Education UAE- Issue 16 by tpg media

OCTOBER 2023

SHARJAH’S SCHOOLS GO GREEN BY 2024

ALDAR EXPANDS ITS EDUCATION PORTFOLIO

THE JANE GOODALL INSTITUTE

A legacy of conservation and empowerment

THE GOODNESS OF GOAT MILK

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THE LEADING EDUCATION CONFERENCE AND EXHIBITION IN THE MENA REGION

THE FUTURE OF EDUCATION

30 October - 1 November 2023 Dubai World Trade Centre, Za’abeel Halls 4–6 Register now for free. Visit www.gessdubai.com for more information

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Editors Foreword

NURTURING MINDS AND SHAPING FUTURES

n an ever-evolving world, a good education remains the bedrock of society, shaping the minds and futures of generations to come. Schools and universities are the crucible in which young minds are forged into the leaders, thinkers, and innovators of tomorrow. These are not mere institutions of education; they are the sanctuaries of knowledge, the incubators of curiosity, and the theatres of growth. As we embark on this current issue of Education UAE, it becomes evident that schools are so much more than just buildings filled with classrooms. They are dynamic ecosystems, bustling with the exchange of ideas, the celebration of diversity, and the nurturing of individual potential. We speak to several principals, including Simon O’Connor from Deira International School and Sarah Brannon from Brighton College Dubai, and in the process discover a passion and desire that goes far beyond the ‘nuts and bolts’ of education, making schools nurturing spaces that foster individual growth and creativity. Of course, as in any sector, there are still many things that can be improved upon, with a new global study, which included the UAE, finding that 52% of Gen Z (16-25-year-olds) wished their school had taught them more about Web3, and 53% of parents agreed. Schools are where students learn the fundamentals of numeracy and literacy, but they also learn the values of empathy, tolerance, and respect for the planet and all sentient beings. With this in mind, we take a look at the Jane Goodall Institute (JGI), which stands as a testament to the remarkable legacy of its founder, Dr Jane Goodall, and her enduring commitment to wildlife conservation, scientific research, and community empowerment. Closely allied with this, we also look at the many advantages of veganism, going beyond the kindness aspect to touch upon a number of the health benefits. The modern school system has evolved significantly over the years to incorporate this empathy and kindness philosophy. The one-size-fits-all approach has given way to more personalised and inclusive methods of education. This approach would have been particularly alien back in the early 1970s, so we travel back in time to look at a typical English education of that period. If you didn’t laugh, you’d cry! Join us on this exploration of the educational landscape, as we invite you to delve into the pages that follow and celebrate the institutions that continue to shape minds and build the foundations of a brighter, more promising future.

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TEAM Belinda Breeze Bryony Salmon Daniel Murad Emily Wordley Gemmalyn Cruz Ocampo Laura Wojciechowski Leah De La Hunty Louis Rayner Rod Millington

CONTACT educationuae@tpg.media www.education-uae.com

SOCIAL MEDIA @educationuaemag @educationuaemag @education-uae @education-uae

Rod Millington Editor-in-Chief

Rod 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.

All our publications are printed using recycled paper.

BECAUSE WE CARE

Contents

 EDUCATION UAE VISITED FRANCES POWELL, HEAD OF SECONDARY SCHOOL AT THE ARBOR SCHOOL

KEVIN LOFT, DIRECTOR AT UNIVERSAL AMERICAN SCHOOL

104

LIWA COLLEGE INTRODUCES SPECIALISED ACADEMIC PROGRAMMES

174

THE BEST DOG-FRIENDLY CAFÉS IN DUBAI AND ABU DHABI.

THE FEATURES IN THIS ISSUE INCLUDE… DID YOU KNOW?

SPORTS

12 We Talk to Dr Sara Al Suwaidi at ADEK 16 Youth Talks

130 Guinness World Record Attempt at Brighton College!

COMPETITION

KNOW IT ALL

136 Diverse Learners, Equal Opportunities

Winner Announced

132 The Way of Water

EXCELLENCE IN PRE-SCHOOL

OUR WORLD

24 Sharjah’s Nurseries to Go Green by 2024

144 The Jane Goodall Institute 150 One Earth, One Chance

EXCELLENCE IN SCHOOLS

PARENTS CORNER

28 Aldar Expands its Education Portfolio 32 Excellence In Education, Every Child, Every Day At Universal American School 46 The Benefits of Learning Latin 48 Learning the Art of Dodging Gruel Bowls 52 How to be a Better Student 54 Nurturing Tomorrow’s World Citizens At Glendale International School 62 Daring To Dream, Striving To Achieve With Sarah Brannon, Brighton College 70 Empowering Minds And Shaping Futures At Deira International School 78 Educate, Advocate, Actuate: Our School, Our Planet, Our Future With Frances Powell At The Arbor School 92 When Children Get to Choose: A Customised Curriculum 98 The Ultimate Guide to GESS

156 The Goodness of Goat Milk 160 Water Safety Training Saves Lives 166 Nurturing Your Child for the Real World

EXCELLENCE IN HIGHER EDUCATION

BON VOYAGE – TRAVEL FAR

104 Liwa College Introduces Specialised Programmes 110 Understanding and Managing Stress in International Students

TEACHERS CORNER 168 Book Review: Unmasking Autism 170 School Librarian of the Year

THE LOUNGE 174 Dog-Friendly Cafes 180 The Ultimate Beach Party

BON VOYAGE – TRAVEL NEAR 182 An Island of Endless Wonders, Sir Bani Yas Island

184 A Luxury Family Getaway, Maldives

HEALTH AND NUTRITION

EDTECH

190 Veganism: A Kinder World for All 192 Fitness: Your Best Investment with three-time Olympian, Sarah Lindsay

118 Embrace the Potential of STEM

FASHION

124 GenZ Want More WEB3 Study

194 Cheekee Monkey AW23 Collection

Did You Know

KHDA

FIVE NEW SCHOOLS FOR 2023-24 Dubai’s private school sector continues to see robust growth with the addition of five new private schools in the 2023-24 school academic year. According to the latest data released by the Knowledge and Human Development Authority (KHDA), the new schools, offering British and Indian curricula, have added 12,000 seats, further enhancing the strong momentum of Dubai’s education landscape. Dr Abdulla Al Karam, Director General of the Knowledge and Human Development Authority (KHDA) said: “The increase in the number of private schools further supports the leadership’s vision to create one of the world’s leading private education sectors. The addition of five new schools in the 2023-24 academic year is a testament to the dynamism of the sector and the solid investment environment offered in Dubai. KHDA is keen to work closely with the education community to meet the needs of Dubai’s growing population and expand the capacity of the private school sector. We are also committed to ensuring that the world-class education provided in Dubai enhances its status as one of the world’s best cities to live, work and invest in.” The new schools are Arcadia Global School, Dewvale School, GEMS Metropole School Al Waha, Highgate International School, and Glendale International School. To read the full article, please click here.

KHDA is keen to work closely with the education community to meet the needs of Dubai’s growing population

SPEA

SHARJAH TO TRANSFORM EDUCATION FOR COP28 In conjunction with the UAE’s hosting of the COP28 climate conference, Sharjah Private Education Authority (SPEA) has announced an ambitious goal to turn 25% of Sharjah’s schools and nurseries into environmentally conscious educational institutions by the end of 2024. This transformation will be accomplished through the launch of the unique ‘Green Schools and Nurseries’ project, which will be in sync with the UAE’s 2023 sustainability policy. The project is to work with subject-matter experts to provide necessary training and educational programmes for teachers and students. To read the full article, please click here.

MOE

AHMAD BELHOUL AL FALASI LEADS THE MOE’S DELEGATION AT GCC MINISTERS OF EDUCATION MEETINGS

His Excellency Dr Ahmad Belhoul Al Falasi, Minister of Education, led the ministry’s delegation at the seventh meeting of GCC Ministers of Education and the 23rd meeting of the committee of GCC Ministers of Higher Education and Research. The meetings were held at Al Bustan Palace Hotel in Oman and focused on discussing various educational projects and common developmental and coordination topics among member states. During the two meetings, the participants discussed educational issues of common interest, including developing scientific research, innovation, and entrepreneurship within educational systems. They also deliberated the projects of the Committee of GCC Ministers of Higher Education and Research, digital learning and cybersecurity, mechanisms for future work among member states, and other educational topics of common interest.

During the two meetings, the participants discussed educational issues of common interest

MOE

MINISTRY OF EDUCATION AND ABU DHABI EARLY CHILDHOOD AUTHORITY COLLABORATE The Ministry of Education (MoE) has signed a Memorandum of Understanding (MoU) with the Abu Dhabi Early Childhood Authority. This partnership aims to bolster joint efforts in fostering children’s engagement in environmental sustainability initiatives and increasing their participation in key strategic programmes focused on the advancement of green education. It seeks to enhance their overall educational experiences in this vital area. The partnership includes the selection and engagement of international speakers to participate in events during the forthcoming COP28 conference, with a specific focus on highlighting the importance of a comprehensive approach to green education. Furthermore, it involves the integration of green education into kindergartens and nurseries through cooperative efforts, the establishment of a rigorous accreditation process for these institutions, and the development of specialised educational materials tailored specifically for kindergarten and nursery teachers. To read the full article, please click here.

MOE

UAE MINISTRY OF EDUCATION LAUNCHES SCHOLARSHIP PROGRAMME FOR STUDENTS TO STUDY ABROAD The Ministry of Education is gifting Emirati students with a zest for higher education a wonderful opportunity. Revealing its unique study missions programme, the Ministry invites applications from students to complete their university or postgraduate studies abroad at world-renowned international universities. The programme is not restricted to a particular group of students, embracing high school graduates, current high school students, and those already enrolled in a university.

The scholarship programme offers a varied array of specialisations, catering to a broad portfolio of academic interests. By providing students access to world-class education, the programme aims to equip them with the skills and knowledge to contribute to the UAE’s ongoing development. Furthermore, studying overseas will also expose students to diverse cultures and global perspectives, thus broadening their horizons. The deadline to apply for these scholarships is 6 November. To read the full article, please click here.

Did You Know

MOE

MINISTRY OF EDUCATION AND ALEF EDUCATION PARTNER TO FOSTER ENVIRONMENTAL SUSTAINABILITY AND CLIMATE EDUCATION Alef Education, a UAE-based global leader in educational technology, and the Ministry of Education have signed a memorandum of understanding (MOU) to establish a framework for increased collaboration in environmental sustainability and climate education. This partnership highlights Alef Education and the Ministry of Education’s commitment to furthering their joint environmental sustainability endeavours, including integrating sustainability as a central theme throughout the educational journey. The MOU seeks to advance environmental education by implementing several initiatives designed to foster the expertise and capabilities of students and educators, enabling them to pursue climate-related action paths. Through this partnership, Alef Education will provide its expertise and resources and provide access to educational materials and resources for creating and implementing environmental education programmes. The company will also actively participate in climate education initiatives organised by the Ministry of Education. H.E. Dr. Amna Al Dahak Al Shamsi the assistant undersecretary of the care and capacity building sector at the Ministry of Education, said: “We, in the Ministry of Education, acknowledge the significant role of education in shaping future generations’ awareness of climate challenges, and their ability to address these in order to build a sustainable future. We are keen to strengthen collaboration with our local and international strategic partners in order to transform the educational system based on a well-defined strategy that incorporates sustainability principles in all aspects of education. This move aligns with the national climate agenda and aims to bring about tangible and sustainable changes that benefit students, educators, teachers, and society as a whole. We are therefore delighted to continue our partnership with Alef Education in order to build upon our past achievements, and to introduce

Integrating sustainability as a central theme throughout the educational journey sustainable initiatives and programmes that integrate climate education and environmental sustainability throughout all educational stages." Geoffrey Alphonso, CEO of Alef Education, said: “We are committed to equipping students with the knowledge, skills, and tools they need to address pressing global climate challenges. We want to increase their environmental awareness and encourage them to actively participate in developing solutions to these problems. Education plays an important role in advancing the goals of the global climate agenda and shaping a more sustainable future by empowering the next generation of climate leaders. We emphasise strengthening our collaboration and partnerships across the education sector to create an education system that prioritises sustainability and climate action.” Alef Education has played a key role in developing the Educators Voice initiative launched by the Ministry of Education. This initiative provides a platform to recognise the commitment and efforts of educators in promoting climate awareness and integrating climate change issues into the curriculum. This project aligns with

the objectives of the 28th Conference of the Parties of the UNFCCC (COP 28), which the UAE will host from November 30 to December 12, 2023. The company is also a strategic partner of the UAE Education Pavilion at COP28 and will participate in the conference events as part of the Ministry of Education Pavilion.

The MOU seeks to advance environmental education by implementing several initiatives designed to foster the expertise and capabilities of students and educators, enabling them to pursue climate-related action paths.

MOE

MINISTRY OF EDUCATION AND UNICEF JOIN FORCES TO DEVELOP CLIMATE CHANGE EDUCATION As part of its efforts to achieve the objectives of the Green Education Partnership Roadmap in preparation for COP28, the Ministry of Education (MoE) has partnered with the United Nations Children’s Fund (UNICEF) to launch the ‘Greening Capacities Initiative’. The initiative aims to advance climate education and action among children and youth to help them adapt and prepare for the repercussions of climate change. Through this partnership, both parties will launch and execute three joint programmes, namely Educators Training, Net Zero Heroes, and the Children’s Art Competition. These programmes aim to create a meaningful impact, empowering students and educators to navigate climate changes and work towards a better environmental future.

 H.E. DR. AMNA AL DAHAK AL SHAMSI

 AL TAYYEB ADAM, REPRESENTATIVE OF UNICEF IN THE GULF REGION

The initiative aims to advance climate education and action among children MOE

COLLABORATION TO PROMOTE CHILDREN’S INVOLVEMENT IN GREEN EDUCATION The Ministry of Education (MoE) has signed a Memorandum of Understanding (MoU) with the Abu Dhabi Early Childhood Authority. This partnership aims to bolster joint efforts in fostering children’s engagement in environmental sustainability initiatives and increasing their participation in key strategic programmes focused on the advancement of green education. It seeks to enhance their overall educational experiences in this vital area. To read the full article, please click here.

Did You Know

 DR. SARA AL SUWAIDI, DIRECTOR OF SCHOOL INSPECTION AND QUALITY ASSURANCE AND MONITORING AT DEPARTMENT OF ADEK

ADEK

WE TALK TO DR. SARA AL SUWAIDI, DIRECTOR OF SCHOOL INSPECTION AND QUALITY ASSURANCE AND MONITORING AT ADEK Earlier this year, Abu Dhabi Department of Education and Knowledge (ADEK) introduced the UAE’s first National Identity Mark. In line with its ongoing commitment to boost school transparency and empower parents to select the ideal school environments for their children, the new annual school ratings system is designed to provide parents with full visibility on the quality of national identity programmes and related activities in private schools across the emirate. Education UAE spoke with Dr. Sara Al Suwaidi, Education Quality

Assurance and Monitoring Officer Director for ADEK, about the process of implementing the National Identity Mark and how the new rating system will benefit students and parents. EdUAE: Can you tell us a little about the National Identity Mark and how the concept was developed? Dr. Sara Al Suwaidi: The National Identity Mark is the first-of-its-kind rating system that is designed to give parents full visibility on the quality of national

identity programmes and activities in private schools across Abu Dhabi. The aim of this rating system is to provide parents with the means to select the ideal school environment for their children while also serving as a testament to ADEK’s dedication to strengthen transparency in schools across the emirate. We developed the National Identity Mark to enhance schools’ accountability for developing an educational landscape that exemplifies academic excellence and instills a strong sense of national pride among students by equipping them with the necessary tools to be able to navigate the diverse global landscape with robust understanding of their own cultural background.

The rating system was developed to encourage private schools to implement national identity within their curricula and schools’ culture, fostering a profound comprehension of the UAE’s traditions, customs, and values among Emirati students. EdUAE: Can you explain the evaluation framework? Dr. Sara: The evaluation framework covers three primary domains including ‘Culture’, ‘Values’, and ‘Citizenship’, each comprising three unique dimensions, focusing on the values, vision, and legacy of the late Sheikh Zayed bin Sultan Al Nahyan. The evaluation of the ‘Culture’ domain assesses Arabic language which is a

unifying force among people across the region and a fundamental component in underpinning the UAE’s national identity. Following the ‘Arabic language’ evaluation, a comprehensive History evaluation is conducted to ensure students’ in-depth understanding of their country’s cultural legacy and profound appreciation of the UAE’s solid foundation, accelerating the country’s international growth. Heritage is the third element of the ‘Culture’ domain, putting to the test schools’ efforts in enriching students’ knowledge of the country’s cultural heritage, to establish a sense of belonging and continuity among them, and create a vital link between the nation’s past, present, and future. It ensures that our national identity thrives as a vibrant and evolving reflection of our Emirati people and their collective experiences.

Did You Know

Schools are assessed based on the quality of their national identity programmes The ‘Values’ domain focuses on elements of respect, compassion, and a global perspective. We have incorporated Respect in the evaluation process for the crucial role it plays in maintaining a positive and productive environment within the school community, as it contributes to creating harmony and a mutual understanding among students. Evaluating Compassion is in line

with our efforts to support the UAE’s endeavors in promoting social cohesion through emphasising the well-being of community members and reinforcing core values that boost unity among the entire nation. Furthermore, the Global Understanding element of the framework is designed to equip students with a clear understanding of the UAE’s impact on international relations and provide them with the necessary global skills to navigate the complexities of the modern world, while simultaneously staying grounded in their roots and culture. Additionally, the domain of ‘Citizenship’ places emphasis on belonging,

volunteering, and conservation. Driven by the unifying ethos of our founding father Sheikh Zayed, we believe in developing a robust sense of belonging among all members of our Abu Dhabi and the UAE community, which in turn contributes to productive society members that are inspired to engage in civic life and are proud of their national identity. Through the assessment of Volunteering as an integral component of the National Identity Mark, we will establish a nation that continues to promote a culture of altruism and active citizenship. Moreover, fostering a volunteering spirit among the country’s people will motivate them to devote their time, energy, and resources

to take part in activities that benefit the entire community. As for the Conservation element, it is heavily connected to Sheikh Zayed’s vision in preserving and protecting the UAE’s natural, cultural, and historical resources. Its assessment emphasises instilling a sense of stewardship in citizens, contributing to a more sustainable and knowledge-based economy for the country. EdUAE: What will schools need to do to achieve in each domain? Dr. Sara: Private schools in Abu Dhabi hold a social responsibility to promote national identity and culture among its students- both Emiratis and expats- to empower them to understand and embrace our values and graduate as active citizens. While we prioritised schools with the highest number of Emirati students in the first phase of our evaluations, schools without national enrolment are encouraged to request an evaluation if they have relevant programmes and activities that immerse expatriate students in the rich heritage of the country. The 87 schools that have already been evaluated will be revisited during the academic year 2023/24 to ensure their continued adherence to the framework and evaluate ongoing efforts to improve tailored national identity programmes and activities. The next cycle of visits will also cover additional private schools with Emirati population among its students. EdUAE: What is the rating system? Dr. Sara: Schools are assessed based on the quality of their national identity programmes with rankings comprising of the following categories: ‘Outstanding’, ‘Good’, ‘Acceptable’, or ‘Weak’. Phase 1 ratings have been released for the current academic year 2022/23 covering a total of 87 private schools in Abu Dhabi.

We believe in developing a robust sense of belonging among all members of our Abu Dhabi and the UAE community

Eight schools demonstrated excellent national identity integration across their curriculum, school provisions, and impact on students, earning a welldeserved ‘Outstanding’ evaluation for their remarkable performance. These schools include The British International School; Sheikh Zayed Academy for Girls; Sheikh Zayed Academy for Boys; Emirates National Schools, MBZ City; Al Ittihad National Private School, Khalifa City; Al Ittihad National Private School, Shakhbout City; Emirates National Schools, Branch 3; and ADNOC Schools, Sas Al Nakhl. Furthermore, 21 schools received a ‘Good’ rating, while 35 received ‘Acceptable’, and 23 received ‘Weak’ evaluations. EdUAE: How were inspections carried out in phase 1 of the evaluation? Dr. Sara: With educational equity, transparency, and accountability forming a key precedence within the system’s evaluation process, both curricula and school culture were thoroughly evaluated in phase 1 across all Abu Dhabi private schools with UAE nationals enrolled. A group of Emirati inspectors were assembled to assess 87 private schools with the highest number of Emirati students. The evaluation process centered on various aspects including the alignment of the school’s national identity narrative, lesson observations, review of key documents, and most importantly, interactions with teachers, students, and staff to evaluate impact across the school. EdUAE: What benefits do you hope to see for the students? Dr. Sara: At ADEK, we are focused on building a future generation that is proud of their national identity and their Emirati roots, traditions, and values. We recognise the powerful impact of fostering a sense of belonging on efficiently preparing national students to represent the UAE on a global scale. As for expatriates, the National Identity Mark serves as a catalyst for fostering greater understanding of the country’s culture, traditions, and values, cultivating a stronger sense of appreciation of the country’s heritage as well as nurture cohesiveness and inclusivity among the entire community.

EdUAE: Now that the results have been released for the National Identity Mark, is there anything that particularly stands out to you? Dr. Sara: The results of the first phase showcased schools’ great willingness and efforts in reflecting their understanding of the local culture. Remarkably, even schools with limited Emirati enrollment have achieved good rankings in the evaluation, which reiterates the effectiveness of incorporating the national identity mark’s elements into the schools’ curriculum and culture. It has enabled Emirati students to foster a profound connection with their traditions, thereby nurturing a more robust sense of national identity. As the National Identity Mark rankings were assessed separately from ADEK’s Irtiqaa Inspection, it was interesting to see how some schools with high ratings in Irtiqaa inspections do not necessarily rate the same in national identity evaluations. The results will empower parents to make well-informed decisions when selecting schools for their children as it offers valuable Insights into the quality of national identity programmes and activities across the emirate’s private schools. EdUAE: Have the results highlighted any areas for schools to focus on in the coming year? Dr. Sara: School reports highlighted some areas of improvement for schools, with history, global understanding and volunteering being the most common areas that require improvement among the concerned schools. The reports highlighted the main areas that schools could channel their attention towards to enhance their performance for upcoming evaluations in the next academic year.

ADEK  +971 2 615 0000

VISIT WEBSITE EMAIL US

Did You Know

MENA YOUTH SEEK A VALUES-DRIVEN FUTURE: THE IMPLICATIONS ON EDUCATION AND SOCIETY The Higher Education for Good Foundation (HE4G) has unveiled the results of Youth Talks initiative, the largest global youth consultation ever conducted. It reveals the major aspirations and concerns of youth in the MENA region for their future, emphasising their desire for a harmonious society based on shared values, a redefined education system that prioritises values and virtues, and a strong connection to their identity. These insights deserve special attention when developing policies and educational programmes aimed at shaping a more just, sustainable, and united future. Over 45,000 young people aged 15 to 29 participated in this global consultation across 212 different countries and territories, including 2,298 young MENA individuals. This first open online consultation without incentives allowed participants to freely submit written texts, audio files, and videos, which were analysed using artificial intelligence (AI) tools to identify the concerns and aspirations of young people worldwide. This initiative collected nearly one million contributions globally. In 2024, the HE4G Foundation will open offices in Dubai and the second edition of Youth Talks, aiming to have over a million participants worldwide, will be launched from Dubai with the support of the UAE. “We are delighted to see the fascinating insights and aspirations of young people from the MENA region through the Youth Talks consultation. This initiative challenges preconceived notions about youth and emphasises the importance of giving them a global voice,” said Alice Guilhon, President of the HE4G Foundation. “Our aim is to connect young individuals with decision-makers for positive societal change by partnering with over 50 organisations worldwide. By understanding their unique perspectives,

Values and virtues play a crucial role in the lives of MENA youth, both in education and personal life. we can better shape policies and educational programmes that truly resonate with the needs and aspirations of the next generation.” “We are inspired by the passion and commitment of MENA youth in shaping a values-driven future. Their emphasis on personal virtues, peace, and education reform demonstrates their determination to create a more compassionate and united society,” said Marine Hadengue, PhD and Director of Youth Talks. “By listening to their voices and understanding their unique perspectives, we can work together to build a world that aligns with their aspirations and fosters sustainable growth for generations to come.” BEYOND ACADEMICS: MENA YOUTH CHAMPION VALUES-BASED LEARNING FOR A COMPASSIONATE SOCIETY When asked about education and school curricula, MENA youth prioritise personal values and virtues (24%), such as respect, acceptance, solidarity, or empathy, and interpersonal and teamwork skills (11%), such as communication or social skills, as opposed to traditional academic subjects. They emphasise understanding, debating, and prioritising values in education, urging educators to transform teaching methods for harmonious living. Traditional disciplines still matter, but personal values (45%) and practical life skills take precedence. Schools play a crucial role in incorporating community-building and shared values into curriculums, fostering a cohesive and compassionate society. In the MENA region, environmental education (5%) is less prominent than in Europe, where it accounts for 27%. PEACE TAKES CENTRE STAGE: THE ASPIRATIONS OF MENA YOUTH FOR A UNITED WORLD Peace stands as the paramount priority for youth worldwide, and this holds true for MENA youth as well. The longing for peace and reduction of wars and conflicts deeply resonates with young people in the Middle East and North Africa when envisioning the world’s future.

These concerns prominently emerge in their responses to questions probing the potential trajectories of our global society. MENA YOUTH: DIFFERING PRIORITIES IN THE FACE OF FAILURE AND SUCCESS A considerable 30% of respondents harbour a deep-rooted fear of failure, encompassing concerns about unfulfilled dreams and lack of success. This theme indicates high personal and professional aspirations and anxiety about setbacks. When envisioning their future, 25% of MENA youth prioritise individual success, followed by personal happiness (14%). This contrasts with Western Europe and North America, where financial situations are prioritised, mentioned by over 30% of participants compared to just 9% in MENA. These variations in priorities suggest that parental expectations can impact the youth’s views on success and happiness. MENA YOUTH: BALANCING GLOBAL CONCERNS, IDENTITY, AND SACRIFICES FOR A SUSTAINABLE FUTURE The Youth Talks consultation highlights the collective aspirations of youth worldwide to address global challenges, with youthled initiatives fostering collaboration and innovation for a sustainable and equitable future. Environmental concerns vary across regions, with Europe placing greater importance on the environment (33%) than Sub-Saharan Africa, the Middle East, and North Africa (15%). MENA youth view environmental issues as primarily affecting ‘the world’ rather than their personal lives. MENA youth are less willing to sacrifice material consumption (6%) compared to European youth (26%), focusing more on personal resources (18%) and activities (20%). They are unwilling to compromise personal values and virtues (21%) and family connections (18%), indicating a stronger connection to their identity than Western peers. MORE INFORMATION: Higher Education for Good Foundation https://www.higheredforgood.org/

Other Partners https://youth-talks.org/our-partners/

18 18

Competition

CREATIVITY KNOWS NO BOUNDS IN THE DESIGN YOUR WORLD COMPETITION Creating stunning wall art is a blend of creativity, passion, and attention to detail. Keifer, winner of the ‘Design Your World’ competition, let his imagination run wild and wasn’t afraid to experiment to achieve a masterwork that truly speaks to the staff and students at Summit International School, Abu Dhabi.

KIEFER JOSEPH TORCULAS Summit International School, Abu Dhabi

 KIEFER JOSEPH TORCULAS, SUMMIT INTERNATIONAL SCHOOL, ABU DHABI

Competition

“This win is a validation of our Mission and Vision as well as our commitment to the arts as integral to a well-rounded education,” said school principal, Lee Debagia. “Since he was in kindergarten, Keifer has always performed at a high level in creative tasks, and his awardwinning work shows what he likes, what he’s thinking, and what he’s exposed to through school. Not only does it show him as successful, but it instructs us as educators to think about the student’s perspective. When teachers see how creative he can be, they can alter their assessments to give him the opportunity to show what he’s thinking.”

“Half of my design came from another work. and half was from my own imagination,” Keifer explains. “For me, it represents different aspects of knowledge, such as sports, mathematics, and other important subjects.” The thrill of winning a competition can be an exhilarating and unforgettable experience. It’s a feeling of accomplishment, validation, and usually a measure of disbelief too. “I felt a little surprised!” Keifer says. “I didn’t realise what had happened at first, but when I found out that I had won, I was very happy.”

“For me, it represents different aspects of knowledge, such as sports, mathematics, and other important subjects”

Starting a new artwork is an exciting and creative process for an artist. It’s a moment when they embark on a journey of self-expression and exploration, and at the present time, Keifer is working on several new ideas. “One of them is about my predictions for the far future, while another is about the different languages that people speak,” he says.

When we get to know them, we learn their strengths and use those strengths to help them climb higher. For example, we use Performance Based Assessments so students can choose their method of assessment and demonstrate what they know. Kiefer is the perfect example of this. It is a beautiful mural and everyone loves it.”

Summit International School prioritises visual and performing arts in the curriculum from kindergarten through grade 12, with Lee commenting: “We try to meet all of our ‘climbers’ where they are on their learning climb to the top.

“Keifer has always performed at a high level in creative tasks”

FOR MORE INFORMATION ON WALL ART FOR YOUR SCHOOL, EMAIL OR CALL BELINDA AT:  +971 58 683 3224 EMAIL US

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Excellence in Pre School

NEW HEADMISTRESS AT DSO! There is a new headmistress at Emirates British Nursery, Dubai Silicon Oasis Branch, Sharnie Boodram, who brings with her 10 years of expertise in Early Years learning. Having achieved a BA Hons First Class Degree in Early Childhood Practice from Brighton University in the UK, Sharnie is committed to delivering exceptional teaching and fostering a nurturing environment for our Early Years children. Her journey at Emirates British Nursery began as an Early Years teacher, and she quickly flourished into a coordinator, facilitating staff training and workshops. Sharnie firmly believes that a child’s most crucial learning stage is between ages 0-5. With her child-focused and communication-friendly approach, she aims to recognise and applaud each child’s unique learning and development journey.

Sharnie firmly believes that a child’s most crucial learning stage is between ages 0-5

LADYBIRD NURSERY ACHIEVES LEED GOLD Dubai’s Ladybird Nursery is only the second in the Middle East to achieve LEED Gold Certification. Located in Al Barsha, Dubai, and designed by Godwin Austen Johnson (GAJ), it is the sister nursery to the first Ladybird Early Learning Centre, also designed by GAJ, which achieved certification in 2016. Both nurseries have achieved the highest scores for a pre-school outside of the United States, with scores of 72 points and 68 points respectively, and are the only LEED-certified nursery schools in the UAE. Jason Burnside, Managing Director at Godwin Austen Johnson, commented: “Creating sustainable, healthy buildings is more about being clever with the design, understanding and working with the local vernacular architecture air infiltration and by utilising natural lighting where possible. It doesn’t need to be overly complicated.” Completed in August 2022, the Ladybird Nursery is a single-storey building with indoor and outdoor play areas. Each of the three age groups that attend the Ladybird Nursery has its own separate area and all the spaces are accessed through the main reception for security and supervision.

Both nurseries have achieved the highest scores for a pre-school outside of the United States

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Excellence in Pre School

A QUARTER OF SHARJAH’S PRIVATE SCHOOLS AND NURSERIES MAKE A BID TO GO GREEN BY 2024 In an exciting development, more than 60 private schools and nurseries in Sharjah plan to transform into eco-friendly facilities by the year 2024. The announcement was made by the Sharjah Private Education Authority (SPEA), demonstrating the country’s unwavering commitment to sustainability as it gears up to host the Cop28 climate conference in Dubai later this year.

