International students study Arabic until Year 10 and can opt to study Arabic in Year 11 onwards if desired.
Leadership skills are abilities that help people guide teams, projects and organisations, with Al Mamoura Academy having significantly developed and enhanced the student leadership structure in recent years, giving the youngsters even more opportunities to showcase their leadership skills.
“The school has a range of roles encompassing a wide variety of areas, including Sustainability, Reading Ambassadors, National Identity and Emirati Culture, Sports Leaders and Ambassadors. Student leadership opportunities that are offered throughout the school, from our youngest children in Foundation Stage up to Year 13, allow students with a variety of different strengths to become role models, and enhance their understanding and development of democratic values to widen their skillset further,” Sarah explains.
In relation to the real-life application of learning and leadership, one of Al Mamoura Academy’s USPs is the promotion of industry partnerships.
This is a bespoke curriculum unique to the school and is important for several reasons, including:
Strategic mapping of the curriculum and industry allows for trips and visits to add value
Application of curriculum knowledge during visits
Introduction to new industries and roles to inspire students
The industry partners the school has relationships with include Gracia Farms, Miral, The Louvre, NYUAD Art Gallery, Heritage Village, Two4TwentyFour, Masdar City, The Aquarium, Al Thuraya Astronomy Centre, Abu Dhabi Environment Agency and Jubail Mangroves Parks.
The school places a high level of importance on the development of the whole child, emphasising the importance of pastoral care as well as academic knowledge. “Across Al Mamoura, moral education is taught through creative and innovative dedicated lessons and high moral values such as tolerance, empathy, resilience and mutual respect,” Sarah says. “The school goes above and beyond the minimum moral education legal requirement of the UAE.”
Al Mamoura Academy is currently undergoing an assessment to be awarded the Kite Mark as a recognised School of Character, incorporating Trust, Respect, Aspiration, Courage, Kindness (TRACK). “These values are in our DNA and are pivotal when developing the next generation of learners. By explicitly teaching students about these values, and working in partnership with our parents, the school is able to develop students socially, emotionally and intellectually,” Sarah explains.
Of course, a vital part of modern moral education is sustainability and caring for the environment, with Sarah continuing: “We are proud to be the first school in
the Aldar Education Group to achieve the Eco Green Flag status and were selected to represent the Aldar Education Group in promoting sustainable action across the region. Uniquely, our commitment to sustainable action is led almost entirely by a dedicated team of student ambassadors from ages 3 – 18.”
The education sector is constantly evolving, with new and innovative teaching methods, technologies, and research materialising continually. Professional development is therefore indispensable for teachers because it enhances their knowledge and skills, enabling them to advance their teaching practices in order to lead to better learning outcomes for their students.
At Al Mamoura Academy, in-house professional development (PD) takes place on a weekly basis and is mapped out in response to the identified needs of the staff body based on termly learning and teaching feedback, plus the Monitoring, Evaluation and Review process.
“PD is facilitated by teachers and leaders across the school according to identified strengths. We find a balance between making sure that PD is extended enough to allow teachers to learn, do and reflect, while also responding to current pedagogical changes. As such, we theme our internal PD sessions to take place over termly periods. Internal PD will either be whole-school, phase-based, or subject-based depending on the PD topic in order to match the training provided with the needs of our staff.
“To further support new staff to the school, we run an extended induction programme for teachers to introduce them to the ‘ways of working’ at Al Mamoura Academy. Alongside this, we have further professional development for our ECT staff, who have additional training at Al Mamoura,
In relation to the real-life application of learning and leadership, one of Al Mamoura Academy’s USPs is the promotion of industry partnerships
as well as allocated mentors to support their learning and development.
“We do not believe that professional development should only be aimed at teachers, so separate weekly training also takes place for our classroom assistants. This is facilitated by our Director of Learning and Teaching and is planned in collaboration with class teachers to respond to the needs of teachers and learners. The development of leaders is as important as the development of teachers; without strong leadership, we cannot develop strong teachers.
“We are aware that while in-house professional development has an important place in improving pedagogy, the value of external PD is equally important. As such, we offer a range of external professional development that allows our staff to educate themselves and support them in the next stages of their career, as well as identifying talent within the school and being conscious of succession planning at Al Mamoura. All staff have the opportunity to go on regular external PD, be that through the Aldar Training Academy, with external examination boards, or other identified opportunities.
Equally as important as the teachers in a child’s education are the parents, all of whom are valued members of the school community and involved and included in all aspects of school life.
“As a school, we have a clear communication strategy which ensures parents are well informed about what their child will be learning, their progress and the events taking place within the school,” Sarah says. “In addition to having a Parent Relations Executive, we regularly promote points of contact and who to speak to if a parent has a concern or requires support. The leadership team is visible and available at the beginning and end of each day to offer support to any families that need guidance. Regular newsletters, coffee mornings, workshops, community events and parentteacher conferences are scheduled to encourage parental engagement.”
Parents are regularly invited to celebrate their children’s successes in the form of curriculum showcases, awards assemblies and themed events, while the Al Mamoura Parents Association actively contributes to community events and the strategic direction of the school, providing a representation of parent voice.
The curriculum on offer at Al Mamoura Academy is both rich and imaginative, offering an excellent range of opportunities designed to motivate and inspire all students. Enrichment days and activities have been developed across the whole school, such as World Book Day, Seussical the Musical, STEM Weeks and Fabulous Finishes, making a significant contribution towards expanding the curriculum further.
“We are a wholly inclusive school that prides itself on being student-centred, family and community oriented. We believe that every person has worth and is entitled to be treated with dignity and respect and, in a society where young people need to prepare for a changing world, learning is a life-long process,” Sarah concludes.
“We are proud to be the first school in the Aldar Education Group to achieve the Eco Green Flag status”
Carmella Jodrell joins The English College with a wealth of leadership experience, most recently as Head of Primary at Kent College, Dubai. Prior to coming to Dubai, Carmella was Head of Primary at a top British curriculum school in Egypt. She has also worked in the UK, Taiwan and Malaysia.
The English College, one of the leading British curriculum schools in the region, has recently appointed Ms Carmella Jodrell as the new Head of Primary. Carmella will begin her new role in August 2023, and brings a wealth of experience and knowledge from her work in schools across the world. The English College is passionate about the holistic growth of its students and strives to encourage the development of their individual passions. We spoke to Carmella about her new role and the best way to inspire and nurture young learners as they begin their education.
EDUAE: You’ve recently taken on the role of Head of Primary at The English College. Congratulations!
What are you most excited about in this new role?
Carmella Jodrell: Whenever there’s a move to a new school, the most exciting thing is getting to know the community. I’m looking forward to meeting the children, parents and staff and finding out more about how I can fit into and support an already very successful and happy school.
EDUAE: You’ve worked in schools all over the world. What attracted you to The English College?
CJ: It was the warmth of the school. When I went for my first visit to The English College, I met many lovely senior leaders, teachers and support staff, who were all very happy and welcoming. I felt that it would be a community that aligned with my values and aims as a Head of Primary to create an environment everyone wanted to come to, were supported to flourish in and formed a central, safe community space of excellence. I’ve visited the school many times since then and I’ve never had anything other than a very positive experience. I once sat waiting to meet Mr Ford, the Principal, and many of the secondary students passed by whilst I was there, wishing me a good morning and generally being absolutely delightful. I remember thinking this is a special place - everyone seems happy, confident and polite. Who wouldn’t want to be a part of that?
EDUAE: What do you find motivates Foundation and Stage 1 students, and how do you adapt the teaching approach to give them the most rewarding and beneficial experience?
CJ: When I trained as a teacher, there was very little focus on the teaching skills required to support children in their early stages of learning. The priority was on the formal learning of the National Curriculum, which was a new curriculum at the time of my BEd and started from Year 1. Since then, I’ve attended a variety of teacher training sessions around Early years learning, I’ve taught in the Early Years and have opened a nursery for children from six months to three years and an EYFS department from 3-5 years. The Early
Years is a part of school provision that I’ve come to love and cherish as the very best foundation for all learners.
The best practice is where teachers manage to spin all plates at once. Sometimes I go into the Early years classes and see children singing, dancing, role playing, building and exploring. Other times there is a focus on language and literacy or mathematics skills and this is important too. You can never tell what’s going to take a child’s interest when they are so little, so you do need to offer many different opportunities to engage in learning. Sometimes a child will spend three minutes on an activity and other times they will take the entire day to explore something they are interested in. Whatever it is that children are doing, they should be loving their learning experiences, showing high levels of engagement, and be making excellent progress, both socially and academically.
As for what motivates children, well, that has to be the element of fun! Even the most mundane of tasks can be dressed up in a fun way. I was in an FS2 class recently where the children were delighted to tell me that a word had a ‘split digraph’ in it. I actually think that the most skilled teachers find it very easy to motivate young children, it’s all part of their magic. Making learning real and meaningful goes a very long way, regardless of the age of the learner.
EDUAE: What elements of Early years education do you think are fundamental to create a great foundation for learners?
CJ: The UK Foundation Stage curriculum focuses on seven different aspects of learning from birth to five, and the best practice of this is when teachers use the environment to support learning. The indoor, outdoor and emotional environments are key considerations when planning for the most creative learning opportunities in FS1 and FS2. Children need a broad and balanced curriculum following their interests and a thematic learning plan to explore the world around them, develop new skills, and incorporate all of this into their play. When it is not balanced, you might find the same children playing with
the train tracks all day, every day. Supporting independence, communication and language, along with well developed social skills, sets children up for success throughout their education. Moving forward, children need to enter into Year 1 with all the above skills and manage the expectations of the more formal skills required as a student. Putting in place a strong phonics, reading and writing programme is key to ensuring children will manage the expectations of Year 1 and 2. At The English College, this programme is Read, Write, Inc. It’s, without a doubt, the best programme I’ve ever used to see rapid progress in reading and writing skills, and it’s great fun for the children too. This programme starts as early as FS1, meaning that children can enter Year 1 with well developed literacy skills, giving them an excellent academic foundation.
EDUAE: How does The English College create this environment for young learners from the very start of their education?
CJ: The English College supports the most beautiful Early Years Environment - it’s honestly a hidden gem. I would have loved my children to have started schooling in an environment like this. Each classroom is well resourced to support all aspects of learning that we’ve been talking about, along with their own outdoor learning areas of each classroom and a larger playground that supports gross motor skills, with climbing frames and other equipment to support physical development. There’s a delightful focus on storytelling and small world activities for children to role play the stories they hear, using characterisation and setting in a small - but real - way. The teachers
Supporting independence, communication and language, along with well developed social skills, sets children up for success throughout their education
and teaching assistants focus on supporting the children to feel safe and confident in their environments and are experts in building self-esteem.
Another special aspect to The English College are the pod areas from Year 1 upwards. These spaces allow for an extended learning experience to support independence, critical thinking and problem solving. During a recent open day visit, I noticed a garden centre set up for the children to play in, which was extremely popular with the visiting guests. There’s so much learning happening when children are given the opportunity to be creative and extend their learning together. As the children get older, these spaces are
used to develop other skills, such as circuit making in science, coupled with technology as children build a house out of cardboard boxes and add the circuits to light the house. Brilliant fun.
EDUAE: How do you feel parents can best support their child’s education at home?
