Issue 8 - March 2020 by WorldOfEducationMag

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ISSUE 8 | MARCH 2020

Model United Nations Former UN Secretary-General Ban Ki-moon on intervention, global citizenship & compassion

Elite golf programme World-class coaching & academic excellence

Want to be a doctor? Top tips on applying to medical school

Kids for a better world One student’s drive to save the environment

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Welcome... It’s not every day that you get to meet a former United Nations Secretary-General. It’s not every day you get to hear him speak about the biggest issues affecting the world and then have the chance to ask him questions. Then again, for GEMS Education students it’s become quite commonplace to converse with highprofile global figures. From Olympic champions, sporting legends and business leaders, to entrepreneurs, politicians and some of the greatest minds on the planet (not to mention astronauts), the opportunities and interactions open to UAE students today would have been unheard of for most of their parents. For several hundred students, 2020 began with a great deal of excitement when His Excellency Ban Ki-moon, the eighth UN Secretary-General, attended the first GEMS World Academy Model United Nations Conference. The South Korean statesman engaged and inspired the audience, urging them to rise to the world’s present and future challenges with a combination of passion and compassion. Turn to our cover story on page 23 to hear his message in his own words and learn more about how the Model UN platform works in schools.

World of Education Team GEMS EDUCATION Adelle Calumpang Benny Thomas Hfu Reisenhofer Hoda Elghool Joanna Andrews Niovi Anagnostopoulou Rose Youssef Ryan Eggar ITP MEDIA GROUP CEO Ali Akawi MANAGING DIRECTOR Alex Reeve CFO Toby Jay Spencer-Davies EDITOR Yvonne Kerr-Paine CONTACT COMMERCIAL DIRECTOR, ITP CUSTOMER Jamie O'Loane T: 04 444 3193 E: jamie.oloane@itp.com worldofeducationmag@gemseducation.com www.worldofeducationmag.com

This issue we’ve also addressed a hot topic among parents with young children: is it better to do the Early Years Foundation Stage in a nursery or in a ‘big school’ setting? With a variety of both options to choose from, it’s a valid question and one that deserves proper consideration. So, we’ve spoken to a number of educators to get their professional take on the subject – turn to page 19 to hear what they have to say. As always, we’ve packed a whole lot more into this issue – from a new elite golf programme that builds top golf coaching into the school curriculum (page 30), to an artifical intelligence-focused holiday camp for high school students run by alumni from Stanford University (page 40), to what it takes to get into medical school (page 48). Not to mention our usual lifestyle section crammed full of family-friendly recipes, vacation ideas and advice. We hope you enjoy the issue! World of Education Team

We see genius in every child

PUBLISHED BY ITP MEDIA GROUP REGISTERED AT DUBAI MEDIA CITY, DUBAI, U.A.E. GEMS Education and the publishers regret that they cannot accept liability for error or omissions contained in this publication, howsoever caused. Readers are advised to seek specialist advice before acting on information contained in this publication, which is provided for general use and may not be appropriate for the readers’ particular circumstances. No part of this publication or any part of the contents thereof may be reproduced, stored in a retrieval system or transmitted in any form without written permission.

Contents Issue 08

16 NEWS 6 Happenings in the education sector A FOCUS ON 10 GEMS Metropole School – Dubai Motor City MEET THE… 14 Principal of GEMS Wellington Primary School 16 UN-certiﬁed Climate Change Principal ACADEMICS 19 Is your child ready for ‘big school’? 22 A look at Dubai’s new entrepreneurship hub

Issue 8 | March 2020

COVER 23 Former UN Secretary-General Ban Ki-moon opens the Model United Nations Conference in Dubai

32 ARTS 28 Meet actor and Dubai alumna Dina Al Shihabi, recently nominated for a Critics’ Choice Award SPORTS 30 Dubai’s new Golf Centre of Excellence at GEMS FirstPoint School – The Villa 32 Meet golﬁng talent and Year 9 student Lili Brecken, who has big plans to go pro INNOVATION 34 The Centre of Excellence for Aviation, Aeronautics and Space at GEMS International School 36 GEMS Dubai American Academy opens a Centre of Excellence for AI and Robotics 38 A look at the Global Innovation Showcase, its 400 student teams and their tech projects