This transformation will be achieved through an educational programme aimed at enlightening both students and parents

he visionary initiative by SPEA seeks to overhaul a quarter of Sharjah’s private educational institutions. This transformation will be achieved through an educational programme aimed at enlightening both students and parents about the critical significance of sustainability and ecofriendly practices. This mission will be accomplished through an array of educational activities and awareness campaigns designed to foster a culture of sustainability. The move demonstrates the country’s unwavering commitment to sustainability as it gears up to host the Cop28 climate conference in Dubai later this year The action plan doesn’t stop at the school gates though, it extends its reach to the broader community. It seeks to educate residents on responsible resource management, emphasising the conservation of precious resources such as water and electricity. To realise this ambitious project, SPEA has formed a strategic partnership with Bee’ah Group, an environmental management company rooted in Sharjah. The collaboration will pave the way for the implementation of robust waste recycling programmes within the targeted educational institutions. This initiative aims to inspire and assist

these schools in their journey towards becoming paragons of sustainability. The action plan also seeks to educate residents on responsible resource management, emphasising the conservation of precious resources such as water and electricity Dr Muhadditha Al Hashimi, the chairperson of SPEA, underscored the pivotal role of educational institutions in instilling environmental consciousness in the younger generation. In a statement, she expressed, “This project underlines our commitment to sustainable development and tackling global environmental challenges.” Dr Al Hashimi also highlighted how this endeavour harmonises seamlessly with the UAE’s Year of Sustainability in 2023 and aligns with the green education partnership initiative launched by the Ministry of Education. In a call to action, the authority urged all private schools in the emirate to actively engage and collaborate in this endeavour, ensuring its success. This transformational effort not only aligns with global sustainability goals but also promises to leave an indelible mark on the educational landscape of Sharjah, setting a pioneering example for educational institutions worldwide.

The collaboration will pave the way for the implementation of robust waste recycling programmes

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Excellence in Schools

IGNITE SCHOOL WELCOMES DR. GIHAN FRADI AS PRINCIPAL Ignite School, an American curriculum school has appointed Dr Gihan Fradi as its Principal. Implementing the New York State Common Core learning standards to foster inclusive excellence and innovation, Ignite School has consistently pursued the highest standards of student learning and personal development. Dr Fradi’s appointment reflects the school’s commitment to providing immersive student learning journeys that nurture student curiosity to develop empowered and culturally agile future leaders. Dr Fradi brings over 15 years of educational experience to her role, having led and coordinated academic curriculum development across multiple K-12 schools.

Dr Fradi will bolster Ignite School’s commitment to driving student-centred learning journeys and continue to nurture Emirati culture, Arabic language, and Islamic values across all grades.

ALDAR EDUCATION MAKES HISTORY Aldar Education has announced that it has been certified for the third year in a row by Great Place to Work ®. and is the first education group globally to earn this esteemed recognition. The certification is a result of an extensive Trust Index™ survey conducted by the Great Place to Work Institute, involving over 3,500 Aldar Education employees.

‘GCS SPARK PLUGS’ SECURE ‘RISING ALL-STAR AWARD’ GCS Spark Plugs from GEMS Cambridge International Private School has clinched this year’s ‘Rising All-Star Award’ at the Asia Pacific Open Championship in Sydney, Australia. The team made history as the first UAE school ever to compete in the global First Lego League Internationals, entering its innovative project, ‘Floation,’.

The first UAE school ever to compete in the global First Lego League Internationals

REPTON FAMILY OF SCHOOLS LAUNCHES DEDICATED ALSERKAL ART EXHIBITION TO CELEBRATE STUDENT CREATIVITY

AL FUTTAIM EDUCATION FOUNDATION OFFICIALLY LAUNCHES ‘PROJECT AGHSAN’ Project Aghsan was inaugurated during a grand ceremony in Dubai hosted by the Al Futtaim Education Foundation and graced by His Excellency Omar Abdullah Al Futtaim, Vice Chairman and CEO of the Al-Futtaim Group and the Chairman of the Board for the Al Futtaim Education Foundation, along with numerous educational leaders and dignitaries. To read the full article, please click here.

The initiative seeks to significantly transform Arabic language reading by releasing 3,000 titles by 2026.

The Repton Family of Schools held its first-ever student art, design, and technology show, at Warehouse 46 in Alserkal Avenue, Dubai, with public viewing from 29 September – 1 October 2023. The exhibition featured artworks designed and created by 59 Visual Arts and Design Technology students across Year 9 – Year 13, showcasing their creativity, imagination, and technical expertise. Every piece of artwork was meticulously crafted by the students, challenging them to explore themes and ideas that are personal and of interest to them. To read the full article, please click here.

Excellence in Schools

ALDAR EXPANDS ITS EDUCATION PORTFOLIO Aldar Properties has bolstered its investment in its education business, with over AED 350 million added to the initial AED 1 billion commitment announced in 2022. The capital deployed marks Aldar Education’s expansion into Dubai and Bahrain, as well as a new acquisition in Abu Dhabi.

Excellence in Schools

Aldar invests a further AED 350 million in Aldar Education to acquire Kent College Dubai and Virginia International Private School Abu Dhabi

ldar Education’s expansion plan includes the establishment of Cranleigh Bahrain, which will be the first branded premium school in Bahrain to offer a British international curriculum when it opens in 2024. Cranleigh Bahrain will be a co-educational school for students ranging from pre-prep to year 13. This represents a significant milestone for Aldar Education as it expands its reach beyond the UAE and brings its renowned high-quality education standards to the Kingdom of Bahrain. The increased investment also includes the acquisition of Kent College Dubai and Virginia International Private School

in Abu Dhabi, two well-established education institutions in the UAE. The acquisition of Kent College Dubai, which is subject to customary regulatory approvals, represents Aldar Education’s first entry into Dubai, while the acquisition of Virginia International Private School expands the company’s presence, reach, and offering in Abu Dhabi’s education sector. Jassem Saleh Busaibe, Chief Executive Officer at Aldar Investment, explained: “This investment not only demonstrates our commitment to transformational growth but also our ability to successfully deliver on building scale and enhancing asset and geographical

diversification across our platform. We made our first entry into Dubai earlier this year, which was a milestone moment for us, and this investment represents another significant step forward as we continue to forge ahead with our expansion plans in the region. Through building on our established and growing foothold in the education sector, we aim to ensure that more families can benefit from the quality, innovative education we offer in our schools.” Sahar Cooper, Chief Executive Officer of Aldar Education, said: “Our vision at Aldar Education is to be more than just a leading education provider. We aim to create a vibrant and dynamic

The investment also includes Aldar Education’s entry to Bahrain with Cranleigh set to welcome its first students for the academic year 2024/25.

The expansion increases Aldar Education’s student capacity by over 6,000 seats, with total seats set to reach over 58,000 seats by the academic year 2025/26.

environment where every student flourishes and develops a lifelong passion for learning. Through this expansion, we are enhancing our ability to have a positive impact on students across the UAE and the wider region, providing them with the optimal environment and relevant tools to unlock their full potential and nurture their talents. As we continue to scale our platform, we look forward to bringing our best-in-class education platform to more families across the region.” Aldar Education plans to further enhance the quality of education in Kent College Dubai and Virginia International Private School by improving the facilities and infrastructure, as well as providing comprehensive professional development opportunities for educators and staff. Moreover, the three schools are set to benefit from leveraging Aldar Education’s proven track record in achieving academic excellence, its in-depth sector knowledge, and access to a wide network of schools. Established in 2016, Kent College Dubai is a prestigious school offering a comprehensive range of educational curricula, including the British curriculum, International Baccalaureate Diploma, and BTEC programmes in Performing Arts, Sports, and Business, for students from pre-prep to sixth form. Located in Shakhbout City in Abu Dhabi, Virginia International Private School is an American curriculum school catering to students from kindergarten through to elementary and secondary levels.

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EXCELLENCE IN EDUCATION, EVERY CHILD, EVERY DAY EDUCATION UAE SPOKE TO THE DIRECTOR OF THE UNIVERSAL AMERICAN SCHOOL, KEVIN LOFT, WHOSE DEDICATION TO HIS STUDENTS AND HIS ABILITY TO INSPIRE CHANGE IN THE COMMUNITY SERVE AS A TESTAMENT TO THE TRANSFORMATIVE POWER OF EDUCATION. WE FIRST ASKED KEVIN TO TALK ABOUT THE SCHOOL’S STRENGTHS AND HOW IT HAS EVOLVED OVER THE PAST YEAR.

Kevin Loft, Director at Universal American School, has worked across education as a teacher, leader, principal, CEO, and consultant, and has led outstanding private and public schools in New Zealand, the UK, and the UAE.

Excellence in Schools

We’ve been building the American element over the past few years, so we have a lot more American teachers coming in Kevin Loft: I think if you speak to our parents or staff, they will always say that the biggest strength of the school is its sense of community. Every school will probably tell you the same thing, but I worked in a few of them now in Dubai and it’s quite different here. That is something we’re very proud of, and something we’re very protective of as well. Regarding how the school continues to evolve, our year-on-year enrolments

are up 15% from last year, and we’re turning people away at the moment. We’re trying to keep the numbers under control. It’s that community feeling we want to retain because that is exactly what we are - a community school for the people of Festival City. We have just 1,230 students but we’re a full through-school, K to 12. It’s not a common thing in Dubai, and it’s a size that allows people to still have an identity and know who people are.

There is a genuine connection to staff and students. Last year, we started calling ourselves a ‘boutique school’ because, for a school that runs from K to 12, 1,200 is a small number. And so that element of community is really important to us, and it’s a responsibility we take seriously in order to deliver what the community wants. EdUAE: Can you tell me about the school’s educational approach and its curriculum?

We run the Advanced Placement Programme as far as our US curriculum side, but we also run the Diploma Programme at the top end as well, so we’ve got two different pathways. There’s no preference over that for us because it’s about what the students need and where they are going. Different things suit different students with different pathways. What we’re trying to do is build pathways that actually respond to what the youngsters want - where their personal pathways are going - and building around them rather than building around us, which again is the boutique element. For a small school, that’s not easy to do, and one of the key advantages for us is being run as a not-for-profit. This allows us the flexibility to not focus on profit but on delivering what we actually want for our students and what our students want from us. So that’s a distinct advantage that we have over the wider school community. EdUAE: More and more nowadays, it seems, young people are being allowed to be musicians and artists rather than just doctors and lawyers, and I guess your approach allows that to flourish?

KL: The curriculum is New York State Standards, and what we try to do is build pathways for our students. I think that’s really important. We don’t want to be a school that says that if you don’t achieve a certain level, you can’t continue with us. We want to ensure we’ve got options for our youngsters the whole way through. That, for me, is true inclusion when you’re making sure you’re meeting the students’ needs, not the students meeting your needs.

KL: Yes, if you look at the investment we have put in, including a recording studio and a radio station podcast room, there is demand in that area. We have drama programmes with external providers to enhance our curriculum and the offerings we’re making in those areas. We’ve added a ceramics room with kilns and pottery wheels, so there’s definitely been growth for us on that side of the school. We’ve always had science labs and those kinds of elements, but it’s those subjects from the wider curriculum that are actually growing – it’s the breadth of the curriculum, not just the core parts down the middle. EdUAE: That broad curriculum takes in soft skills such as empathy and compassion too, doesn’t it? KL: We’re an International Baccalaureate (IB) school, and we run the Primary Years Programme at the younger end and the Diploma Programme at the older end, but the synergies that join those two things together are very much about the IB

learner profile and those elements that brings out. This fits into what I was saying about the community; it brings all those elements together. In addition, we’ve really developed over the past two years in terms of focusing on our counselling team and all the supports that are set beneath that to make that happen. So it’s something that we teach, something that we refer to as part of our curriculum, but we’re making sure we’re staffing it structurally from our side to ensure we’re actually living those values. EdUAE: You mentioned counselling and well-being, but it’s not only the counsellors that need that, it’s the teachers too? KL: Yes, it is. Last year we introduced a teacher well-being room where we try to focus on as many senses as we can, so it’s a soft environment and it’s lit differently. It has a different smell in there too, and a different sound. There’s even a waterfall in there. It’s a space for teachers to come and have time; there’s no food, and there’s no technology allowed; it gives teachers ‘brain breaks’, allowing them to have 10 or 15 minutes in their own space. We do run yoga, Pilates, and other things through different teachers. I have a philosophy whereby I think that as a leader, my job is to focus on the teachers and make sure they’re well, and then their job is to focus on the students, so there’s a kind of cascade model. But I think it can often get to a situation where we focus so much on the students that we forget that we have to make sure that the people they are with all day are in a good space too. EdUAE: How do you encourage and promote career progression with the teachers? KL: I call it personal professional development, not continuing professional development, and I want teachers to be professionals, so I think it’s really important that they take the lead on their personal development. It’s our job to put options in front of them – more than just one option a week.

Excellence in Schools

community and when we walk the school, we feel that community. EdUAE: I can sense the passion when you talk about the school, but did you enjoy your school days?

They need a menu of two or three things that they can choose from and based on their needs and what they are actually trying to develop in themselves, they should then be picking their professional development rather than saying, “Come on, everyone, sit down; we’re going to do this this week.” It should actually be led by them. So there’s always an element of school-based development on a weekly basis, but then obviously there are different international networks and local networks, and they’ll have their own networks too, and then they can come to us and say, “Look, I’ve got this opportunity,” and we support them to make sure they’ve got this wider professional development if that’s the pathway that they’re choosing. EdUAE: There is obviously a lot in place for students who are struggling, but what about the higher achievers? KL: I talk about additional needs rather than specifying what they are, and the first port of call is that it’s everyone’s responsibility. If you’re a classroom teacher, it doesn’t matter where the students’ needs are; you’ve got to lead and be responsible for them. We also do have specific staff that are responsible for the gifted and talented, and they make sure that they support students to ensure they are being challenged. The biggest thing at both ends of the spectrum is the work we’re doing with teachers for them to understand what it means if you’ve got a student that’s identified in your class with an

additional need; what does it mean for you, and what can you do about it? The answer obviously includes personal professional development, so we can challenge ourselves in the right way wherever that need may fall. EdUAE: It’s a holistic approach? KL: Yes, and what we want to see in the school in the future. Absolutely, we want it to be an outstanding school - outstanding by inspection, yes, that happens along the way, but outstanding in what we want it to be as an outstanding school, so it’s about relationships and all those elements that pull together. So what we mean by outstanding is that our community still loves being here, still wants to be here, and is involved in all the different elements of the school. Those are things that make an outstanding school. Exam results and inspection results happen along the way on that journey, but if you’re getting those fundamentals right, you’re building to where you want to be. EdUAE: You can’t really focus on those inspections too much? KL: No, there’s a process – there’s a rulebook, and we play by that rulebook. But if you want to be a truly outstanding school, it comes from the culture that’s set within the school, which is lived and breathed every day by everyone the moment they walk through the door. And that’s the big thing for us – when we talk about

KL: Yes and no. I had additional learning needs, not the straight and narrow, so I walked a different path through schooling, I suppose, and that’s why I chose the career I chose. I wanted to do something where I thought I could make a difference, and I think if you ask any teachers coming in and explain that we’re on a journey of change and be very clear about where we want to go, it’s almost irresistible to them because it’s in their nature to want to make a difference. This is a community that’s very open to change and open to doing things

differently; it’s not a school where there’s one way of doing things; it’s much broader than that. The fundamentals for us are relationships and how we treat each other, that’s really important. I have a rule in school that you say hello to everyone; it doesn’t matter who they are or whether you know them or not. It’s those cultural elements that just flow through the school that point to where we want to be and where we are going. EdUAE: Teaching is not really a career, it’s more of a vocation, isn’t it? KL: It is, yes, and international schools are hard work, so someone who comes into this thinking they’re going to come to Dubai, get some nice photos, be on Facebook, they’ll get shocked pretty quickly, to be honest!

I always say that Dubai makes teachers and it breaks teachers, and if you want to put the time in and the professional development, I always describe it as three times what you would get in your home country. One year here equals three years at home. So you can develop at three times the speed, and you can see young teachers become leaders quite quickly. EdUAE: Could you tell me about the extra-curricular opportunities the students have – is that quite a broad brush? KL: It is a broad brush, and again, what I’ve focused on is if you employ the right people, you then get out of their way. What I say to them is, “What are you passionate about, and what will the students potentially be interested in?” It’s not about these are what we

offer, which ones do you want to do? It’s about what you want to share with the students. Last year, we introduced a DJ course for kids; one of the staff members who was a DJ works with them on the skills that are required, the technology, and the different things they can operate with. This year we’re introducing for the first time cheerleading, and one of the staff has that as a passion, so that’s great. There has been Irish dancing and all sorts of things, depending on the teachers’ passions and what the youngsters are looking for. So for me, it’s down to the staff. If you employ the right staff, by nature they’ll always come up with different quirks and different elements that you can utilise and develop.

Excellence in Schools

Last year, we put in what we call our Community Café, which is based around parents being part of the school

We’re an International Baccalaureate (IB) school, and we run the Primary Years Programme at the younger end and the Diploma Programme at the older end Obviously, we have sports teams. We have academic activities as well, so it is a broad brush. I think the thing that makes a difference is that we’re trying to bring out the individual teachers’ personalities with the students, as well as just carrying out the activities. We’ve been building our American identity over the past few years, so we have a lot more American teachers coming in, so we’re lifting that cultural identity of the school. And we are looking at American sports: basketball is already very popular, and we are now talking to an American Football provider and track and field too, so we’ll see if they are a possibility. EdUAE: How do you involve the parents? Last year, we put in what we call our Community Café, which is based around parents being part of the school. That’s their dedicated space in the school, so they can come and have coffee there at any time that they like. What I say to them is, this is your space. We communicate through the usual platforms, such as emails and newsletters, but one of the things we have that I think is quite different is our marketing team. We have a team of three people who operate across the two schools in the Al Futtaim education

family, so they are active on different social media platforms. As a result, we’ve got our standard communication methods, and then we’ve got our social media. We’re trying to spread our bets and hit people across different channels. We also encourage parents to ask questions, which they seem very happy to do. We try to be as available as we can. EdUAE: Finally, it’s a very diverse student base, isn’t it? It’s not just aimed at Americans? KL: Around 15% of students are US passport holders. We have a real mix of other nationalities across the school. There were about 80 nationalities last year – we’re still collating this year’s figures – of which approximately 15% were Emirati. It’s a real international community, a great place to learn, and a great place to teach!

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Colin Sinclair Principal of Citizens School, husband, and proud dad of two grown-up children, Colin Sinclair has moved to Dubai following a 25-year career as a senior educational leader via the UK and Ibiza. Previous leadership roles include being a Headteacher, Governor, Principal, Director of Education, and most recently CEO of a group of 18 schools in Dorset, England. Colin looks forward to embarking on this exciting journey of reimagining education with the whole Citizens community and working closely with the learners to live out the Citizens’ vision and values.

CHARTING NEW HORIZONS IN LEARNING Offering a visionary learning experience that goes beyond traditional methods, Citizens School encompasses a range of strategies, philosophies, and practices designed to prepare students for the challenges and opportunities of the future. Education UAE spoke to the school’s new principal, Colin Sinclair, about his own personal journey and the personalised learning approaches that cater to individual student needs, interests, and learning styles. EdUAE: What were your initial feelings when the opportunity at Citizens came up, and what are your thoughts on moving to Dubai to take up this new and exciting phase of your career? Colin Sinclair: I was very excited when the opportunity first presented itself, and the more I engaged with Hisham Hodroge (CEO), Dr. Adil AlZarooni (proprietor), and the team, it became evident that our philosophies aligned. The timing of the opportunity to become part of the Citizens team was fortunate, as our youngest son has just completed his A-levels, so the next phase of my career fitted well with our family circumstances. My wife is joining me very soon, and Dubai will become our new home. EdUAE: Can you please provide an overview of your educational and professional background and how it has prepared you for this new role? CS: I was a principal in England before moving to Europe to lead an all-through international college. On returning to England, I held the position of Executive Principal and then Education Director in three very different educational organisations, where I line-managed over 50 principals. My role prior to joining Citizens was as CEO of a group of 18 schools in England. I am confident the experience of leading schools as a principal, executive principal, education director, and CEO will help the team ensure Citizens delivers on its vision and values and becomes one of the leading schools in Dubai.

Excellence in Schools

I held the position of Executive Principal and then Education Director in three very different educational organisations, where I line-managed over 50 principals EdUAE: Can you describe your leadership style and how it aligns with the needs and values of Citizens? What do you believe are the key qualities and skills that make an outstanding principal, and how do you embody these traits? CS: I passionately believe in a holistic and inclusive education and creating a school community that meets the needs of the children we care for. I am an advocate of creating a learning culture through a restorative and conversational approach as children progress through the school. I am a collaborative leader and believe that great schools have a clear vision and set of values that support that vision. The role of leaders is to deliver the vision and values, and the most successful schools and organisations have a collective efficacy where everyone is moving in the same direction and supporting each other in turning the vision and values into a culture of everyday actions and behaviours. EdUAE: What is your educational philosophy, and how do you plan to implement it at Citizens? CS: I am a values-led leader, and I am fortunate that I can be selective in aligning my values with the organisation’s vision and values. My educational philosophy is based on meeting the needs of all our learners through an inclusive and holistic curriculum that balances academic rigour with the interpersonal, social, and communicative skills that will enable children to pursue their passions and interests, whatever they are. We do not know what the future holds, and our plan is to prepare Citizens learners to be successful in their chosen career path, whether that is as an entrepreneur or a more traditional

route into further academic study. The employment market in 5-10 years’ time will be very different from what it is today, and the skills to be adaptable and creative, to solve problems, and to think constructively while treating people with respect are outcomes we believe will prepare the leaders of tomorrow. Creating a culture whereby everyone understands the direction of travel and knows how important it is to pull together to deliver our values is an aspect of my role that I relish. EdUAE: How do you plan to foster a positive school culture and community among students, staff, and parents?

CS: Through co-construction and collaboration with stakeholders. As a multicultural, inclusive school community, we are proud that our community is representative of Dubai, and we strive to engender a culture of unity within our school. We actively promote social events for parents and staff and work hard to seek and respond to feedback through our Parent Association Group (PAG), staff well-being committee, and the Learner Leadership Team. We are extremely fortunate to have a wonderful, purpose-built environment in the heart of City Walk, Dubai. However, it is the people who create the culture, and we work hard to proactively

Our bespoke entrepreneurship and Citizens Future Framework curricula are pivotal in engaging with the outside world

collaborate and build partnerships with our stakeholders. EdUAE: How will you approach building and maintaining positive relationships with the local community and stakeholders outside of the school? Do you believe this is an important aspect of the modern education world? CS: Collaborating with stakeholder groups outside of the school is a hugely important aspect of delivering a contextual and rapidly evolving educational world. Our bespoke entrepreneurship and Citizens Future Framework curricula are pivotal in engaging with the outside world, as we

are always striving to ‘bring learning to life’. Our approach to learning is removed from the traditional ‘teachertalk’ model, whereby the teacher is the most important person in the room. Our professional educators are called mentors, as their role is to facilitate and work alongside the learners in mentoring their progress as opposed to directing the learning. We utilise the environment and have learning labs, break-out spaces, specialist learning zones, and resources to enhance the learning experience. Knowledge is freely available through the internet, and the mentors’ role is to bring the knowledge to life through engaging and contextual pedagogical experiences.

Excellence in Schools

Our approach to learning is removed from the traditional ‘teacher-talk’ model

90% of the jobs 25-year-olds have today were not created when those 25-year-olds were 11 years of age

We embrace new technologies and are piloting an exciting partnership with School Hack to advance how learners and mentors utilise and use learning tools such as ChatGPT, coding, and digital literacy.

communicators, caring, and compassionate individuals who respect one another and learn and flourish in an inclusive, multicultural community addresses the challenges of a rapidly changing world.

EdUAE: What do you see as the most significant challenges facing the education sector today, and how will you address them at Citizens?

We are developing our Citizens Learning Framework, which is a research-driven contextual model that provides principles that are adapted to be age-appropriate while supporting our approaches to the learning journey.

CS: Preparing children for a world that is changing much faster than the education system they are part of is a considerable task. The education sector has largely stood still for generations while the world has moved on. 90% of the jobs 25-yearolds have today were not created when those 25-year-olds were 11 years of age. We have to be brave and move away from a knowledge-rich curriculum to a curriculum that is a better balance of skills, attributes, and knowledge, and then find innovative and contextual ways of preparing the next generation to be successful in whatever they choose to pursue in the next phase of their lives. We believe our approach is a better balance. Our bravery in educating our children to be effective, confident

EdUAE: What is your vision for the future of the school during your tenure? How will you stamp your personality and ideas on it? CS: The school is much bigger and more important than any one person, and I am privileged to be part of a team that is leading a school community that believes in the vision. My role is to collaborate with those who are more skilled and knowledgeable than me in delivering the vision and values into reality, so the children are well-prepared for the next phase of their journey. I am passionate about inclusion and providing a holistic education for all

children. As we continue to grow (550 learners in our second year of operation), the importance of developing, investing, and coaching colleagues to be the best version of themselves in order to create a team that will collectively re-imagine education will become increasingly important. My vision is for Citizens School to be the leading school in the UAE in providing an inclusive and progressive education where learners develop an entrepreneurial mindset that prepares them for the future.

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THE UNEXPECTED BENEFITS OF LEARNING LATIN When it comes to choosing a foreign language for children to learn, Latin might not be the first option that comes to mind. Latin, often seen as a ‘dead’ language, is no longer spoken in everyday life. However, there are numerous unexpected benefits for children learning Latin that make it a valuable and worthwhile pursuit. We’ve explored some of these benefits and can shed light on why Latin can be an excellent choice for young learners.

IMPROVED LANGUAGE SKILLS One of the most significant advantages of learning Latin is its positive impact on language skills. Latin is the mother of many modern languages, including English, Spanish, French, and Italian. By studying Latin, children gain a strong foundation in grammar, vocabulary, and syntax, which can greatly enhance their understanding of these related languages. This knowledge can lead to improved reading comprehension, writing skills, and even

better performance in standardised tests.

ENHANCED CRITICAL THINKING Learning Latin is not just about memorising vocabulary and conjugating verbs, it’s about deciphering complex sentence structures and understanding the logic behind the language. Latin sentences are like intricate puzzles that require careful analysis. As children grapple with the intricacies of Latin

grammar, they develop critical thinking and problem-solving skills that can benefit them in various academic subjects and in life.

CULTURAL ENRICHMENT Latin is not only a language but also a window into the rich cultural heritage of ancient Rome. Through the study of Latin, children can explore the history, literature, art, and philosophy of the Roman civilisation. This exposure to a different time and culture can

Latin is a window into the rich cultural heritage of ancient Rome broaden their horizons, fostering a sense of curiosity and appreciation for the diversity of the world.

VOCABULARY ENRICHMENT Latin is filled with words that have been borrowed by numerous modern languages, including English. By learning Latin, children can expand their vocabulary and gain a deeper understanding of the origins and meanings of words they encounter in their everyday lives. This knowledge can make them better communicators and help them excel in language arts and literature classes.

IMPROVED MEMORY AND CONCENTRATION Studying Latin requires a high degree of attention to detail. Children must remember verb conjugations, noun declensions, and other grammatical rules. This process of memorisation and concentration can enhance their overall memory and focus, skills that are valuable in all aspects of learning.

STRONG FOUNDATION FOR LEARNING OTHER LANGUAGES Once children have mastered Latin, learning other languages becomes more accessible. The analytical and language skills acquired through Latin study can serve as a strong foundation for learning languages such as Spanish, French, or Italian. The familiarity with Latin roots and grammar can make these languages less intimidating and more approachable.

Through the study of Latin, children develop critical thinking and problem-solving skills that can benefit them in various academic subjects and in life

HISTORICAL AND SCIENTIFIC INSIGHTS Latin is the language of science, medicine, and law. Many scientific terms and medical jargon are derived from Latin. By learning Latin, children can gain a deeper understanding of these fields and potentially pursue careers in science or law later in life. Moreover, Latin opens the door to studying ancient texts in their original language, allowing students to delve into the works of great thinkers like Cicero, Virgil, and Seneca.

INCREASED SELF-CONFIDENCE Learning Latin can be challenging, and overcoming these challenges can boost a child’s self-confidence. When they realise that they can master a complex language like Latin, they become more confident in their ability to tackle other difficult subjects and challenges in life. This newfound confidence can have a positive ripple effect on their academic and personal lives.

APPRECIATION FOR PRECISION Latin is a precise language with a strong emphasis on accuracy in expression. Children who learn Latin develop an appreciation for the importance of precision in communication. This attention to detail can lead to improved writing skills and a greater ability to convey thoughts and ideas effectively.

LIFELONG LEARNING Perhaps one of the most significant benefits of learning Latin is the love of learning it can instil in children. Latin is a subject that encourages curiosity, exploration, and a passion for knowledge. By sparking a love for learning at an early age, Latin can set the stage for a lifelong pursuit of education and personal growth. The skills acquired through Latin study can have a lasting impact on a child’s academic and personal development. So, if you’re considering a foreign language for your child, don’t overlook the many advantages of learning Latin. It’s a language that can open doors and provide lifelong benefits.

Latin is the mother of many modern languages, including English, Spanish, French, and Italian

Excellence in Schools

Rod Millington Fashioning words into prose with the grace of a ballerina on caffeine, Rod Millington, when not wrestling with writer’s block, weaves tales as intricate as his cat’s labyrinthine plot to steal his last donut. When not typing away, he’s on a quest to find the perfect writing snack – and maybe, just maybe, world domination through puns.

LEARNING THE ART OF DODGING GRUEL BOWLS AND HOMEWORK! Ladies and gentlemen, boys and girls, join me as we embark on a personal journey through the evolution of education over the past 50 years, looking at my own schooling in an outrageous British school in the early 1970s and comparing it to schools in the UAE today. Students reading this, and probably more than a few teachers, will be shaken, if not completely traumatised.

Excellence in Schools

The debate team’s meetings often devolved into shouting matches, where eloquence was replaced with decibels

 BOLDMERE HIGH SCHOOL, BIRMINGHAM UK

If you were lucky, you might even stumble upon a dish that defied the laws of physics and biology simultaneously I attended a school in the suburbs of England’s second city, Birmingham, where the dreams of innocent children shrivelled and died. It was a place where education took a backseat and pandemonium was the order of the day. So without further ado, let us begin this voyage through the corridors of this educational abyss. GUARANTEED TO LOWER YOUR EXPECTATIONS Boldmere High School for Boys was the name of this institution, and I can name it because it closed shortly after I graduated in 1972. Firstly, Boldmere was a masterclass in architectural confusion. Designed by someone with an unwavering commitment to disorientation, it boasted a layout that would make even the most seasoned

cartographers break out in a sweat. Trying to find your way from the sole science laboratory to the sports fields felt like an expedition into the Borneo Rainforest. Compare that to today’s schools in the UAE, where the architecture and design are actually created with children in mind. One only has to look at schools such as Citizens and Repton to realise the giant strides that have been taken over the last half a century. Back in my day, these schools would have looked like science fiction. Boldmere cafeteria deserves a special mention. It was a gastronomic adventure that rivalled the finest Michelin-starred restaurants in its commitment to mystery. You’d find

yourself playing a thrilling game of ‘Guess the Unidentified Meat’, and if you were lucky, you might even stumble upon a dish that defied the laws of physics and biology simultaneously. Today, schools in the UAE have cafeterias that would grace any high street. Children at Bloom World Academy, for instance, eat in bistros, with the youngsters in Bloom Nursery having their own Primo bistro, a little cafe where they go to eat with their own little tables and chairs. Indeed, wherever you look in the UAE, school cafeterias have evolved to provide healthier, more appealing, and culturally diverse dining options. At Boldmere, we just had British cuisine, and, as there is no such thing as British cuisine, it’s hard to get across how bland it actually was. INTO THE FURNACE OF ADVERSITY Now, let’s talk about the school’s curriculum, or lack thereof. Boldmere proudly adhered to the ‘Trial by Fire’

Extracurricular activities at Boldmere were equally captivating. The debate team’s meetings often devolved into shouting matches, where eloquence was replaced with decibels. And who could forget the art club, which specialised in avant-garde installations like ‘Old Chewing Gum on a Pile of Broken Dreams’?

method of education. Think ‘Hunger Games’, but with algebra instead of arrows. It was a Darwinian approach to learning, where only the fittest (or sneakiest) survived. Compare that to the broad array of opportunities available in the various curricula in UAE schools, where traditional rote learning and memorisation have given way to more interactive and studentcentred approaches, emphasising critical thinking, problem-solving, and creativity. Curriculum content has adapted to reflect societal changes and advancements in knowledge, and subjects like computer science, sustainability and the environment, and digital literacy have become essential components of modern education. In 1970s England, ‘high-tech’ was a Bunsen burner, while sustainability and the environment consisted primarily of not dropping litter in the playground.