CJ: When schools communicate well with parents, the skills children learn can also be supported and developed at home, strengthening children’s understanding and allowing them to share their knowledge with others. All of this fortifies a child’s selfesteem and confidence, ensuring they see themselves as successful and knowledgeable learners. Daily reading to and with children is a brilliant way to help them develop their language and literacy skills, whilst also teaching them about the world they live in. I once had the privilege of working with an in-house educational psychologist who used to give talks to parents and teachers. One of my favourite sessions was her support of Special Time. She promoted this as an aspect of parenting that was as important as clothing and feeding a child, but it supported their emotional growth and helped to build a bond between child and parent. It involved giving your child 20 minutes of uninterrupted time three times a week (each parent must do this separately). Parent and child play together, but the child must choose the task, it’s never the parent’s choice. I did this regularly with my children when they were young and it’s such great fun. I learned so much from my son about cars during this time and my daughter taught me numerous ways to organise her bedroom! I agree that forming relationships is key; in our busy worlds, we must find time to make our children feel special and connect with them. One certain thing, is that children who come from families where parents are involved in their learning make the best progress at school.
EDUAE: What are your hobbies and what’s your favourite way to spend your downtime?
CJ: I’ve been thinking about this, and I realised that the things I like to do now are largely things that were supported and developed in me as a child. For example, I love to make things out
of fabric. My mum was also a good seamstress, but her work was primarily done by hand. When I was 10, she purchased an electric sewing machine, but she was never comfortable with the speed at which it went, so she never used it. Soon after, my father brought home lots of rolls of fabric that he was clearing out of a shop (he was a shop-fitter for a while). So, one quiet Sunday afternoon, I took out the sewing machine and the fabric rolls and made myself a skirt...the beginning of many years of creativity to come. I also like to draw and paint, this was a skill that was ignited by my grandfather, who used to draw ballerinas for my amusement.
I also like to be active, which can be a challenge some days, but walking the family dog gets me out at least twice a day. He’s called Ziggy and was a well-being dog at my previous school. Perhaps he’ll make an appearance at The English College in the new academic year, as he’s really wonderful with children. If children speak clearly enough, he’ll do lots of tricks for them - roll over, sit, shake paw, high five, turn around - he’s very easy to train and will do most tricks if there are treats to be had. On a really good day, I’ll manage a swim and some yoga, both really help me to relax and unwind. I read every day, whether this is a novel, a new recipe or an article to support my studies. I have to have at least one novel on the go, and I’m part of a book club, so I can’t keep the books going for too long, or I’ll miss the lovely chats we have at the end of each book.
The Early Years is a part of school provision that I’ve come to love and cherish as the very best foundation for all learners
Year 7 pupils from the leading British Curriculum school, the Royal Grammar School Guildford Dubai (RGSGD), travelled to the UK as part of the school’s latest enrichment trip where they had the opportunity to visit the RGS home school in Guildford and experience a full school day that included lessons, a science experiment and a session with RGS Guildford’s Head Master, Dr Jon Cox. Throughout the week-long trip, the pupils also took part in football challenges and tournaments, visited a Guildford Flames Ice Hockey and Rosslyn Park Sevens game and took part in sporting experiences, activities and sightseeing around London.
The trip highlights RGSGD’s strong links with its sister school in the UK, with both schools sharing the same learning habits and values that underpin the school’s ethos, as well as following the same House System which allows pupils from both schools to take part in house tournaments, such as chess competitions.
Other activities that unite the UK and Dubai pupils include Year 3 and Year 4 pupils taking part in RGS Guildford’s Prep Science week, Year 5 pupils have a RGS UK pen pal and Year 6 pupils who connect with RGS Guildford Seniors through Q&A sessions.
Researchers from Canadian University Dubai (CUD) have received the Best Empirical Paper Award at the 1st International Conference on Management, Economics and Social Science (ICMESS, 2023). Head of Creative Industries, Professor Naveed Yasin, and Teaching Assistant in the Department of Creative Industries, Mrs. Gayatri Nair, were awarded the accolade for their paper ‘Am I also an entrepreneur? Determining the Efficacy of Enterprise Education in the Creative Industries: A Canadian University Dubai Perspective’. Using mixed methods, the study explored the enterprising characteristics of Creative Industries (CI) students at Canadian University Dubai. The results indicated enhancements in all key enterprising characteristics among the total sample population following their involvement in enterprise education. The research also demonstrated specific variations linked to the specialisations of the pathways, which included students from Media Business, Interior Design, and Communications.
The Institute of Environmental Management and Sustainability Middle East (IEMS Academy), the Professional Certifications and Conformity Assessments arm of BEEAH Education, has signed a comprehensive Memorandum of Understanding with Ajman University.
The landmark MoU marks the beginning of an important collaboration between both entities and will see IEMS offer the students and stakeholders of the leading UAE institution the unprecedented opportunity to gain professional qualifications and certifications in the field of sustainability and environmental management.
In line with its continuous efforts to foster innovative thinking and competitive learning opportunities for students, Abu Dhabi University (ADU) hosted the first Future Mobility Challenge. The event witnessed the participation of international delegations from the USA, Italy, Qatar and Egypt, as well as 15 high schools and six universities from across the national academic ecosystem. In addition, over 400 individuals attended the event to encourage and cheer on the competing teams. First place went to the female team from Maryland, second place went to the International Schools of Choueifat SABIS Ruwais team, and third place was awarded to the Italian team.
ADU COLLEGE OF ENGINEERING CONCLUDES THE UAE’S FIRST GLOBAL EEE FUTURE MOBILITY CHALLENGE
Using mixed methods, the study explored the enterprising characteristics of Creative Industries students at Canadian University Dubai
The landmark MoU marks the beginning of an important collaboration
Two Mohamed bin Zayed University of Artificial Intelligence (MBZUAI) Executive Programme (MEP) teams presented their winning AI sustainability solutions at a graduation ceremony for the programme’s second and third cohorts held at the university’s Masdar City campus.
The winning capstone projects were X-4 Cast and Pulse, with the former harnessing AI and machine learning to improve the accuracy of weather forecasting and the latter, an AI-based technology platform, looking to increase the inclusivity of climate change issues in the run-up to COP28 UAE by listening to and recording the insights of groups who are most threatened, including indigenous communities, farmers, youth, and people of determination.
Canadian University Dubai (CUD) student, Nafisa Saeed, is among the winners of the international LIV Hospitality Design Awards 2022, announced recently in Switzerland. Her design entitled, ‘Nostalgia – Healing Your Inner Child’, aims to support adults’ restoration and relaxation through childhood nostalgia, and won the award in the Wellness category of the annual interior design competition.
Nafisa was one of three CUD students recognized in the contest, among hundreds of entrants from both education and industry.
More than 160 students from 21 high schools across the UAE made a huge splash at Emirates Aviation University’s (EAU) sixth annual Water Rocket Competition, held in collaboration with Boeing.
Students built the rockets with materials like plastic bottles, foot pumps, clay blocks, electrical wiring tape, grocery bags and plastic sheets, which also brought home the message of repurposing and recycling everyday items. Teams could only power the rockets using water and air-pressure propulsion and were encouraged to design and experiment with creative nose cones and fins.
The Lance team from St Mary’s Catholic High School won top honours for launching the rocket to a distance of 103 metres. The Eagle 2 team from Islamiya English School came in as first runners-up for reaching 96 metres, and the Icarus team from Merryland International School was second runners-up for touching 84 metres.
Teams could only power the rockets using water and air-pressure propulsion
The winning capstone projects were X-4 Cast and Pulse
Middlesex University has a global research and knowledge exchange network which works towards a brighter future for people around the world. Through their collaborative, creative and inclusive approach, they are helping to shape the changing global research landscape. Professor Carole-Anne Upton is the Deputy Vice-Chancellor for Global Innovation and Impact at the University. We spoke to her about what her role entails, and how Middlesex University is helping to address global changes.
PROFESSOR UPTON is the Deputy Vice-Chancellor for Global Innovation and Impact. She joined the University in 2012 as Dean and Professor of Theatre. Prior to joining the University she held the Chair in Drama at the University of Ulster and was previously a lecturer in Drama and Deputy Dean of the Faculty of Arts and Social Sciences at the University of Hull.
EDUAE: You’re Deputy ViceChancellor for Global Innovation and Impact. What does an average day look like for you?
Professor Carole-Anne Upton: My work is really about finding new ways of generating and using knowledge to address global challenges –sustainability, health and well-being, inclusive socio-economic development – through education, research and partnerships with people and organisations beyond the University. That’s exciting, but it’s a giant challenge and the day-to-day work is all about bringing together people, ideas and opportunities in ways that can make a real difference in the world.
The wonderful thing about my working life at Middlesex University is that no two days are the same. I am privileged to work with inspirational
people from around the world who are ambitious, innovative, creative and often the leading experts in their fields. I love seeing students follow their dreams through their time at the University, discovering their potential and achieving success in all sorts of ways – academically, personally, professionally. Our distinctive approach to education is global and inclusive, bringing people together from all over the world to share experiences, knowledge, challenges and perspectives. That is truly an enriching way to learn, and on a personal level, I benefit from
that enrichment every day, through my own engagement with people from all different backgrounds and cultures.
EDUAE: Your career has been primarily in the arts, how does that experience support your current position?
Pr CU: I am naturally curious and enjoy learning about different ways to approach a problem, including methods used by my colleagues in the sciences and social sciences, and in fact the global challenges of today’s world demand multi-disciplinary responses, so those crossovers are more important than ever. My own background is in the arts but I also studied languages and a certain amount of maths, so I have a foundation of skills in communication, literacy and numeracy, which I draw on every day. I tend to look for creative approaches to a problem and never assume that there is a single ‘right’ answer or a single way of doing things. The arts are all about finding new ways of seeing and my particular background is in theatre, which is by nature collaborative and interdisciplinary and prizes innovation. I try to bring those principles into my working life, and I hope my colleagues and collaborators would confirm that!
EDUAE: What initiatives are in place at Middlesex University to contribute to the creative and cultural industries?
Pr CU: Middlesex in London has a long and distinguished history of leadership in arts and culture. In fact, the University was formed in 1992 from a number of older educational institutions including a drama college and the world-renowned Hornsey College of Art, so we have an exceptional pedigree. Today, we continue that tradition by working closely with creative industries and addressing their immediate and future needs. For example, at Middlesex University Dubai we recently inaugurated our new, enhanced stateof-the-art Film Lab MDX Studios, which is a fantastic initiative whereby our film students work from ‘script to screen’ with industry partners throughout their programme, to the point where several of our students have scooped prestigious awards for their films and have had them distributed in the cinema at our annual student film
At present we have approximately 20,000 students in the UK and up to 38,000 worldwide
festival, Premiere de MDX Studios, even before they have graduated! And all of this encapsulates that global orientation I talked about earlier - for example, our popular BA programme in Advertising, PR and Branding is offered at all three of our campuses in London, Mauritius and Dubai, and through our partner organisations in Vietnam and Hong Kong.
EDUAE: What’s the importance of an environment that supports innovation and the development of ideas, and how is this kind of environment created and maintained?
Pr CU: At Middlesex, we believe in putting ‘knowledge into action’ and
that means we are both real-world and future-oriented. We make sure that students are getting up-to-date skills by working in state-of-the-art facilities, so for example, our film students in Dubai work with Dolby Atmos sound and RED cameras, and in London, students work with the latest Canon camera equipment and Avid post-production facilities. Our practical teaching and learning facilities in London and Dubai really are second to none, including fashion studios, film and audio facilities, graphic design studios, and we have just opened a brand new VRx Lab in Dubai.
We invest heavily in our physical and digital infrastructure, but the most important factor in enabling
innovation is bringing the right people together. Our students are taught by researchers and professional practitioners, and throughout their programme they engage with industry professionals, by taking student work out to festivals and competitions, by working with industry to live briefs
We believe in putting ‘knowledge into action’ and that means we are both real-world and future-oriented
and in placements, and by bringing employers and industry leaders into the University to collaborate with us.
EDUAE: What do you feel is the importance of lifelong learning, and how can we prepare learners of all ages for both challenges and opportunities?
Pr CU: Well, learning isn’t just for the young! We all need to keep learning throughout our lives, so to me, this is just a natural thing to do. If we want to keep up with the pace of change in technology, for example, and to have a successful and fulfilling mosaic career, then we need to keep renewing our skills and learning about new things.
The University is there to make sure that the opportunity exists for everyone to advance their education, whatever stage they are at in their career. If anyone is unsure about what opportunities exist for them, please come and talk to us!
EDUAE: Can you talk about the growth of Middlesex University globally and how will this growth benefit future learners?
Pr CU: We think of Middlesex University as a global family, of people who are all different but at the same time connected by shared values and ambitions. We want to grow those connections so that we can work together to address those big global challenges that affect all of us. We already have campuses in London, Mauritius and Dubai and partnerships all over the world, and we are looking to expand. At present we have approximately 20,000 students in the UK and up to 38,000 worldwide, and the international mix is growing on each of our campuses, which is a real asset in terms of the student experience and the opportunity to learn in an international setting.
EDUAE: As a lover of the arts, can you share your favourite artists, musicians, actors or performances and how these have impacted or shaped you?
Pr CU: I love seeing performances that challenge my assumptions and stimulate new ideas. I recently enjoyed a fantastic trip to the Louvre in Abu Dhabi, with its wonderful architecture and fabulous collection. And in London, the last show I saw was the Lehman Trilogy, an outstanding National Theatre production featuring amazing acting, against a beautiful set.
When it comes to favourites though, one performer stands out above all for me, and that is my daughter. She is a dancer, so my favourite performances have to be those where I can enjoy being a proud parent.
A degree from Canadian University Dubai paves the way for graduates to do amazing things. From scientists and writers to engineers and architects, this renowned institution has a long list of pioneering alumni, and in this issue of Education UAE, we get to talk to one of them, architect and urban sketcher, Alan George.
EDUAE: What year did you graduate and what was your major?
Alan George: I graduated over a decade ago in 2012, with a BSc in Architecture Studies from Canadian University Dubai.
EDUAE: What were your expectations going into university, and how did they compare to your experience once you got here?
AG: Not a lot of expectations, more the feeling of intimidation. Going to study at an ‘international’ level was daunting. However, the opposite was true at university. There was a massive sense of camaraderie, especially within the design school. My university experience remains one of my cherished memories for relationships formed and the foundation of academia to build on.
EDUAE: Do you feel that there is anything unique about Canadian University Dubai that sets it apart from other universities?
AG: We were allowed to explore ideas within a structured format. Faculty went out of their way and encouraged students to develop the best possible designs. This in turn built an innate sense of diligence, quality control and visual acuity across all aspects of the design process.
EDUAE: What type of career are you following, where are you now living and working, and how did the university help you to prepare for this new life?
AG: I have been practicing as an architect for over a decade in Dubai, my home, where I was born and raised. The design ecosystem in the UAE is one of the most rapidly evolving markets, in comparison to the rest of the world. There has been, and will always be, a demand for highly talented individuals with passion and an entrepreneurial
drive. University instilled this mindset during education. In addition to our ‘academia’, university nurtured many soft skills required to succeed in this market, including communication, clarity of thought and critical thinking.
EDUAE: What were the biggest challenges you faced in university?
AG: Time management. As a ‘high school’ student, typically one does not have control of or the opportunity to resource allocation of time. In university, it’s all on you! I remember struggling initially with procrastination and being a perfectionist, which is a lethal combination when it comes to productivity and actual execution. However, much like any skill, the more I worked at it, the better I became. With the help of faculty and batch mates, I was able to develop frameworks for succeeding and delivering on timelines.
EDUAE: What is your favourite memory of your time at university?
AG: There are a few! The common factor was the company I kept. Architecture school can be quite isolating, given the hours and mental space needed for the programme. Therefore batch mates become quite an important support system. The bonds formed with fellow batch-mates remain to this date. We quite often discuss and critique each other’s work today, much like we did over a decade ago in the studio. I value their opinion deeply Needless to say, they have been a catalyst to some of the best memories at university.
EDUAE: What did you like best about the city in which the university is located?
AG: The vision of the leadership. Dubai is one of the few cities in the world that now has a track record of being able to deliver on a vision. This energy
can be felt by anyone practicing at the pinnacle of their field and it’s infectious!
EDUAE: Knowing what you know now, would you still choose this university if you had the chance to do it all over again? Why or why not?
AG: I would absolutely do it again! My belief is that most architecture education, at its core, is similar across most universities. The differentiating factor then becomes faculty, environment and colleagues. I believe the success of a university truly depends on these three pillars. With that in mind, I would completely do it all over again! The knowledge and support I have received from these three pillars at Canadian University Dubai continue to add value to my career to this day.
EDUAE: Are you still in touch with any of the other students you spent time with there?
AG: Yes! We still remain a tight-knit group. Much like in the design studio, we aim to elevate each other. In university, the most important resource you could share with colleagues was your time. Today, we share industry insight, client relationships, opportunities for collaboration and much more.
EDUAE: Do you have any advice for students getting ready to start university?
AG: Go above and beyond! Don’t just aim for ticking boxes on a checklist, but aim to add more boxes! Say yes to as many opportunities as you can. Absorb all the experiences you can and let them mould you. Be critical of your time and learn from your mistakes.
I would absolutely do it again!
There was a massive sense of camaraderie, especially within the design school
ChatGPT and similar tools are here to stay, and it is futile to try to prevent their use. The best course of action is to guide university students to use such AI-enabled text-generation programmes responsibly and ethically, according to an internal paper prepared by the American University of Ras Al Khaimah (AURAK).
As ChatGPT and several newer AI
writers are predicted to disrupt the academic world in particular, the study takes the sober view that it is best to embrace these tools and integrate them into teaching practices.
The study acknowledges that ChatGPT poses a serious threat to academic integrity, but also underlines ChatGPT’s potential to be a helpful
instructional tool under faculty supervision, with several do’s and don’ts.
Prof. Stephen Wilhite, Senior Vice President for Academic Affairs and Student Success/ Provost, AURAK, said: “It is very obvious that ChatGPT and other AI writers are set to have a profound impact on higher education. But apart from the obvious negative aspects,
AI writers also have some intrinsic positive elements which can be used effectively to students’ advantage. The challenge is to find a win-win solution.”
In an experiment to assess the gravity of the situation, AURAK’s IT Department conducted an experiment. Staff members generated an essay on Climate Change using OpenAI’s ChatGPT. Then they ran a plagiarism test using the SafeAssign tool embedded in AURAK’s LMS Blackboard Learn. The result showed 25% of the essay content was copied or matched a source from the internet.
A further test of the demo version of GPT-2 Output Detector showed 100% match with ChatGPT produced content. However, detection of plagiarism was greatly reduced when ChatGPT content was paraphrased by Qillbot.
The rising popularity of ChatGPT and other AI writers underlines the need to have supporting faculty to maintain academic integrity, while incorporating appropriate use of AI tools.
According to Professor Stephen, there is a need to revise the Academic Integrity/Statement on Plagiarism sections of the syllabus template. He recommends universities make it explicit that use of information generated by ChatGPT and other AI writers without identifying the source of the information would constitute plagiarism, which is a violation of the Honor Code and the Student Academic Integrity Policy.
Says Professor Stephen: “Anti-plagiarism software is not good at detecting ChatGPT-generated content. Providers of such software (e.g., SafeAssign, Turnitin, etc.) are endeavoring to improve detection. Also, ChatGPT has developed its own tool for detecting ChatGPT-generated content – GPT-2 Output Detector, and other ‘detectors’ are also being marketed (e.g., GPTZero). However, use of other paraphrasing software (e.g., Quillbot) greatly reduces detection of ChatGPT-generated content.”
writing occur in-class with a zero tolerance policy for possession of any electronic devices during such writing exercises – “flipping” classes with reading, viewing of lectures, videos, etc., occurring at home but with writing about the material occurring in class. Further, if written assignments are to be completed outside class, universities should collect an inclass sample of students’ writing as a “baseline” against which written assignments completed outside class can be compared. However, AI writers will increasingly be able to mimic the writing style of users if provided with a sufficient sample of the user’s writing. The study recommends greater vigilance when it comes to examinations, such as having multiple, trained proctors present based on number of students being tested and having all electronic devices turned off and stored at entry to the exam room. Despite the challenges, there are positive educational benefits of ChatGPT – it can be used as a helpful instructional tool under faculty supervision and as a tool to promote information literacy. Graduates will increasingly be expected by employers to use AI writers in the workplace, so gaining familiarity with them and how to use them responsibly and ethically while in university, will better prepare students for their work after graduation.
The AURAK study recommends changes in assignments and assessments in educational settings. For example, in written assignments, students could be asked to connect personal experience or events from the class to course concepts, as the AI writer does not have access to personal experiences or class events. They could be asked to pair short written submissions with oral, in-class questioning about the submission. Another recommendation is to have
Despite the challenges, there are positive education benefits
AI-enabled textgenerating programmes are here to stay; students should be guided to use such tools responsibly and ethically
will take you on a journey to develop digital strategy – one that is right for your alone, acknowledging that every school is every child. Covering all elements in order core values and ethos with the reality of this book will take you through building governance, tightening up on your safeguarding world and supporting you to have the and develop your digital pedagogy and
contributions from teachers and schools the digital ecosystem, the book intends to develop your own digital vision.
While the design of a new Rashid and Latifa School (RLS) campus is in full swing, an innovative digital ecosystem is in development alongside it. Built on design principles that are entirely focused on the school’s ‘innovative model of learning’ provision, the digital ecosystem will be like no other.
RLS and Kinteract are on a mission to create a system that puts people at the heart of learning. Up to this point, education has been heavily driven by tech companies, whereas educational institutions are now being empowered to question what they are being offered. One key element for RLS is the partnership with Kinteract and how eager they are to develop a platform which works for the school, and most importantly, the students. With an interoperable system providing guidance and support for all stakeholders, RLS are eager to enhance learning with this infusion of technology.
At the centre of the ecosystem is Kinteract, a new kind of learning workspace that facilitates the unique journey of every child. Kinteract’s flexible technology forms the heart space, the majilis, which nurtures and supports the holistic overview of the child through every step of their learning journey.
“The Kinteract team is honoured to be working with the forwardthinking leaders at Rashid and Latifa
School as we build an ecosystem to serve the unique needs of every student and community stakeholder. We are all committed to making the world a better place by providing every learner with the opportunity to have their passions and strengths recognised as they strive to achieve their dreams and lead future generations into a bright future.“ says Phil Redhead, Executive Director, No Rules Learning and Director of Education & Innovation, Kinteract.
Development began with some fundamental questions around learning, such as ‘what do students want to learn?’ and ‘how can we empower learner agency?’ From a focus on hyper-personalised pathways for every child to ensure their individual needs are met, to crafting a seamless experience for all users while paying careful attention to the didactics involved in effective learning. By asking these questions from conception, the result is a technology that encompasses the purpose, method and results, allowing for an ecosystem that holistically supports each individual learner. Kinteract will also work wonders to connect the school to the
No longer will education be driven by technology, this new ecosystem puts people at the heart of learning
wider community, by operating as a key connection with parents across FS-YR13, which will enable consistency, collaboration and development.
Philippa Wraithmell, Assistant Principal at RLS shared her excitement to be working alongside Kinteract on this project “Kinteract is the beating heart of our school’s digital ecosystem, real time, relevant information, individual to every child will be carefully curated, used to support and nurture every child’s journey through RLS. This interoperable system allows all staff at RLS to embrace technology in a way which empowers everyone, we are not driven by technology, we drive technology to support our learners to be curious and critical at every step. Kinteract is not just our LMS, it is a hub of knowledge which is leading possibility.”