OFFICIALLY UNEMPLOYED, BUT GRADUATED NONETHELESS Let’s not overlook the faculty at Boldmere either, who were a delightful blend of the underqualified and overworked. The teachers had a unique talent for turning the simplest of subjects into complex riddles, where the solution was concealed behind layers of ambiguity. The headmaster, who resembled a character straight out of a children’s book, spent most of his time locked in his office, attempting to decipher the school’s budget with a magnifying glass. Today’s teachers are a different breed altogether; for a start, they seem to like children. That might seem like an obvious statement, but it wasn’t always the case - at least, not at Boldmere. Although, in fairness, the school did have two excellent teachers, and one in particular is the reason I’m locked in a cupboard today writing this. Finally, Boldmere’s graduation ceremony was a wonder to behold. Held in a run-down auditorium that doubled as a haunted house attraction during Halloween, it featured a speech that was essentially a series of vague life advice mixed with questionable jokes.

Graduates were then handed their various certificates along with a survival kit containing a flashlight, a map of the school, and a bar of soap to wash away the memories. While many parents from all over the world will no doubt have had similar experiences, with underwhelming facilities and educators, this story shines a light even more brightly on the school amenities and opportunities our kids now have available to them throughout the UAE, where the education system provides students with a safe, nurturing environment where diversity is celebrated and academic rigour is unparalleled In conclusion, this particular school was a satirical wonderland where you were more likely to learn the art of survival than any academic subject. So, here’s to Boldmere High School for Boys, where every day was a new adventure in the pursuit of an education that was anything but conventional. Think yourself lucky, kids!

Excellence in Schools

HOW TO BE A BETTER STUDENT With the academic year now in full swing, you might be wandering how to be the best possible student you can. Not only is this important for academic success, but also to make sure learning is as enjoyable and as fruitful as possible. Take a look below at our top tips to help you become the best student you can be, and to make the most of your time in school.

LOVE WHAT YOU’RE DOING We all have our favourite and least favourite subjects, but even in the class that you find yourself dragging your feet on the way to, you can find ways to bring enjoyment to it. You can get creative with independent assignments by tailoring your learning in a way that suits and interests you.

SET GOALS In any academic setting there will be deadlines and grades for you to work towards, but you can also set personal goals for yourself. By implementing smaller, achievable goals weekly, or even daily, you can feel a sense of personal achievement more often to fuel you towards those bigger targets. Setting and sticking to goals is also a great skill to learn for later life.

EXTRA-CURRICULAR ACTIVITIES Being a good student in the classroom is great, but it’s important to find extracurricular activities that you enjoy, too. Meeting new friends with shared interests, reaching non-academic achievements and learning new skills are just some of the bonuses to taking part in extra-curricular activities, which will make for a more rounded student experience.

Being a good student is important for academic success, but also to make sure learning is as enjoyable and as fruitful as possible

ASK QUESTIONS It can be a little daunting to speak up in class, especially if you feel like you’re the only one with questions, but asking for clarification or explanation when you’re unsure is one of the best ways to learn. It’s also a great way to explore the subjects that really interest you more thoroughly. So, don’t be shy and raise your hand!

BE INSPIRED Want to be an astronaut? Or maybe a footballer, a doctor or an artist? Use that goal to inspire you every day. Walk through the school gates with that goal in mind and keep it with you throughout the day. Having a passion and a dream for the future is a great way to keep you working hard and delivering great results.

READ, READ AND READ SOME MORE We’re lucky to live in a day and age where information on every subject can easily be found in abundance. Doing extra reading around subjects can really help to put you head and shoulders above your peers. So, spend some of your down time at the library and enjoy soaking up new information about your favourite subjects.

Excellence in Schools

GLOBAL HORIZONS: NURTURING TOMORROW'S WORLD CITIZENS AT GLENDALE INTERNATIONAL SCHOOL In a rapidly shrinking world where borders blur and diversity defines the norm, Glendale International School stands as a beacon of educational excellence. Here, we delve into the transformative journey undertaken by the school, exploring its multicultural mosaic of students and educators, its innovative curriculum that marries traditional wisdom with cutting-edge technology, and its unwavering commitment to nurturing young talents. Discover how Glendale International School prepares students to tackle the challenges of an interconnected world, where cultural fluency, empathy, and adaptability are the currency of success, as we talk to the school’s principal, Jasmit Kang.

Jasmit Kang is the Founding Principal of Glendale International School, Dubai. She has 24 years of educational experience in NCfE schools in both the UAE and England. Jasmit believes that every child has an important and equal voice in the classroom and that educators have the key to unlock hidden talents and actively encourage the best in every child.

Excellence in Schools

My journey at Glendale began in March 2022, and it was very exciting because it was a new school

 JASMIT KANG, FOUNDING PRINCIPAL OF GLENDALE INTERNATIONAL SCHOOL

EdUAE: Can you tell me about your own educational background and your journey to becoming the principal of Glendale International School? Jasmit Kang: I started my journey in Liverpool, in the UK, where I was born and bred. I taught at Waterloo Primary School for five years and was very lucky to do so; by the middle of the first year, I had risen to be Head of Year Six. I then moved to Birmingham in 2004 and worked in a variety of different good and outstanding schools, going through the Ofsted inspection process during this time, so I quickly learned what the benchmarks were in primary education. In 2010, I had my first SLT role and was instrumental in moving the school from ‘acceptable’ to ‘good’. I then moved to Dubai in 2014 as Deputy Head of Primary at Raffles International School, and was there for six years. I left to be head of primary at Capital School in 2020, which was a strange time to make a move, as it was during the pandemic. But it proved to be an inspired move, and within six months I had been promoted to Vice Principal, taking the school through two inspections in two years, BSO and KHDA. The school got a ‘good’ for the first time. My journey at Glendale began in March 2022, and it was very exciting because it was a new school. That allowed me to have a personal touch, even down to little things like the logo and the uniform, and that’s what makes this job so special: being involved in the vision and mission of the school and where we want to take it. EdUAE: What is your vision for this school, and what are your key priorities for its growth and development? JK: It is to make sure that every child is evolving, excelling, and being inspired - that's our vision statement. We’re a British curriculum school, and we focus on character, leadership, and academic excellence. We have something we call our jewels of Glendale, which are the core values of the school: three R's and three E's So we’re looking at respect, responsibility, and resilience in tandem with empathy, excellence, and empowerment. These

Excellence in Schools

We have over 200 species of plants on our campus already, and we are committed to having a focus on being a non-plastic school are the values that I really wanted to instil in the school. Our creativity-inspired curriculum was also something that I really wanted to focus on, so we’ve allowed our children in primary to have access to different subjects that you wouldn’t normally have in many UK curriculum schools. For example, design technology is a subject that we should teach at Key Stage One and Key Stage Two. But not many schools are doing design technology as a discrete subject. Specialist equipment is required for that, but that is something I said we should be offering at the primary level. So now we have a design technology lab as well as a STEM lab, which not a lot of schools have. We have another kind of interactive space too, called an immersion lab, which, again, is very new to Dubai schools. Drama is another area, so we have a drama room, the black box room, which we are using as part of the English curriculum.

These are just a handful of examples of creativity-inspired spaces. EDUAE: How do you foster a positive and inclusive school culture among students, teachers, and staff? JK: This is something that is so important to me. I’ve always valued relationships between myself and all stakeholders, and that, of course, includes all teachers and students. We have, for instance, support for children who need it in terms of their language skills. We’ve got a number of ‘English as an Additional Language’ (EAL) children in our school. Some children from Russia, for example, have zero English, and they’re in Year Six. So to make sure every child is successful, they’re having translation of objectives into Russian so children can access the learning while being in every single class. And that’s one way of breaking down those barriers. So, we are a very inclusive community, and I think that’s because we’re focusing on creativity-inspired learning spaces, where children are doing really well in music, art, and drama – collaborating together in those spaces - something that they may not be able to do in, for

instance, an English lesson. They’re learning the language through these creatively-inspired spaces. I think the biggest thing for me is for teachers to really know their class, know their students well, and make sure that they understand every single child who’s sitting in front of them. It’s not an easy job, but it’s something that all teachers strive to do. EdUAE: Can you describe any recent academic achievements or innovations at Glendale that you're particularly proud of? JK: I mentioned the design technology space, which is definitely a big thing for the children. I observe lessons where they really want to have the opportunity to create more, to design more, and to learn more. And that increased crosscurricular focus doesn't really happen in UK curriculum schools as much as we'd like, but at Glendale, we are committed to that. We have also introduced photography from FS to Year Six, which is running alongside our art programme. I can already see that parents are really happy

We are a very inclusive community, and I think that’s because we’re focusing on creativityinspired learning spaces

that their children are getting to learn a new skill that they may not have had the opportunity to learn before. It also gives the youngsters a challenge, allowing them to focus on a new area of discovery. One thing I want to mention is the outdoor learning spaces for all children at the school. So, we have over 200 species of plants on our campus already, and we are committed to having a focus on being a non-plastic school. We are looking at sustainability as a key feature of the curriculum, allowing children to learn outdoors in our green spaces. Inside the building are what we call our pods; we’ve got a play pod and a primary pod, which is again, open space for children to collaborate and share ideas. There are whiteboards all around the room. It’s a multipurpose space that teachers can use for different subjects. EdUAE: How do you engage with parents and the local community to create a strong support network for the school? Tell me about the family, referral, and sibling discounts – are these popular with parents, and how much can they save? JK: Engaging with parents is massive for us, with regular invitations sent out for school events, including assemblies and a ‘pink day’ that is coming up soon. Also, we are going to have a parent association set up before long, and we’ll be looking at how parents can support us for those key events. We will have parents on our governing board too. It’s really important to have parent input, especially because we’re a new school. There is always room for improvement, and I really value what parents say in terms of what they think is working well and what we need to work on more. I want to have a regular coffee morning after half term, and I’ve already planned to do that. I’d like to get access to parents on a weekly basis. I don't like doing things through email. I’m a principal who walks around the school daily and also meets parents regularly . So having weekly slots where parents can drop in and speak to me will be really valuable. We have parent-teacher conferences regularly, too. It’s really important that parents and teachers can sit down together and discuss the progress of the child, setting targets and how in partnership we can achieve that. As regards to referral discounts, we offer AED 1,000 off per family referred. And anyone who refers a family member is given a 20% discount; that’s for all our founding families for term one, which includes uniforms as well. We also offer a 10% sibling discount.

EdUAE: What extracurricular activities and programmes does the school offer to enhance students’ overall education and personal development? JK: We have a well-being hour from 7.30 to 8.30. Most schools would have an after-school activity, which we also have, but that’s a paid option. However, I wanted something to be available for all children at the start of the day. And the reason I wanted to do that was because of my own experience. As adults, we usually like to have some time in the morning to perhaps exercise and get ready for the day ahead. I thought, well, rather than having the children go straight into a formal lesson at 7.30, which can be quite difficult for a child, why not start the day with a creative subject of their choice? So there are now offerings from Monday to Thursday, with a different option every day. I think that's working really well. It sets the child up for the start of lessons at 8.45. This is optional and doesn’t have to be done every day; it is at the convenience of our families. EDUAE: Can you share any future plans or goals you have for Glendale, both short-term and long-term? JK: We have an established connection with a drama studio that’s going to work with Glendale for a whole school production of Charlie and the Chocolate Factory. We’re doing auditions for that at

We have a relationship with a drama studio that’s going to do a whole school production of Charlie and the Chocolate Factory the moment, during the well-being hour. What is so special about that is that the school is covering all of the costs so that the children are getting free wellbeing sessions of drama where they will be part of an enriched end-of-school production. I don't know of any other school that is doing that. Also, we’re doing yoga on Thursdays with an agency called the Heartfulness Institute. We’ve been training our staff on a fortnightly basis about well-being and how to deal with stress. That will filter down to the children, who are doing mindfulness, relaxation and meditation techniques. All of the teachers will receive a certification by the end of term. It’s important that the teachers feel supported, and it’s the first time I have done this programme for the entire school. It is usually very curriculumdriven, but I thought, no, I’m going to do things a little bit differently here. Mental health and wellness have to be a priority, and I know the teachers have

seen the benefits of this programme. It's just building up a support network and making sure that we are providing that for both staff and pupils putting their happiness at the forefront. We will be launching our ‘Leader in Me’ programme, which is very special to Glendale. Again, this is something that I have done my own research on, based on work by the American educator and author Stephen Covey, which uses his same seven principles for effectiveness but in a child-friendly manner. It focused on those core soft skills that all schools are trying to implement, but we’re doing it in a way where it’s an actual programme for the children to follow. We want to provide a plethora of subjects that children would not have experienced anywhere else. That’s a really unique selling point for Glendale, and it’s working very successfully.

GLENDALE SCHOOL  +971 56 766 3210 / 800 GLENDALE

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Excellence in Schools

DARING TO DREAM, STRIVING TO ACHIEVE Sarah Brannon is a visionary educator and distinguished leader who embodies the essence of excellence in her role as the Head of the Preparatory School at Brighton College Dubai. Sarah’s unwavering dedication to fostering holistic development, innovative teaching methodologies, and a culture of inclusivity has earned her widespread acclaim, with her profound influence resonating within the school community, driving a commitment to excellence and a shared vision of preparing students for a future filled with limitless possibilities. Education UAE caught up with Sarah during her busy day, first asking how she ensures the school embraces and promotes a culture of innovation and creativity among students and staff.

Sarah Brannon is the founding Head of Preparatory School at Brighton College Dubai. She has over 25 years of international school leadership experience to her name, which spans highly successful stints in British curriculum schools in Germany, Thailand and the UAE. With a Masters in Applied Educational Leadership and Management, she has a deep interest in the development of the personalised education journey of young people, with a goal to opening their minds and preparing them for the future. Sarah is passionate about providing regular opportunities for critical and creative thinking and she is the UAE director for the ‘Tournament of Minds’.

Excellence in Schools

Sarah Brannon: This is something that we have put quite a bit of focus on the last couple of years. We have been looking at things that we have been talking about with our pupils, trying to make sure that we can extend them. So, what we did first was work together as a whole staff team and work out what our definition of innovation was because there were some people saying, “Oh, it’s happening in all my classes, and some other people saying, I don’t think I do any at all”. We wanted to get that common understanding as a school: what do we think innovation really is and, once we know that, how can we promote it? We talked a lot about facilitating new, creative, and divergent ways of thinking and developing opportunities for pupils to engage in fresh ideas and experiences. So when you look at it in that context, and being able to evolve things, we’re sort of on a transformational path. That was where we saw innovation. After finding out what we thought innovation was, we then made sure that we had more and more opportunities for pupils to engage in that, both in lessons and in the curriculum in our classes. Also, we set up lots of different co-curricular activities. An innovators’ lounge was one, almost like Dragon’s Den where our young people can have opportunities to be creative and showcase that. But in the classroom, it’s really about having a culture where it’s really important to be able to try things. You have to have an environment where having a go is encouraged and there is a growth mindset. I’m on a journey with the rest of the school as we figure out how to evolve and best achieve that. EdUAE: What steps does the school take to ensure that students are prepared for the evolving demands of the 21stcentury workforce? SB: I think that’s what we really have to think about; what is it that they need? In terms of education and what we’re providing at Brighton College, what are the real elements that will take them forward? A lot of it is about personality and character. Communication skills are key, but we would put a slant on that and

You have to have an environment where having a go is encouraged and there is a growth mindset

Excellence in Schools

say kindness is so important and ask, even if we are communicating well, are we communicating kindly? That doesn’t mean that we shouldn’t have opinions and stand up and advocate for what we believe in. But there is a way to do that: getting it in the right context. This is a skill that our pupils will need for the rest of their lives. We also look a lot at critical thinking and problem-solving. It’s less now about the content and the knowledge. It’s softer skills that they’re going to need, and so attitudes are really important. In all of our lessons, we always have an element where we’re looking at their critical thinking opportunities. But what does this look like? How do we problem-solve? How do we not get stuck

at the first hurdle? We all know that adaptability is something that you learn as you mature, and we don’t know what it’s going to be like for young people in the future. But if they’ve got strategies and ways to be able to work things out, it will help them to be resilient, and I think that’s really key.

means. We use the International Primary Curriculum (IPC) for some subjects, which supports the holistic development of children with enjoyable, relevant, and rigorous learning, preparing them to be globally competent, socially conscious, and motivated individuals who contribute to the world they live in.

The other two areas that crop up when we think of future-proofing are digital literacy and the environment. With digital literacy, how do youngsters do that safely? What sorts of components are they taking on board to make sure that they are in a safe environment and are using technology to their best advantage? With the environment, I think we all have to play our part as global citizens. So at Brighton College, we talk about internationalism and what that

We really emphasise the global components and how making sure that we’re contributing positively to the community is crucial. That’s the sort of thing that we have to make sure that all these pupils have alongside the academic rigour that will get them to the places they need to be. EdUAE: In what ways does the school prioritise and support students’ mental health and well-being?

We monitor our pupils, counting screen hours to make sure that there’s a balance

SB: First of all, we have to ensure that the school is a place where children feel safe, where they are looked after, and have positive relationships. That is the foundation. So, getting to know the pupils really, really well is so important. We don’t have huge class sizes, which is great. We get to know our children intimately and find out what makes them tick. Every child has their own story, and we make sure that we’re abreast of that and we understand what’s happening in their lives. We look for things that might impact the way they work, what they’re doing, how they’re feeling, and what’s happening in their relationships. But we have to keep building on that, encouraging pupils to talk and understand their feelings. Even from

early years, we have ‘emotional regulation’, where we’ll talk about different things the children are coming up against and discovering. We talk about how they can express themselves and who they can talk to, perhaps, for instance, in terms of colour or other sensory mechanisms. We do lots of well-being activities too, such as yoga and mindfulness, and, of course, we have a counsellor, so there’s always an opportunity for children to do something or go somewhere if they feel they need a safe space to talk. EdUAE: How does the school involve parents and the local community in shaping the educational experience for students?

SB: Our parents are a very important part of the community. We want to see our parents as partners. So that’s about a constant dialogue and making sure that we get the communication right that parents feel involved and want to be a part of the activities we do that revolve around their child’s education. We have two very strong parent groups at Brighton College, including the Parent Council. So, for each class, there is a parent member elected to be the representative of the class. Then, when those parents come together to meet with myself and other members of the leadership team, we are able to hear the voice of the parents and listen to their suggestions and concerns. Getting parents’ input on different topics is extremely important.

Excellence in Schools

There is also the Friends of Brighton, where parents come together more on a community level. They help with a variety of different activities, such as school events and fundraising. They have arranged movie nights, tabletop sales, bake sales, and an array of other events, including the second-hand uniform stall. We’re also doing ‘Run for a Reason’, supporting one of our parents, Jimmy Wright, to raise funds for the Al Jalila Foundation. In November, Jimmy is looking to set a new Guinness World Record for cycling as he embarks on a journey from Saudi Arabia to Ras Al Khaimah, covering a vast distance of 600km. We’ll be ‘joining’ him in his quest by trying to cover 600km on a stationary cycle we have in the school. We really want to get behind Jimmy, as what he is attempting is fantastic. EdUAE: What measures are in place to ensure that the school’s curriculum remains diverse and inclusive, reflecting the varied backgrounds and perspectives of the student body? SB: Of course, we are an international school and have 72 nationalities within the college, so we have to be very aware of cultural diversity. Our teaching is very much related to the real context of

the world. We don’t just do the British curriculum because we don’t think all of it is relevant to the children. Not everyone knows why the baker didn’t call the fire brigade during the Fire of London, for instance; they just haven’t got that context. So, we do lots of things. We look at the movement of people, for example, and what causes that. This is obviously a big thing that we’ve seen in Dubai: people coming for different political reasons. Some of these topics are difficult, especially with children in the classroom coming from very different backgrounds and perspectives. That’s why we need a safe space to talk and to create understanding. It’s the best way we can support families and minorities. We ask questions such as, How do we learn more about you? How do we find out about your culture? What does it look like? It’s about humanising it also; we’ve done a lot of that. We want to continue to increase awareness and support, working on how we are representing the world to our young people. EdUAE: How does the school incorporate technology and digital literacy into the learning process?

SB: Our pupils need to know about technology and the right way to use it. So, for us, that means that the children from year three upwards have to bring their own devices, while the younger ones use iPads within the school. We do have a specialist computer science teacher with the necessary skill set because we’re finding that the pupils are getting faster and more knowledgeable, and so teachers need to stay ahead of the curve so that they can deliver something that is really good. We monitor our pupils, counting screen hours to make sure that there’s a balance. We don’t want it to be too easy to just pick up an iPad, which is a philosophy that’s important to our parents too. And the big thing, of course, is online safety. That is so important. We’ve just done cyber-savvy workshops with the parents to make sure that they’re aware and to grasp what their digital footprint is and the impact that it can have. EdUAE: Can you provide insights into the school’s strategies for promoting environmental sustainability and responsible citizenship? SB: We tell our pupils that it’s the power of one voice; if one person takes a single

There is so much that is powerful about getting pupils engaged and in leadership scenarios It’s a lot to do with confidence. Pupils with low self-esteem will progress much slower than those with high self-esteem, who will buy into whatever is being offered to them. So, self-esteem is one thing that we’ve built on a lot right from the beginning.

action, it is going to start a ripple effect. We are in a place in the world where it’s perhaps not as prevalent as in other places. Things like recycling - we have to really work hard to make sure it’s going to the right place and be able to see the end product and understand the damage that can be done if we continue to use things such as ‘one-use’ plastics. It’s all about raising awareness and looking at the Sustainable Development Goals, which we teach as we go along. We’ve got one of the smart plastic bottle bins, a complete recycle bin set, so we know what we’re collecting and what we are doing. The next question is, how much more do we need to do? And we’re constantly working to put better systems in place. EdUAE: What support systems are in place to assist students with special needs or learning differences, ensuring an inclusive educational environment? SB: Any education has to start with quality teaching. It’s about getting to know pupils very, very well and getting to know exactly what their different learning strengths and needs are. And we’re lucky in a way that there’s a lot of data around that. That’s something that’s very strong in Dubai.

Then, of course, there are loads of ways to enrich the different learning paths for pupils. This can range from the inclusion team and spending specific time with pupils to interventions in class and special programmes. Put simply, it’s personalised learning so that pupils are getting exactly what they need, including the next challenge. Because every child should have the challenge when the time is right. There is teaching assistant (TA) support as well, which is probably one of the biggest resources you have in a class outside of the teacher. EdUAE: How does the school encourage and recognise student leadership and civic engagement? SB: There is so much that is powerful about getting pupils engaged and in leadership scenarios, giving them opportunities to showcase themselves and to be ambassadors, and they respond so well to it. That’s one of the things that has been proven through lots of research: every child likes to be celebrated, and we want to give them as many opportunities as possible. Learning about leadership helps children develop important personal qualities such as self-confidence, self-discipline, and self-awareness. These qualities are valuable not just for leadership but for life in general. So we get pupils involved in the school lunch choices and things like that. We have curriculum leaders for different subjects, and we have UAE ambassadors and well-being ambassadors. There are so many ways that children can be taught about leadership. And we see how well this is working on a daily basis. If, for instance, we asked for volunteers

to be involved in tours, hands would go up everywhere, which is lovely and illustrates a level of confidence and selfesteem. EdUAE: What innovative professional development opportunities are available for teachers and staff to stay current with educational trends and best practices? SB: Continual Professional Development (CPD) is so important at the moment. We are heading, we’ve been told, into a recruitment crisis at the moment, with so many people leaving teaching in the UK. And being a British curriculum school, we recruit a lot of UK-trained teachers, so it is hugely important to us to keep the teachers happy in their roles. We ensure that there is growth within our school for these teachers, with a lot of training and courses in-house. Lecturers and speakers are brought into the school, allowing teachers to learn together, meaning that everyone is getting the same message at the same time. I am confident that the opendoor coaching style seems to have had the most impact. Working and learning together have been the most important aspects for the teachers. The end result of all of this is that teachers are happy and progressing in their careers, which, in turn, means that when I walk into a classroom, I see children who are enthusiastic and responsive, which is just wonderful!

BRIGHTON COLLEGE DUBAI  +971 4 387 1111

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EMPOWERING MINDS AND SHAPING FUTURES AT DEIRA INTERNATIONAL SCHOOL Simon O’Connor is a highly experienced School Director with almost a quarter of a century of experience serving prestigious and highly regarded schools in the UAE and the UK. He is committed to raising the standards of academic achievement and continually improving the quality of learning and teaching.

There are few educationalists in the UAE with the experience and passion of Simon O’Connor, Director of Deira International School (DIS), with oversight over both the primary and secondary schools. Also working across the Al Futtaim Education Foundation, Simon joined DIS in August 2020, and prior to that, he had been principal of Jumeirah College, another outstanding school in Dubai, since 2013. Education UAE caught up with Simon, discovering, amongst other notable topics, what some of the school’s most notable achievements have been over the past year.

Simon O’Connor: Last year was enormously successful for the school, with a lot of the things that we had planned coming to fruition. So if you were to compare the beginning and the end of the year, when we do a review, it was really interesting. The most significant thing without question was the Dubai Schools Inspection Bureau’s ‘Outstanding’ judgement. It was the first time we’d achieved that, and it confirmed the inspection we had the previous year by British Schools Overseas, but this was a much more challenging and rigorous inspection regime. There are only 20 schools in Dubai with an ‘Outstanding’ verdict. So for me, it’s about two things: it’s about bringing the school up to the standard required for that, but then getting it over the line in terms

of recognition. So I think that was the banner headline for the year, but at the same time, that’s just a reflection of what’s going on at the school. There were a lot of other things that took place; we had some really nice events. We hosted the BSME under-13 Games; we had 20+ schools from across the Middle East come to the school and compete. That in itself is a joyful experience, but when you contrast it with the previous two and a bit years where there were so many restrictions, to actually host that, to see students and parents from across the region there to celebrate the students’ success, was really special. We’ve also seen a significant increase in the student population, and a lot of this is linked, inevitably, to the ‘Outstanding’

judgement, but I also think this is a manifestation of the running and performance of the school. We were absolutely delighted with both our IB and GCSE results in the summer. All of the exam boards were anticipating a dip in results – it was the first time since 2019 that those exams had been judged on non-Covid expectations – but we’ve managed to record exceptional results in both IB and GCSE. It was so pleasing to break those expectations. And there have been developments in the school itself. We’ve introduced an IB hub, which is a three-storey facility for our post-16 students, which is absolutely cutting-edge. More importantly, I think, it was actually designed by the students themselves, so it really reflects what they want. And it’s one of the rare facilities I’ve ever seen that bridges the

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gap between sixth form and university – it’s much more styled in that way for them. We’ve got some new playgrounds and new learning resources for our students too, so last year was a really special year, and I think it’s solidified the work that’s been going on for the last two or three years.

There are only 20 schools in Dubai with an ‘Outstanding’ verdict

EdUAE: Do you think a lot of the school’s success has to do with stability? You’ve been at DIS for some time now, but it seems in the UAE that school leaders and principals can be a bit like football managers. SO: I can’t remember the statistics exactly, but I think the average tenure for a principal in Dubai is a little over two years, and yet there is fairly strong evidence that it takes three years to make an impact, so that in itself is a concern. You’re right, this is my fourth year, but the head of primary and the head of secondary joined at the same time as me, so we’ve got that stability. We’ve also got the stability and consistency of Al Futtaim as well; there’s a lot of movement in schools at the moment, being taken over and bought by others, which I’m sure brings benefits, but, yes, that stability is important because it’s about establishing a vision, and that takes time to manifest. EdUAE: Can you share a story of how one of your students has gone ‘above and beyond’ in either an academic or more community-focused way in 2023? SO: Yes, there have been lots of instances. We’ve got one student who got 100% in their maths GCSE in Year 10; it was an early entry, and that was a phenomenal achievement. We’ve got a particularly amazing international chess champion in Year 8 who has achieved so much and done extraordinarily well in competitions over the summer. We’ve got quite a few student-led initiatives too. There is, for instance, a massive building site next to the school at the moment with over a thousand workers on it, and we organised an iftar for the construction workers. That was such a lovely thing to do. We also had a Year 11 student last year who helped to organise, along with a

We were thrilled when the inspector said they were only giving us that rating because there wasn’t one above it!

number of other students across Dubai, a response to the Pakistan flood – it was with an organisation called the Indus Hospital and Health Network, for which she was an ambassador. I will never underestimate the importance of student qualifications and outcomes, but we work hard to encourage the wider role of students, and part of that is community and giving back to society. And it’s not just giving back but understanding your place in the wider community, so it was wonderful to see that project itself. EdUAE: That’s important nowadays, isn’t it? I remember in my day we used to take a tin of beans to school at Harvest Festival time, and that was it as far as the community was concerned. But now the kids are more keyed in, aren’t they? They have more understanding about what’s going on in the world. SO: They do, and actually one of the things that we’ve done deliberately – and I would agree with you, I remember Harvest Festivals, and it’s quite interesting looking on social media that they are still going on in the UK – is completely change certain parts of the school in relation to ECAs, the learning beyond the classroom, and we’ve developed a whole programme around CAS. CAS is an element of IB; it stands for ‘Creativity, Action and Service’, but now we have a much more deliberate approach to that, a much more explicit approach that runs right the way through the school. So students actually have their ‘CASports’, as they are called, where they record this, and in Key Stage 3 and below, we’re replacing a lot of the homework expectations because I think a lot of homework is done for the wrong reasons. Too much homework is ‘finish this exercise’ and is designed because people think the inspectors want it or maybe parents want it. So we’re doing a much more personalised approach to homework to address gaps that specific students have, but what’s left is time for students to be (a) children and enjoy themselves, spending time with family and friends, and (b), and more deliberately, to work on their contribution to community and society.

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We’ve got one student who got 100% in their maths GCSE in Year 10

It’s all very well saying we want you to have a role in the community, but if every night you’ve got four hours of homework, we’re the problem, not the solution. So this CAS focus is really, really important, and I think it will help to maintain those improvements we achieved last year. EdUAE: That community involvement promotes leadership skills by default doesn’t it? SO: Leadership is one of those things that people expect youngsters to develop, but no one spends time helping them to do that. We do that quite deliberately. We have a leadership team with head boys, head girls, and deputies, and there are specific projects run by the students. A good example would be the design of the IB hub, plus our response to sustainability and charity, and we actually have a student working specifically on equality and diversity to ensure we reflect the community right the way across. So we have specific school leaders who work with students throughout the school to develop leadership, and we also bring in external people to try and help them develop leadership skills to support the work we are doing ourselves.

Students get to understand the qualities of leadership. This is not some kind of 1980s dictatorial leadership; it’s about servant leadership, understanding your role in leadership, the skills of listening, and the skills of empathy. We also, and I think this is connected, very consciously made the decision to enhance our coaching skills across the school. We work with an external provider, an education coach, who comes in not to coach us but to help us develop our coaching skills. Staff and students are developed to be coaches, encouraging the most effective form of leadership. One of the things that weighs heavily on me is the kind of students we are producing. The world faces many challenges moving forward, and we need to ensure those problems are solved in the right way with the right leadership. So we need to ensure that we are sending students out into the future equipped to confront the issues. EdUAE: I think the other thing that’s evolving, particularly recently, is that it’s now okay for a student to want to be a musician or an artist and not just a lawyer or doctor.