It’s rare for a school or group to be able to build a digital ecosystem from first principles that focuses on what’s best
for the student, as well as providing real time information that today’s learners and expert teachers demand. Yet that is what the team at RLS are delivering.
Phil Redhead shared his insight into the changing landscape of education “Schools globally are innovating their curriculum provision to include futurefocused skills, attributes, values and entrepreneurship education. As these innovators find that their existing platforms are no longer fit for purpose to support their aspirations, they are looking around for technology that accelerates learning. This is when they find Kinteract and the reaction is always: ‘So it does exist!”.
The ecosystem will empower the seamless integration of systems, which will change the narrative of learning management technology. API connections can read and write, allowing Kinteract to be a powerful tool in relieving workloads and
supporting a more focused analysis and individual support for students. Kinteract’s Learning Journey Solution (LJS) collates data into one place easily, driving personalized and holistic development, something which no other platform is currently able to do on its own. It enables:
The digital ecosystem supports RLS in its continued development into a hub for innovation
Innovators find their existing platforms are no longer supporting their aspirations, they are looking for technology that accelerates learning, this is when they find Kinteract’s Learning Journey Solution
Every student to build a personalised portfolio of holistic achievement that goes beyond the core curriculum and grades
Aggregation and awarding of micro-credentials forming a key element of the learner portfolio
Real-time progress and achievement data to be visualised and accessible to teachers, school leaders and parents
Accelerated learning in all areas of the curriculum and beyond, through the setting of targeted next steps
Student agency and voice on a whole new level
Professional development aligned with the needs of learners
Simplified systems for parents to engage deeply with their child’s learning
Wellness to thrive
Rashid and Latifa School will be a hub for innovation, with communication of why and how students are learning at its core. All stakeholders will be involved in the development of this digital ecosystem, which will be created
to support awareness of the next steps for everyone. It will not simply be a place for learners, teachers and parents to go to find content or marks, Kinteract will flow with knowledge.
To learn more about how Kinteract’s Learning Journey Solution can support your school, contact Phil Redhead, Director of Education and Innovation at Kinteract
To learn more about how Kinteract’s innovative technology can help transform your school, contact +44 116 4979 090
Phil Redhead, Director of Education and Innovation at Kinteract
The ecosystem will empower the workflows demanded by future-focused educators, parents and students
Tony Saleh, Currently, a Managing Director for Netland Middle East headquartered in Abu Dhabi. Served 10 years as Senior Regional Director for world largest telecom vendor and 7 years as GM for two SI companies in the UAE. Tony is now working with educational institutions across the GCC region to help them with their digital transformation.
Netland Middle East, established in Spain
24 years ago and headquartered in Abu Dhabi since 2020, specialises in IT services and consulting, and as a
Google for Education Partner, assists schools and universities throughout the region in expanding their network capacities, reducing time spent on internal processes, and ensuring that they have the very latest and best in equipment and software. Education
UAE spoke with Tony Saleh, Managing Director of Netland, initially asking why the organisation chose Google. “We feel in this new era of learning, Google for Education offers the tools that are required. Its simplicity and reachability between teachers and
students are outstanding, with the incredible variety of tools available to collaborate, communicate, discuss and tackle a particular project being phenomenal. In my opinion, it is superior to any other platform.
“And as far as privacy and data protection, it offers centralised control through the Google console, which is something that is greatly welcomed by educational institutions. And the usage aspect is quite straightforward. It can be picked up by anyone. If you
use Gmail, you are most likely already at the fundamental level. You can walk yourself through as you use it and quickly become proficient in it.”
Partnering with Google for Education at a time when the education sector has developed in the United States and in Europe but is a little way behind in the Middle East, Netland is witnessing a terrific uptake in the UAE. “It’s becoming popular super fast,” Tony says. “We have, say, 600 private schools in the country, and Google for Education has already been adopted by 187 of them. And this has just happened in the last four years. It is the dominating platform in the United States and Western Europe, and it is rapidly gaining traction in the Middle East and Eastern Europe.” In terms of adoption, Google has already signed a government-level deal in Oman for Google Cloud, a component of which is Google for Education, making it the world’s first such agreement at a national level.
Google reached a similar agreement in Kuwait just two weeks ago.
“Google has recently formed a strategic alliance with the Kuwaiti government to support digitisation efforts across the country’s public sector,“ Tony continues. “At Netland, we are confident that Google for Education will be part of that strategy. The eco-system built by Google for education will benefit all schools, private and public. The system offers significant cost reduction. Third-party cybersecurity software licenses, for example, are no longer required. All antivirus software licenses have been removed. The ecosystem that Google has created allows you to cut your administrative staff expenditures by 80%, which makes a lot of sense for a school. Why do you need so many administrators in one school if your system is stable? Currently, most schools have three, four, or five administrators dealing with email phishing and third-party software issues. That is eliminated within the Google ecosystem.”
“We feel in this new era of learning, Google for Education offers the tools that are required”
“The ecosystem that Google has created allows you to cut your administrative staff expenditures by 80%”
If schools decide to go with Google for Education, Netland provides the licenses with the integration deployment and offers them Chromebooks. It also provides leasing options if there are budget concerns or cashflow problems, an offer that, if not unique, is extremely rare.
“If their budget does not allow for it, we have a solution in the form of Chrome OS Flex, which is a free downloaded version that takes over the operating system and provides just as good an interaction,” Tony says. “We also provide deployment-related training. We deliver training for both teachers and students as needed, but teachers are often the primary focus.
“We can customise a strategy for deployment to each individual institution, depending on their needs, whether
“We can customise a strategy for deployment to each individual institution, depending on their needs”
they want to go for it all in one shot or just gently phase it in. We have a built-in strategy for these institutions, working very closely with them to deploy the system as a whole but also taking their concerns into account as we progress from introduction to maturity, accompanying them throughout the digital transformation process. Moreover, during the school year, we keep in touch with them regarding upgrades, if there are any updates to train them on and any changes that may be beneficial to the school.”
Interest and feedback from schools are encouraging and evolving rapidly this year. In 2022, it appeared that everyone was being extra cautious, but this year there is a lot of traction for Netland with schools across the UAE. The company is already working on deploying their services in Oman too, as part of its remit to cover the MENA region and some parts of Eastern Europe. “Our key regions right now are the UAE, Kuwait, and Saudi Arabia,” Tony says, “where we are engaged with schools and regulators within the government to provide a risk-free offer for pilot programmes for those schools that do not have Google as fundamental and don’t have any exposure.
“In that programme, we offer them a full-fledged Google for Education licence for 30 days, as well as training for Educator One and Educator Two, which Google requires of teachers. We offer them vouchers to take the test so they don’t have to pay for it. Furthermore, we provide them with the Flex OS Chromebook version for 30 days, in addition to admin training, so that they can understand the value of the price control for both software and hardware.”
While being incredibly cost-effective, Google for Education also eliminates many of the ‘foibles’ associated with Windows, such as slow boot-up times and a slew of other issues and glitches that Microsoft users are well aware of. A Chromebook boots up in about eight seconds, compared to the variable lengths it takes Windows to ‘jump’ into action, which may be up to two minutes.
“If you figure those timeframes for a classroom of pupils over the course of
the year, you’re losing about a week to two weeks!” Tony points out.
We are living in a digital world with technology transforming the way we learn and live our lives. But we must never utilise technology just for the sake of it. Technology is an enabler and an enhancer. But for too long in education, it has been seen as something that adds to a teacher’s workload rather than helping to ease it.
Google for Education is a major step in making sure the education sector is able to take advantage of all of the opportunities available through EdTech. It assists enormously in realising the
vast potential of technology to transform our schools, providing teachers with the time to focus on teaching, their own professional development, and, critically, cater to the needs of every single one of their students. To find out more, visit www.netlandme.com
While being incredibly cost-effective, Google for Education also eliminates many of the ‘foibles’ associated with Windows
Marriott Resort Palm Jumeirah, Dubai, in collaboration with Manchester United, an official global partner of Marriott Bonvoy and Marriott Hotels’, commemorated it’s opening with a family fun day at the resort’s stunning Bal Harbour Beach venue. The event also celebrated the debut of the brand’s first resort in the UAE and the 50th property In Dubai within the Marriott Bonvoy portfolio.
The event marked a double celebration as Marriott Resort Palm Jumeirah, Dubai became the 50th property in the city to join the Marriott Bonvoy portfolio.
Spotlighting its focus on enriching guest experiences and complemented by its stunning seafront setting, Marriott Resort Palm Jumeirah, Dubai created a fun-filled itinerary for budding football fans by teaming up with Manchester United Soccer School (MUSS). Sixty-four lucky children joined the Soccer School led by Manchester United Soccer School coaches, enjoying four exclusive training sessions. The football enthusiasts and their families also had the chance to meet football legend and former Manchester United player, Mikaël Silvestre. This was in addition to a variety of other family-friendly activities taking place across the shoreline of Marriott Resort Palm Jumeirah, Dubai including face painting, table tennis, large Jenga, tic tac toe, and more.
“Manchester United Soccer School offers fans of all ages the opportunity to hone their football skills and learn to play the United way, whilst making friends, staying active, and most importantly having fun. I’m thrilled to have joined them – and met fans – at Marriott Resort Palm Jumeirah, Dubai’s family fun day. It was fantastic to see so many families there to celebrate the occasion – and what an incredible location to kick a ball around for an afternoon,” said Mikaël Silvestre.
“As we celebrate our 50th hotel in the city within the Marriott Bonvoy portfolio, we’re excited about the continued growth in this vibrant destination and bringing the Marriott Hotels resort experience for the first time to the UAE,” added Sandra Schulze-Potgieter, Vice President –Premium and Select Brands, Europe, Middle East
Mikaël
& Africa, Marriott International. “In leveraging Marriott Bonvoy and Marriott Hotels as Official Partners of Manchester United, we’ve brought to life this enriching experience for guests of Marriott Resort Palm Jumeirah and look forward to even more exciting activations in the region.”
Situated along the island’s golden Palm West Beach, spread across 7,000 square metres of white sand seafront, the beachside haven is a sophisticated destination for travellers seeking exclusive escapism, featuring 10 dining concepts, a shimmering 75-metre pool with four jacuzzis, a kid’s club, spa, fitness centre, water sports, and marine activities.
“Our goal is for Marriott Resort Palm Jumeirah, Dubai to become the foremost family-friendly resort in the city where we help nurture memories to last a lifetime,” concluded Gerrit Schmitt, General Manager, Marriott Resort Palm Jumeirah, Dubai. “With inviting venues that go beyond the everyday expectations, our resort is as much a haven for tourists as it is a great addition for the island’s local community to enjoy.”
For more information visit: www.marriottresortpalmjumeirah.com
Swiss International School Dubai, one of the emirate’s youngest schools, recently ranked as one of the world’s top 100 private schools, is now adding a state-of-the-art track and field athletics academy to its Al Jadaf-based site.
The 1800-pupil school, one of the region’s only IB boarding schools, already offers students world-class athletics facilities – including a 400m running track, an Olympic-sized swimming pool, a full-sized Techno Gym and a cardio suite. The new track and field athletics academy is a logical extension of this. To ensure its success the school has partnered with AIS Athletics; the UAE’s leading provider of track and field athletics for young athletes of all ages and abilities. The partnership allows SISD to utilise the world-class coaching team at AIS Athletics, which includes current and former Olympians / international athletes, World Championship and European Championship
medallists, and qualified/accredited coaches in a range of different events; all based in the UAE.
Set to open for the new academic year in September 2023, the SISD Athletics Academy represents a great training pathway for talented athletics students to work towards future university scholarships and even international honours in athletics representing their home countries.
Students can train before and after school with dedicated AIS coaches and reduce the need to travel to alternative training locations. Students will receive five dedicated and event-specific training sessions weekly with the AIS coaches.
Students taking part in the SISD Athletics Academy will attend day or boarding school at SISD and undertake the IB curriculum. They will then train outside of school hours and compete in school, national and international athletics meets, with the opportunity to obtain qualifying times from World Athletics ratified events.
Last year, SISD launched the Speedo Swim Academy, which has been a huge success, and now the school is planning to build on that swimming success by adding the dedicated Athletics Academy and working towards becoming a hub for key sports by providing both expert coaching and first-class facilities.
Rob Duncan, Head of Sport, says: “Our Swim Academy, which started last year, has been a tremendous success. We recently ranked second across all Dubai schools at the recent DASSA Swim competition. We now want to build on that sporting success and expand our Academies to include track and field athletics as well.
“The students who train in the morning before school will have the opportunity to join our boarders and our swim team for breakfast, and then head straight into school. No other school can offer this.”
Umar Hameed, founder of AIS Athletics said: “SISD already has an amazing track and field set-up, and one of the best school gym facilities I have ever seen. With the addition to our coaching support, I believe this is a great opportunity for talented athletes not only to access an excellent school but also to utilise the school’s fantastic facilities. For busy students and parents, this
is a game changer. No more driving across Dubai for late night or early morning training sessions and spending hours in traffic!”
SISD is a member of the Dubai Affiliated School Sport Association (DASSA). DASSA oversees school sporting competitions for more than 70 Dubai schools in a plethora of sports. The academic year includes three sports seasons, aligned with an after-school activities calendar.
SISD currently has competitive teams for both boys and girls in the following sports: Basketball, Football, Golf, Tennis, Swimming, and Track and Field.
AIS coaches will provide dedicated training sessions before and after school for all Academy members
Education in the United Arab Emirates is designed to serve cultural values, and it all begins in preschool, with the core elements of Emirati culture being delivered in the Early Childhood Education (ECE) curriculum.
Islamic Studies is an integral part of the Emirati preschool curriculum, with the main Islamic virtues of gratitude and compassion actively emphasised. Similarly, via social studies, children learn about Emirati heritage and culture by immersing themselves in authentic stories about their own lives, families and communities in order to foster national awareness.
The UAE’s ongoing efforts to achieve a world-class standard of education by establishing a first-rate system has necessitated a total restructuring of the education system and teaching methodologies. Within this vision, culture and religion are given a high level of importance, with the government stating that one of its goals is to promote an inclusive environment that integrates all segments of society while preserving the UAE’s unique culture, heritage and traditions while reinforcing social and family cohesion.
These strands can be linked together through the country’s educational system, which aspires to develop engaged participants in the nation’s future.
Improvements in curriculum design and teacher education have risen enormously, and the emphasis has turned to the establishment of long-term aspirational goals consistent with the nation’s vision. These objectives do not undermine culture, but rather bring culture and curriculum to the forefront, with the goal of developing the curriculum while incorporating local culture.
The curriculum, which is an umbrella under which the educational experiences offered to a learner fall, is a major and defining component of any educational system. It includes not only the formal curriculum but also the ‘informal’ curriculum of so-called extracurricular activities, as well as all of the characteristics that contribute to the school’s ‘ethos,’ such as the quality of relationships, concern for equality of opportunity, and the values exemplified
in the way the school approaches its task and is organised and managed.
Despite the fact that this is an older definition, it is nevertheless used in the UAE’s modern schools. First and foremost, culture can be viewed as the source of the ‘hidden curriculum,’ or experiences associated with learning that are not directly articulated in the curriculum description. It has also been demonstrated that culture influences how youngsters play. Bruner emphasises the cultural-psychological perspective on education in his book The Culture of Education. He highlights the importance of considering education within the context in which it is situated. Culture helps people make sense of their surroundings and can act as a lens through which knowledge is viewed.
For that reason, all knowledge is filtered through an individual’s culture before a full understanding is reached. Moreover, numerous academics have observed that culture is an essential element in teaching a second language, which is another important factor that has contributed to ECE within the UAE.
The three key variables that determine human moral character are genetics, early childhood experiences and surrounding culture
Culture is the theme that society uses to express its essential characteristics and values, as well as its tangible and intangible potential. Thus, culture represents civilisational worth and everything that it entails in terms of beliefs, ideas, ethics and attitudes.
As a result, as culture and curriculum interact, children learn to construct their own meanings. According to Pekarsky (1988), the three key variables that determine human moral character are genetics, early childhood experiences and surrounding culture.
Our pre-existing morals and values as adults adapt to the surrounding culture by focusing on the third variable, which is the surrounding culture.
The importance of development from birth to the age of five is well established in the literature, and advancements during these years in physical development, cognition, language and the social-emotional domain, as well as self-regulation
skills, lay the groundwork for later development to adulthood and beyond. A child’s emotional, social, cognitive, language and physical development are influenced by the personal experiences he or she has early in life. Consequently, ECE is critical to every country’s education system, not just for academic accomplishment but also for the entire development of the child.
The UAE’s approach to education will allow its distinct culture to continue and be anchored in progressive and moderate Islamic ideals and endowed with a rich Arabic language, allowing Emiratis to openly enjoy their traditions and heritage while strengthening their national identity.
Numerous academics have observed that culture is an essential element in teaching a second language
Improvements in curriculum design and teacher education have risen enormously
WATER ALLIANCE, THE ONLY LOCAL NON-PROFIT ORGANISATION REGISTERED IN DUBAI FOCUSED SOLELY ON RAISING AWARENESS ABOUT THE VALUE OF WATER, HAS TODAY ANNOUNCED ITS STRATEGIC PARTNERSHIP WITH THE PRESTIGIOUS STOCKHOLM INTERNATIONAL WATER INSTITUTE (SIWI).
Launched with the support of sponsors, knowledge and culture partners, the challenge aims to inspire school students from the ages of 8 to 20, to ideate innovative solutions that will tackle local and global water issues, positively contributing toward a more sustainable environment and access to water for communities across the world. As a new member of the Stockholm Junior Water Prize (SJWP) competition organised by the Stockholm International Water Institute (SIWI), Water Alliance will be sending the winner of the senior category to Stockholm to represent the UAE at the international competition.
Mishal Faraz’s winning concept aims to promote the re-use of water bottles among school children to reduce single-use plastic. The project includes adding a barcode to students’ water bottles, and then scanning them each time the bottle is refilled, enabling them to get rewards and educational information about the benefits of re-use.
Cecila Braidy, Deputy Director of Water Alliance UAE
Following a three-month-long programme of innovation and mentorship, the final winner of the RE-NEW Our World Challenge in the senior category is fifteen-year-old Mishal Faraz. The year 10 student from The Winchester School in Jebel Ali won the challenge for her water solution concept “My Water Bottle Project”.
Edurne Gil de San Vicente, Programme Director, Water Alliance: “We are proud to successfully convene another edition of the RE-NEW Our World Student Water Innovation Challenge in the UAE. This programme has become instrumental in getting the youth, like Mishal, interested in solving water challenges through creativity and research. We want to congratulate Mishal on her brilliant concept and thank SIWI for welcoming our region to the Stockholm Junior Water Prize competition. Our warmest gratitude also goes to participating schools across the Emirates, their management, and teachers for supporting and facilitating student enrollment to our water innovation challenge.
They are the engine of a local grassroots movement empowering young changemakers.”
Mishal was awarded her prize at the Expo 2020 by Naji Skaf Xylem Managing Director Middle East & Turkey, in the presence of Mrs Moza Mohammed Al-Neimi Director of productivity and demand at the UAE Ministry of Energy and Infrastructure, and Mr Franz Cerwinka Xylem Senior Vice President and President, Emerging Markets.
Mishal Faraz, Senior Category Winner of the RE-NEW Challenge: “It’s an honour to be a senior category winner of the RENEW Water Innovation Challenge and be recognised by people who are striving to make the world a more sustainable and equitable place.
“I am grateful to be the first-ever UAE Finalist at the Stockholm Junior Water Prize 2022 in August this year and excited to represent the UAE, Water Alliance and my school on that stage, standing shoulder to shoulder with some of the brightest young minds, working towards protecting our planet.”
As the next step, she will be working on a proof of concept to present her project during the World Water Week on the international stage in the final round to win the Stockholm Junior Water Prize.
Mrs. Ania Andersch, Senior Manager at the Stockholm International Water Institute (SIWI): “We are delighted to work with Water Alliance to empower young minds to innovate and welcome United Arab Emirates to the SJWP family. Our Congratulations to 15 year young Mishal Faraz and we look forward to seeing her presentation in Stockholm and her progressive idea come to fruition.”
After the success of the first RE-NEW Challenge in 2021, the second edition of the challenge grew in reach, attracting over 408 students from 39 schools across the emirates of Dubai, Abu Dhabi and Sharjah to participate.
They were supported by 20 informative online sessions presented by Water Alliance’s corporate sponsors and knowledge partners, followed by a mentorship phase for the finalists, which enabled young participants to develop projects and innovative solutions to improve the way we access, treat and distribute water.
To learn more about the winning water solutions for the Senior, Middle and Junior categories of the 2022 RE-NEW Our World Challenge click here.
For more information about the RE-NEW Our World Challenge, click here.
Mishal Faraz’s winning concept aims to promote the re-use of water bottles among school children to reduce single-use plastic
“I am grateful to be the first-ever UAE Finalist at the Stockholm Junior Water Prize 2022 in August”
As the nation celebrated Ramadan, Education UAE took a look at various schools that embraced the spirit of the Holy Month by organising initiatives that tied in the themes of goodness and giving. There is no doubt that a modicum of altruism eases hardship, with Ramadan being the perfect opportunity for people to extend their hands and help the underprivileged. And as children throughout the country quickly discovered, there is nothing more fulfilling than looking at those tears of joy and beaming smiles just because of the little effort they put in.
Continental and Emirates Red Crescent (ERC) recently collaborated to host a special day out for underprivileged children in Dubai in the spirit of Ramadan, with support from The Green Planet. This activation is the continuation of a close and fruitful partnership between the tyre manufacturer and ERC that begun with the AFC Asian Cup 2019 UAE.
Continental invited 20 children, aged between 8 and 15, along with staff from ERC, to The Green Planet for a specially curated experience, which included a guided tour of the rainforest environment, bird and fish feeding, as well as the option of an up-close encounter with animals such as lizards and snakes. Continental also invited two family-focused content creators, along with their children, to join the experience. Finally, the afternoon concluded with an iftar at The Terrace; a rainforest-themed restaurant located within The Green Planet.
Sustainability is a core pillar of Continental’s and The Green Planet was a great choice to provide an enriching and enjoyable experience for children and to expose them to key sustainability and important conservation messages. They also got to see and interact with animals, birds and plants that they might have only read about.
After the tour, everyone enjoyed a relaxing Iftar at The Green Planet restaurant, which boasts a unique rainforest-themed terrace and children’s play area.
“We are always pleased to partner with Emirates Red Crescent, the pioneering charity organisation, for this special Ramadan initiative. The Holy Month of Ramadan is a time for solidarity and philanthropy, and we are proud to collaborate with The Green Planet to provide these children with a truly unforgettable and positive Ramadan experience, while also shaping their awareness around the environment and sustainability,” said Karel Kucera, Managing Director, Continental Middle East.
The enchanting bio-dome sustains a vast community of tropical animals from across the world living in an indoor climate-controlled environment similar to their natural habitats and is home
to around 3,000 plants and animals, including a wide variety of reptiles, birds and mammals. Children had the chance to encounter Sugar Gliders, Slow Loris, Lace Monitor, Parrots, Anacondas, and several other unique creatures of the tropical forests.