SO: I think in a lot of communities, there has been a huge over-emphasis on the core subjects. I’m not saying that English, maths, and science aren’t important. But I think there are many lessons we can take from the pandemic and lockdown, including the importance of the arts and the skills that the arts bring to people. As someone who is passionate about music and has enjoyed being involved in choral singing himself, I can’t over-emphasise that. So yes, we are very keen to promote the arts. Recently, for instance, we’ve expanded the teaching numbers we have in these subjects to be able to deliver and expand the curriculum. It was wonderful last year. It was the first time in three years we were able to have proper drama and music productions again, and we intend to continue that this year. And we’re creating opportunities, so we had students who went to work on an expo, and we actually send most musical students out into the community so that they have a role there. Particularly enjoyable was a collaboration last year with an organisation called Arts International, which sends West End stars over to work with our students.

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I think the temptation in these cases is to work with IB and the upper years, but they looked principally at physical theatre with our younger students. We had some people come over to see how we were preparing for certain productions, so they actually got external input that went beyond our teaching staff. Also, and I think this is at the core of an international school, there was a production that was largely performed in Arabic. We had an award-winning native Arabic-speaking actor from the West End too, who worked with students whose first language is Arabic as well as nonArabic students. So we cover genuine culture, not just Disney. We’ll be bringing in a whole range of further artists this year while making sure it reflects the diversity of the community we have here, so not just artists from the UK and USA, but local artists too. We’ve got some new music and drama staff this year too, who are really excited about working on the Arabic elements to highlight the diverse opportunities. The world does not need more lawyers, but it certainly needs more artists and more inspiration. It’s not just about career pathways; it’s about developing creativity in all areas – it’s about public speaking, it’s about confidence, it’s about listening, and it’s about teamwork. EdUAE: You mentioned the problems that the world faces at the moment, but being inclusive is the answer to most of those problems, isn’t it? Once we understand each other, problems tend to go away. SO: Yes, and I think there are whole variety of things we can do. We are by definition a very inclusive school in the sense of all of the nationalities in the school, so it would be difficult to be exclusive in that context, but obviously, we don’t want to be; we want to be as inclusive as we can. One of the nice ways in which we do that is by making opportunities each year to understand each other’s cultures – it’s not about promoting one culture over another. Days such as our International Day, where it’s so enjoyable to get parents back on-site and have 70 or 80 nationalities represented, it’s really an insight into diversity; it’s one thing to get a list, but to actually go and talk to someone about their culture and hear a little bit of the history is great.

I think we are a very inclusive school in terms of students of determination too; we exceed expectations in that area, and that’s something we’re really proud of. What do we do to facilitate that? Well, again, we’ve just had an expansion of our inclusion team so that we have that support, but it’s also about ensuring that we’ve got the right academic pathways for the students, so we do offer a very diverse range of subjects and qualifications. One of the big changes this year is that we’ve got a lot more ELL students. Dubai is a very fast-moving city and has a lot of people moving in and out, and we’ve noticed a large influx of Russian and Chinese students, many of whom can’t speak English at all. Now, there are two options there: we can say we’re an English-medium school and you can’t come here, or the alternative route is to welcome people, so we’ve built up our ELL team and work to ensure we can support those students. We’ve taken our staff through a 10-week programme, so they are equipped to support them too. And we’ve also made links with the British Council so that they get extra support outside of school. The consequence is an increasingly diverse community. EdUAE: My next question was about the emotional well-being of students, but what you’ve just said is all part of that isn’t it? It’s not just counsellors and therapists? SO: The DISB inspection regime is now judging schools on their response to well-being, and we were delighted to not only get the highest possible rating for well-being, but were also thrilled when the inspector said they were only giving us that rating because there wasn’t one above it! I do think we take a systemic approach to this, but I also I think we need to be able to measure and to continually ask questions. We’ve introduced a couple of pieces of technology over the last 18 months that continually ask those questions, the first of which is “Are you okay? Is there anything you need help with?” It’s all online; it’s on their phones, and if a student says they do need some help, they get an instant response. But we’ve got a whole series of domains of

well-being asking that question, and it could be based on an individual, a year group, or the whole school. So we’re constantly asking how can we do better. EdUAE: What are the biggest challenges in education at the moment and how are you tackling those? SO: I think there are many. We are members of COBIS (the Council of British International Schools), and I am somewhat haunted by a comment a student made on a student panel: “Education and adults are constantly telling us that my generation has to solve the problems of the future, but you’re not equipping us to do that.” And that’s going to stay with me for quite a long time because I think it is really important that we focus on that.

Suitability and curriculum is one facet – it actually hasn’t changed, and I’m not talking about Deira or even British education; I’m talking about the curricula that schools deliver, which probably hasn’t changed that significantly over the last 50 years, but actually, the context in which people are learning has changed dramatically. Certainly, the issues facing the world have. So we have a big focus on sustainability education this year. Also, we’re looking at how suitable the education is. For example, in my subject, history, are we just teaching the history of ‘pale male stale’, old men through history, or are we ensuring that our curricula are diverse, which, for instance, recognises the contribution that women have made to history? So curricular is one. There are challenges ahead, but I also see them as opportunities. We spoke at

the beginning about our achievements over the last 12 months, and we have a good idea of where we want to go over the next 12 months. That’s exciting. In his role as Director of Deira International School, Simon O’Connor has insight over both the primary and secondary schools. With over 25 years of experience in education, Simon joined DIS in August 2020. He was previously Principal of Jumeriah College for seven years, making him one of the longest serving principals in British Premium Schools in Dubai. Holding a BA in History and Philosophy, a PGCE, a Master’s Degree in Education Leadership and a National Professional Qualification for Headship, Simon is passionate about learning and ensuring all students are challenged in lessons in order for them to achieve their full potential.

We have specific school leaders who work with students throughout the school to develop leadership

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EDUCATE, ADVOCATE, ACTUATE: OUR SCHOOL, OUR PLANET, OUR FUTURE! Frances Powell has over 14 years of international experience with a strong focus on values-based education, balancing high academic expectations alongside well-being. She believes that a school leader must lead with integrity and should develop relationships across the school community, based on trust and mutual respect. Her educational philosophy is that a school should nurture compassionate, principled, and globally-minded citizens. Based on her experience in South Korea, the United Kingdom, Singapore, and Hong Kong, Ms Powell has expertise in developing programmes and structures that enable students to flourish socially and emotionally, alongside her drive to ensure high academic attainment for all, and her strategic insight into preparing students to make their mark on the world confidently and successfully.

Education UAE visited Frances Powell, Head of Secondary School at The Arbor School to hear about her own journey and commitment to being a purpose driven leader for a purpose-driven school.

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he Arbor School, an ecological school based in Dubai that equips future generations with the knowledge and passion to protect our planet, is a haven of sustainability and environmental stewardship. Students cultivate a deep connection with the world around us through their specialist eco-literacy lessons which encourage students to challenge and analyse ecological, social, cultural and economic systems, and the complex ways human activities shape and are shaped by these interacting systems. Alongside their British Curriculum expectations student develop a deeper insight into ethical and justice driven concepts ensuring they keep sight of the school’s vision of ‘enough for all, forever’. Ecoliteracy is a way of thinking about the world in terms of its interdependent. EdUAE: Can you provide an overview of your educational philosophy and leadership style? Frances Powell: My educational philosophy is very much linked to how I lead – I truly believe that a leader must be authentic and act with integrity, and a school should be developing students of integrity and people who act for others, and the world around them. You can only be a true leader and have genuine respect from others if you are acting in line with your values. So, with integrity embedded in my leadership style, it also ties in with how I view education, and our role as educators. I ensure that at Arbor School we deliver a values based education balancing academic expectations with a deeper purpose, and a passion for learning. We all, of course, in all our schools, want students to succeed; we want them to get those academic levels that give them the freedom to choose their pathways. That is important for every single student: but education needs to go beyond that. Purpose and passion are key drivers in our educational programme – providing students with opportunities to find what they are passionate about, but always coming back to that deeper meaning – what is the impact on others? Are we making the world a better place? This ethical focus sits at the centre of our ethos and vision.

I don’t believe that you can be a true leader and have genuine respect from others unless you’re acting in line with your values

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 EDUCATION UAE’S BELINDA VISITING FRANCES POWELL AT ARBOR SCHOOL

One of the reasons I wanted to be part of the Arbor School is the launch of the sixth form In terms of leadership style, I don’t believe you can be a true leader if you are not following that philosophy. If I expect this level of commitment from my students, I need to act the same; I need to be that role model. I need to be that caring and compassionate person who understands how people feel, who listens to people, but who also acts with integrity in terms of what and who we are as a school.. And I think that that vision tied in with my leadership style is really, really important in leading the school and also bringing the team with me. EdUAE: What inspired you to become an educator and eventually the Head of Secondary at Arbor, and how have you enjoyed your first 18 months or so at the school? FP: My inspiration is fairly simple: it is all about these young people in our care. I truly believe your teenage years are the greatest time to be inspired, to be engaged. The amount of energy and drive our students have, and their love for learning is incredible. Every day is something different and our students never cease to make me smile -that’s why I came into education. We talk a lot here at Arbor about eudemonic happiness and I feel I get that from my work. Our aim is to help our students find that as they transition through the challenges and excitement of their adolescent lives. I came into education because I truly believe that you can really empower teenagers to become ethical global leaders of the future. I enjoy being around teenagers – their energy for life is contagious and they make me laugh every single day. The idea of being able to actually impact their lives is incredibly inspirational. Transitioning the school into a Secondary School is no mean feat, but it was certainly made easier by the fantastic team of teachers we have in the school, and by our leadership team. We are complex – we make no apologies for that

– we balance the traditional academic rigour of a British curriculum alongside our Arbor ethos – inquiry driven, ecoliteracy focus and real life situations. I believe that this blend is setting up our students for success in the future. Knowing you are infusing our deeper ethical ethos with international curricula in order to develop students of the future is incredibly empowering, and gives me daily motivation to always push for more. You must have a true belief in what you are doing. If I am talking to parents, or if I am talking to the community or the students, I must believe in what I’m saying. Here at Arbor, we do. We’re so passionate about ensuring that we’re looking beyond the everyday classroom walls. We live and breathe our vision and our mission, which is really about an ethical education, about looking at social justice, looking at environmental ethics, all of those aspects. So being able to lead a school with a mission like that is incredibly powerful. We talk a lot in our school about blending positive education and positive psychology and finding where your genuine happiness comes from. Not just that kind of hedonistic happiness that we get from maybe going shopping, but real, eudemonic happiness. That is what I get from being here at Arbor. I get a deeper sense of purpose. I think about my students and the work we’re doing all the time. So, for me…I wouldn’t want to be anywhere else. EdUAE: How do you foster a positive school culture and environment among students and staff? FP: I think it’s a sense of belonging. I do what I call “Hey, how’s it going” chats with our new staff - just conversations to see how they’re feeling. Many say, “I feel like I’m home, like I belong.” When they’re saying that and it’s authentic, you know that you’re doing something right! A genuine positive culture is important. Supporting our team and seeing them as humans not just as a teacher or a student but as a real person is important. Ensuring honesty and openness in my conversations using emotional intelligence by understanding that sometimes people just need to be heard, and other times action is needed.

Our students are given a voice in multiple aspects of school life whether that is discussion of curriculum, feedback on breaktime axctivitis or proposals for events I encourage them to come forward and share their views…and I listen to them ensuring they feel they belong and have a say in our school culture. Of course sometimes you have broach those tougher conversations with staff, families and/or children. But ultimately, the reason you’re having those tough conversations is to help that person and to support them going forward. It comes from a place of caring concern and it is much more important to have those open and honest conversations then to ignore concerns. My character strengths are zest, honesty and kindness which bode well for these discussions I think that when you are developing that positive culture, people know if you are genuine. In particular teenagers! If you’re not acting truthfully, you’re quickly caught out. I know all of our students and all the staff in the school, not just by name but their personality, their character. This sense of being known, of being seen ensures we have a strong sense of belonging here in the school. EdUAE: Tell me about the launch of the sixth form at Arbor – this is an entirely new but exciting challenge for the school? FP: This is my favourite subject! My background has always been in ‘through schools’ where education goes all the way from early years to sixth form. I feel it’s important to see that journey, and the students can also see where they’ve come from and what they can turn into. One of the reasons I joined the Arbor School was to launch of the sixth form, being really able to showcase our identity on a different level and help students choose personalised pathways. We are able to accommodate every single student we have through any pathway they want because we’re building the sixth form for them. So our journey into Sixth Form is an exciting moment for us all. Using the wealth of knowledge and experience the team has we have created a programme which focuses on personalised pathways and purpose driven learning. Students are

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able to choose between three pathways of A Levels, BTECs or blended. Alongside this students need to undertake their Global Impact Certificate which focuses on their understanding and application of global and eco – competencies and undertaking active work on a passion, work with a purpose and work to change a perspective. Through that real personalised pathway of choice, we get to speak to every single student and provide a caring, systematic approach to their options choices. Our futures counsellor works closely with every student, we have careers and University fairs as well as internships, mentorships and work experience for our older students. We will always be a smaller secondary and sixth-form school, so we’re able to cater on an individual level. Students have been able to have one-to-one mentoring programmes and enjoy very small tutor groups. That pastoral care is incredibly important and the nurturing feel of our tutor groups allows students to be independent, but fully supported. All of our teachers and our leadership team have taught or led in the secondary and sixth form before, so every single teacher has had experience with GCSEs, with BTech, or with the A-level programme. We have purposefully ensured we have hired people who have that experience and can bring that knowledge into curriculum planning, and teaching and learning, and our sixth form students will reap the benefits. Our classrooms are ready, brand new and sparkling with a sixth form common room as well as specialised labs and study areas. Our flexible spaces allow students to work independently or in groups whether that be in our biodomes, our zen zone, our working hubs, ideas lab – the list is endless! EdUAE: Can you describe your approach to supporting and developing teachers and staff members? FP: Once again, it’s the feeling of belonging. I would never ever want a staff member or a student to feel that they didn’t have the space or the time to come and have a conversation or that they weren’t being heard. Sometimes someone just needs to talk through something. We live in a transient international community, and people are away from family and friends, which

is the traditional support network. You have to recognise and understand that in school. We call ourselves the Arbor family, and focus on developing Arborists – people who care for the world and others. Sometimes people just need to come and talk through something and not feel judged or feel that it’s going to come back and bite them later. On the more traditional level of professional development, we’re actually incredibly lucky because we have our educator lead, who is an environmental educator, so we have a whole programme set up through our ‘Centre for Abundance’ to help staff flourish in the school. These programmes cover aspects such as positive education, teaching sustainability and inquiry learning, alongside our work with examination bodies on curriculum, and teaching and learning knowledge. Our staff are constantly learning – we can’t expect our students to love learning if they don’t! EdUAE: How do you engage with the local community and encourage community involvement in the school? FP: I would say our community involvement is an integral part of our school values. I am so proud of our community – we are incredibly connected within the school. We have a farmhouse café, (which is emulated in the Secondary School and Sixth Form for students) where our food is a farm-to-fork concept as we have our own farm here in the school. Parent sessions are held in the café and local entrepreneurs are invited in as well as the added bonus that the food is healthy and delicious! We host parent information session every half term on current trends such as social media, support for their childor learning more about the curriculum alongside our parent teacher communities. Parents are even invited to our community runs on a Wednesday morning before school and yoga sessions in school.

We have over 85 nationalities here at the school so we’re a very diverse community

At Arbor, we believe in a mission that sets us apart, guiding us toward a future where every individual may thrive Our Friends of Arbor group run a number of events such as the upcoming Trunk and Treat event, as well as Ramadan bazaar and iftar, and supporting student leadership group awareness events such as Pink Day or 30x30 events. We also work very, very closely with the local community, developing a relationship with charities such as Al Jalila Foundation. Our students, through their Global Awareness Council or through their Service Council or Student Council, will run events where they might encourage the community to come in and give a talk on something and fundraise, and then that money goes back out to an area of need here in Dubai. EdUAE: What steps have you taken to address diversity, equity, and inclusion within the school? FP: We have over 85 nationalities here at the school so we’re a very diverse community, which means that we must ensure that students are aware that everyone’s life experiences are different. However, there is always a similarity between us, and we are able to see that in what they are studying and how they are bonding in their social lives and their kindness towards each other. One of the things we do, as I mentioned before, is that we have our student leadership groups, so our Global Awareness Council, for example, will oversee different awareness events in the school. For instance they will lead sessions on Diwali understanding the concepts behind it. We consistently look into our UAE values of tolerance and respect through cultural days of significance such as National Day and Prophet Muhammad’s birthday where we celebrate this wonderful place we call home. Our older students will also lead discussions for our younger ones.

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A recent lunchtime talk saw some of our older children speak on the wearing of the hijab and the different concepts behind the choice to wear it; but the discrimination which can be associated with it. I think it’s really important in school that you create a safe environment where students can explore their feelings or can explore stereotypes. We also have a Well-being Council who focus on ensuring everyone is included in different events such as Mental Health Awareness Day. Moreover they make

sure all voices are heard, as opposed to just the school leaders, right the way across the demographic of the school.

between a power plant and a tourist development, but it’s actually a natural habitat and a place of conservation.

EdUAE: Can you share examples of successful partnerships or collaborations your school has with other institutions or organisations?

We know how much of an impact mangroves have on our environment, so we have linked very closely with them, and all our students go at least twice a year. They go to explore the area to look at marine life, but they also undertake their science field experiments for GCSE there. I think this is really, really special - being able to learn subjects on-site as opposed to just being in the classroom. It

FP: Yes, there are so many I could go into, but to narrow it down, I’ll mention two very, very special ones. We work really closely with the Jebel Ali Mangrove reserve, which is a beach area situated

uniforms are able to access education through us purchasing uniforms for our own children. In order to develop a close relationship with the school and this area of the world we visited Kenya last year to undertake conservation work and look at the various social entrepreneurship programmes. We also went on safari and visited and worked closely with the school that we help in the Kenyan capital. Our students met the students in the school and spent time with them even exchanging emails so they are able to communicate in a modern pen pal way! We’re going back this year too; the relationship and connection there are absolutely wonderful. EdUAE: How do you stay up-to-date with the latest developments in education and incorporate them into your school’s curriculum and practices? FP: Every head teacher has this challenge because life changes all the time. We don’t fully know what that future looks like, but, of course, there are key character skills that never change. So, we make sure we stay focused on those.

gives the students a real-life connection to their curriculum. Another really strong partnership we have is with our school uniform provider, which offers us a much more sustainable solution than would be normal in terms of how the uniforms are made with recycled materials and coconut shell buttons. more, when we buy a uniform, another uniform goes to a child in Nairobi, Kenya. Students are only able to attend school with a uniform in Kenya, so the students who receive the

Nevertheless, we ensure, through our up-to-date professional development, our studies, our educational research, and the Centre for Abundance, that we stay on top of all of the latest trends and developments. We also need to learn and work out the different areas of responsibility people might have. So, for example, our digital safety lead will do a session with us on the latest in AI, and the latest in technology, and the positives of using AI. We don’t see everything through rose-tinted glasses though; we look at the drawbacks too, so then we are prepared when we have conversations about technology with students. The digital side of things is a big focus for us, making sure that we’re able to allow students the freedom to explore online, because it’s a fantastic resource, but also to be able to do that safely. We don’t just want to jump on the latest bandwagon; we need to know what is going to benefit our students in terms of progress and character. If a new way

of working is going to be of benefit we can adapt to use it, but only if we can see a positive outcome which remains cognizant of our values and ethos. EdUAE: Can you provide insights into your vision for the future of the school and your goals for its continued improvement and growth? FP: I feel that we are currently within this fantastic moment of opportunity. We want to continue to go beyond conventional education, blending the rigour of a British Curriculum with our unique environmental ethos. At Arbor, we believe in a mission that sets us apart, guiding us toward a future where every individual may thrive – our focus is on continuing to develop this and retain our sense of community and belonging. We want students to consistently aspire to greatness for themselves, others and the world around them – through our programmes and relationships I believe we can do that. I see that when our students go to conferences and workshops or do projects, they are able to articulate clearly how they feel about something. And they are able to delve into it so much more deeply than I’ve previously seen elsewhere. There is an undeniable passion at this school from everyone! I feel our vision just keeps on growing and developing. We talk about our Arborists and how we really want them to do three things: 1. think deeply; 2. act consciously; and 3. ensure they embody kindness. I want them to be kind people who think intensely and analytically about the world around us. You can be anything in this world. But if you can be kind, then you’re going to go far. So, if we can get those three things from our students, I can’t ask for anything more. THE ARBOR SCHOOL  +971 4 581 4100

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AL FUTTAIM EDUCATION FOUNDATION OFFICIALLY LAUNCHES ‘PROJECT AGHSAN’ TO PROMOTE GRADED ARABIC READING The Al Futtaim Education Foundation, a key institution within the Al-Futtaim Group, has officially launched ‘Project Aghsan’ in collaboration with the Centre for Excellence in Arabic and Jabal Amman Publishers, a publishing house from Jordan. This unique initiative, the most comprehensive in the Arab world, aspires to elevate Arabic reading standards. By planning to publish 3,000 titles in Arabic by 2026, it focuses on improving the educational journey for children aged 3 to 11, catering to their evolving requirements.

roject Aghsan was inaugurated during a grand ceremony in Dubai hosted by the Al Futtaim Education Foundation and graced by His Excellency Omar Abdullah Al Futtaim, Vice Chairman and CEO of the Al-Futtaim Group and the Chairman of the Board for the Al Futtaim Education Foundation, along with numerous educational leaders and dignitaries. Designed with a foundation of systematic studies and in-depth research, this ambitious project aims to nurture a love for reading among its target audience by addressing challenges in children’s literature, such as ensuring content that aligns with their reading abilities and the need for a coherent system to categorize Arabic children’s literature. The first phase, targeting children aged 3 to 6, was unveiled at the launch event with 500 titles. It focuses on basic phonetic reading that includes four letters. The second phase, designed for children aged 6 to 8, aims to enhance reading abilities by integrating sight words with phonetic terms; it’s projected to conclude by 2024. The third and final phase delves into intricate linguistic and phonetic patterns for children between 9 and 11 years, with a slated completion by the end of 2026. Steadfast in its commitment to producing top-tier Arabic content, Project Aghsan offers genuine educational value across the Arab world by crafting a holistic approach to children’s literature that encompasses a broad spectrum of fictional and non-fictional content. A QUALITATIVE SHIFT IN THE EDUCATIONAL LANDSCAPE In her statement, Dr Farah Sarraj, Chief Corporate Officer at Al-Futtaim School Management Company, said: “At Al Futtaim Education Foundation, we are dedicated to fostering a significant transformation in local and regional educational landscapes. Our commitment lies in offering comprehensive, innovative educational experiences and initiatives that align with global best practices toward supporting and advancing opportunities within the academic realm, particularly in children’s literature. Aghsan’s groundbreaking initiative aligns

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seamlessly with the UAE’s vision to ensure that students across various age groups understand the Arabic language, a cornerstone of our national identity and a vibrant medium of thought and expression. Through this programme, our objective is to reinforce the importance of reading in Arabic, underpinned by thorough research and investigation to cultivate critical thinking and exploratory abilities in our target audience, covering various subjects such as civilization, culture, human relations, and society. We remain steadfast in our mission to uphold and champion the principles of cooperation, excellence, and societal impact, all of which serve as foundational pillars, driving positive change within the Al Futtaim Education Foundation’s ethos.”

The project’s first phase concluded with the release of 500 titles in early childhood literature

For his part, Mr Sinan Sweis, Founder and CEO of Jabal Amman Publishers, said: “We at Jabal Amman Publishers are proud of our commitment to instilling a passion for the Arabic language among children across the Arab world, and our keenness to provide contemporary content that is consistent with the needs of students. We are pleased with this partnership with the Al Futtaim Education Foundation, which aims to create a generation of readers distinguished by broad imagination, creativity, and intelligence, and we look forward to the results and outputs through which Project Aghsan will contribute to enriching Arabic content in the field of children’s literature.”

The initiative seeks to significantly transform Arabic language reading by releasing 3,000 titles by 2026.

INTENSIVE RESEARCH FOR THE CENTRE OF EXCELLENCE IN ARABIC Project Aghsan embodies a philosophy rooted in meticulous research, executed by the Centre for Excellence in Arabic at the Al Futtaim Education Foundation, which seeks to empower future UAE and Arab generations by bolstering their Arabic proficiency by developing an auditory teaching system for Arabic, curating phonetically-ordered vocabulary lists, and formulating an extensive word bank for each reading level. The centre has also successfully identified 2,000 frequently used sight words in Arabic children’s texts. To discover further indispensable information and insights, visit the Al Futtaim Education Foundation.

AL FUTTAIM EDUCATION  +971 56 811 1750

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WHEN CHILDREN GET TO CHOOSE: A CUSTOMISED CURRICULUM Many schools offer a personalised education, but what does that actually mean and how does this work? With hundreds of students in a school, surely it’s not practical to run hundreds of different timetables. One pioneering school in Dubai, Bloom World Academy, has gone further than most, offering a tailored timetable for each and every child through their Personal Pathways programme.

Excellence in Schools

Bloom World Academy has taken customised education to a whole new level introducing a ground-breaking range of new programmes from Surf Lifesaving to Model United Nations and Electric Vehicle Grand Prix

athways are wide-ranging to cater for all interests and needs and include subjects from across the curriculum, focusing on developing the learner holistically. There are currently over 100 different programmes and more than 50 Bloom Enrichment Learning Activities (BELA) that students can choose from for their afternoon timetable. These range from Vikings Surf Sports, where students explore a variety of surf lifesaving, water safety, first aid and rescue techniques not only on the school’s campus but also on the beach at the Viking Surf Sports Centre, journalism, World Scholars Cup, and the Electric Vehicle Grand Prix, which offers a thrilling opportunity for students to not only design and build an electric race car but also compete in high-speed races. This experience opens a pathway to exciting careers in motorsport and electric vehicle engineering, where students can drive innovation and shape the future of transportation.

Other pathways include foreign languages (Russian, Arabic, German, English, Spanish and French), visual art, performing arts, music and movement, science, PE, design technology, information and communication technology, life skills and additional maths for those who either need support or need to be stretched. The school also offers a Community Service and Action Pathway, which allows students to participate in the community where they live, paying special importance to developing their sense of social responsibility and improving those skills that will enable them to make effective contributions to society. Bloom World Academy’s wide range of offerings means that every student’s timetable is uniquely different. Students are able to customise their education, and this choice is accessible to both the junior and senior schools so that even the youngest school members can

choose between subject options. The ‘stage, not age’ approach means that children from different grade levels can work together according to their aptitude and attitudes, allowing them to progress at the pace that best suits their learning. Through the Personal Pathway’s programme for students who enjoy and thrive in physical, health and education, the school is able to offer up to 100 minutes of PE lessons per week within the timetable, rather than the standard 40 minutes that are allocated to students in the UAE. A great advantage to those who love sport. Feedback from the students themselves has been overwhelmingly positive. One Grade 3 student said: “Pathways are enjoyable because some are not subjects you normally do in school or day-to-day life, so you try new things.” Another Grade 7 student said: “The pathways are great; it’s nice to see change happening in the school system.”

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“Our Personal Pathways programme allows students to explore their passions beyond the core curriculum’’ John Bell, Founding Principal of Bloom World Academy, said: “Our Personal Pathways programme allows students to explore their passions beyond the core curriculum. It’s not about choosing subjects that are the easiest, but rather what they are genuinely interested in, exploring and developing their skill sets. In practical terms, it means that those children who are above their age in a certain topic, such as languages, can be taught at their stage rather than their age, as we don’t see the benefit of holding any child back.”

offers diverse opportunities to develop essential skills for the future, ensuring that students are not only book smart but also resilient, collaborative, and adaptable. By seamlessly integrating these pathways into our core curriculum, we provide an immersive learning experience that extends far beyond traditional classrooms and offers a unique approach that opens doors to diverse career opportunities and realworld experiences, making education at Bloom World Academy truly transformative.”

Nishi Saran, Senior Vice Principal, Nexus & Senior School, Bloom World Academy, added: “Bloom World Academy believes in preparing students not just academically but for the wider world. The Personal Pathways Programme

Bloom World Academy has been making waves in the UAE’s education sector since its launch in August 2022. The first school in the UAE to start the school day at 9.00am, and offer flexible hours to support family life, the Academy’s

‘dare to be different’ approach has proven immensely popular with parents, students, and teachers. The school has already built a thriving parent community with its open-door policy, offering weekly parent meetups and monthly workshops to encourage conversations from parents and active participation in their children’s progress.

BWA currently has over 100 different programmes and more than 50 Bloom Enrichment Learning Activities FOR MORE INFORMATION AND TO BOOK A SCHOOL TOUR TODAY  +971 4 371 4774 VISIT WEBSITE

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THE ULTIMATE GUIDE TO GESS DUBAI 2023 The stage is set, the banners are unfurled, and the doors will be wide open to usher you into a realm where knowledge meets innovation and learning takes on a whole new dimension. The much-anticipated GESS (Global Educational Supplies and Solutions) Dubai 2023, a veritable treasure trove of ideas, innovations, and inspiration that promises to ignite your passion for learning, is taking place at Za’abeel Halls 4-6, Dubai World Trade Centre from Monday, 30 October to Wednesday, 1 November. Education UAE will be there as a media partner and sponsor for the ‘Innovation in Education’ award.

 EDUCATION UAE’S MEDIA DIRECTOR LAURA WOJCIECHOWSKI WILL ONCE AGAIN BE PRESENTING AN AWARD

s you step through the exhibition doors, you’ll be enveloped by an electric atmosphere, pulsating with the energy of knowledge seekers. A dazzling array of exhibits awaits you, each designed to encapsulate the various facets of education. From cutting-edge technologies that are redefining the classroom experience to immersive workshops where you can roll up your sleeves and get hands-on with learning, there is something for everyone. Take a look at the Show Preview to see exactly what we mean!

Educators, administrators, and stakeholders from over 90 countries will be present for this 16th edition of GESS Dubai, which is all geared up to be a meaningful meeting point for key decision-makers in the educational ecosystem with a jampacked schedule of panels, discussions, innovative ideas, expert insights, and the latest educational solutions in the region. Here’s a sneak peek of what to expect:

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EXHIBITORS FROM ACROSS THE GLOBE GESS Dubai, a CPD-accredited conference, is set to host over 350 prominent education brands from more than 40 countries. These exhibitors, including Gold Sponsors, Emirates Transport, and Microsoft, will present the latest educational products, services, and innovations. They will offer attendees the opportunity to explore a diverse range of solutions from leading companies such as Netsupport, Century Tech, 3P Learning, TES, Renaissance Learning, and more. These offerings aim to enhance educational institutions and teaching methods, making GESS Dubai a must-attend event for educators and administrators alike. INSPIRING KEYNOTE SPEAKERS This year, GESS Dubai proudly presents three distinguished keynote speakers, each celebrated for their significant contributions to education. Peter Milne, the Founder/Director of Target4Green, brings over 25 years of expertise rooted in education and sustainability. He achieved the first-ever Eco-Schools Green Flag in 2012 during his tenure in Dubai and has since organised the internationally acclaimed Beyond COP21 Symposium series. Ewan McIntosh, Managing Director of NoTosh, is renowned for pioneering podcasting and blogging in European classrooms. He now advocates for design thinking in education and will share insights on ‘The Power of a Promise’ and participate in discussions on ‘Schools of the Future’. Darren Coxon, Founder of coxon.ai, boasts 25 years of profound experience in education. He’s actively collaborating with respected organisations on AI training programmes and passionately advocates for responsible AI use in schools. Darren’s insights on AI in education promise to be a highlight of GESS Dubai. Abdul Aziz Al Nuaimi, also known as the ‘Green Sheikh, aims to move people to action, regardless of their age, nationality, or religion. In particular, he hopes to inspire the younger generation. Hear how he has devoted himself to advocating a more environmentally friendly approach in the UAE.

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A DIVERSE RANGE OF SEMINARS AND CPD-ACCREDITED WORKSHOPS GESS Dubai will feature three days filled with inspiring and innovative content. Attendees can immerse themselves in live case studies, workshops, and panel discussions, all thoughtfully designed to empower educators to achieve excellence in their classrooms. The different zones include: GESS TALKS This year’s GESS Talks (Live Stage) introduces its inaugural live sessions with thought leaders from GESS podcasts and webinars. Attendees will have exclusive access to interact with these experts, fostering in-depth discussions and insights. LEADERS IN EDUCATION CONFERENCE This exclusive conference is tailored for principals and distinguished members of the educational leadership community. It will delve into the intricacies of effective leadership and the skills required to thrive in senior roles. WELL-BEING SPACE Designed to explore well-being in education, this panel offers global research findings and innovative approaches to foster well-being among educators and their educational communities. SKILLS DEVELOPMENT Through immersive workshop-style sessions and in-depth talks, participants will acquire practical, hands-on skills and techniques to enhance their educational leadership.

to attend, GESS Dubai offers unparalleled networking opportunities and the chance to connect with peers from around the world. A CELEBRATION OF KNOWLEDGE Education UAE Partners and Media Director, Laura Wojciechowski, commented: “Education is the cornerstone of personal and societal development. It is the catalyst for growth, a key to unlocking one’s potential, and the bridge that spans generations, connecting the wisdom of the past to the promise of the future. GESS Dubai serves as a vibrant platform to celebrate the transformative power of education. Don’t forget to come and say hello to Education UAE on Stand U44!” GESS Dubai is more than just a showcase; it’s a celebration of the quest for knowledge, a tribute to those who light the path of learning, and a pledge to continue advancing the frontiers of education. We invite you to embark on this enlightening journey with us and be part of a community committed to making the world a better place through the power of education. So dive in, explore, and be inspired by the possibilities that education offers. Welcome to GESS Dubai, your gateway to the future of learning. REGISTER NOW AT WWW.GESSDUBAI.COM TO ATTEND FOR FREE.

VISIT US AT EDUCATION UAE & EDUCATION SAUDI AT STAND NUMBER U44

EDUCATION INNOVATIONS Attendees will have the opportunity to explore emerging technologies and transformative trends shaping the future of education. GESS AWARDS This distinguished platform will acknowledge and celebrate excellence, diversity, and the highest standards within the educational products, resources, services, and individuals. The gala dinner is scheduled for 31 October. A GLOBAL NETWORK With more than 6,000 education professionals from over 70 countries set

GESS DUBAI

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NYU ABU DHABI BIOLOGY PROFESSOR WINS COVETED RESEARCH GRANT NYU Abu Dhabi (NYUAD) Professor of Biology Kirsten Sadler Edepli has been awarded a Research Project Grant (R01) from the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), a branch of the US National Institutes of Health (NIH), to study aging with a focus on understanding how the liver loses its capacity to regenerate over time. The four-year grant is awarded for nearly $1 million. To read the full article, please click here.

SETTING THE STAGE FOR SUCCESS: AUS WELCOMES NEW STUDENTS The start of the academic year is always brimming with excitement, anticipation, and eagerness, especially for first time university students who are taking their initial steps into a new life. During orientation week, the American University of Sharjah’s (AUS) campus turns into a bustling beehive as new undergraduate and graduate students explore its beautiful facilities, meet the faculty, and start forging long-life friendships. New student orientation was held from 20-23 August and kicked off with an undergraduate student orientation that brought together more than 1,500 new students and parents. New students then had the chance to immerse themselves in AUS’ dynamic campus life during the Week of Welcome (WOW). To read the full article, please click here.

There were over 2,600 applications for R01 grants in 2022 and 494 were awarded

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CANADIAN UNIVERSITY DUBAI TRANSFER STUDENT RECEIVES PRESTIGIOUS UNB HONOUR Canadian University Dubai (CUD) student, Bhaanvi Rai, who transferred her studies to the University of New Brunswick (UNB) in Canada, has been honoured with the prestigious Sir Howard Douglas Award, recognising her work in advocating for marginalised communities. Bhaanvi joins an exclusive group of eight students who have been admitted into UNB’s Honour Society this year, after demonstrating consistent academic excellence while actively participating in extracurricular pursuits such as volunteering. Now aged 23, Bhaanvi explained: “I was disheartened that I was ineligible to apply directly

to universities in Canada because I hadn’t taken Mathematics. It was at that point that CUD enabled me to turn my dream into a reality. Alongside my BBA in Accounting and Finance studies, I completed Mathematics and Calculus, which were prerequisites for Canadian universities, and after my first year at CUD I transferred to UNB.” To read the full article, please click here.

Bhaanvi joins an exclusive group of eight students who have been admitted into UNB’s Honour Society this year

AURAK JOINS HANDFUL OF WORLD’S UNIVERSITIES

CANADIAN UNIVERSITY DUBAI RETAINS #1 QS RANKING FOR THIRD CONSECUTIVE YEAR Canadian University Dubai (CUD) has been named the number one ranked higher education institution in Dubai for the third consecutive year in the recent QS World University Rankings for 2024. The institution also remains Dubai’s top university according to the Times Higher Education (THE) Impact Rankings for 2023. Alongside the number one position in two of the world’s most renowned university rankings, CUD also retains its prestigious five-star status in the QS rating system, reflecting the institution’s excellence in broader metrics such as campus facilities, graduate employability, and social responsibility. To read the full article, please click here.

The institution also remains Dubai’s top university according to the THE Impact Rankings

The American University of Ras Al Khaimah (AURAK) has been awarded the QS 5 Stars Plus rating, placing it in the league of a handful of the world’s elite universities. It is the first university in the UAE to be awarded this highest rating. AURAK was rated 5 Stars Plus overall and was awarded 5 Stars in eight categories: Teaching, Employability, Internationalisation, Academic Development, Facilities, Social Responsibility, Inclusiveness, and Business & Management Studies – the maximum an institution can achieve in the rating process. To read the full article, please click here.

AURAK was rated 5 Stars Plus overall and was awarded 5 Stars in eight categories

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LIWA COLLEGE’S FACULTY OF MEDICAL AND HEALTH SCIENCES INTRODUCES SPECIALISED ACADEMIC PROGRAMMES Liwa College, with campuses in Abu Dhabi and Al Ain, has announced that it has successfully undergone comprehensive development across various educational facilities within the Faculty of Medical and Health Sciences (FMHS) in preparation for the new academic year 2023 - 2024. Liwa College continues to receive online applications at both campuses until 18 September.

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rofessor Maxim Merheb, Dean of the Faculty of Medical and Health Sciences, emphasised the college’s readiness for the upcoming academic year. He highlighted that the faculty has successfully executed a comprehensive overhaul of its academic plans and offerings, encompassing six bachelor’s programmes and two diploma programmes. Furthermore, significant maintenance and enhancements have been carried out across 12 educational, applied, and research laboratories, fostering an enriched learning environment conducive to promoting excellence and mastery of scientific and applied skills pertinent to students’ respective fields of study.

 Bachelor of Medical Laboratory Sciences: This programme provides students with the opportunity to become skilled laboratory professionals capable of performing critical diagnostic tests and contributing to patient care by delivering accurate and timely lab results.

Professor Merheb emphasised the critical mission and role of the faculty in supplying the nation’s healthcare sector with highly skilled and proficient healthcare professionals who adhere to the most advanced scientific and applied practices. This commitment plays a pivotal role in advancing and nurturing the healthcare sector, a top priority on the agenda of our visionary leadership and in alignment with the UAE Vision 2071.

 Bachelor of Science Respiratory Care: Graduates of this programme will be trained to diagnose and treat respiratory disorders, making them essential healthcare providers, particularly in respiratory health emergencies.

He noted that this year, the faculty delivers a wide range of bachelor’s and diploma programmes approved by the Academic Accreditation Commission (CAA) at the Ministry of Education. Degree programmes include:  Bachelor of Health Management: Equips students with the skills and knowledge to efficiently manage healthcare facilities and organisations. Graduates will be prepared for leadership roles in healthcare management and enhancing healthcare delivery.  Bachelor of Applied Health Sciences, with a major in Health Information Management (HIM): In the digital age, health information management is critically important for maintaining patient records and data security. This programme prepares students to effectively manage healthcare data, making them invaluable in the healthcare industry.

 Bachelor of Science Medical Diagnostic Imaging: Students in this programme will learn to operate advanced imaging equipment and assist in diagnosing medical conditions through techniques such as radiography, ultrasound, and magnetic resonance imaging.

 Bachelor of Science Emergency Medical Care: This programme prepares students to become paramedics and emergency medical technicians, delivering critical care before hospitalisation and emergency medical services.  Additionally, the college offers two diploma programmes: Diploma in Health Management and Diploma in Medical Laboratory Analysis.

Moreover, the laboratories include a wide range of life support equipment, including both gas and non-gas artificial respiratory devices, diagnostic instruments, sleep measurement devices, and various types of clearance and transport equipment. The Medical Laboratory Sciences laboratories at Liwa College are categorised into clinical chemistry, microbiology, hematology, and histology, along with integrated sub-specialties. The Diagnostic Medical Laboratories, on the other hand, feature state-ofthe-art diagnostic radiography control units and physics labs to provide an optimal laboratory learning experience for students. These laboratories are equipped with display devices and screens, facilitating interactive casebased discussions. Furthermore, the laboratories house clinical examination rooms.”

We have successfully undergone a comprehensive development of the educational process and the upgrade of 12 laboratories

Professor Maxim Merheb further emphasised that the college has completed a comprehensive upgrade of 12 laboratories, equipping them with modern and advanced scientific equipment. MEDICAL AND HEALTH SCIENCES LABORATORIES Professor Maxim emphasised that the respiratory and emergency medical laboratories have been equipped with high-precision critical care devices and trauma models to simulate realcase scenarios. Additionally, these laboratories feature advanced airway models for complex and challenging cases, as well as models for pre-hospital care, basic life support, and advanced life support services.

LIWA COLLEGE  +971 600 500606

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FUTURE-PROOFED PROGRAMMES FOR THE 2023-24 ACADEMIC YEAR Leading higher education institutions at Dubai International Academic City and Dubai Knowledge Park, members of TECOM Group PJSC, are offering new programmes aimed at future-proofing students through the 2023-24 academic year.

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he programmes cover topics that include artificial intelligence (AI), industry 4.0, robotics, genetics, animation, and engineering, reiterating the commitment to the Dubai Economic Agenda ‘D33’ strategy, which seeks to make Dubai a global pioneering hub for higher education and one of the world’s top three cities over the next decade. In addition to advanced programmes in science, technology, and engineering, international universities plan to offer popular and highly anticipated courses in fields such as media, gaming, and animation during the new academic year, in line with global expectations of the jobs expected to be most in demand over the coming decade. Ammar Al Malik, Executive Vice President of Commercial at TECOM Group, said: “Dubai’s diversified knowledge-based economy and global business hub environment provides an unrivalled platform to define the future of key sectors and make a lasting impact. The programmes provided by universities at Dubai International Academic City and Dubai Knowledge Park ensure that talent – current and future alike – will have the necessary tools, guidance, and knowledge to drive innovation and strengthen Dubai’s and the region’s global competitiveness for generations to come. “The digital-first world comes with many opportunities, challenges, and unknowns. Students going to universities today face an exciting opportunity to shape the world like never before. The onus is on us to collaboratively and proactively equip ourselves with the knowledge and skillsets needed to navigate the way forward and build a world that serves us all.” There are almost 30,000 students representing over 170 nationalities at Dubai International Academic City and Dubai Knowledge Park. Thirty-seven local, regional, and international higher education institutes are based across both districts, where programmes in business, engineering, and IT noted the highest rates of enrolment as of the end of the 2022-23 academic year.

STRENGTHENING FUTURE SKILLS The World Economic Forum’s Future of Jobs 2023 report states big data analytics, climate change, environmental management technologies, and encryption and cybersecurity are expected to be the biggest drivers of job growth over the next five years. Boston Consulting Group said in June 2023 that the UAE is among the Middle East’s largest geographies for gaming and e-sports and will also attract a significant number of companies seeking to capitalise on the market’s potential. Higher education programmes at Dubai International Academic City and Dubai Knowledge Park will strengthen the learning environment for such disciplines. Australia’s Murdoch University will offer the Bachelor of Information Technology in AI and Autonomous Systems course in the new academic year. Murdoch University Dubai’s three-year undergraduate programme includes an option to attain double majors in cybersecurity and forensics – for the first time in the UAE – as well as computer science and business information systems. Dr James Trotter, Dean and Academic President of Murdoch University Dubai, said: “At Murdoch University Dubai, we take great pride in our international reputation for excellence in teaching, research, and student satisfaction. Our campus at Dubai Knowledge Park offers fully accredited Australian degrees with international recognition and its strategic location offers a dynamic learning environment for us to nurture future leaders.” Heriot-Watt University Dubai will offer a Bachelor of Engineering in Robotics, Autonomous, and Interactive Systems degree from its campus at Dubai Knowledge Park. Amity University Dubai plans to offer a four-year Bachelor of Science Biotechnology course as part of its 2023-24 academic year offering. The Indian university has a campus at Dubai International Academic City and its biotechnology course will cover topics including bioethics, food biotechnology, immunology, genetic engineering, and fermentation technology.

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International institutions will offer courses in emerging disciplines across technology, science, e-sports, and engineering in addition to grants and scholarships for talented students Dr Vajahat Hussain, CEO, Amity Education, said: “At Amity University Dubai, we firmly believe that Dubai and the UAE are the next destination of choice for higher education. We take this as our responsibility alongside fellow universities and Dubai International Academic City to promote

Dubai and the UAE as the first choice for students in the region who choose to go abroad for their undergrad and postgrad education.” SAE Institute, which has a campus at Dubai Knowledge Park, offers a Bachelor of Games Development course, in addition to a Bachelor of Animation degree and a Diploma of Augmented and Virtual Reality, to empower and strengthen the credentials of students and professionals aspiring for growth in the UAE’s growing gaming industry. Curtin University Dubai’s campus at Dubai International Academic City also offers a Bachelor of Design (Animation and Game Design) degree. Meanwhile, the University of Wollongong in Dubai (UOWD) also offers a Bachelor of Computer Science (Game and Mobile Development) degree that teaches students how to design and implement enterprise-grade mobile apps and large-

scale games using the latest tools and technologies. UOWD will also, through its campus at Dubai Knowledge Park, offer the fouryear Bachelor of Engineering (Honours) course in Mechatronic Engineering as well as the newly launched Master of Digital Transformation degree through a 1.5-year programme covering topics such as data science, artificial intelligence, cloud computing, and digital transformation strategy and technology. Dr May El Barachi, Head of the School of Computer Science at UOWD, said: “Digital transformation revolutionises operations and enhances customer value by seamlessly infusing cuttingedge technology into every facet of an enterprise. The programme aims to produce well-rounded professionals who can bridge the gap between business and IT by defining digital

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The business districts support the goals of Dubai Economic Agenda ‘D33’ to position the city as a global pioneering hub for higher education

Murdoch University www.murdochuniversitydubai.com +971 4 5749800

Heriot-Watt University www.hw.ac.uk/dubai/ +971 4 571 7000

Amity University www.amityuniversity.ae +9714 4554 900

SAE University www.dubai.sae.edu +971 4 360 6456

Curtin University www.curtindubai.ac.ae +971 4 245 2500

UOWD www.uowdubai.ac.ae +971 4 278 1800

New programmes are geared at upskilling students for a digital world as technology adoption remains a key driver of business transformation, according to the World Economic Forum’s Future of Jobs Report 2023 transformation strategies and designing and implementing digital solutions.” Higher education institutions at Dubai International Academic City and Dubai Knowledge Park offer a range of scholarships for the 2023-24 academic year. These include a 100% Academic Merit Scholarship for exceptional students and a 50% scholarship on all diploma and foundation courses at Murdoch University Dubai. Amity University Dubai’s scholarships include a 30% bursary to any UAE nationals or representatives of selected organisations and government institutions that enrol for its programmes. UOWD also

offers academic excellence-based scholarships up to 50% as well as a 50% sports scholarship for aspiring athletes. Dubai International Academic City and Dubai Knowledge Park are part of TECOM Group’s portfolio of 10 business districts, including Dubai Media City, Dubai Internet City, Dubai Industrial City, Dubai Production City, Dubai Science Park, Dubai Studio City and Dubai Design District (d3).

TECOM GROUP  800 8 TECOM (83266)

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UNDERSTANDING AND MANAGING ACADEMIC STRESS IN INTERNATIONAL STUDENTS By Vanessa Northway, Deputy Vice-Principal For Learning & Teaching At Heriot-Watt University Dubai

Vanessa Northway is the Deputy Vice-Principal for Learning and teaching at Heriot-Watt University Dubai. She has been working with the University since 2009. As part of her position, she plays a key role in the effective operation of the Dubai campus and contributes to the in-country delivery of the overarching strategy of Heriot-Watt University. Her focus areas include research and industrial collaborations, innovative education technologies and strategies, and enhancing the student experience.

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ubai is constantly strengthening its position as a prominent hub for global higher education. The increasing establishment of international campuses and the wide array of educational programmes have succeeded in drawing a growing number of international students to choose Dubai as their study destination. Dubai’s international higher education institutions have experienced a robust 8% cent annual enrollment growth, as per recent data from the Knowledge and Human Development Authority (KHDA). Furthermore, an infographic by KHDA indicates that the total university enrollment surpasses 30,000 students, with international students contributing significantly to this growth, showing a 12% increase and now representing nearly one third of the total student population. There has been a significant surge in the number of international students enrolled at Heriot-Watt University Dubai, with over 500 students joining being international for the 2023-2024 academic year. This advancement underscores the high standard of education provided by universities in the city and their unwavering dedication to fostering a genuinely world-class higher education landscape. The experience of residing and studying in a foreign country can be enriching for the students, yet it entails various sociocultural, environmental, and physiological adjustments, along with emotional adaptations. International students often grapple with intense academic pressure while pursuing their education abroad.

International institutions will offer courses in emerging disciplines across technology, science, e-sports, and engineering in addition to grants and scholarships for talented students

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The business districts support the goals of Dubai Economic Agenda ‘D33’ to position the city as a global pioneering hub for higher education

These students face distinctive obstacles, including cultural adaptation, language barriers, and academic demands, all of which can significantly heighten their stress levels. It is common during this transitional phase to encounter emotional instability linked to stress, including feelings of powerlessness, isolation, a sense of insignificance, and emotional turbulence. To alleviate stress among international students, it is essential for university administrators to identify the cause and assess and implement appropriate methods that can effectively explore the impact of stress

on the academic performance and overall welfare of these students. One of the most significant stressors for international students is the process of adapting to a new culture. Leaving behind one’s home country and entering a foreign academic environment can be overwhelming. The differences in language, customs, social norms, and educational systems can create a sense of isolation and alienation. International students often find it challenging to establish meaningful relationships, which can exacerbate their stress levels. Universities should provide

comprehensive orientation programmes that familiarise international students with the local culture and support networks. Heriot-Watt University in Dubai actively engages its international student community through diverse strategies. The university organises a welcoming dinner for global students, with the aim of fostering connections between students and staff. To ease the cultural adjustment stress of international students, it’s important to promote cross-cultural interactions and provide tailored counselling services that meet their unique needs.

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International students may find it challenging to build a social network in a foreign country, leading to feelings of isolation and loneliness. The lack of a support system can exacerbate academic stress and negatively impact mental health. To combat this, universities should organise cultural exchange events, mentorship programmes, and international student clubs. Encouraging domestic and international students to engage in cross-cultural activities can foster a sense of belonging and support. Furthermore, support for international students includes orientation sessions,

cultural immersion activities, and assigning trained senior students as year-round points of contact, encouraging friendships and support networks. Regular follow-up sessions provide essential guidance, easing international students’ transition into the university culture and enhancing their sense of belonging, ultimately promoting their academic and personal success. At our Dubai campus, through virtual collaborative sessions with Dubai Student Services, Finance, Visa Dept, and Student Council, we provide crucial information to parents, students, and agents. Financial stress is another significant issue for international students, as they often need to manage tuition fees, living expenses, and, in some cases, support their families back home. Financial literacy programmes can also empower students to manage their

finances effectively. As international education continues to grow, addressing academic stress among international students must remain a top priority for universities and educators. Together, we can ensure that these students not only achieve their academic goals but also thrive personally and culturally during their educational journey in a foreign land.

HERIOT-WATT UNIVERSITY DUBAI  +971 4 571 7000

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DREAMING BIG, STUDYING (AND PLAYING) HARD IN THE UAE Education UAE speaks with American University of Sharjah Alumni, now a successful businessman in the UAE.

ne of the industry’s leading kitchen equipment manufacturers, Al Halabi Refrigeration & Kitchen Equipment is known for its innovation, quality, and commitment to excellence. With a storied history spanning several decades, Al Halabi continues to push the boundaries of kitchen technology, with every piece of equipment built to last with a focus on durability, performance, and energy efficiency. The third generation of the company, which was first established in the UAE in 1975, is led by Bilal Al Halabi, who believes that every challenge holds within it an opportunity for growth, a mindset he began to develop back in his university days at the American University of Sharjah. EdUAE: Did you enjoy your time at university? Bilal Al Halabi: Yes, I enjoyed it a lot, which was rather unexpected! It was back in 2000, and I think I was in the third or fourth batch of students; it was a relatively new university at the time. But I quickly discovered that there are two aspects to university life: the educational and the social. Back then in Dubai, there was no such thing as an international social life; we just had our school friends and childhood friends. So when I entered the American University of Sharjah, newly established with support from the American University of Beirut, it was a revelation. I met and made friends with interesting people from all over the world, mainly Saudi Arabia, Libya, Palestine, and Nigeria, so it was a multicultural education and atmosphere. Initially, I wanted to study overseas, but my family is very important to me, and I didn’t want to be away from them for

three years. However, I still wanted to attend an international university that would value my talents and give me a scholarship. The American University of Sharjah turned out to be the perfect solution, and I was very, very happy there. EdUAE: Have you retained some of the friendships you made? Are you still in contact? BH: Yes, I was very social, and the campus gave me access to a lot of friendships. Many of these have developed into an extremely useful network. Many of my fellow students became highly successful, covering all sorts of fields, from being influencers to working in government. And yes, we still talk, we still connect, and we still network in a business sense. EdUAE: And not just locally within the UAE, but internationally? BH: Yes, because many students, especially from Saudi Arabia, came to Sharjah because they did not have an American university at home and they didn’t want to go to a state university. So I made a lot of friends, and they have very good positions now, which is a benefit for me in my business. EdUAE: What did you study at university, and did you have a favourite course or thesis? BH: I studied finance because I was good at maths and analysing. I had a passion for it. Back in Dubai, the stock market was booming and the entire nation was really starting to take off, so it was an interesting time for me to enter this field. I particularly enjoyed the finance courses, especially international finance, because that is an area I’m really interested in.

I quickly discovered that there are two aspects to university life: the educational and the social EdUAE: So university prepared you well for your future career? BH: It did, particularly because of the level and quality of the faculty. The professors were very special because the Sheikh, the ruler of Sharjah, invested a lot of money into the university because he wanted it to be exceptional and gain an excellent reputation. So, he invited leading professors from the United States, the United Kingdom, and many countries in the Arab world, and they were all scholars and very well-known. In their own fields, they were celebrities; most of them had written successful books about the finance world, and one had a bestselling book. This gave me access to knowledge and experience that were far beyond an ordinary education. EdUAE: I guess that because of the quality and the international status of the university, it changed your perspective on the world. BH: Of course, because when I graduated, I didn’t want to work on a country level. I wanted to work on a global level. I enjoyed learning about the macro-economy more than the microeconomy. I liked international business, law, and finance. So, my mind was going global, and this was my focus. This is what I was most interested in, and the majority of my high grades were on international courses.

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EdUAE: It wasn’t all academic, though, was it? BH: No, on another level, the university gave me access to my passion, football. I was amazed to find that the university football coach was also the assistant coach for the Iraq national team and had coached in the FIFA World Cup! This was a real chance for me to improve my game. We had a very strong football team, and we travelled all around the region playing games and tournaments; we went almost 45 matches unbeaten. I developed tremendously as a player, learning so much from the coaches as well as my fellow players, who came from Saudi Arabia, Libya, the United States, and other countries. It was like playing in the professional game for Barcelona! EdUAE: Your university education sounds very, very positive. But did you have any challenges you had to meet? BH: I like to meet different people, study, and play football, so it was kind of the full package for me. However, there was one big challenge, and that was the vast difference between high school and university. Today things are different, but back then, school didn’t prepare you for university at all, so it was super hard when I first arrived on campus. It was very tough and challenging, but I learned a lot in terms of how to manage timeframes and deliverables. But it’s good that things have changed. EdUAE: Do you have any advice for students starting university in the nottoo-distant future? BH: I would tell them to focus on networking. Of course, studying is important, but if you look for the right friends who you can grow with in life friends who are smart and disciplined,

I was amazed to find that the university football coach was also the assistant coach for the Iraq national team

 AMERICAN UNIVERSITY OF SHARJAH

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If you can get a good mentor in the early stages of university, you will progress at ten times the speed growing minds - that is the basis for a great network, which will serve you well in your future career. I do business with a number of my old student colleagues. I have someone in Saudi Arabia who works quite high up in the government, and we share our networks and do some business together on the side. Also, there is someone who is now my partner in a second business I operate. This is why it is important to network. I would advise those ready to go to university to try to have an entrepreneurial mind too; perhaps open an online business or have access to someone who has done this in life and ask him or her to be your mentor. If you can get a good mentor in the early stages of university, you will progress at ten times the speed. So I advise every student to get a mentor or take up a three-month (at least) course with an education coach. I would highly recommend that. For me, university education was a stepping stone to future career success and a place where I made friends and built relationships with professors, peers, and professionals in my field. They were great days, and I am happy to say that I have reaped the benefits!

AMERICAN UNIVERSITY OF SHARJAH  +971 6 515 5555

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Discover, Innovate, Excel: Embrace the Potential of STEM! STEM (Science, Technology, Engineering, and Mathematics) education is a critical and multifaceted endeavour that holds the potential to drive innovation, economic growth, and social progress. Indeed, it is seen as an essential component of preparing individuals and society for the challenges and opportunities of the future.

Shubhangi Singh, is Partner and Head of Institute at Pure Minds Academy. She has a seasoned background in robotics, programming, and the broader STEM landscape. A staunch advocate for the life-changing benefits of hands-on learning, she galvanizes teams to adopt cutting-edge solutions by crafting educational frameworks tailored for the modern student, while also fostering their overall wellbeing.

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For students aged 10-18, we proudly present our specialised NCFE-accredited courses

o find out more about this sphere of education, Education UAE spoke to Shubhangi Singh, Partner and Head of Institute at Pure Minds Academy, who has a seasoned background in robotics, programming, and the broader STEM landscape. A staunch advocate for the life-changing benefits of hands-on learning, she galvanizes teams to adopt cutting-edge solutions by crafting educational frameworks tailored for the modern student, while also fostering their overall well-being. We first asked Shubhangi for a little background on Pure Minds Academy, its philosophy, and what courses it offers. Shubhangi Singh: Established in 2015, Pure Minds Academy is a beacon of educational excellence, dedicated to nurturing young minds through a diverse array of STEM, robotics, coding, and life skills programmes. Our ethos is rooted in the belief that every child is unique, possessing distinct talents and interests. We are committed

to offering avenues for them to discover and flourish in their individual passions. Our curriculum spans from STEM and robotics to specialised life skills courses such as Entrepreneurship, Financial Literacy, and Cybersecurity. Central to our programmes is the cultivation of essential 21st-century skills, including critical thinking, effective communication, problem-solving, creativity, resilience, and innovation. For students aged 10-18, we proudly present our specialised NCFE-accredited courses, including Game Design with Python Programming and 3D Game Design with Unreal Engine. NCFE is a prestigious awarding body acknowledged by the UK Department of Education and regulated by OFQUAL. Upon course completion, students will have an impressive portfolio of projects and games, not only to showcase to friends and family but also to enhance their academic portfolios.

EdUAE: In relation to coding, why is this such a great skill for youngsters to learn and what age is the ideal time to start? SS: In today’s digital age, technology and artificial intelligence (AI) are reshaping our world at an unprecedented pace. It’s crucial for the younger generation to be equipped with the skills to navigate and thrive in this evolving landscape. As AI continues to advance, it’s anticipated that many routine tasks will be automated, placing a premium on computer science expertise in the job market of the future. When considering the ideal age to introduce coding, it’s akin to foundational subjects like reading or arithmetic. Children can begin their coding journey as early as 3-½ to 4 years old. Starting at this age allows them to grasp the fundamental principles of coding, paving the way for more advanced block-based coding and text programming in the future.

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demand for roles such as Artificial Intelligence Engineers, Machine Learning Engineers, Data Analysts, and AI Research Scientists. Additionally, with the rapid technological evolution comes heightened vulnerabilities, amplifying the need for cybersecurity experts. Roles like Cybersecurity Engineer, Information Security Analyst, and Digital Forensics Examiner are becoming increasingly pivotal. Given the soaring demand for professionals in these domains, there’s a notable shortage of qualified individuals. Financially, even entry-level positions in coding can command an annual salary of approximately $85,000. EdUAE: Can you share any success stories from past students who have benefited from your coding instruction?

Financially, even entry-level positions in coding can command an annual salary of approximately $85,000 EdUAE: How do you assess student progress and knowledge throughout the course? Are there quizzes, assignments, or exams? SS: At Pure Minds Academy, we champion a project-based learning methodology. Instead of traditional quizzes, assignments, or exams, students are empowered to apply the skills and concepts they’ve learned by crafting their own projects within set guidelines. This hands-on approach not only showcases their acquired knowledge but also offers a tangible representation of their progress throughout the course. EdUAE: What are your goals for students who complete this course, and what skills and knowledge should they expect to have gained by the end? SS: Our primary objective for students enrolled in our STEM, robotics, and coding courses is to ensure they grasp

the core concepts of the chosen theme and can effectively demonstrate their proficiency through culminating projects and presentations. For those undertaking our Game Design with Python Programming and 3D Game Design with Unreal Engine NCFE courses, the expectation is that by the course’s conclusion, students will be adept at independently crafting their own projects on these platforms. Beyond mastering the programming platforms, we aim for our students to complete their projects confidently and seamlessly. To recognise their commitment and achievements, students undergo both internal and external evaluations, culminating in certificates awarded directly by NCFE. EdUAE: Which pathways and industries can young people move into and what are the prospects for a fulfilling and financially rewarding career? SS: As artificial intelligence permeates diverse sectors, including the arts and healthcare, there’s an escalating

SS: Numerous parents have repeatedly chosen our programmes, not only for one child but often for their younger siblings as well. This loyalty stems from the valuable skills their children acquire, the cost-effectiveness of our courses, and the enriching interactions with our seasoned instructors. In fact, some of our alumni have pursued careers as cybersecurity experts and developed a passion for robotics. EdUAE: Are there any additional resources, such as coding tools or online communities, that you recommend for students looking to enhance their learning outside of class? SS: Numerous online platforms and communities, such as GitHub, Reddit, Code.org, and freeCodeCamp, are at students’ disposal. These resources offer assistance with programming challenges, provide updated information, highlight current trends, and foster engaging discussions.

PURE MINDS ACADEMY  +971 4 432 9464

Our ethos is rooted in the belief that every child is unique, possessing distinct talents and interests

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STUDY REVEALS THAT 52% OF GEN Z WISH THEIR SCHOOL TAUGHT THEM MORE ABOUT WEB3 The first global study to measure Gen Z’s attitudes towards web3 found that 52% wanted their schools to teach them more about the virtual and digital environments in which many find themselves when not in class. The study, conducted by New York-based Boss Beauties is the most upto-date comprehensive look at how 16-25-year-olds (and parents) in seven countries (UAE, US, UK, India, Nigeria, Singapore, and Brazil) view the knowledge gaps, risks, and future of web3.