50 children, staff and family-focused influencers, along with their children, were invited to a personalised tour at The Green Planet, followed by an iftar
Mattel donated 20% of its sale revenue to Dubai Cares, part of Mohammed bin Rashid Al Maktoum Global Initiatives (MBRGI), in support of young people’s education in developing countries, throughout the holy month of Ramadan and in the run-up to Eid Al Fitr.
As customers shopped for their Eid gifts, they had the opportunity to make a significant difference in a child’s life by purchasing toys from Barbie, Hot Wheels, Fisher Price, MEGA or Uno, Scrabble and Pictionary games from one of Toys “R” Us’ ten branches across Dubai or online. The aim was to raise AED120,000 by the end of the Holy Month.
“In addition to being a period filled with the spirit of humility and self-restraint, Ramadan is also a time for giving back. And giving more children access to education is a cause we fully support. Partnering with Dubai Cares for this initiative means that for every child that receives a Mattel gift, another child is receiving the gift of education, which should not be taken for granted,” said Zeina El Massri, Head of Marketing at Al Shula, Official Distributor of Mattel in the GCC.
The aim was to raise AED120,000 by the end of the Holy Month
The Ramadan Dubai 1444 AH Organising Committee entertained over 300 guests from foreign colleges and universities at Dubai Expo City. The invitation was to break the fast as part of the ‘Let’s Break the Fast Together’ initiative.
The event was arranged by the Islamic Affairs and Charitable Activities Department in Dubai, under the slogan ‘Ramadan Dubai With Those We Love’, with Ahmed Khalfan Al Mansouri, the Department’s Civil Communication Adviser and Head of the Islamic Cultural Events Team, explaining that the initiative aimed to enrich and exchange knowledge about scientific disciplines, strengthen mutual relations, and encourage collaboration between government and academia.
When the event wrapped up, principals of foreign schools and universities commended the initiative for strengthening opportunities for mutually beneficial relations between schools, universities and government bodies.
The event was arranged by the Islamic Affairs and Charitable Activities Department
The H Dubai, as part of its ongoing CSR activities and in collaboration with Georgetown Early Intervention Centre, recognised World Autism Day on 2 April with a special iftar for students and their families. In preparation and to give attendees the best possible experience, the team at The H Dubai also undertook an enlightening Autism Awareness Session, run by Georgetown Early Intervention Centre. The hugely successful event was attended by approximately 80 people, including around 30 children. It was a chance for parents and their children to experience a delicious iftar feast specially tailored to their needs in a nonjudgmental and welcoming environment.
The iftar hosted by The H Dubai featured a special buffet for children complete with all their favourites, such as a dessert section, nuggets, burgers and French fries. In addition, each child received a giveaway bag from H Dubai and Georgetown, which contained gifts that included sensory toys and masks. Several activities were also on hand throughout the evening to keep everyone entertained, including the dulcet tones of a live oud player and a henna corner.
The hugely successful event was attended by approximately 80 people, including around 30 children
The holy month of Ramadan began at LEGOLAND® Hotel, the first of its kind in the Middle East and part of LEGOLAND® Dubai Resort, with families being invited to celebrate with a Bricktacular Iftar buffet at Bricks Family Restaurant, with kids eating for free every day until the end of Ramadan. The little ones also enjoyed non-stop fun at the huge Castle Play area in the hotel lobby, where they met and were greeted by their LEGOLAND® beloved characters.
This year, LEGOLAND Hotel’s talented culinary team created an ArabicInternational-inspired Iftar buffet at Bricks Family Restaurant, presenting exquisite delicacies from traditional Arabic and international cuisines. This flavourful buffet invited all UAE food lovers for a culinary adventure to explore its diversity through extensive culinary creations, from local Emirati dishes, authentic Egyptian bites, traditional Syrian and Lebanese delicacies to international savoury specialties. Lamb Ouzi with Oriental Rice, Chicken Tagine, Arabic Mixed Grill, Koshari, Daoud Pasha, Batata Harra, Vegetables Salona, Paneer Masala and Mushroom Pie were only some of the delicious dishes offered at this year’s Ramadan buffet.
Foodies watched the hotel chefs personally prepare their culinary masterpieces at the live cooking station, while also exploring the extensive hot and cold mezze corner, featuring Kibbeh, Cheese Fatayer, Cheese and Zaatar Manakeesh, Falafel, a selection of Hummus, Moutabal, Muhammara, Labneh – and more.
A variety of healthy and freshly made salads awaited those counting their daily calories – with a wide selection, from Tabouleh, Greek Salad, Makdous Salad, Moussaka Salad, Fish Harra, Baba Ghanoush, Seafood Salad, and Shanklish Cheese with Roca and Mixed Leaves.
Dessert enthusiasts were invited to enjoy a sweet symphony with the extensive dessert buffet, which offered a selective range of Arabic and international desserts, including Mahalabia, Umm Ali, Mixed Arabic Dessert, Fresh Cut Fruits, Mini Tart, Macaron Pyramid, Tiramisu, Mango Cheesecake, French Pastry – all carefully prepared by the international pastry team.
While parents enjoyed their flavourful dining experience from the Ramadan Iftar buffet, the youngsters got to feel like grown-ups, choosing their favourite bites from the dedicated kids’ height buffet and filling their specially made unbreakable plates. Moreover, every day before 8.00 pm, kids enjoyed their very own Ramadan Iftar buffet full of beloved
treats, whether Chicken Popcorn, Mac and Cheese, Rainbow Puree, BBQ Hot Dog with Fries, Cheese Canapes, Pin Wheel Canapes or Spinach Waffles, all for free!
Families did not need to worry about keeping their little ones entertained during their Iftar adventure at LEGOLAND Hotel, thanks to the unique fun-filled facilities, located in the hotel lobby – just steps away from Bricks Family Restaurant, featuring a huge Castle Play Area and the LEGO Pool bricks pool, all supervised by the awesome team of LEGOLAND Hotel. Also, kids’ favourite LEGOLAND characters were happy to greet their young fans and take selfies with them.
LEGOLAND Hotel Ramadan Iftar buffet at Brick Family Restaurant was the perfect family-friendly destination to spend quality time together and create unforgettable memories among families and friends.
Aventura Parks, Dubai’s largest zipline park and obstacle course, invited the community to enjoy Ramadan with a special offer. The discounted price included ticket and meal deals for AED249 for adults and AED199 for kids. Families enjoyed delicious meals and access to the adventure park while surrounded by a unique nature ambience, as well as an art & craft station throughout the holy month. The park also offered corporate iftars priced at AED165 per person, for a minimum of 10 people, with team-building activities and an extensive buffet. There was also a Spring Camp running at the park from 23 March until 7 April with educational activities for kids.
Children from 5-12 years old could also enjoy a full day of learning and educational play through nature with Spring Camps at Aventura Parks. The park offered an exciting outdoor adventure in the cool breeze, with little ones discovering, learning, playing and engaging physically and mentally as they ziplined across the Ghaf tree forest and explored six different circuits. The camp also offered activities such as animal care, survival skills, arts & crafts and more, teaching youngsters teamwork and sportsmanship.
For bookings and more information please contact +971526245007 or get in touch by e-mail via lifeskills@aventuraparks.com.
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No matter how different your kids are from one another, sibling bonds are important. The presence of siblings in the home directly affects your family experiences, social skills and self-identity. They share the same parents, common experiences, and family memories, along with all the ups and downs that this relationship naturally entails. That is universally true despite the kids’ neurological profiles; for example, one may be on the autism spectrum, while the other one may be neurotypical. Similarly, this is true for children that share a common diagnosis on a different level of functioning. In these cases, there can be difficulties and concerns that make the family dynamics and daily routine more complicated.
Typically, the diagnosis of an autism spectrum disorder in a family member is the springboard of an effort to discover appropriate interventions and a network of people that can provide practical and socio-emotional support. However, while caregivers are focused on offering help to one child, the other child’s needs may be unintentionally overlooked. A child with less obvious needs has to grow up faster. In many ways, a neurotypical child does not have the right or the time to be the traditional child with traditional tantrums and caprices, because growing up with a sibling with additional needs there is not much room for the expression of such big emotions. Sometimes kids who have a brother
or sister on the autistic spectrum can feel lonely. It is therefore important to connect with people that understand them. There are peer support groups for people that share similar experiences, where they can process difficult – but perfectly normal - emotions, such as anger, resentment, sadness and frustration. When young people participate in such a group, they often find new ways of dealing with situations, they feel heard and less alone.
Neurotypical siblings are exposed to different ways of communication; they learn early on that behaviors that others may label as atypical –mannerisms, echolalia, vocalisations – are ways that an autistic child expresses their emotions and needs.
These people serve as ambassadors of diversity acceptance in the community. They are cornerstones in reshaping the deep-rooted notion that autistic individuals need behavioral modification plans; rather, they promote an alternative approach, inviting the community to understand the function that a typical autistic behaviour serves. High functioning siblings develop a particular set of skills in order to interact effectively with their neurodivergent sibling. They learn to respect routines, to use precise language, to not take meltdowns personally and to adapt their expectations. They may have to team up with their parents while still navigating the role of the child in the family.
A neurotypical child becomes a carer
SOFIA STIGKA, CHILD PSYCHOLOGIST AT THRIVE WELLBEING CENTRE
In many ways a neurotypical child has to grow up quicker when they have a neurodivergent sibling with additional needs
from a young age. An extra set of helping hands to the caregiver. A safety net to the greater-support-needs-tobe-met sibling. A guardian and a loyal friend who sticks around for better and for worse. Inevitably, these kids are more likely to be more mature and stoic than other kids their age, they are more accepting of people’s differences and more tolerant to adversity. It would be
difficult to answer whether this dynamic is fair or not, but this is a journey that does not come with a road map. If you or your children are struggling with anxiety and finding it difficult to manage, it’s important to seek help.
Sofia Stigka, a child psychologist at Thrive Wellbeing Centre, is available to provide support and assistance to both children and parents facing challenges.
For additional information and resources, please visit www.thrive.ae
Education podcasts have several benefits: they fit easily into your busy life, cover the most current teaching strategies, and are there when you need them. With this in mind, here is a septet of our favourite podcasts that are both relevant and helpful.
Teaching strategies, classroom management, education reform, educational technology - if it has something to do with teaching, Jennifer Gonzalez is talking about it.
In just five minutes a day, learn about different incredible women from throughout history, from Frida Kahlo to Zephyr Wright and Susie King Taylor to Pearl Bailey.
Mignon Fogarty is the founder of the Quick and Dirty Tips network and creator of Grammar Girl, which has been named one of Writer’s Digest’s 101 best websites for writers multiple times. She is also an inductee into the Podcasting Hall of Fame.
GRAMMAR
The official podcast of the NASA Johnson Space Centre lets you in on everything that happens above the clouds.
If you’ve ever wanted to know about current affairs, the solar system, chaos theory, Rosa Parks or climate change, then look no further. Josh and Chuck have you covered.
Every weekday, join host and journalist Elise Hu for thought-provoking ideas on every subject imaginable, from Artificial Intelligence to Zoology, given by the world’s leading thinkers and creators.
The 10 Minute Teacher is jampacked with teaching strategies, ideas, and inspirational educators from everywhere. If you want a podcast hosted by a classroom teacher interviewing mostly classroom teachers - the 10 Minute Teacher is a show for you.
TED TALKS DAILY
No matter what you want to learngeneral knowledge, science, finance, history, sports - there is a podcast out there just for you!