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58% of Gen Z respondents are concerned about their privacy and safety online. 26% of Gen Z girls say they have been subjected to abuse or harassment online, a figure only slightly lower for boys (24%).

he report looks at the next generation internet (web3) through the eyes of Gen Z. Web3, which is fast evolving, is built in the cloud and on blockchain technologies that enable users to interact with decentralised apps, including online gaming, virtual communities, cryptocurrency platforms, and NFT marketplaces. The report is based on in-depth polling by EPG in countries where web3 is established and rising in popularity. Gen Z is hungry for more web3 knowledge, the global survey finds. More than half (52%) of Gen Z wish their school had taught them more about web3. Outside the classroom, an even larger proportion – 57% – would like more access to educational resources, such as explainer videos, on the topic. Parents agreed and are eager for their children to learn more about web3 at school, with 45% wishing for more educational resources outside the school walls. This lack of educational resources is especially worrying as girls have a historical tendency of getting left behind when new technologies emerge. Currently, women account for just

28% of engineering graduates, and only one in five AI professionals. If the gender imbalance in tech persists, this could have knock-on effects on the global economy, given that the World Economic Forum expects 77% of jobs to require digital skills by 2030. CREATING THE TOOLS THAT YOUNG WOMEN NEED The new study is based on in-depth polling of 3,869 people, of which 1,906 were aged 16-25, and 1,133 were parents or carers over 25. Lisa Mayer, Founder and CEO of Boss Beauties, said: “Policymakers, educators, and web3 companies all need to come together and ensure that young people and their parents have the tools and knowledge they need to stay safe and make informed decisions as they navigate this fast-changing digital space. “If used properly, web3 can allow Gen Z to feel empowered, connect with people around the world, and become the change-makers they want to be. But we know from history that when new technologies emerge, girls get left behind. Web3 will only continue to grow

in the years to come, so it is essential we act now to make sure girls are able to understand this technology, preparing them for the future of the workforce and for how the world is changing. “At Boss Beauties, we will continue to keep our focus on educating, connecting, and mentoring women and girls. We are reaffirming our mission to bring the next one million women and girls into a web3 world by providing new research that can help us, as well as others building in this industry, create the tools and education women and girls need.” Lila Thomas, Vice-President of Brand and Strategic Partnerships at Boss Beauties, commented: “As our research shows, although Gen Z is embracing web3, many are still unaware of the risks that it entails – especially girls. It’s particularly alarming that more than 40% have come across someone pretending to be someone else online. Our goal at Boss Beauties is to elevate women and girls by giving them the tools they need to succeed. That starts with being safe online, and it’s why education is a part of everything we do.”

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Compared to Gen Z boys (15%), nearly twice as many Gen Z girls (27%) are unfamiliar with how to open and manage a crypto wallet.

BLURRING BOUNDARIES, EXPANDING HORIZONS, REDUCING RISK Faced with a lack of educational resources on web3, Gen Z mostly tend to turn to online search (24%) and their friends (19%) to learn more. Fewer look to social media (16%), online communities (16%), and mainstream media (13%). There were also differences in how Gen Z girls versus boys try to learn about web3: young men were 1.4 times more likely to do so via online communities and mainstream media. Outside of the classroom, few from Gen-Z are able to turn to their parents for guidance about web3. Just 17% of Gen Z say their parents were ‘somewhat’ or ‘well’ equipped to teach them about web3. Similarly, only 39% of parents feel able to teach their children about risks online. The study uncovered gender differences in knowledge of web3 among parents: 67% of women say they are unfamiliar with blockchain and web3, compared to 53% of men. The need for more educational resources on web3 is particularly urgent as the survey uncovered alarming risks that young people have faced in this emerging digital space. A staggering 41%

of Gen Z girls, and 42% of Gen Z boys, say they have come across someone pretending to be someone else online. And although around 58% of Gen Z feel as or more confident identifying risks on web3 compared to real life, only around a third (29%) of Gen Z girls, and just over one-fifth (22%) of Gen Z boys say they are highly informed of the dangers on web3. The survey results indicate that Gen Z girls tend to feel less confident in the web3 space than their male counterparts. While one in five (21%) Gen Z girls admit they are ‘highly uninformed’ of the risks in this new digital space, just 13% of boys say the same. Similarly, more Gen Z girls (20%) consider web3 risky, compared to boys (14%). A NEED TO ENHANCE UNDERSTANDING Perhaps because parents are not digital natives – unlike the younger generation – they have more reservations as to how their children use web3, and how dangerous the digital space can be. More than a third of this cohort said they are unsure or do not know what their children do on web3, a similar

percentage for mothers and fathers (37% vs 36%). Half of the parents surveyed perceived web3 to be risky. Just 8% of mothers, and 13% of fathers, view it as a completely safe space. The findings highlight the need for policymakers, web3 companies, and the education community to come together and find ways to enhance understanding of the new digital space among young people and their parents – especially as it will only grow more popular in years to come. Tellingly, parents underestimate the rise of web3: while just 32% predict their children will spend more time on web3 in the coming years, 54% of Gen Z expect to spend ‘somewhat more’ or ‘a lot more’ time in the new digital space in the next three years. Already, nearly one in six (14%) Gen Z respondents spend at least 10 hours a week in web3 spaces. There are differences between what Gen Z boys and girls do in web3 spaces. While online gaming is the most popular use of web3 among boys (31%, compared to 24% for girls), girls are more likely to use web3 to access virtual communities (30%, compared to 20% of boys). As to why Gen Z are drawn to web3, the

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Web3 is also set to play a bigger role in Gen Z’s social dynamics, with many seeing it as an extension of their real-life self

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most commonly cited motivation, was ‘financial purposes’ (17% for young men and 16% for young women), followed by a desire to access a safe space that supports their individuality (12%). AN EXTENSION OF REAL LIFE The study also sheds light on Gen Z’s shopping habits on web3: half (50%) said cryptocurrency was their most recent purchase, followed by NFTs (20%), online gaming accessories (12%), digital real estate (10%) and virtual goods (8%). However, Gen Z girls were almost twice as likely than their male counterparts to feel entirely unfamiliar with crypto wallets, potentially locking them out of a vast range of web3 activities. Many more boys (48%) say they have made a purchase on web3 in the past year, compared to just 29% of girls. Here, again, parents do not appear to be fully aware of what Gen Z do on web3: just 23% correctly assumed their children had purchased something over the same period. The gender imbalance looks unlikely to change for now, as 64% of Gen Z boys, compared to 54% of girls, plan to purchase something on web3 in the coming year. Web3 is also set to play a bigger role in Gen Z’s social dynamics, with many seeing it as an extension of their real life self. 58% of Gen Z girls, and 49% of Gen Z boys, apply the same ethics and values both online and off. They also find it easier to form relationships online, according to 41% of Gen Z girls and 46% of Gen Z boys. The study also shows interesting gender differences in how Gen Z approaches real-life relationships. 38% of those young women surveyed in this age bracket think online relationships are easier to maintain compared to 42% among boys. A majority (53%) of Gen Z girls value their real-life relationships more than virtual ones, and 48% of boys agree.

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 JIMMY WRIGHT IN TRAINING FOR HIS WORLD RECORD ATTEMPT

 JIMMY WRIGHT WITH HEADMASTER SIMON CRANE

BRIGHTON COLLEGE DUBAI PUPILS RAISE FUNDS TO SUPPORT GUINNESS WORLD RECORD ATTEMPT! The Brighton College Dubai community of parents, pupils, and staff got in the superhero spirit to take part in the school’s annual Run for a Reason event – a 7.00 am sprint dressed in superhero outfits.

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ach year, at Run for a Reason, the school chooses a charity to donate funds and this year will be supporting one of its parents, Jimmy Wright, to raise funds for the Al Jalila Foundation. In November, Jimmy will aim to set a new Guinness World Record for cycling as he embarks on a journey from Saudi Arabia to Ras Al Khaimah, covering a vast distance of 600km. His aim is to beat the current world record, which stands at 1 day, 17 hours and 47 minutes. Funds raised will go to the Al Jalila Foundation with a particular focus on assisting children battling terminal or life-threatening cancer, a charity chosen following his personal journey when his wife bravely faced cancer. Jimmy explains: “I have personally witnessed the incredible courage it takes for a loved one to confront cancer, and this experience has deeply instilled in me an immense admiration

for the Al Jalila Foundation. In collaboration with Cohesion and The DXB Club, we are on a heartfelt mission to not only raise essential funds but also amplify awareness for the treatment of children battling cancer, all in support of the noble cause championed by the Al Jalila Foundation. My heartfelt gratitude goes out to Brighton College Dubai for their unwavering support, and I am wholeheartedly committed to rigorous training from now until November to ensure I am fully prepared for my forthcoming attempt at a Guinness World Record.” Brighton College Dubai pupils and teachers are also showing their support by taking part in a collective cycle on a standalone bike in the school’s atrium, attempting to reach 600km. For more information on Jimmy Wright’s journey to attempting this Guinness World Record, follow this link.

JIMMY WILL AIM TO SET A NEW GUINNESS WORLD RECORD FOR CYCLING AS HE EMBARKS ON A JOURNEY FROM SAUDI ARABIA TO RAS AL KHAIMAH BRIGHTON COLLEGE DUBAI  +971 4 387 1116

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THE WAY OF WATER With over 800 miles of glistening coastline, the UAE is bursting with opportunities to take to the water to have fun, pick up a hobby or learn a new sport. There are so many family and kid friendly options out on the waves, so we’ve put together a list of some of our favourites.

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RIDE THE WAVES AT SURF HOUSE The whole family can sign up for surf or paddleboard lessons at Surf House Dubai. You can relax, knowing that your kids are in the safest hands, as all instructors are qualified lifeguards, have surf coaching accreditations, first aid certificates and are experts at riding the waves. Get in touch to check up coming group classes, or to book a private session for you and your team. Surf House Dubai, Villa 12a 3 A St, Umm Suqeim, Jumeirah 3, Dubai, +971 50 5043020 CLICK HERE FOR MORE INFO

FULLY EMBRACE THE WATER WITH PIRATES SURF RESCUE Located in Dubai and Abu Dhabi, Pirates Surf Rescue’s mission is to re-introduce discipline, respect, morals and compassion within the community, whilst also inspiring a sense of childlike playfulness in everything they do. For students aged 5-20, the programmes at Pirates Surf Rescue offers the chance for kids to explore a diverse range of activities, including jet skiing, kayaking, surfing, swimming, beach sprints, surf rescue, volleyball and more. Pirates Surf Rescue UAE, Kite Beach, Dubai CLICK HERE FOR MORE INFO

DIVING TO THE DEPTHS WITH FREESTYLE DIVERS Freestyle Divers, based in Fujairah, offer diving lessons for children from the age of eight, and marine conservation courses for children from the age of six. As the biggest diving centre in the UAE, and with both indoor and outdoor diving opportunities, Freestyle Divers offers high-quality scuba diving lessons to suit your child’s current abilities. The courses are all universally accredited so you can rest assured that your child is learning, and having fun, in the safest environment.

SEEK SOME THRILLS AT WILD WADI WATERPARK One of Dubai’s favourite waterparks, Wild Wadi offers a stunning location within sight of the Burj Al Arab, and an adventure guided by the folklore character, Juha. While the park is fun for the entire family, Juha’s Dhow and Lagoon is particularly appealing to little adventurers, with a giant tipping bucket, slides and more gentle thrills on offer. When you’re all worn out from slipping and sliding, grab a ring and float along Juha’s Journey through the whole park on a long, lazy journey. Wild Wadi Waterpark, next to Jumeirah Beach Hotel, Dubai, +971 4 348 4444 CLICK HERE FOR MORE INFO

BECOME A CAPTAIN WITH NEMO WATERSPORTS As one of the few centres in Dubai certified by the Royal Yachting Association (RYA), Nemo WaterSports Dubai offers the chance for little captains, aged 12 and over, to get their boating license. During the two-day course, their experienced team will teach you how to drive a boat and follow navigational rules at sea.

Freestyle Divers, Radisson Blu Resort, Dibba, Fujairah, +971 50 891 8207

Nemo WaterSports, Umm Suqeim Fishing Harbour, Umm Suqueim 2, Dubai, +971 50 471 7002

CLICK HERE FOR MORE INFO

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THROW A PARTY ON THE BEACH WITH IGNITE WATER SPORTS If you want to throw a birthday experience that your kid will remember, look no further than IGNITE Water Sports. With the best beach themed party space in Dubai, they organise everything so all you need to do is turn up and have fun. There are lots of options, from group paddle board lessons to fun water-based challenges for the guests! IGNITE Sport Services, Office 120, Deyaar Building, Al Barsha 1, Dubai, +971 4 456 2482 CLICK HERE FOR MORE INFO

KICK THINGS UP A NOTCH WITH EYWOA MARINE SPORTS Yas Marina offers one of the best spots to learn wakeboarding and wakesurfing, as the water is flat 99% of the time, so Eywoa Marine Sports are the perfect place for you and your kids to grab a board and jump in. Eywoa offer lessons for adults, and for kids aged five and up, and their qualified and certified coaches have all the necessary experience to launch you on an unforgettable adventure. Eywoa Marine Sports, Abu Dhabi Yas Marina Berth #1, +971 55 413 6273 CLICK HERE FOR MORE INFO

CATCH A BREEZE WITH KITEN’SURF Fancy flying a giant kite while you surf the waves? KiteN’Surf have you covered when it comes to this heart-pounding sport that can’t be missed. They offer kiteboarding courses for all skills and levels, and you can choose to go as a family or individually. Lessons for kids start from age 13, and KiteN’Surf are located on Kite Beach, so you can learn to kiteboard with the Burj Al Arab and the beautiful Dubai skyline on the horizon. KiteN’Surf, Kite Beach, Dubai, +971 55 800 6363 CLICK HERE FOR MORE INFO

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DIVERSE LEARNERS, EQUAL OPPORTUNITIES Children with special educational needs (SEN) are those who require additional support and accommodations to help them access education and reach their full potential. These needs can arise due to various factors, including physical, cognitive, emotional, or behavioural differences.

The goal of special education is to ensure that all children, regardless of their abilities or disabilities, have access to an appropriate education that meets their individual needs. Education UAE spoke to Sofia Stigka, a CDALicensed Psychologist at the Thrive Wellbeing Centre, about how to identify such needs and what steps to take to put a child on the path to success and fulfilment.

Sofia Stigka is a CDAlicensed psychologist with a master’s degree in child and adolescent psychology, as well as a postgraduate certificate in applied forensic psychology. She is an advocate for the wellbeing of children, their families and school communities. She has an interest in developing safe and inclusive school communities and was part of an EU research team that developed an anti-bullying programme in European schools.

EdUAE: Identifying special needs in children can be complex, as every child is unique and develops at their own pace, but if a parent feels there may be issues after their child has started school what are the first steps they should take? Sofia Stigka: The beginning of school is undoubtedly a distressing time full of big emotions for the family. When school starts, it is important to give the child the time they need to adjust. While some children feel comfortable in the school right away, others may take longer to adjust. And both scenarios are equally fine. If, however, the challenges with adjustment remain or worsen despite the cooperation with the teacher, a parent can reach out to the school counsellor or seek support from a therapist.

Prior to a parent’s visit to a wellbeing centre, it’s always helpful to monitor the child and take notes of any issues that they would like to discuss. Valuable information such as the frequency of a concerning behaviour, daily situations that may trigger this behaviour, the caregivers’ reaction to it and the way it affects the family, can help any professional make the most out of a consultation while building a support plan. This can be implemented at home and in school, since ideally, we are looking for a strong collaboration between settings. Parents should also dedicate some time to briefly answer questions included in the intake form before their appointment with the therapist. In any case, seeking support and having open communication with the school staff and any other professional will help a parent feel empowered and aware of their child’s amazing skills and areas of improvement, strengthening their connection with their child. EdUAE: Is it important for parents to familiarise themselves with typical developmental milestones for different age ranges - is this a good guideline? SS: Parents are exposed to the concept of a normal pattern of growth and development from the day their child is born, from when they

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are handed the health card including the height and weight chart at the back! Expecting parents not to familiarise themselves with typical developmental milestones one way or another is not reasonable - parents observe their kids and inevitably compare their skills to the ones of their peers; parents talk to other parents about their kids’ abilities and skills; parents look up on search engines the information they want to get, particularly now that information is so easily accessible. That’s what parents do. Developmental milestones offer guidance and clues about a child’s health. Knowing what is expected from a child at a certain age can help parents monitor their child’s developing skills and offer support to areas of improvement if needed. In that sense, developmental milestones and stage charts are useful tools. As with everything else in life, the problem starts when we see parents obsessing over milestones, expressing milestone anxiety - anxiety about their kid succeeding in a skill expected for their age. It is therefore important to remember that development is far less ‘linear’ than we think, but rather dynamic and variable. Each child develops at their own pace and developmental milestones are there to guide us, not to put pressure on us. EdUAE: There are various developmental screening tools available that can help identify potential concerns – when should parents take advantage of these and should they be overseen by a professional or can parents carry them out themselves? Which screening tools do you suggest? SS: Parents’ observations of their kids’ development can be excellent predictors of developmental delays, so they can access early intervention services on time. Early treatment can make a big difference in a child’s ability to acquire new abilities and skills and, similarly to the developmental milestones, screening tools can serve as good reference points of how a child’s social, emotional, physical and behavioural profile is developing.

It is noteworthy that developmental monitoring and developmental screening are two different terms. Monitoring is an ongoing process throughout a child’s life and can be done across settings. Any adult around a child can monitor him or her, focusing on a particular behaviour or not. Screening is a more formal, structured process, typically done by a trained professional who can read and interpret the information correctly. The administrator ought to follow certain criteria while administering the tool and he/she should closely cooperate with the parents and teacher who will complete the clinical protocol - as those are reliable sources of information for the clinician. Although many screening tools are available for self-use online, a parent should use them with caution, keeping in mind the limitations of such results. Typically, reliable standardised psychometric tools are copyrighted and can be purchased and used by licensed clinicians with appropriate credentials. Depending on the area/s of concern, different screening tools should be used. To name a few, The Ages and Stages Questionnaire - ASQ-3, the Battelle Developmental Inventory Screening Tool 2nd Edition – BDI-ST, and the Bayley Infant Developmental Screen BINS, are tools that pinpoint a child’s developmental level across certain explored areas, while Gilliam Autism Rating Scale - GARS-3 and Modified Checklist for Autism in Toddlers -MCHAT are designed to identify children at risk for autism. EdUAE: It is often suggested that children who have difficulty forming and maintaining social relationships or engaging in appropriate social behaviour might require specialised help - but could they just be shy? How can you tell at such an early age and do parents sometimes overreact? SS: There are many reasons why a child might be struggling to form and maintain social relationships or abide by social rules. Social anxiety, neurodiversity, language difficulties and poor concentration are only some of the reasons why a child might be struggling to engage socially. These challenges, however, should not be

confused with shyness or introversion. The key difference here is the severity of the symptoms. For instance, while shyness is considered a personality trait that is expressed with discomfort in social situations, autism is a more severe disorder that affects a child’s verbal and nonverbal communication skills, social interaction, learning and behaviour. Another factor to consider is the consistency of the behaviours across settings; a shy kid may struggle in new environments, while a kid on the autistic spectrum typically displays particular behaviours on some level in all environments. Exactly because neurodiversity is so multifaceted, and because of all the attention it has received in the last decades, parents often express worry, even if a child does not fulfil the criteria for any clinical diagnosis. Even if parents sometimes overreact, it is crucial that they have access to a safe environment where their concerns can be heard and validated in a kind and respectful way. EdUAE: How important, in an educational setting, is it to talk to teachers in order to gain insights into a child’s behaviour and development in a social and learning environment? SS: It is essential that parents and teachers have a fine, reciprocal communication and share information about the child’s behaviours and needs at home and in school. Collaboration gives both sides the opportunity to exchange views, observations and comments about a child’s social skills, emotional stamina, resilience, academic attainments, and motivation. Since school is a sensory busy environment (at least much more than home is) with certain social expectations, parents can gain, through the teacher’s eyes, a better insight into their child’s social engagement, interactions and vulnerabilities. While for the child the benefits of parentsteachers communication are evident, it is worth noting that adults can benefit too from such a partnership. Since they have a broader view of the child’s needs, they

Intellectually gifted children do too face challenges at school

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The signs of autism vary from child to child but typically there are some common symptoms that may indicate the need for further clinical exploration

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When school starts, it is important to give the child the time they need to adjust creativity. It is important to note that any adaptation of the curriculum needs to be implemented in an inclusive and discreet way, since differentiating a student’s academic life may trigger stress, selfconsciousness or put him or her in the spotlight. are given the opportunity to adjust and develop the skills to support the child’s needs and learning in a consistent and harmonious way. EdUAE: If a parent feels that their child may be autistic, how do they find out where they are on the spectrum, what should they look for, and who do they consult? SS: The signs of autism vary from child to child but typically there are some common symptoms that may indicate the need for further clinical exploration. These are the deficits in socio-emotional reciprocity, deficits in nonverbal communication, expressions of repetitive behaviours and mannerisms and an uncommon cognitive style with significant strengths and weaknesses. A formal diagnosis can only be achieved through a psychoeducational/ developmental assessment, conducted by a trained healthcare provider, typically an educational/clinical psychologist or a developmental paediatrician. Such an assessment consists of a series of steps that are equally important in order to reach an accurate clinical conclusion. Through this process, the question that should be answered, actually, is not where a child is on the spectrum but what their unique skills are, how we can celebrate and capitalise on their strengths and how to support their vulnerabilities in the best possible way. Addressing a professional whom you can build a trusting relationship with, who cooperates closely with the school, who respects confidentiality, who recommends customised support, feedbacks and psychoeducates the adults around the child and follows up on the child’s progress are all crucial steps towards a successful intervention plan.

Early treatment can make a big difference in a child’s ability to acquire new abilities and skills EdUAE: People often think of children with special needs as youngsters who are struggling, but gifted children often possess intellectual abilities and cognitive skills that are significantly advanced for their age and this can cause them problems. When they ‘misbehave’ they could be just bored, couldn’t they? How do you approach the challenges that gifted children have? SS: Intellectually gifted children do too face challenges at school, usually related to perfectionism, boredom, emotional and intellectual overexcitability, organisation and self-esteem due to the feeling of being different. Identifying the real needs of an intellectually gifted kid can indeed be tricky, and oftentimes these kids fly under the radar, or they are misunderstood. Some other times, they present accompanying to their giftedness difficulties (such as dyslexia or ADHD), presenting a profile known with the term ‘twice exceptional’. It is therefore important that these children’s skills are assessed too, in order to have access to a modified curriculum that will meet their academic, socio-emotional and sensory needs. Remember that, the ultimate objective is to establish a setting that nurtures the child’s strengths and superior skills. Gifted children’s academic needs call for self-directed learning, enrichment into activities, and room for initiative and

From a sensory point of view, gifted children may struggle to process intense stimuli when their senses are exposed to over-stimulating environments. Bright lights, loud noises, and rough material may cause discomfort to the bright child. Adults around the gifted kid should be aware of these sensitivities and adjust their environment accordingly. EdUAE: Parents know their children best, so if they have concerns about their development or behaviour, how important is it to simply trust their instincts and seek professional advice? SS: If you have concerns about any aspect of your child’s development, then you should not ignore your gut feeling! Seeking professional advice can only benefit a family, as the takeaways of a visit to a clinician are much-needed guidance and psycho-education around any concerned matter. Moreover, a clinician can suggest practical strategies to the parents or help them build an intervention plan together. If anything else, a worried parent should be treated with empathy, allowing enough space for them to express their anxieties.

THRIVE  +971 56 895 2347

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EAA AND UNICEF MARK 10 YEARS OF PARTNERSHIP WITH ‘DECADE OF DREAMS’ EXHIBITION A special exhibition has taken place alongside the 78th United Nations General Assembly, celebrating the 10year partnership between the Education Above All Foundation (EAA) and UNICEF. Called A Decade of Dreams, the event took place at the Danny Kaye Visitors’ Centre at UNICEF House, New York, celebrating more than five million out-of-school children and youth gaining access to quality education. The exhibition features installations of photos and videos of children and youth sharing their personal journeys. The images vividly illustrate the transformative support provided by UNICEF and the EAA Foundation in helping these children reach their potential and realise their dreams.

The event celebrates more than five million out-of-school children and youth gaining access to quality education.

Expo City Dubai will host COP28 UAE from November 30 to December 12

UNIVERSITIES COLLABORATE ON COP28 The Universities Climate Network (UCN), chaired by NYU Abu Dhabi, recently welcomed 13 additional higher education institutions from the UAE, bringing the total number of participating institutions to 24. These include the Abu Dhabi Polytechnic, Abu Dhabi University, Ajman University, Al Ain University, American University in Dubai, American University in the Emirates, De Montfort University Dubai, Emirates College for Advanced Education, Heriot-Watt University Dubai, University of Sharjah, Rabdan Academy, University of Birmingham Dubai, and University of Wollongong in Dubai. The recently launched UCN comprises UAE-based universities and higher education institutions working together to drive engagement among youth and academia in the lead up to COP28 UAE. This includes collaborating on research and innovation for climate solutions, as well as facilitating dialogues, workshops, and public events, among other activities. COP28 UAE will take place at Expo City Dubai from November 30 to December 12, 2023

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INTERNATIONAL FUND FOR HOUBARA CONSERVATION LAUNCHES ‘CONSERVATION EDUCATION’

ntended for teachers and students of public education in the UAE, the portal offers an entertaining range of educational lessons, interactive games, and information about Al-Sana’a which focuses on Emirati heritage, social traditions, and etiquettes. It also aims to highlight the principles of sustainability and environmental conservation in relation to challenges such as pollution, climate change, and other threats facing humans and wildlife.

HOUBARA FUND  +971 2 693 4455

With the portal now live, students can register and access various educational practices, which will assist them to gain deeper insight on many subjects including science, geography, mathematics, and social studies. VISIT WEBSITE EMAIL US

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WORLD’S LARGEST YOUTH LED CONFERENCE ON ENERGY TRANSITION COMES TO THE MIDDLE EAST FOR THE FIRST TIME The Student Energy Summit (SES) 2023, will take place at NYU Abu Dhabi (NYUAD) from November 29 to 1 December. Following a successful bid by a group of NYUAD students to host the event, SES will unite over 650 young leaders from more than 120 countries with decision-makers and experts, fostering a collaborative exploration of innovative energy solutions in light of COP28. energy leaders who can drive the transformative change needed to make our future sustainable, energy secure, and climate safe. SES has the potential to greatly contribute to this priority as it offers youth a valuable platform to learn, network, and actively participate in dialogues concerning sustainable energy access and transition. We are delighted to partner with New York University Abu Dhabi to help SES deliver on its mission.”

he vision of the summit is reflected in its theme, Reimagining the Future, which aims to empower young minds in envisioning pathways toward a sustainable and equitable energy future. Inspired by Expo2020’s theme, Connecting Minds, Creating the Future, the event builds on the legacy of UAE’s thought leadership in the global sustainability agenda in the context of the Year of Sustainability and COP28. SES 2023 Co-Chair Mira Aljallaf said “In February 2022, 10 passionate NYUAD students collectively worked on a bid to host the summit. A few months later, we were selected and tasked with curating a programme that showcases the importance and impact of youth in the energy sector.

The summit uniquely coincides with COP28, providing us with a platform to reach a wider audience and make a bigger impact. We are grateful for the support we received from key local stakeholders in the UAE, including IRENA, the Ministry of Energy and Infrastructure, and Masdar, which have amplified our impact.” HE Eng Sharif Al Olama, Undersecretary for Energy and Petroleum Affairs at the UAE Ministry of Energy and Infrastructure and member of the SES 2023 Advisory Board, hailed the event: “Empowering youth in the energy sector is an integral priority while shaping and delivering concerted climate and energy targets. As the proud host of COP28, the UAE is keen to build a generation of young

The summit’s lineup of distinguished speakers includes Permanent Representative of the UAE to IRENA HE Dr Nawal Al-Hosany, Ambassador of Mexico to the UAE and UN SG’s Special Envoy for 2019 Climate Action Summit HE Mr Luis Alfonso de Alba, and Managing Director for Global Energy Innovation of Bezos Earth Fund Ms Nicole Iseppi. Their collective expertise will contribute to insightful discussions on topics of the summit, including just transition, decarbonisation of cities and industries, climate finance and geopolitics of energy. The event has been endorsed by international organisations, the International Renewable Energy Agency (IRENA), and UN’s Sustainable Energy for All, which are supporting SES 2023 as strategic partners.

Key speakers will include HE Dr Nawal Al-Hosany, HE Mr Luis Alfonso de Alba, and Nicole Iseppi

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The Student Energy Summit (SES) 2023 will reimagine the future of the energy sector and showcase the vision of UAE’s energy transition With over 4,700 applicants coming from 161 countries, SES 2023 will engage the world’s top young entrepreneurs, researchers, and policy makers, with a focus on equitable participation from developing countries, including young women and youth from the Middle East, North Africa, and Sub-Saharan Africa, all under 30 years old. The summit aims to foster ideas and solutions through its unique programme. Sessions will highlight career paths in the energy sector, spark innovative entrepreneurial ideas, and directly connect with potential employers and mentors from the energy industry. The hallmark event of the summit is the Innovation Jam, a solutions-focused session in which every single participant of a conference can pitch an idea, a current challenge, or a conversation that they would like to collaborate on. SES 2023 team collaborates with key local partners to raise awareness about energy topics in the UAE, including the UAE Energy Strategy 2050 and Abu Dhabi Economic Vision 2030. The closing ceremony of SES 2023 will be hosted as an official side event in the Green Zone at COP28 UAE on December 1.

SES is hosted biennially in a new city around the globe under the umbrella of Student Energy, a global youth-led organisation working with a network of 50,000 young people from over 120 countries. As SES 2023 culminates with a closing ceremony at the COP28 venue in Dubai, the organising team will continue their intergenerational dialogue through a series of events throughout COP28, delivering SES 2023’s outcomes to decision-makers.

SES 2023 will host its closing ceremony on December 1 as an official side event in the Green Zone at COP28 UAE Scheduled at NYU Abu Dhabi from November 29 to December 1, SES 2023’s comprehensive programme, speaker profiles, and updates can be found at ses2023.org. The summit is being held in the same period that NYU Abu Dhabi is chairing the Universities Climate Network (UCN). Comprising UAE-based universities

and higher education institutions, the UCN collaborates on facilitating dialogues, workshops, public events, policy briefs, and youth participation in the lead up to and beyond COP28.

STUDENT ENERGY SUMMIT

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THE JANE GOODALL INSTITUTE: A LEGACY OF CONSERVATION AND EMPOWERMENT The Jane Goodall Institute (JGI) stands as a testament to the remarkable legacy of its founder, Dr. Jane Goodall, and her enduring commitment to wildlife conservation, scientific research, and community empowerment. Founded in 1977, this non-profit organisation has played a pivotal role in advancing our understanding of chimpanzees, protecting their habitats, and empowering communities to become stewards of the environment.

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‘’When you live in the forest, it’s easy to see that everything is connected.’’ Dr. Jane Goodall

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THE REMARKABLE JOURNEY OF DR. JANE GOODALL

ESTABLISHMENT OF THE JANE GOODALL INSTITUTE

The story of the Jane Goodall Institute begins with the incredible journey of its namesake, Dr. Jane Goodall. Born in London in 1934, Jane’s childhood fascination with animals and her determination to study them led her to the Gombe Stream Reserve in Tanzania in 1960. Armed with little more than a notebook and binoculars, she embarked on a groundbreaking mission to observe and document the behaviour of wild chimpanzees.

Recognising the urgent need to protect chimpanzees and their vanishing habitats, Dr. Goodall founded the Jane Goodall Institute in 1977. This organisation was built on the belief that the preservation of wildlife and their ecosystems could not be achieved without addressing the needs of the local communities who share these environments.

Dr. Goodall’s pioneering research revolutionised our understanding of chimpanzees. Her observations challenged prevailing scientific beliefs and revealed the striking similarities between humans and chimpanzees in terms of social structures, emotions, and even tool use. Her work expanded our comprehension of the animal kingdom and reshaped the field of primatology.

KEY INITIATIVES OF THE JANE GOODALL INSTITUTE 1. Chimpanzee Research and Conservation At the heart of the Jane Goodall Institute’s mission is the conservation of chimpanzees and their habitats. The organisation has maintained a continuous presence at the Gombe Stream Reserve for over six decades, monitoring and studying chimpanzee behaviour. JGI’s research has contributed

immensely to our knowledge of chimpanzee biology, ecology, and social dynamics. However, the institute’s conservation efforts extend beyond research. JGI collaborates with local communities and governments to establish protected areas, combat illegal wildlife trafficking, and promote sustainable land use practices. These initiatives help ensure the long-term survival of chimpanzee populations and the ecosystems they inhabit. 2. Community-Centred Conservation One of the unique aspects of the Jane Goodall Institute’s approach is its emphasis on community-centred conservation. Dr. Goodall recognised that the well-being of local communities is intimately linked to the health of their natural environment. As a result, JGI has worked tirelessly to empower local people and build strong, sustainable relationships with them.

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Through programs such as Roots & Shoots, JGI engages young people worldwide in conservation efforts. This youth-driven initiative empowers future generations to take an active role in environmental conservation and social change. JGI also promotes sustainable livelihoods among communities living near chimpanzee habitats. By introducing environmentally friendly agricultural practices and supporting small-scale enterprises, the institute helps alleviate poverty while reducing the pressure on natural resources. 3. Advocacy and Education The Jane Goodall Institute is a leading voice for conservation and environmental advocacy. Dr. Goodall’s tireless efforts to raise awareness about conservation issues have inspired countless individuals to take action. JGI continues this legacy by advocating for responsible environmental policies and supporting education programs that emphasise the interconnectedness of all life on Earth. The institute’s advocacy work encompasses critical issues such as climate change, wildlife trafficking, and habitat destruction. By leveraging Dr. Goodall’s reputation as a respected scientist and activist, JGI strives to influence decision-makers and drive positive change on a global scale. ROOTS & SHOOTS UAE Roots & Shoots encourages children to embrace practical, positive change for people, animals and the environment, by supporting teachers and educators with free resources and a platform to share their success stories. The free resources offer students an opportunity to learn more about, and to help, local animals, people and the environment. The downloadable information packs and activities cover subjects such as climate change, aquaculture, ocean life and sustainable shipping. The news section of the Roots & Shoots UAE webpage shares updates from schools and youth groups who are using, and learning from, the free resources available.

Roots & Shoots UAE encourages children to embrace practical, positive change for people, animals and the environment

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The Jane Goodall Institute has played a pivotal role in advancing our understanding of chimpanzees, protecting their habitats, and empowering communities to become stewards of the environment UAE Roots & Shoots also manages a twinning programme between schools here and in the UK, with the hope that students can learn about each other’s homeland, environment, wildlife, culture, religion and languages. The Jane Goodall Institute exemplifies the power of one person’s passion and dedication to effect profound change in the world. Dr. Jane Goodall’s pioneering research and lifelong commitment to conservation have not only deepened our understanding of chimpanzees but also inspired a global movement for wildlife protection and environmental sustainability.

Through its research, community-centred conservation efforts, and advocacy, the Jane Goodall Institute continues to make a lasting impact on the planet. It serves as a beacon of hope, reminding us that with dedication, collaboration, and a profound love for nature, we can work together to protect our world for future generations. As we celebrate the legacy of Dr. Jane Goodall and the work of the Jane Goodall Institute, we are reminded that each one of us has the power to make a positive difference in the world.

FOR MORE INFORMATION ABOUT THE JANE GOODALL INSTITUTE

FOR MORE INFORMATION ABOUT ROOTS & SHOOTS UAE VISIT WEBSITE

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Our World

Bryce Coon, Director of Education Initiatives Before joining Earthday.org in July 2023, Bryce worked as a high school educator for over ten years and enjoyed finding opportunities to incorporate climate education into his courses, which included economics, psychology, and government. Throughout his teaching career, Bryce participated in international fellowships where he studied climate education and policy in Asia, Europe, and Oceania. Bryce has a bachelor’s degree in interdisciplinary social sciences from Michigan State University and a master’s in curriculum and instruction from the American College of Education. Outside of work, Bryce enjoys traveling and hiking with his dog.

Emily Walker, Education Coordinator Prior to joining Earthday.org in June 2023, has been in the field of learning and development for over 10 years. She is passionate about environmental literacy and has worked with children of all ages to promote sustainability through courses with park authorities. Her love of teaching brought her to the classroom, where she has been teaching for the past 6 years in the elementary school setting. She joins Earthday.org hoping to connect learners and educators alike with resources to become environmental stewards. She loves to hike, take walks with her dog Oakley, and read in her spare time.

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ONE EARTH, ONE CHANCE

An environmental nonprofit organisation that is dedicated to promoting and mobilising people around the world to take action on various environmental issues and raise awareness about the importance of protecting the planet, EARTHDAY.ORG is best known for its association with Earth Day, an annual event celebrated on 22 April to demonstrate support for environmental protection. Education UAE spoke to Bryce Coon (Associate Director of Climate Education) and Emily Walker (Education Coordinator) about taking action to address pressing environmental issues and work towards a more sustainable and resilient planet.

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Our World

We must ensure that we teach the scientific method so often that students are comfortable asking questions, conducting accurate research, and finding solutions to this crisis

EdUAE: You have both recently joined EARTHDAY.ORG, which seems more of a vocation than just a ‘job’ – how has your passion for climate literacy driven your career over the years and can you tell me a little about your experience in this sphere? Bryce Coon: I feel like joining EARTHDAY. ORG to work on Climate Education is certainly more of a calling or vocation than ‘just a new job’. For me, I feel like I need to have a passion for the work I do. I had this passion in the classroom as an educator, and now I feel it in my work here. In the classroom, I would look for opportunities to incorporate climate education into various subjects, including economics, psychology, and government. When teaching about the climate crisis, it is clear that students are concerned, and they want an education that will provide

them with the knowledge and skills they will need to tackle this crisis. Outside of the classroom, I had the opportunity to participate in international fellowships that explored what countries are doing to respond to the climate crisis. I found it very powerful to learn what other countries were doing in this space, and I brought that learning back to my students and colleagues. EdUAE: Considering the current dire situation with our planet, educating young people has to be at the heart of tackling the climate crisis – how do you go about that? How can you help educators effectively communicate complex climate science concepts to students of different age groups? Emily Walker: Climate education is key to solving the climate crisis. We know

that this is a major issue, and it will not be solved overnight. Therefore, young people today will be the leaders who will need to tackle these issues in the next few decades. I think we achieve this by supporting policy around climate education and finding ways to get climate education into the classroom today. Policy is key, but we cannot wait for all countries and states to mandate climate education, so we work to develop and highlight materials that are ready for the classroom today. BC: We certainly need to increase the amount of professional development that occurs around climate change, and that is one of our top priorities. I may be biased as a former educator, but I am always amazed at how well teachers can adapt and incorporate new learning into the classroom. They have been

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trained to communicate information to the age range they teach effectively, and they know their students’ abilities and interests. EdUAE: How does teaching climate literacy align with developing critical thinking skills and fostering scientific inquiry? EW: Climate education is critical for developing critical thinking skills and fostering scientific inquiry. We must ensure that we teach the scientific method so often that students are comfortable asking questions, conducting accurate research, and finding solutions to this crisis. EdUAE: What role do you think hands-on activities, experiments, and field trips play in enhancing climate literacy? BC: I think it is very powerful when we can find ways to make climate education more hands-on. I think in the past, climate change could feel distant and abstract. Sadly, we have experienced so many disasters in recent years that this is no longer the case. With this in mind, we need to help young people feel more connected with their environment, the devastation that is occurring, and the solutions that are being developed. I believe that hands-on activities and field trips can help achieve these goals. EdUAE: How can educators address scepticism and misinformation about climate change in the classroom? EW: That is a great and difficult question to answer. I think it is important that educators face the facts of climate education and share this with their students and communities. I think it is also helpful to focus on how the solutions to the climate crisis benefit communities. Regardless of someone’s stance on climate change, we know that wind and solar energy will continue to grow and create jobs and opportunities

I think it is very powerful when we can find ways to make climate education more hands-on

Regardless of someone’s stance on climate change, we know that wind and solar energy will continue to grow and create jobs and opportunities throughout the country throughout the country. We also know that decarbonisation will lead to cleaner air and help protect the natural wonders that we all enjoy. The green economy is growing and will continue to grow, and I think most parents would want to see their children equipped with the skills to thrive in this economy. EDUAE: Climate change disproportionately affects marginalised communities and vulnerable populations – how do you get this message across and are students throughout the world responding to this disparity? BC: Thank you for bringing this disparity to light. I believe climate equity needs to be a key pillar of climate education. Sadly, we can see many examples of this disparity around the world. I am currently thinking of the hurricane that has led to

evacuation orders in Florida. Many of us do not think of the ability to evacuate as a privilege, but it certainly is. Likewise, wealthier countries will be able to adapt their infrastructure more readily to climate change results, such as rising sea levels. I believe that students care about climate equity, and I have seen many examples of them bringing attention to this issue. We need to amplify the voices of marginalized communities so we can learn more about their experiences related to climate change and incorporate these experiences into our climate education curriculum. EdUAE: Finally, what partnerships and collaborations have you established to enhance the impact of climate literacy initiatives within schools and communities? EW: We have partnered with various NGOs and universities to increase the reach of our climate education goals. We also have a presence at several domestic and international conferences to get our message to schools and communities. EARTH DAY

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Parents Corner

SAVINGS, SIMPLY SORTED:

MIMOJO Forget complicated redemption processes or pocket-pinching subscriptions, you can now say hello to mimojo, the UAE’s most seamless and fully automated cashback platform that puts you in control of your savings. Founded in Dubai by former Entertainer executives Chris Shaw (CEO), Dan Lloyd (CFO), and David Ashford (CPO), mimojo redefines the way you access savings and discounts. “With mimojo, we wanted to fix the friction points we feel exist in the ‘discount’ marketplace currently. We’re simply marrying technology advancements with merchants’ offers and doing away with app or voucherbased redemption processes at the point of purchase. Our solution is as simple as paying the bill - all the magic happens in the backend, and the cashback earned from the transaction is credited (as actual cash) to your registered card. No points, no wallets, just your cash-back,” explained Chris Shaw.

First-of-its-kind digital platform redefining the way merchants offer and consumers redeem cashback MIMIJO

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THE PHANTOM OF THE OPERA RETURNS TO DUBAI

Following the resounding, recordbreaking success and sellout performances during its 2019 UAE debut, Dubai Opera and Broadway Entertainment Group are thrilled to announce a fresh production of The Phantom of the Opera is coming to the iconic Dubai Opera stage from 22 February - 10 March 2024.

This reimagined version of The Phantom of the Opera will pay homage to its legacy while delivering a fresh and mesmerising experience that appeals to both devoted fans and newcomers to the story. Don’t miss this opportunity to be a part of history as this spectacular tale comes alive once more on the Dubai Opera stage.

TO FIND OUT MORE AND TO PURCHASE TICKETS, CLICK HERE.

Tickets start from 250 AED.

Tickets are now on sale for the fresh production of Phantom of the Opera

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Parents Corner

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TRUST YOUR HERITAGE: THE ENDURING GOODNESS OF GOAT MILK IN BABY NUTRITION In the journey of nurturing a newborn, every mother wants to make the best choices for their little one. It’s a path paved with love, care and an unwavering commitment to providing the very best nutrition. And when it comes to milk, for generations mothers have looked to a natural alternative if they couldn’t breastfeed. The wisdom of our grandparents has guided us in this endeavour, and one natural alternative that has stood the test of time is goat milk.

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Parents Corner

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Every scoop of Kabrita Milk is a promise to provide your baby with the highest quality nutrition THE TIMELESS LEGACY OF GOAT MILK Goat milk, a cherished tradition passed down through generations, has played a pivotal role in nourishing babies. It embodies the essence of trust in our heritage - a testament to the enduring wisdom of our forefathers. Their belief in the importance of leading healthy lives has shaped our understanding of what constitutes the best start for our babies. GENTLE ON TINY TUMMIES One of the many remarkable features of goat milk is its gentle nature on a baby’s delicate digestive system. The easily digestible proteins and fats in goat milk ensure that it’s gentle on babies’ stomachs, reducing the likelihood of discomfort and digestive issues. This means a happier, more content baby, and a less stressful journey for parents. A PREFERENCE PASSED DOWN THROUGH GENERATIONS In today’s fast-paced world, where information is abundant, it’s heartening to see that the preference for goat milk formula endures. Modern parents, like their great-grandparents, understand the

value of this time-honoured choice. They recognise the wisdom behind it and are keen on providing their little ones with the best that nature has to offer. KABRITA FORMULA: NOURISHING THE FUTURE At Kabrita, we take immense pride in honouring this rich tradition. Our formula is a tribute to the age-old practice of using goat milk as a source of nourishment. We’ve combined the best of science and nature to create a formula that encapsulates the essence of trust, heritage, and modern parenting. Every scoop of Kabrita Milk is a promise to provide your baby with the highest quality nutrition, just as our forefathers did. It’s a celebration of the natural goodness that has been cherished for centuries, and an affirmation of the belief that healthy beginnings pave the way for a brighter future. CONCLUSION In a world filled with choices, some things remain timeless. The trust in our heritage, the wisdom of our ancestors, and the nourishing power of goat milk

are enduring legacies that continue to shape the way we care for our babies. With Kabrita, you’re not just providing nutrition; you’re embracing a tradition that has stood the test of time. So, trust your heritage, and trust in Kabrita -because every baby deserves the very best, rooted in the wisdom of generations past. To discover more about how your baby can enjoy gentle goodness in every sip, visit Kabrita - a promise to provide your baby with the highest quality nutrition. *Breast milk is the best option for your baby

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Parents Corner

WATER SAFETY TRAINING SAVES LIVES Marking World Drowning Prevention Day, Blueguard, the UAE’s leading water safety and first aid company, is on a mission to raise awareness and save lives through essential water safety education.

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ith the heat of summer now fading, the outdoor life and allure of water-related activities is upon us.. In their pursuit of water safety excellence, Blueguard highlights the following crucial points.

OVERALL TIPS TO CONSIDER: Safe swimming practices: Swim only in designated areas supervised by lifeguards, adhering to posted signs and guidelines.

Knowing the conditions: Understand weather and water conditions before swimming in open water settings to avoid dangerous situations.

Boat and water sports safety: Always wear life jackets and comply with water safety rules.

Empowering with CPR and first aid: Enrol in Blueguard’s CPR and first aid courses to equip yourself with life-saving skills. TOP WATER SAFETY TIPS FOR HIKERS AND WADI EXPLORERS: Stay clear of unstable bank edges: While hiking next to open water, ensure a safe distance from the bank edges to avoid slips, trips, and falls due to instability.

Learn basic survival skills: Equip yourself with essential survival skills to effectively handle unforeseen water-related challenges and emergencies.

In case of a fall, stay calm and float: If you accidentally fall into the water, stay calm, float on your back to conserve energy, and call for help immediately. HOW TO KEEP CHILDREN SAFE: Active supervision: Actively supervise children around water, staying within arm’s reach and avoiding distractions to be ready to respond promptly.

Restricted access: Secure pool areas with fencing and gates to restrict children’s access to water, ensuring their safety even when unsupervised.

Teach water safety skills: Beyond swimming, impart essential water safety skills to children, fostering confidence and competence around water.

Emergency preparedness: Acquire water rescue skills and CPR knowledge to be well-prepared in handling any water-related emergencies effectively.

Always explore with a friend: Opt for hiking and exploration with a companion, never venture alone, as this enhances safety and provides immediate assistance in emergencies.

Proper lighting during low light: For hikes before sunrise or after sunset, ensure correct lighting and visibility to prevent any unforeseen hazards.

Plan for a clear and safe exit: Before entering the water, have a well-defined exit strategy in place to swiftly and securely leave the area.

Check water depth: Assess the water’s depth before entering, reducing the risk of unexpected submersion and ensuring a safer experience.

Before entering the water, have a well-defined exit strategy in place BLUEGUARD  +971 56 998 0531

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ONE-QUARTER OF TEEN GIRLS MEET CRITERIA FOR IN-PATIENT ADMISSION Dr Cheryl L. Green is a lifestyle psychiatrist based in Southern California. She works at the Loma Linda University School of Medicine, as well as in her own private practice. She holds degrees from Harvard University (A.B.), Princeton University (Ph.D.) and Stanford University School of Medicine (M.D.). She is board certified in Psychiatry, Child and Adolescent Psychiatry, and Lifestyle Medicine. She dedicates her life to helping others to achieve vibrant physical and mental health.

Cheryl L Green, MD, quotes jarring statistics when discussing the current global mental health crisis among teens: in the United States, for instance, 30% of teenage girls have contemplated suicide in the past year; 24% had suicidal thoughts ‘with a plan’, which meets the criteria for in-patient admission, she explained. “Professional help is in short supply right now because it’s such a crisis,” she said in a recent interview. “So the question becomes, how can parents help right here, right now? And there are a lot of things parents can do.” In her critically important new book, Heal Your Daughter: How Lifestyle Psychiatry Can Save Her from Depression, Cutting, and Suicidal Thoughts, Dr Green empowers

parents with lifestyle psychiatry strategies that can be used in conjunction with traditional therapies or as standalone support. “Lifestyle Psychiatry can supplement inpatient psychiatric treatment as usual, after they are out, but can’t replace inpatient admission if your child is truly suicidal with a plan,” Dr Green cautioned.

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Watch Video

“Teen girls with depression are often overwhelmed, and are unable to help themselves”

information and guidance related to six lifestyle domains: nutrition, detoxification, exercise, sleep, emotional connectedness, and stress reduction.

“It goes a long way toward preventing that from ever happening, which is critical, considering our teens have been experiencing grave problems in their mental health for over a decade, and the recent pandemic greatly deepened what was already a crisis.”

“The good news is that healing, even from the worst disasters of childhood and early adolescence, is possible,” Dr Green said. “The early traumas that life inflicts need not be ‘managed’ with ever-escalating doses of psychiatric medications; I believe that they actually can be healed - completely or almost completely healed. There is every reason for hope.”

In Heal Your Daughter, Dr Green addresses the unique stress factors impacting teenage girls and gives parents or other caregivers six concrete ways to help their daughters develop health-promoting, depression-reversing habits.

Dr Green explains that the method outlined in her book doesn’t require a diagnosis. It is drug-free and affordable. And perhaps most importantly, it offers new hope to those who have given up on psychiatry and on the traditional mental health care system.

She begins by explaining the new field of lifestyle psychiatry, and provides state-of-the-art, evidence-based

“Teen girls with depression are often overwhelmed, and are unable to help themselves,” Dr Green added. “But you,

the caregiver, can help them take tiny steps in the six domains described in the book. The more tiny steps taken, the closer teen girls can come to reclaiming the foundations of their physical and mental health.” Ultimately, Heal Your Daughter and its companion book, The Heal Your Daughter Workbook, aim to make important new contributions to society’s collective understanding and support of today’s girls.

“Lifestyle Psychiatry can supplement inpatient psychiatric treatment” CHERYL L GREEN, MD VISIT WEBSITE EMAIL US

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Parents Corner

LIGHTBULB MOMENTS IN HUMAN HISTORY: FROM CAVE TO COLOSSEUM The key to making history relatable, interactive, and enjoyable is blending entertainment with education, inspiring a deeper appreciation for the past, and encouraging more people to explore its fascinating stories and lessons.

cott Edwin Williams, a teacher in Sydney, Australia, wrote Lightbulb Moments in Human History: From Cave to Colosseum so that young people could learn more about the past in a fun and slightly unhinged manner. And he succeeds with some aplomb, producing a work that tracks humanity’s big ideas and the eccentricities of those who conceived them. As Scott points out, most lightbulb moments are elaborations on existing ideas. One such example is writing, which started life in Mesopotamia around 3400 BCE as a practical method of doing business and evolved into a powerful method of storytelling. Before writing, humans communicated using spoken language, gestures, drawings, and symbols. Early forms of communication were limited in terms of preserving information over time and sharing it with others. Many of the lightbulb moments in this book are, for the most part, irreverent and fun, such as what on Earth inspired the Mayans to have tobacco enemas? Scott also looks

at the movement of homo sapiens out of Africa, the first use of tools, the birth of cities, Stonehenge, the Great Wall of China, and the Colosseum in Rome, to name but a few of the areas explored. He works chronologically through time from Prehistory to Ancient Greece and Rome, incorporating many witty comments and funny images along the way. Let’s face it, history, aside from being enlightening, can be just plain weird at times. In the town of Strasbourg, France, in 1518, for instance, a strange phenomenon occurred where people started dancing uncontrollably in the streets. This dancing plague lasted for weeks, with some participants even dying from exhaustion. This is just one of the countless strange historical facts that remind us that history is filled with unexpected events, oddities, and quirky stories that offer insights into the diverse and colourful nature of human experiences. And this book highlights quite a few of those – well worth a read!

Learn more about the past in a fun and slightly unhinged manner

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Parents Corner

Noona Nafousi, a career and corporate leadership coach and chief executive of Neo Noor, works one-on-one or with high-flying executives looking to reignite their passion, reconnect with themselves, and reclaim who they were meant to be. With a unique blend of expertise, experience, and insight, she is dedicated to helping clients navigate the challenges of leadership and inspire their teams to achieve remarkable results.

NURTURING YOUR CHILD FOR THE REAL WORLD: ACTIONABLE STRATEGIES TO HELP YOUR LITTLE ONE SHINE As parents, it’s hard to watch our children cope with the pressures of today’s ever-shifting, competitive world. But equipping them with more than just academic skills can help them stand tall in the future. From emotional intelligence to social skills, here are some practical tips and exercises to help your child soar in their professional life.

THE TIMELESS LEGACY OF GOAT MILK THE LASTING EFFECTS OF CHILDHOOD EXPERIENCES My work with adults at Neo Noor has truly highlighted just how much formative years impact confidence levels, especially in professional circles. As parents, it’s our responsibility to guide our children in such a way that these early experiences mold them into empowered individuals, setting them up for success. BUILDING SELF-BELIEF Instilling self-belief is the foundation of any success story, as it gives children the courage to take risks, explore new opportunities, and tackle challenges headon. Actionable Tip: Create a “Wins Journal” with your child, where they can note everything they’re proud of—big and small. This provides a tangible record of their capabilities and accomplishments, gradually boosting their self-confidence. IDENTIFYING BLIND SPOTS It’s important for children to acknowledge their own weaknesses and limitations, as this helps them become better problemsolvers and achievers. Actionable Tip: Make sure your child feels comfortable expressing their thoughts and feelings, and have them engage in regular self-reflection. You can also play the “Strengths and Weaknesses” game as a family, which gives your child the opportunity to view themselves through others’ eyes and recognize their blind spots.

OWNING PERSONAL POWER Teaching your child about personal power means giving them the tools to manage stress, stay centered, and remain in control of their emotions. Actionable Tip: Show your child relaxation techniques like deep breathing or mindful visualizations. Practice these techniques in everyday situations, like when your child is frustrated about losing a game. Discuss the emotions they’re feeling and how they can be managed effectively. TEAMWORK MAKES THE DREAM WORK Teamwork is essential for a successful career—not only when it comes to understanding different points of view, but also in regards to leading a group. Actionable Tip: Involve your child in team activities, such as sports, group projects, or family events that require collaboration. Assign different roles within these activities to help them understand the value of each team member’s contribution. FOSTER EMPATHY Empathy is essential for emotional intelligence, and it can help children develop more respectful and cooperative relationships. Actionable Tip: Use storytelling as a tool for teaching empathy. Discuss the emotions and motivations of characters in books or movies, and ask your child how they would feel in similar situations. You can also role-play different scenarios to help them practice responding in a compassionate manner.

TAKEAWAYS Giving your child the confidence and skills to be successful isn’t as simple as providing academic tutoring. It’s about nurturing their emotional intelligence, self-awareness, and social skills. These qualities enable them to be competent individuals, while also preparing them to be future leaders and team players in their professional lives. My experiences at Neo Noor have only reaffirmed how important early empowerment is, proving that the work we do as parents today will determine our children’s success tomorrow.

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Teachers Corner

UNMASKING AUTISM: THE POWER OF EMBRACING OUR HIDDEN NEURODIVERSITY Understanding and awareness of autism have grown significantly in recent years, leading to more resources and support available for individuals who may be undiagnosed or misdiagnosed. Yet there is still much to learn, particularly within the realm of ‘masked’ lives and the damage it can do.

evon Price, Ph.D., an author, Assistant Professor at Loyola University Chicago’s School of Continuing and Professional Studies, and proud autistic person, has written an important and timely book which, as Dr Barry M Prizant states: “Unmasking Autism is at once a most deeply personal and scholarly account of the damage caused by autistic (and all) people leading masked lives, and how unmasking is essential to creating a self-determined, authentic life.” For every autistic person you meet, there are innumerable individuals with autism who engage in ‘masking’ or ‘camouflaging’, where they consciously or unconsciously imitate social behaviours to fit in or appear more ‘typical’. This can make it harder for others, including medical professionals, to recognise their autism. Combining pioneering research, personal insights, and practical exercises for

self-expression, Dr Price examines the phenomenon of ‘masking’, making a passionate argument for radical authenticity and non-conformity. Unmasking Autism is a strong call to action that provides readers with the tools they need to discover their actual selves and construct a new society where everyone may live on their own terms. Dr Camilla Pang, the author of Explaining Humans, commented: “Reading this felt like being at home - I didn’t realise how much I masked. What an incredible book that I know will be re-read many times over.” An accessible and compassionate work, Unmasking Autism encourages readers to embrace a new understanding of themselves, with its potential to help masked people making this book an essential read for those with a friend, family member, or even a student or work colleague who is living with undiagnosed autism.

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Teachers Corner

SCHOOL LIBRARIAN OF THE YEAR AWARD NOMINATIONS CLOSE ON 13 NOVEMBER 2023 The eighth edition of the School Librarian of the Year Award, presented by The General Secretariat of the Executive Council of Dubai and Emirates Literature Foundation, is open for nominations until 13 November 2023. For eight years, the award has been acknowledging the vital role that librarians play in inspiring pupils to read for pleasure. The competition is open to school librarians in both public (government) and private schools in the UAE. “It is our pleasure to continue supporting the School Librarians Award for the tangible impact we have witnessed over the past years in enriching the culture of reading among the students” said Shumous Bin Faris, Advisor at the General Secretariat of The Executive Council of Dubai. “Reading is the most valuable input to gain knowledge in various fields, which enhances the broadening of horizons, empowers generations and arms them with science and knowledge for the future”.

“As we approach the deadline for the School Librarian of the Year Award nominations in 2023, we are reminded of the invaluable contributions of these unsung heroes who ignite the love of reading in our students.” Ahlam Bolooki, CEO of Emirates Literature Foundation, said, “In a world filled with distractions, the role of librarians remains pivotal, not only for the sake of literature but for inspiring our youth. I encourage everyone to take this opportunity to recognise and celebrate these dedicated professionals who are shaping the future of our young readers.” She added.

To nominate a deserving school librarian or to self-nominate, please visit the website. All nominations must be submitted online and can be in either Arabic or English. Librarians will be assessed by a panel of judges based on specific criteria, including their contribution to academic and literacy standards in the school, their efforts in fostering reading for pleasure, innovative initiatives, and support for students’ creative talents.

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NOMINATIONS Nominations can be put forward by any individual, including colleagues, headteachers, parents, and students. Self-nominations are also welcome and encouraged. Librarians will be assessed by a panel of judges through an initial judging process and the shortlisted nominees will be visited in their school libraries. All nominees will be offered Professional Development opportunities. ELIGIBILITY CRITERIA Librarians, working with students up to age 18, and are full time employees in schools in the UAE are eligible for the award. Nominations must be submitted online and can be in either Arabic or English. Shortlisted nominees from both public and private schools will be judged on the library’s role within the school and wider community in line with the following criteria:  What is the librarian’s role in raising academic and literacy standards in their school?  How has the librarian positively influenced reading habits within their school? Including Reading for Pleasure.

“In a world filled with distractions, the role of librarians remains pivotal, not only for the sake of literature but for inspiring our youth.’’  How does the librarian make the best use of available resources (including the physical library space, the collections and technology)?

 Explain how the librarian supports the creative talents of the students (encouraging them to participate in competitions, attend education sessions, talks or workshops).  Why do you feel the librarian deserves this Award?

TO NOMINATE YOUR FAVOURITE SCHOOL LIBRARIAN, CLICK HERE

 What projects or innovative ideas has the librarian introduced within the school to support the students and wider community?  How has the librarian involved or engaged others in their initiatives and projects? This may include outreach or involvement with parents, families, child carers, other staff and librarians within their school and beyond, the wider community in the UAE and internationally.

The closing date for nominations is 13 November 2023. For more information and to enter the competition, click here.

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The Lounge

CELEBRATE AFTERNOON MOVIE FUN WITH ROXY CINEMAS’ ‘AFTER SCHOOL CLUB’ Afternoons just got more fun! Roxy Cinemas invites young movie buffs to the new After School Club – an exciting after-school experience dedicated to kids and teens.

laying the latest and greatest family, animation, and adventure movies, specially curated for kids of all ages, movie fans and their parents can watch their favourite characters come to life while enjoying UNLIMITED popcorn and a regular juice or soda for just AED59. The After School Club starts right after school from Monday to Friday. For parents who prefer not to join in on the movie fun, can conveniently drop off their little ones at the ultimate after-school hangout spot. Available in Silver and Gold experience, the After School Club at Roxy Cinemas in

Dubai Hills Mall, City Walk, The Beach, and Al Khawaneej Walk locations from 3:30pm to 5:30pm. Hop on board for an epic after-school adventure at Roxy Cinemas. It’s non-stop fun, excitement and unlimited popcorn.

Enjoy unlimited popcorn and a movie, Monday to Friday only AED59 per person

This week’s line-up includes Gran Turismo, The Adventures of Jurassic Pet 2 and Cats in the Museum. Visit the website below or via the Roxy Cinemas app to check out the latest movies playing.

ROXY CINEMAS

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The Lounge

DOG FRIENDLY CAFES If you’re a dog owner in the UAE, we know you’d rather take your pooch along with you while you’re out and about. Well, we’ve got good news for you! There are plenty of dog-friendly cafés where you can chill out your furry friend. Whether you’re after breakfast, brunch, lunch or dinner, we’ve rounded up the best dog-friendly cafés and pubs in Dubai and Abu Dhabi.

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The Lounge

1762 JLT STRIPPED

BOSTON LANE

HAPPY BARK DAY

Dogs are welcome in the outside area at 1762 JLT stripped. Your furry friend can enjoy specially made dog snacks while you treat yourself to something delicious from the bakery or deli menu.

Here’s one for the coffee connoisseurs! Inspired by Melbourne’s laneway coffee, Boston lane serves up delicious coffees and food in the heart of Dubai’s underground art, fashion and music scene. Chill in the courtyard with your pup and soak up the chill vibes of Al Quoz.

Hang out at the UAE’s first pet restaurant and café. Serving up premium pet desserts, made by a certified pet nutritionist, your furry friend will feel wonderfully pampered and catered for. You can ever have your pup’s birthday cake made here!

Open daily 8am-7pm.

Open Thu-Tue, 1pm-10pm (Wednesday closed).

Open daily from 8am-12am. JLT One, Jumeirah Lakes Towers +971 800 1762

Courtyard, Al Quoz +971 54 449 2131

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Happy Bark Day, Business Bay +971 50 676 1031

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ARROWS & SPARROWS

ELLA’S EATERY

JUST VEGAN

Not just a cute dog friendly café, Arrows & Sparrows is also a great place to take the whole family. With a cracking kids menu, it’s the perfect place to stop for brunch after a morning stroll with your pooch. Don’t miss the colourful selection of acai bowls, or the various eggs benedict and avocado toast options.