The 10 Minute Teacher is jampacked with teaching strategies, ideas, and inspirational educators
STUFF YOU SHOULD KNOW PODCAST
Future Skill Dubai run inspiring camps for children aged 7 to 17. With a wide selection of activities, including sports, technology, art and etiquette, the camps are run year-round and offer a warm and interactive setting for the children to learn new skills in an experience that they will never forget. I recently visited a Future Skill camp to meet the students and find out what they’d learned and most enjoyed about their time there.
The Future Skill camp location was bright and airy, with lots of light coming in through the many big windows and pops of colour giving the space a fun and comfortable feel. There were beautiful artworks displayed around the place, showing off some of the skills that the kids had learned during their time at the camp.
One of the students, Anaika, was happy to tell me why the art class was her favourite, ‘’I liked the communication with the other students and the teacher.
We would laugh a lot and I really loved creating all the artwork. If you come to my house and see, I have a few paintings of my own that I’ve done, one of my dog and some landscapes too. I really enjoy doing art, it’s one of my favourite things to do.’’
As well as classic art methods like painting and drawing, the children also had a chance to try digital art, something that many of them hadn’t experienced before. Rima really loved discovering this new skill, ‘’I especially liked the digital art. We used a really good app and from now on I’m never deleting it and I’ll always use it. Now I can make images, animate things, add new things and change the background.’’
Discovering new skills and programmes wasn’t limited only to the budding artists, the students also had a chance to explore working with robotics. Taym really enjoyed the process in this class, ‘’In the beginning I thought robotics was something to do with a Rubik’s cube, but then it turns out that it’s to do with a robot! There were instructions and we had to figure out how to build them and then race them, I really enjoyed that.’’
Etiquette lessons are another big draw of the camps, and the students were quick to share how much they enjoyed learning these invaluable skills. Devki was especially happy with her improved dining etiquette, ‘’We learned food etiquette and we ate spaghetti bolognaise and I learned how to do it properly. Now when I go to a fancy restaurant, I will really look like I know what I’m doing and that I have very nice manners.’’
Rima, was equally as pleased with her new skills and how they can help her to make a great first impression and encourage younger children to do the same, ‘’Etiquette helps to give you a good reputation, which is important if you’re doing something in front of younger children who might copy you.’’
The attendees of a Future Skill camp get a great variety of learning experiences in different settings. Anaika told me about the mix of interactions with her teachers and peers, ‘’I found everything interesting, there was
nothing that I didn’t like. I like how the teachers communicated with the students. When I first came here, it was 1 to 1 with the teacher, that was nice because I could talk to her face to face so she could understand my ability. When I had the group classes it was also good because I could talk to the other students and then we worked together on projects and were able to see what we had all accomplished.’’
The children were excited to share their biggest accomplishments from the week with me. From performing in a production of Belle and the Beast in front of a 100-strong audience, to doing really well in exams, and high achievements in gymnastics and swimming, all of the students had really productive and successful weeks and their sense of pride was palpable.
I asked the students what their favourite part of the Future Skill camp was, and their varied answers highlighted how there’s something to suit every interest and passion. Janki shared that she ‘’Loved the fun way they teach and learning how to use chopsticks!’’ And when I asked if they’d like to come back to a Future Skill camp again, Devki’s response summed up everyone’s sentiments well, ‘’Yes, I would love to! I had a lot of fun here.’’
To find out more about Future Skill and book a place on one of their inspiring camps, you can visit them directly click here.
Future Skill offers a great variety of learning experiences in different settings
Change lives not your career by teaching in the UAE – alternatively, begin an exciting new career in one of the most forward-looking educational systems in the world! This can be good advice for those looking for a new challenge, but first, there are a few things you have to become aware of, not least that the UAE has introduced a new licensing system for teachers.
To become a teacher in the UAE, the applicant must have a minimum qualification of a bachelor’s degree or a four-year university degree or higher in the required field.
Other conditions include:
A criminal clearance record
A medical fitness report from the UAE
Original educational certificates
Attested certificates if the educator has graduated from a university outside the UAE; the certificate must be attested by the Ministry of Foreign Affairs and International Cooperation and the country’s embassy in the UAE
If you want to apply to a private school, you have to approach the school administration itself. The school will then forward the necessary papers to the Ministry of Education in the northern emirates or to KHDA in Dubai for the tests required and final approval.
The Department of Education and Knowledge in Abu Dhabi has dedicated public service centres in its educational offices to receive teachers’ applications and process appointments through schools registered in Abu Dhabi.
The UAE’s ‘Education Professional Licence’ is a mandatory requirement
The licence is obtained by passing the tests designed for each targeted category in the education sector
If the applicant fails to meet the exam criteria, the system then introduces training courses that are customised based on the level shown in the exam to achieve the required outcome
The applicant is given three chances to apply for the licence; after failing three times, he/she can retake the test after a lapse of six months, during which he/ she can apply and benefit from the training programmes offered by the licensing system to ensure passing the required assessments
So why not take that first step into an exciting and stimulating new future?
1. Encourage positive values in students, safeguard them against being drawn into ideas deemed unacceptable by UAE’s society and promote the principles of tolerance and acceptance of others.
2. Encourage students to highly regard the UAE’s journey of development and prosperity, and encourage them to actively participate in national activities and events.
3. Commit to protecting children from neglect, exploitation, bullying and all forms of abuse.
4. Avoid disclosing confidential information about students and their families and avoid spreading false news and rumours. Refrain froom committing any verbal or physical violence against students under all circumstances.
5. Demonstrate positive behaviour in dealing with the parents and the community.
6. Respect and make yourself aware of the Emirati culture and traditions and highly regard the values of Islam.
7. Respect cultural, religious and ethnic diversity of the workplace, and refrain from committing any behavioural or verbal offenses against your colleagues, the educational institution and its employees.
8. Refrain from using, possessing or falling under the influence of any unauthorised substances, uncluding smoking, in the workplace.
9. Refrain from spreading socially unacceptable behaviour and discussing genfer identity, homosexuality or any other behaviour deemed unnacceptable to the UAE’s society.
10. Adhere to appropriate, nonrevealing clothing, respecting the traditions of the UAE and showing a respectful image of workers in the educational sector.
If you want to apply to a private school, you have to approach the school administration itself
The Maldives, which ‘float’ in the Indian Ocean, are the cream of the crop when it comes to secluded beach vacations. The waters are a distinct shade of blue, the beaches are impossibly white, and rows of palm trees surround the shoreline. Furthermore, if you count each island separately, there are about 2,000 reasons to visit!
Having a break without travel can be a deeply rewarding experience, with this unique collection of holiday homes offered by haus & haus taking your vacations to a whole new level.
Where: Beach Vista, Emaar Beachfront
Type: One-bedroom apartment
Description: Perfect for a serene holiday, this stylish apartment has easy access to the beach – plus it’s close to Palm Jumeirah and Dubai Marina Mall. Expect sweeping waterfront views and exclusive amenities to top it all off.
Cost per night: AED 1,000
CLICK HERE FOR MORE INFO
Where: Opera Grand, Downtown Dubai
Type: One-bedroom apartment
Description: If sightseeing and retail therapy are on your list, this elegant property in the heart of Dubai is the perfect fit. Close to the Burj Khalifa, the emirate’s top attractions are just a stone’s throw away.
Cost per night: AED 800
CLICK HERE FOR MORE INFO
HIDDEN HAVEN
Where: Five, Palm Jumeirah
Type: One-bedroom apartment with private pool
Description: Next to the Five Palm Jumeirah Hotel, this luxury rental is a true gem. It boasts a private pool, lush greenery, and epic views of the Arabian Gulf and Dubai Marina. The best part? it’s just seconds away from the Palm’s main hotspots.
Cost per night: AED 1,500
CLICK HERE FOR MORE INFO
STYLISH SUITE
Where: The Grand, Dubai Creek Harbour
Type: Two-bedroom apartment
Description: This exclusive apartment offers modern interiors and outstanding amenities for a truly special holiday. Relax in style, take in stunning skyline vistas, and enjoy a luxurious getaway in the heart of Dubai Creek Harbour.
Cost per night: AED 650
CLICK HERE FOR MORE INFO
CAMELIA, CAMELIA, ARABIAN RANCHES MARINA GATE, DUBAI MARINA OPERA GRAND, DOWNTOWN DUBAIWhere: Executive Residences 2, Dubai Hills Estate
Type: Two-bedroom apartment
Description: This contemporary apartment offers stunning green views, gorgeous interiors, and exclusive facilities. The community includes a championship golf course, swimming pools, parks, a shopping mall, and even an indoor roller coaster.
Cost per night: AED 1,000
CLICK HERE FOR MORE INFO
FAMILY-FRIENDLY FUN
Where: Camelia, Arabian Ranches
Type: Three-bedroom villa (+maid’s room)
Description: Escape to this chic villa in Arabian Ranches, one of Dubai’s most sought-after communities. Whether you’re planning a family vacation or a trip with your closest pals, this modern abode has everything you need for an unforgettable getaway.
Cost per night: AED 1,200
CLICK HERE FOR MORE INFO
Where: Marina Gate, Dubai Marina
Type: Three-bedroom apartment
Description: Treat yourself to a heavenly holiday in this gorgeous apartment with easy access to the beach. Wake up to panoramic yacht club views and enjoy every comfort at your fingertips, from a large swimming pool to a barbecue area and a playground for the little ones.
Cost per night: AED 1,500
Having a break without travel can be a deeply rewarding experience
The ‘staycation’ has never been more popular, and Conrad Abu Dhabi Etihad Towers is delighted to offer a collection of irresistible packages for a city break with a difference. Guests are invited to recharge their batteries at the indulgent Conrad Spa and delight in world-class dining during an exclusive staycation. Friends, family and couples can revel in the spectacular Gulf and city views. Moreover, with access to a pristine private beach, indoor and outdoor pools, and 12 award-winning restaurants and bars, retreating from the summer heat is a feast for all the senses. Rest, relax and revive this summer at the world-renowned Conrad Abu Dhabi Etihad Towers.
Each element of the Brunch Staycation package has been carefully curated to help guests slow down and savour the moment. On arrival, a stunning superior guestroom with floor-to-ceiling views of the city or Gulf offers the perfect opportunity to sit and relax with a glass of something chilled. Hotel guests have unlimited access to Conrad’s private golden beach and can relax in one of the multiple tranquil pools.
The ultimate staycation for the gastronome, guests are invited to take their time over a lavish ‘Pardon my Brunch’ featuring a British Affair-themed brunch with live music by the poolside.
Brunch Staycation guests are invited to enjoy discounted food and drink at the hotel’s renowned restaurants and bars. For those needing to offer their weary body and mind some care and attention, discounted treatments at the Conrad Spa await.
Flexible check-ins and departure times help prolong the bliss a little longer to encourage the ultimate laid-back staycation.
Starting from AED 1,100, the Brunch Staycation is inclusive of Bed, Breakfast and Brunch (Superior Guestroom)
Deluxe guestroom for two guests
Breakfast and House beverage Brunch in Nahaam for two guests
Pool and beach access
Hotel guests have unlimited access to Conrad’s private golden beach and can relax in one of the multiple tranquil pools
With an inclusive 60-minute spa treatment for two, the Relaxing Spa Staycation package is the ultimate remedy for the stresses and strains of modern life. From the moment guests arrive, they will feel cared for. A bright, airy deluxe guestroom is the most heavenly, comfortable retreat after hours of relaxing spa treatments.
In addition to a complimentary spa treatment, staycation guests are offered a 20% discount on further treatments. The Conrad Spa is run by experienced therapists who take a holistic approach to health and wellness. Trained to an advanced level, these wellness professionals can recommend the most suitable treatments and products for guests’ skin and health needs. A highlight of the spa is the range of detoxifying and rejuvenating traditional techniques, including a herb-scented Rasul mud chamber and a warm, enticing hammam treatment suite.
A full-body massage can unleash the most profound state of physical and mental relaxation. Skin pampering sessions, including bespoke facial and body wraps, are sure to leave the skin looking dewy and glowing. Guests can expect to leave the Conrad Spa walking on air and looking and feeling reinvigorated.
The Rosewater Restaurant will nourish the body and soul with healthy and hearty breakfast options, served by a backdrop of the sparkling Gulf. After a day of therapeutic recuperation at the spa, guests can find a plethora of light, fresh dishes and mocktails served at the hotel’s range of tantalizing global restaurants and bars.
Starting from AED 1,100, the Relaxing Spa
Staycation is inclusive of:
Deluxe guestroom for two
Breakfast for two in Rosewater Restaurant
30-minute spa treatment for two at Conrad Spa
20% discount on additional Conrad Spa treatments
Pool and beach access
The Conrad Spa is run by experienced therapists who take a holistic approach to health and wellness
If you’re looking for the ultimate family getaway this summer, America’s Golden State has something for everyone. From surfing the waves in San Diego to strolling among towering Redwoods in one of the northern state parks, whether you’re looking to immerse yourself in nature or take a deep dive into history at one of California’s many museums, there’s no end of amazing things to do at this incredible destination. Check out our top 10 things for families to do in California this summer.
If you’re looking for a getaway by the ocean, Torrey Pines State Beach in San Diego is a great family friendly option. The park is located within the city limits and yet despite its proximity to amenities, it remains one of the wildest stretches of land on the southern California coast. With easy trails among the long-needled Torrey pine trees, and stretching ocean views, this location is a dream for any nature lover.
California is home to the planet’s tallest trees, the staggering Redwoods. Growing up to heights of 300 feet, these ancient trees lived here long before most other life on Earth. Many of the beautiful Redwood parks are easily accessible from San Francisco, so you can set off from the city and soon be soaking up the majesty of these towering, red giants.
Just north of Salinas along Highway One, the ultramellow beach town of Santa Cruz is a hub for family fun. Along the Santa Cruz Beach Boardwalk you can find a yesteryear style esplanade lined with arcade games, food vendors, a wooden rollercoaster and a beautiful historic carousel. With the sweeping backdrop of Monterey Bay, kids can ride the swings, enjoy tasty treats and immerse themselves in the retro thrill of this coastal town.
With a beautiful backdrop of rolling coastal hills, Pismo Beach in San Luis Obispo County is a must for families looking for outdoor activities near a classic beach town. Pismo beach is home to Oceano Dunes Natural Preserve, where you can take guided horseback rides on the beach or along dune trails. After a fun-filled day on the sand, you can head back to the iconic beach town for award winning chowder or locally loved seafood.
At Disneyland Resort in Anaheim, you can hang out with iconic and much-loved characters, from the princesses in Fantasyland to the Mandalorian in Star Wars: Galaxy’s Edge. At the Avengers Campout you can dance with the Guardians of the Galaxy characters in a classic rock fuelled dance party and take a ride on the screaminducing drop ride, Guardians of the Galaxy-Mission: Breakout! Top it all off with a crazy shake, hot dog or pretzel from one of the numerous restaurants and cafes.
SANTA CRUZ BEACH
PISMO BEACH
GROOT AT DISNEYLAND RESORT IN ANAHEIM
At the San Luis Obispo County city of Paso Robles, there is no end of appeal for adults thanks to its 200-plus wineries and vineyards, but there’s a hidden gem here for the whole family, too. Located just outside of town, Sensorio, a 15-acre field of light is sure to enchan visitors of all ages. Enjoy a pre-sunset picnic dinner from the food trucks before walking the trails after dark and delighting in the 100,000 LED light illuminations.
Kids will love the new video game themed area at Universal Studios Hollywood where they can join Mario, Luigi and Princess Peach while exploring the Mushroom Kingdom in Super Nintendo World. Start by riding Mario Kart: Bowser’s Challenge, an indoor ride equipped with augmented reality goggles, before using a Power-Up Band to keep track of your digital coin tally and explore more interactive experiences around the park.
In the tiny Sonoma County town of Occidental, located just off the scenic Bohemian Highway, you can glide through the air among redwood trees at Sonoma Zipline Adventures. You can choose from two different daytime tours, featuring sky bridges, ziplines, a 45-foot rappel and relish in the thrill of zooming up to 40mph and 250 feet above the ground. If you want to make a night of it, you can combine ziplining with stargazing on the Night Flight Tour or stay in one of the park’s yurt-style treehouses.
At the San Diego marine-life park there are some 400 resident penguins, ranging from large emperors to small macaroni penguins. You can visit the Penguin Encounter area at 1pm each day to ask questions and hear a talk from the aviculturist about the penguin’s daily routines. Next you can take a penguin-inspired journey on the dive style rollercoaster, Emperor, with a 14-story, face down drop!
TAP INTO YOUR INNER ARTIST AT LACMA
At the Los Angeles County Museum of Art (LACMA) on Los Angeles’ Museum Row, you can take in some incredible masterpieces, and then make a few of your own! Take a selfie at the outdoor Urban Light display made up of a grid of 202 antique gas street lamps before heading inside to explore the exhibits. From ancient sculptures to cutting new-edge art works, there’s something to suit all tastes, and the Boone Children’s Gallery runs art themed events and activities for the kids to enjoy.
Horseback ride among the sand dunes as the sun sets before tucking in to some awardwinning chowder
Be dazzled by the lights at a showstopping illumination in San Luis Obispo County LIGHTS AT SENSORIO IN PASO ROBLES PENGUINS AT SEAWORLD IN SAN DIEGO
The Federal National Council of the UAE has stated that a uniform healthy food policy will be implemented in both public and private schools. This new policy, which will prohibit the sale of any harmful food in schools and promote nutritional, healthy eating for all pupils, is the latest in a long series of government initiatives launched as part of the five-year national nutrition policy. And because the UAE is not the first country to try to reduce childhood obesity and improve nutrition in schools, there is a plethora of data available on how to approach this challenge
Arecent survey by the Johns Hopkins Bloomberg School of Public Health in the United States examined the cafeteria attributes that both encouraged and impeded students’ consumption of nutritious food. The results were both illuminating and disappointing in equal measure, and demonstrate that for any project like this to succeed, extra participation from parents, individual schools and policymakers is vital
The study found that cafeteria variables play a far more substantial role in the success of a school nutrition programme than previously thought, with Susan M. Gross, PhD, MPH, a Research Associate in the Department of Population, Family and Reproductive Health at the Johns Hopkins Bloomberg School of Public Health explaining: “As much as we are focused on menus in the school lunch programme, we need to look more at our cafeteria environments, especially with our youngest children.”
In the UAE, The Arbor School, Dubai, has taken the bull by the horns by providing a school environment that is geared towards promoting healthy eating, operating a ‘farm-to-fork’ canteen (The Farmhouse at Arbor) that offers fresh, healthy and delicious meals to students using school-grown produce from the on-site biofarm.
The Farmhouse at Arbor provides seasonal lunches and snacks from a sustainable kitchen, created from the highest quality produce, harvested on-
site at the school, with Chef Anna Maria Herreras saying: “This project is giving us the opportunity to educate pupils with the nutritional knowledge they need to not only power their own minds and bodies but to help the sustainability of the environment too. Our concept is simple but powerful - from the farm to the kitchen, to the plate. It gives us the opportunity to provide the children with quality food, that we’ve produced on the school site, as well as supporting local farmers.”
However, not all schools have taken the forwardlooking approach that has been implemented at The Arbor School. Despite researchers discovering, for instance, that children ate better when a teacher was eating with them, not everyone has taken this on board. One Dubai teacher said: “Unless it’s my ‘duty day,’ I eat in the staff room unless I’m in the cafeteria walking around checking the kids.” As a form of reward, many teachers dine with their students. I do as well, although it only happens about once a month. Lunch is practically the only 40 minutes I have without students. Maybe it’s just because I have young ones, but they are so needy I just need that time away from them.”
And is 40 minutes long enough? Research has shown that children ate more healthily when the lunch break was longer. They also made more healthy choices if the food was presented in smaller portions.
When it comes to preparing and buying packed lunches, parents and carers in the UAE must be educated, involved, and inspired. Allowing children to select their own fruits and veggies is a simple and straightforward step. Encouraging more veggies in the form of salads, vegetables for dipping, and finger snacks also helps.
“I frequently see cold KFC packed lunches and kids buying popcorn and a juice box from the cafeteria. How can they possibly get through the day on that?” one frustrated Dubai teacher asked. Of course, they can’t.
As previously mentioned, there is a lot of data from around the world to help in the battle against obesity and poor nutrition. Schoolchildren in France, for example, where childhood obesity rates are low (under 10%), eat a daily twohour, four-course set-menu lunch. There is no choice, just what’s put in front of them, and if they don’t like it, there is nothing else!
At the other end of the spectrum, we often hear about lunch breaks in the UAE that are so short that children don’t get to finish their food. Worse still, some kids don’t even make it to the canteen and instead eat at their desks.
Kathryn Henderson, PhD, Director of School and Community Initiatives at the Yale Rudd Center for Food Policy & Obesity sums up the problem: “We can give kids the healthiest food possible, but if they don’t have time to eat it or they are distracted by how noisy the cafeteria is, they’re not going to eat it. They’re on their own and we need to do as much as possible to help them through that lunch period.”
For more information about The Federal National Council of the UAE: Click here
The whole environment at The Arbor School is geared towards providing surroundings that promote healthy eating
Research has shown that children ate more healthily when the lunch break was longer
Homegrown kidswear brand, Cheekee Munkee, expands its offering with the launch of its Spring-Summer 2023 collection across the UAE, Kuwait and Saudi Arabia. Celebrating the spirit of the season with an added splash of bright colours, joy and vibrance, the new range includes trendy and comfortable kidswear for girls and boys between the ages of 0 to 7.
A wonderful of bright colours fun prints and swimwear range
Get your kids ready to make a splash in Cheekee Munkee’s debut swimwear collection. The girl’s range features swimsuits and rash guard one-pieces with girly glitter ruffles and ice cream prints and the boys range incorporates colourful rash vests and shorts. From shorter to longer fully covered pieces, they will not only protect your kids from the UV rays but also guarantee your family a fun summer to remember!
Colourful, energetic, and refined, Cheekee Munkee’s SS23 girl’s collection infuses a hint of femininity and girl-power in your little fashionistas. Picture little girls dressed in adorable two-piece tutu mesh skirts with matching tops and soft pastels & lively bright bodysuits, in a range of fun patterns that add a playful touch to every garment. Wide-leg jumpsuits and lovely textures make a stunning debut in the girl’s collection.
Cheekee Munkee’s boy’s collection brings out the mischievous nature of boys with cool graffiti patterned t-shirts that are easily combined with shorts and bottoms crafted in the brand’s signature colours. With a mission to ‘let kids be kids’, the new styles embody the brand’s ethos – fun, vibrant, and playful.
Cheekee Munkee’s SS23 collection is exactly what your little explorer needs for their adventurous outdoor discoveries. Between the brand’s mascot character and new prints, the new range stays true to your child’s playful nature while being trendy and comfortable. The collection is priced from AED 29 to AED 149.
Customers can now enjoy and shop Cheekee Munkee at selected Debenhams and Mothercare stores in the UAE, KSA and Kuwait. The brand is also available to shop online at Debenhams, Mothercare and Namshi across all three markets, as well as Tamanna in Kuwait.
@cheekeemunkeeme
The Cheekee Munkee collection can be purchased online: click here
colours and and a new range
The boy’s collection brings out the mischievous nature of boys with cool graffiti patterned t-shirts
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