The stunning terrace at Ella’s Eatery, overlooking the water, is the perfect place to relax with your furry buddy. Enjoy a hearty breakfast, stone baked pizza, wholesome salad or a few post work cocktails at this little hidden gem in the heart of Palm Jumeirah. Open daily from 8am-10pm.

Just Vegan, winner of the Best PlantBased Restaurant in the 2022 Deliveroo Restaurant Awards, prides itself on serving delicious meals crafted only from the best ingredients. Nestled along Jumeirah Beach Road, both you and your pet will be warmly welcomed and catered for.

Open daily from 7am-10pm.

Palm Jumeirah

Open daily from 10am-11pm.

Emaar Business Park, The Greens

+971 4 557 0984

Jumeirah Beach Rd, Umm Suqeim, next to Dubai Islamic Bank

+971 4 558 8141

+971 4 546 3392

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KAVE

COFFEE ARCHITECTURE

NOLU’S CAFÉ

You can take your furry bestie along to Kave, the 95% upcycled, eco conscious café that offers workshops, food, music and more. With a full calendar of events, including an open mic mashup and talks from experts, alongside a menu filled with hearty and healthy food, you and your pooch won’t be short of something to keep you busy here.

Looking for that coffee fix in Abu Dhabi? Coffee Architecture, situated on Reem Island, offers up some of the best coffee around. Your furry friend can join you at the outside tables all day long, while you enjoy your daily caffeine hit in a space designed around minimalism, passion and art.

A social space where laid back California meets the smoky flavours of Afghani cuisine, all with a modern twist. Dogs are welcome to relax on the outdoor tables while you grab a bite to eat. Nolu is the perfect place for your and your pooch to chill with a coffee after a walk.

Open daily, 7am-10.30pm.

Open Sun, Tue-Thu 11am-8pm, Fri 9am-6pm, Sat 9am-8pm.

Al Bandar, Al Raha Beach +971 800 66587

Alserkal Avenue, Al Quoz

Turquoise building no .9, Soul Beach Mamsha Al Saadiyat, Alsaadiyat, Abu Dhabi

+971 55 102 4469

+971 2 554 4467

VISIT WEBSITE

Open daily 9am-11pm.

VISIT WEBSITE

REFORM SOCIAL & GRILL

THE SPORTSMAN’S ARMS

DIABLITO

With the cooler winter months on the way, the pub garden at Reform Social & Grill is the perfect place to hang out with your family, friends and furry pals. Not only does the pub offer delicious, homely favourites like a fish finger butty or full English breakfast, but they also host dog adoption days and have a special menu dedicated to your furry friend!

A truly family friendly gastro pub, taking inspiration from Boston’s finest dining scene, The Sportsman’s Arms is located on the grounds of Zayed Sports City, has a soft play area on the Family Terrace and welcomes your pooch to join you while you enjoy some Irish/American staples like shepherd’s pie and the New York sandwich.

Escape to the med with your pooch at Diablito on Yas Island. Serving authentic Mediterranean cuisine, Spanish tapas, pinxos, homemade pizzas and more, as well as welcoming pets 365 days of the year. This casual restaurant with a beautiful rooftop is the perfect place to enjoy the sunset and watch the yachts cruise into Yas Marina.

Open daily, 8am-12am.

Open daily 8am-2am.

The Lakes

International Tennis Centre, Zayed Sports City

Open Monday to Thursday 3pm – 12am, and Friday to Sunday 12pm – 12am. Yas Marina, Yas Island

+971 2 447 1066

+971 2 565 1175

+971 4 454 2638

VISIT WEBSITE

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The Lounge

AVENTURA PARKS RE-OPENS FOR THE NEW SEASON WITH EXCITING OFFERS AND EXPERIENCES Aventura Parks, the UAE’s largest outdoor zipline and obstacle course playground, is thrilled to announce its reopening on September 15 for the season. The park welcomes back the community offering new experiences and activities, a flash sale, and delicious dining options at The Ghafé restaurant.

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his season, learning goes beyond with Aventura Park’s new Kickstarter experience for children aged 5-8 years. The programme encourages kids to disconnect from technology and reconnect with nature, through various features. There are 21 circuit games promoting physical activity and problem-solving, The Nature Lab providing interactive experiments to learn about the natural world, a timed Ground circuit, and a free trampoline ride. The price is AED 149 per child above 1.15M for up to 3 hours. Guests are invited to experience the tranquility of the Ghaf tree forest, take a peaceful walk amidst towering trees and enjoy the beauty of nature. Thrill-seekers can challenge themselves on the park’s 80 obstacle courses and 24 ziplines. The perfect adventure is paired with a delicious meal at The Ghafé Restaurant, taking in the stunning views. The Ghafé restaurant eagerly awaits to greet its guests with a delightful new menu. Coffee enthusiasts can now indulge in their favourite beverage, expertly paired with the delectable local dessert, “Logaymat”. Served with a variety of toppings including Nutella, cardamon, or the classic date syrup, this dessert is bound to satisfy sweet cravings. Operating daily from 9am to 10pm, The Ghafé also offers a scrumptious selection of light bites, breakfast options, lunch and dinner meals, including salads, burgers, pizzas, gourmet sandwiches, pasta, refreshing smoothies, and more.

FOR MORE INFORMATION ON THE PARK OFFERS AND TICKETS, OR TO MAKE A BOOKING AVENTURA PARK  +971 52 178 7616

VISIT WEBSITE EMAIL US

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The Lounge

THE ULTIMATE BEACH PARTY, ‘BOHEMIA’, IS BACK! From lavish décor to festival style performances, from a glitter station to a shaman. An entire day of unmatched luxury and non-stop entertainment awaits you: groove to the mesmerizing rhythms spun by some of the world’s top DJs from Timmy Trumpet, Korolova, Space Motion, to Anjunadeep, Burak Yeter, and many more. SPECIAL ACT! Saturday 4 November from 1pm Join us on an unforgettable journey from sun-soaked melodies to high-octane beats, all set against the backdrop of our stunning beach playground. And guess what? We’ve got a surprise in store for you! We’re soon to announce a special DJ who will be taking the stage on this very date. It’s a performance that promises to be nothing short of epic! KUNGS Saturday 11 November from 1pm Determined to get people dancing and after selling out his first Bohemia appearance, hit artist behind “This Girl” (2016), KUNGS is back to take you yet on another Bohemia journey. Get into the mood and check out his latest collaboration with Purple Disco Machine for an 80s-inspired, disco-infused track, signalling the next exhilarating chapter in Kungs’ musical odyssey.

Watch Video

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BORA UZER Saturday 18 November from 1pm Not just a DJ but a multi-talented artist who brings live singing and instrumental prowess to electrifying sets, creating an unforgettable musical experience. Bora Uzer, a Turkish songwriter, singer, and live artist, known for his ability to create an inimitable, energising sound that seamlessly blends thrilling electronic elements, mesmerising melodies, and captivating vocals. GIOLI & ASSIA Saturday 25 November from 1pm Giolì & Assia carve their distinctive path in the

music world, fusing indie techno pop with a rich blend of contrasting elements. Their music, a live fusion of potent melodies, spine-tingling vocals, and the resonant tones of their signature handpan, intertwines seamlessly with driving electronic rhythms. SOLARDO Saturday 2 December from 1pm Renowned for their genre-defying music, UK duo Solardo boasts a diverse and seamless discography, spanning chart-topping techno tracks like “Riser” to infectious outdoor anthems such as “I Can’t Wait,” a collaboration with Tiësto and Poppy Baskcomb.

FIVE  +971 4 455 9989

VISIT WEBSITE FOR MORE INFORMATION

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Bon Voyage - Travel Near

AN ISLAND OF ENDLESS WONDERS Sir Bani Yas Island, off the coast of Abu Dhabi, is a protected wildlife sanctuary founded by His Highness Sheikh Zayed bin Sultan Al Nahyan. This beautiful isle is home to free-roaming animals, including the beautiful, and near extinct, Arabian Oryx. The island offers a peaceful and unique escape from the world, whether you want to take a walk on pristine white-sand beaches or admire flocks of flamingos in the mangrove, you will find serenity at beauty at any one of the three unique escapes available here. DESERT ISLANDS RESORT AND SPA With a choice of 64 rooms, suites and pool villas overlooking the Arabian Gulf, Emirati splendour meets an oasis of green at Desert Islands Resort & Spa by Anantara. A perfect getaway for the whole family, with an array of activities to choose from, including wildlife drives, horseback rides through ancient ruins and rock formations, falconry, land sailing, archery and much more.

CLICK HERE FOR MORE INFO

AL SAHEL VILLA RESORT Enjoy the seclusion of the lush savannah when you stay in one of the 30 safari style villas at Al Sahel Villa Resort. As one of the best luxury hotels in Abu Dhabi, Al Sahel invites you to lose yourself in the beauty of nature. There’s plenty to do at this stunning location, with activities including desert drives through a wildlife sanctuary, and incredible food, seeped in the flavours of Africa, inspired by the unique surrounds of this incredible location. CLICK HERE FOR MORE INFO

AL YAMM RESORT With a stunning, pristine beachfront location, the 30 barasti-style villas that make up Al Yamm Resort overlook mangroves and the sparkling Arabian Gulf. Whether you want to relax at the poolside or enjoy some thrills, there are activities to suit everyone at Al Yamm Resort. From kayaking to horseback riding, and snorkelling to a day at the spa, the options are endless at this rustic, beachside resort. CLICK HERE FOR MORE INFO

CLICK HERE FOR MORE INFORMATION ABOUT SIR BANI YAS ISLAND AND EXCLUSIVE DEALS

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Bon Voyage - Travel Far

A LUXURY FAMILY GETAWAY Known for its pristine white beaches and glittering emerald waters, the island nation of the Maldives has traditionally catered for honeymooners and couples seeking to take a break from city life. However, with more and more child friendly options popping up, the Maldives is reinventing itself as the perfect getaway for the whole family. From exploring the reefs with a snorkel, to discovering the wonders of home-grown food and creating your own pizza, the Maldives offers an abundance of adventure and discovery for kids of all ages.

 ANANTARA KIHAVAH MALDIVES VILLAS

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Bon Voyage - Travel Far

 FAMILY BY JW LITTLE GRIFFINS KIDS CLUB

FAMILY BY JW LITTLE GRIFFINS KIDS CLUB At JW Marriott Maldives Resort & Spa there are a range of sustainability-focused activities that are sure to ignite the curiosity of the youngest guests. The new FAMiLY by JW Little Griffins Kids Club program features engaging activities that incorporate produce from the vibrant JW Garden. Embark on an insightful JW Garden Exploration journey, discovering the names, tastes and aromas of different seasonal herbs, fruits and vegetables, before using the freshly picked ingredients to create your own pizzas or smoothies. Kids can take part in the Little Griffins National Geographic activity to learn about the island’s flora and fauna, as well as the marine life in the surrounding waters of the spectacular Shaviyani Atoll. Each day promises a new adventure at the Little Griffins Kids Club, with daily sessions themed around Under the Sea, Jungle Island, Fairytales, Pirates, Superheroes, and the all-new Rainbow and Sports Day themes. Kids will relish the chance to participate in a range of new activities such as Mission Impossible & Flinch, Kids Versus Associates, Mini Disco, and Silent Speed Ball. CLICK HERE FOR MORE INFO

187  ANANTARA KIHAVAH’S HOUSE REEF

EXPLORE THE UNDERWATER WORLD AT ANANTARA KIHAVAH’S HOUSE REEF After two years of extensive research and studies, Anantara Kihavah Maldives Villas is launching the ‘Wonders of Kihavah,’ - a ground-breaking researchbased publication unveiling the breath-taking beauty and rich biodiversity of the island’s renowned house reef. Grab a snorkel and head to Anantara Kihavah’s house reef, where you’re in with the chance of seeing an astounding 300 fish species. Or, you can use the study’s comprehensive fish index to find areas around the island where different species can be found. As many of 160 of these captivating fish species can also be seen from the resort’s SEA Underwater Restaurant, offering a fantastic opportunity to enjoy the mesmerising fish and coral sights while enjoying a delicious meal from the restaurant’s exceptional menu. CLICK HERE FOR MORE INFO

 ANANTARA KIHAVAH’S HOUSE REEF

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Bon Voyage - Travel Far

 NIYAMA PRIVATE ISLANDS MALDIVES

EXPLORERS KIDS CLUB FOR THE LITTLE ONES AT NIYAMA PRIVATE ISLANDS MALDIVES At Niyama Private Islands Maldives, kids can immerse themselves in the eye-opening nature and cultural beauty of the islands. In this oneof-a-kind family holiday experience, the outside world slips away as you follow the winding curves of a sandy train into island forest. Set in the heart of the Isle of Play, Explorers Kids Club caters for the imaginations of all ages.

From enchanting Dhivehi lullabies, to thrilling marine bio adventures, little ones are taken on dolphin cruises, where they can have endless fun while learning about these beautiful creatures and other wonders of the deep. They can also get up close and personal with life under the water and take part in guided snorkelling expeditions, or help our Marine Biologist plant healthy coral fragments in the lagoon nursery and return next year to see them in bloom! CLICK HERE FOR MORE INFO

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 JA MANAFARU MALDIVES

SEAL OF APPROVAL FOR KIDS AT JA MANAFARU MALDIVES JA Manafaru Maldives has been awarded the distinguished independent seal of excellence for safe and professional childcare by Worldwide Kids (WK). The accreditation is only awarded to luxury resorts that meet international childcare training and health and safety standards while consistently demonstrating their commitment to enhancing the experience of families and their young guests.

The kids facilities at this stunning resort include the CoolZone play space with a separate family pool, the Recreation Pavilion and the ChillZone indoor games room. The top training of the dedicated childcare team, means that parents can be certain their little ones are receiving the very best care while enjoying some time alone in the spa and restaurants. CLICK HERE FOR MORE INFO

 SO/ MALDIVES

BE ONE OF THE FIRST TO EXPERIENCE SO/ MALDIVES SO/ Maldives, just 15 minutes from Malé by speedboat, is one of the most anticipated new openings, set to welcome guests to the picturesque Emboodhoo Lagoon from November 2023. With stunning villas situated on their own stretch of white sand beach, or perched on stilts over the glittering lagoon, the resort is designed to maximise your privacy and peace. There are three innovative restaurant and bar concepts to choose from, as well as a Wellness Camp, full fitted gym and watersports centre on the beach, so whether you

want to relax and indulge or get your adrenaline flowing, all of your whims are catered for. The Nest kids club is brimming with options to keep the younger holiday goers entertained. With toys, games and activities for the little ones and a dedicated space for teens, there are plenty of options to suit all imaginations. The Zone is complete with a games room and outdoor deck, so your children have the option to enjoy nature or take a break from the heat inside. CLICK HERE FOR MORE INFO

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Health and Nutrition

Veganism: A Kinder World for All Being a vegan, which involves avoiding all animal products, including meat, dairy, eggs, and other animal-derived ingredients, has a number of advantages. IMPROVED HEALTH  Vegan diets are associated with a lower risk of heart disease, high blood pressure, type 2 diabetes, and certain cancers. Recent studies have found that 40% of children aged 6-11 already have high cholesterol levels, while high blood pressure rates are increasingly common. Approximately 70% of obese children have one or more risk factors for heart disease. Kids with type 2 diabetes face an increased risk of serious complications, like kidney failure, heart attack, and stroke. However, vegan diets are free of cholesterol and low in saturated fat, negating these problems.  This is partly because plant-based diets contain less saturated fat and cholesterol.  Because of the reduced calorie concentration and high fibre in the vegan diet, which promotes satiety, many people find it easier to maintain a healthy weight.  Vegan diets are high in fibre, which promotes digestive health, regular bowel movements, and a lower risk of gastrointestinal problems.  Plant-based diets are less prone to contain hazardous bacteria and pathogens that are regularly found in animal products.

 Vegan diets can be advantageous for people who are allergic or sensitive to common animal-derived foods such as dairy and eggs.  Most children’s diets are severely lacking in healthful fruits and vegetables, getting less than their five-a-day – the vegan diet promotes the eating of fresh produce.

 According to some research, vegans may live longer, albeit this can also be influenced by other lifestyle factors such as exercise.

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Vegans help to preserve ecosystems and biodiversity by reducing demand for animal agriculture

LOWER ENVIRONMENTAL IMPACT  Plant-based food production has a lower carbon footprint than animal agriculture, which contributes considerably to greenhouse gas emissions.  Vegan diets necessitate fewer resources such as water and land compared to diets focussed on animal food production. ETHICAL CONSIDERATIONS  Vegans often choose this way of life because of concern for animal welfare, believing that refraining from consuming animal products reduces demand for industries that endorse animal exploitation and suffering. CHOICE AND COST  Adopting a vegan diet frequently results in a greater understanding of food options and encourages people to try a larger range of plant-based foods and cuisines.  Vegan diets can be less expensive since basics such as grains, legumes, fruits, and vegetables are cheaper than animal products.

POSITIVE IMPACT ON ECOSYSTEMS  Vegans help to preserve ecosystems and biodiversity by reducing demand for animal agriculture, as large-scale animal farming can lead to deforestation and habitat degradation. While there are countless potential benefits to being a vegan, it’s also essential to formulate a balanced diet to ensure you’re meeting your nutritional requirements, particularly for nutrients such as vitamin B12, iron, calcium, and omega-3 fatty acids, which people usually derive from animal sources. Consultation with a healthcare expert or qualified dietitian can ensure you obtain the nutrients you need on a vegan diet.

Vegan diets have been linked to a lower risk of heart disease, high blood pressure, type 2 diabetes, and certain cancers

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Health and Nutrition

Fitness: Your Best Investment As we enter a new school year, three-time Olympian and founder of ROAR Fitness, Sarah Lindsay, offers five ways to navigate creating a bulletproof wellness routine that UAE families can incorporate into their busy schedules. ESTABLISH HEALTHY EATING HABITS The importance of a healthy and active lifestyle cannot be underestimated. From babies to adulthood, the benefits of eating properly combined with regular daily movement have a significant impact on all areas of life. Healthy habits start at home, so introducing small positive habits at a young age tends to be easily adapted and revisited in the teenage years. Children naturally look up to adults and mirror what they see. Projecting the concept of overall wellness provides the opportunity for younger family members to see that healthy lifestyle factors in a range of steps create the foundations for a happy and healthy body. MAKE PHYSICAL ACTIVITY A FAMILY AFFAIR Living in a climate of year-round sunshine has numerous benefits for encouraging children to move away from screen time and seek more rewarding outdoor activities. Everything from beach walks to bike riding not only increases the heart rate but also provides the opportunity and space for all-important family bonding time. Incorporating movement in a fun way makes it a natural part of regular weekend activities.

THE POWER OF SLEEP The importance of good-quality sleep plays an important role in the functioning of a healthy body. Not getting enough sleep can lead to high blood pressure, obesity, and even depression. Creating a constant bedtime routine for all the family ensures children are getting adequate rest, which contributes to improved attention, memory, and overall mental health. SCREENTIME Screentime has its place in the daily family routine, but it’s something that needs to be monitored to avoid overuse, especially close to bedtime, as all tech devices with screens produce something called blue light. Blue light keeps your brain active and prevents you from being able to settle easily into a restful sleep. Incorporating house rules and switching off devices 90 minutes prior to sleep will greatly enhance your ability to enjoy a well-rested slumber.

Blue light keeps your brain active and prevents you from being able to settle easily into a restful sleep

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ABOUT ROAR FITNESS: Founded by three-time Olympian Sarah Lindsay and the UK’s leading body transformation specialist Rich Phillipps, ROAR Fitness is the only personal training company able to offer its clients an Olympic training experience like no other in its field. Its highly experienced team of nutritionists, therapists, strength coaches, and world-class personal trainers all come together to offer clients the most comprehensive and cutting-edge personal training experience imaginable. Located in downtown Dubai, ROAR has built its reputation on solid results. Its number one passion remains helping transform the lives and bodies of everyday men and women.

Incorporating movement in a fun way makes it a natural part of the regular weekend activities XXXXXX XXXXXX  +971 4 529 4991

VISIT WEBSITE

 SARAH LINDSAY, FOUNDER OF ROAR FITNESS

EMAIL US

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Fashion

CHEEKEE MUNKEE AW23 COLLECTION:

SOFT COLOURS, FUN-FILLED PRINTS & EFFORTLESS STYLES

Okay, all you parents out there, it’s back to school time and that means shopping for new school supplies, lunch boxes, shoes, uniforms, and so much more! This year, Marks & Spencer and H&M are the go-to destinations for the best school uniforms and after school outfits. With everything from basic polos, to bold sportswear, this list will help you find everything your child needs for their return to the classroom.

olourful, cosy, and oh-so-adorable, Cheekee Munkee’s AutumnWinter 2023 is all about neutrals mixed with a pop of colour, feel-good pieces, and the brand’s signature funloving details. Launching across the UAE, Kuwait and Saudi Arabia, Cheekee Munkee AW23 encapsulates the essence of youthful energy and childhood wonder into comfortable, easy-to-wear and affordable styles for girls and boys between the ages of 0 to 7.

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Tuning into the changing season, this homegrown brand’s new collection delivers a complete wardrobe made to be worn on repeat, from essential staples to functional outerwear and dressed-up holiday looks. Think flowy floral dresses and soft and groovy shorts, tees in baby pink and aqua tones, perfect for your modern-day girly girls. Following this theme, the boys’ range is designed in a neutral palette, truck prints and playful imagery that kids are bound to love playing in the sun.

Celebrate the new season with trendy, playful and snug pieces that your kids will want to wear again and again

Cheekee Munkee’s sleepwear essentials are available in a range of styles

For snuggle-worthy bedtime, discover Cheekee Munkee’s sleepwear essentials available in a range of styles from longsleeved separates to short sleeve pieces and cute onesies in solid colours and funfilled prints.

With a mission to ‘let kids be kids’, the new styles embody the brand’s ethos – exciting, vibrant, and playful. Designed with play and comfort in mind, these fashionable, fun and durable pieces can be worn for years to come.

Let your kids layer up in style this winter with the brand’s hoodie and jogger sets featuring the friendly mascot, made with breathable fabric and plenty of stretch. Not only are these great for mixing and matching for the cooler months, but also available at wallet-friendly prices which will have both you and your little ones jumping for joy.

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.

FOLLOW CHEEKEE MUNKEE

FEATURE YOUR NURSERY, SCHOOL, UNIVERSITY OR COMPANY IN OUR DIRECTORY Make your Nursery, School or University visible to 1,000’s of parents within the UAE. If you’re a company providing products or services to the Education sector, add your company to the resource used by 1,000’s of educators throughout the UAE.

Excellence in Schools Reviews

SEPTEMBER 2023

CHOOSING YOUR CHILD’S NURSERY HOME AWAY FROM HOME

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Deira International School

BUILDING BLOCKS OF A FULFILLING LIFE

Directory An initiative of theSupplier Al Futtaim family, the Al Futtaim Education Foundation was created to support the vision of the government of Dubai and the KHDA. Deira International School is known for a record of exceptional IB and GCSE results, which are achieved through offering the highest quality innovative teaching, focusing on developing learning attributes to equip students for the future.

Established: School Type:

Renaissance

Through School Curriculum:

Our instructional ecosystem gives teachers and administrators a clear view of their students every step of the way

Renaissance is a global leader in providing assessment, reading, and maths solutions for primary and secondary schools, and trusts around the world. We provide teachers and school leaders with tools, insights, and resources to accelerate growth and help all students build a strong foundation in English language and maths skills.

British/IB

WHY CHOOSE DEIRA INTERNATIONAL SCHOOL?

Fees from:

AED 42 - 85k Age range:

3 - 18

Inspection Rating:

KHDA Outstanding and BSO Outstanding in every category

Deira International School is an established school and is Within this context the school places great emphasis on owned and managed by the Al Futtaim Education Foundation. ensuring students are future ready and able to thrive in As a result of this the school enjoys exceptional, and rare, whatever their future contexts and, as a result, places ACCURATE facilities across all age groups. However, the school continues particular emphasis on digital technology. We were delighted ASSESSMENT to invest in the experience for students – most recently with that this was recognised in the award of an International Measure student learning SOLUTIONS the development of an IB Hub for our most senior students School Award in 2021. This ambition, alongside our vision Products: and inform instruction with as well as theE-learning redesign of much of the spaces in the primary and determination to provide the very best experience for & Software, valid and reliable data school. The school is committed providing the very our students makes Deira International School a unique Edtech – AI, AR, to Apps, Coding, Star Assessments Our solutions are used in over 35,000 US schools, over exactly where students are and what they’re ready to learn highest standards of education, are accessible to all. opportunity. Digital, E-Books,which Robotics, GL Assessment 7,500 UK schools, and more than 100 countries worldwide. next. Engaging and flexible instructional tools personalise VLE, VR, Language Learning, Over 18 million students worldwide use Renaissance learning to each student’s unique needs, while insights and Management Solutions, Training A MESSAGE FROM OUR DIRECTOR products. data solutions provide administrators with an x-ray vision of The Arbor School to foster a positive, caring and compassionate school what’s happening in theiraims schools. Areas of Operation: The Renaissance portfolio includes: environment, in which learners can shine in many different ways. Arbor students shall United Arab Emirates, Middle • International Star Assessments, reliable,every accurate assessment • Measure student learning and inform instruction with I am enormously proud of all Deira Schoolfor achieves day. The school is become innovative a strong set of ethical values, anchored East, Europe, Asia, Africa, andwhich insights students learning. valid and reliable data.and DnA capable • FastBridgeleaders, • SchoolCitywith • lucky to enjoy the exceptional facilities areinto unrivalled in Dubai. When combined with an Australasia, North America, by a Star deep sense of global environmental justice and sustainability. Assessments exceptional and committed staff, students thrive in an of both challenge • ourAccelerated Reader, to atmosphere support independent reading and South America, Other support. It is this which enables them to achieve outstanding outcomes and to progress to practice. • Improve student outcomes and promote equity through elite universities around the world. data-based decision-making. eduCLIMBER • Renaissance Location: • myON, to increase students’ access to high-quality ACTIONABLE Analytics Renaissance Learning UK Ltd reading materials. INSIGHTS Deira International school which values not only individual students 14th Floor, Sierra Quebec BravoSchool is a community • Accelerate growth and ensure students build the skills • who Freckle, for teacher-led math instruction. but also the support of our parents we see as integral todifferentiated students’ success. I would be Improve student outcomes 77 Marsh they need for success. Accelerated Reader • Flocabulary 2023 Wall and promote equity through Renaissance Analytics, givewhat actionable SEPTEMBER Established: delighted to welcome you to the• school and to enable you totosee we do. insights into The Arbor School• Lalilo is an international, ecological school, based on the British curriculum and offers places in Foundation Stage London E14 9SH • Freckle • myON • Nearpod Simon O’Connor trends in2018 student attendance and achievement. 1 through to Year 11. Ecoliteracy, sustainability and environmental justice are at the heart of the Arbor Schooldata-based curriculum,decision making BUILDING BLOCKS United Kingdom Director LIFE Data at cultivating within students an ethos of ecological understanding and environmental mindfulnessRenaissance OF A FULFILLING andThe is aimed that drives Analytics • Lalilo, for research-based phonics and comprehension BACK TO SCHOOL GUIDE There have been numerous studies conducted to explore the BUYERS School Type: innovative, creative problem solving for a more sustainable world. GOODY program for K1-K WATCH SCHOOL VIDEO Through School benefits of technology in the classroom for both students Insights and Actions for Education and teachers, with a number based on the data provided by WHY CHOOSE THE ARBOR SCHOOL? FS1 - solutions Year 11 Renaissance’sfrom interconnected accurately assess Renaissance. That is one of the reasons why we are really learning and growth, provide insight-driven instruction and well placed when it comes to helping teachers in schools Curriculum: practice, and take a whole-child approach to data-informed ministries learning gaps: have a huge data Theand Arbor Schoolidentify has a unique vision of we what education global environmental justice into every aspect of school life, decisions. British lake,and which we be have been enriching over decades and it by could should – experiential, authentic and inspired from curriculum and activities to staffing and facilities. helps us tohuman pinpointingenuity where the are, and that thereally natural beauty, andchallenges profound ecological Open, Connected, Easy Fees and from: Through project-based, experiential and outdoor learning, key decisions andallows socialeducators challengestoofmake the globe. We are aquickly. learning Students learn better41 when we all work together. That’s AED - 76,500 our students will engage with their local environment in community uniquelyRecognised committed tofor understanding why our products work together to provide the kind of Internationally Excellence and meaningful ways. In-house specialists work with teaching restoring the health of ecological and human communities assessment-driven instruction your students need to grow. Age range: Renaissance assessment and practice solutions are staff to ensure that our curricula and activities are always as recognised interconnected parts ofeducational a whole, committed to building by national organisations and 3-15 enriched with awareness of the environmental and broader Uniquely Data-driven a bespoke learning experience for each child; personal publications dedicated to ensuring all students receive an ethical knowledge and values essential to the wellbeing of We believe that important decisions should be informed by andoutstanding personalised. At the Arbor School,awards we emphasise Inspection Rating: education, with recent including:the our students, and of the world they will inherit. reliable and valid insights -especially when those decisions integration of the concepts of eco-literacy, sustainability and Good impact students, student outcomes, and achievement. • The TrustRadius Most Loved award for 2023

The Arbor School

Location: Al Badia, Dubai Festival City

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REQUEST INFORMATION

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VISIT OUR WEBSITE

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READ BSO INSPECTION REPORT

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ENGAGING PRACTICE & INSTRUCTION Accelerate growth and ensure students build the skills they need for success Accelerated Reader myON . Freckle Nearpod

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Designed toLocation: Motivate We start withAltheFurjan, student,Jebel and weAli, address teachers’ values Dubai and needs. Like all of us, when students see the results of their work - and feel it - they are motivated to grow.

 

The Renaissance Ecosystem Our instructional ecosystem gives teachers and administrators a clear viewus: of their students every step of Contact the way. Simple, accurate assessment tools show teachers

•

A 2022 CODiE award for both Freckle ELA and A MESSAGE FROM OUR PRINCIPAL Excellence in Diversity, Equity, and Inclusion in Ed Tech

•

2022 Readers’ Choice awards for myON, Star Assessments, Lalilo, and our Professional Learning Arbor is a truly unique school here in the heart of the urgent, fast-paced, and sometimes solutions feverish city of Dubai! Named the Best Global Education Companylearning journey combines deep intellectual thought with At Arbor,Technology a transformational in 2022 by Edvocate engaging and meaningful experiences, and students completing their journey at the Arbor Sustainability is at the centre of each student’s journey, and they are encouraged to question relentlessly, see the bigger picture, and consider all opportunities to make an impact.

LEARN MORE ABOUT THIS SCHOOL 

Brett Girven

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School will be well prepared to go forth into the world.

+971 4 581 4100

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Principal

Arbor offers the British Curriculum GCSE and A-Level options, providing security and rigour to families as they consider future options for their child, whilst simultaneously enriching and challenging students with Arbor’s bespoke ‘Global Impact Certificate’.

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GUIDE

Includes full reviews, detailing fees, curricula, courses, products, virtual tour videos and related articles allowing parents, students and educators to make informed decisions.

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The Renaissance Ecosystem

Deira International School was recognized as providing an outstanding education by both the British Schools Overseas Inspection (2021) and the Dubai Schools Inspection Board (2023). The teams recognized both the ambitions of the school for all students to become quote ‘knowledgeable and intellectually open-minded global citizens‘ and the way in which this is achieved. They praised both the complex curriculum offering and the consistently outstanding standards of teaching across the school. Beyond this the school was commended for its inclusive approach and the comprehensive opportunities which the school offers for all. As a result, students are ‘sensible, responsible citizens, who value their learning, friendships and 44 relationships with staff’. Excellence in Schools Reviews

2005

CHILD’S NURSERY, CHOOSING YOUR FROM HOME HOME AWAY

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