62 BEYOND SCHOOL 40 The AI Scholars student camp 43 Environmental student campaigner Sagarika Sriram and her website K4B World 46 JC alumna Rhea Raj tells us about her medical scholarship to St George’s Uni in Grenada 48 Pathways to medical school PARENTS 50 Meet Dubai-based author Julia Johnson 52 How to enter VOFG: a global writing competition for students LIFESTYLE 54 Kids’ corner: vege-full recipes 57 Vegan fast-food recipes 60 Veganism: a beginner’s guide 62 Four idyllic island destinations 68 Abu Dhabi family-friendly staycay 72 School directory

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News

Hot topics A round-up of the latest education news and events from across the UAE and beyond

Dubai girls’ school introduces bespoke learning programme Design Engineer Construct

Teachers win big in GEMS Rewards-Emirates NBD competition GEMS Rewards, an exclusive rewards programme for the GEMS Education community, has announced the winners of a competition held in partnership with banking group Emirates NBD. The competition was launched during GEMS Awareness Day, an annual event held to introduce new teaching staff to the organisation as well as to the many opportunities available through partners such as Emirates NBD. The prize giveaway was open to all new GEMS Education teachers who opened an account with the Dubai-based bank. Prizes included a brand-new Toyota RAV4 as well as iPads and smartphones. Ershad Ahmed, Head of Sponsorships and Partnerships at GEMS Education, said: “We are continually looking to raise the profile of teachers. Through the GEMS Rewards programme, we are not only making quality education accessible for parents and students, but also supporting teachers and helping all stakeholders achieve significant savings.” Accessed by families and faculty across the UAE, GEMS Rewards has facilitated a host of lifestyle and retail opportunities through thousands of family-focused offers and benefits, as well as savings amounting to AED 60 million since its launch in 2017.

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For the first time in Dubai, GEMS Al Barsha National School for Girls (NSG) has introduced Design Engineer Construct (DEC), an accredited learning programme for secondary school students. The programme aims to create and inspire the next generation of Built Environment professionals. NSG is also the First Educcate Global School to be delivering a DEC programme for girls. The new DEC Learning Programme is supported by key partners and professional bodies from architecture, engineering and construction, including the Institution of Civil Engineers and Heriot Watt University. Recently, Bentley Systems announced the new global partnership with Class of Your Own, the awardwinning UK-based Secondary school STEM education provider and creator of

the exciting DEC learning programme. Alison Watson MBE HonFCInstCES, Chief Executive - Class of Your Own Limited said: “There are some amazing professional women already working in Dubai who are shaping the future of UAE design, engineering and construction. NSG students need inspirational role models if the UAE is to improve its low percentage of females in the industry.” Michelle Forbes, the principal of NSG, said: “We are proud to bring this firstof-its kind tailored learning programme, Design Engineer Construct, to Dubai. DEC offers all learners embedded opportunities to become independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participants.”

Eco-Schools Green Flag

UAE astronauts address Dubai students UAE astronauts Hazzaa Al Mansoori (above) and Sultan Al Neyadi wowed a packed auditorium of wide-eyed students when they gave an inspiring talk at GEMS Al Barsha National School, Dubai. Students had an opportunity to meet Hazzaa as he highlighted the UAE’s space endeavours, opened up about his aspirations and detailed how his life has changed since becoming a national hero. Hazzaa became the first Emirati in space when he returned to Earth following an eight-day mission aboard the International Space Station in October last year. Today, his story serves as tremendous inspiration for youth in the UAE looking to achieve quantum leaps in the area of space exploration. The UAE’s exceptional

achievements in the space sector are a clear sign that the future path of the nation is based on a robust scientific foundation. With the rise of the space and aviation sectors, it is now more essential than ever to give young people a head start. Accordingly, GEMS Education recently launched five specialist Centres of Excellence aimed at blurring the traditional boundaries of school, university and employment, and creating a new pathway for students to learn and rapidly progress in identified areas of importance. One of these Centres, based at GEMS International School – Al Khail, focuses on aviation, aeronautics and space. Working in these sectors is no longer just a dream; it is becoming a reality for more and more young people.

GEMS National School for Girls (NSG) has achieved the distinction of securing the prestigious Eco-Schools Green Flag award for excellence in environmental education and action-based learning. By creating opportunities for students to understand, act and commit towards shaping a sustainable future, the school is nurturing a generation of environmentally conscious young girls, who can go on to make an indelible impact on national and worldwide efforts to create a more sustainable future. The Foundation for Environmental Education and the Emirates Centre for Arab Towns formulated the Eco-Schools initiative to address the growing need to link environmental awareness with academic curricula. As an enrolled school, NSG was able to meet the comprehensive criteria involved and achieve a number of key sustainability goals. NSG formed an in-house Eco Council, introducing measures to save water, conserve energy, reduce waste and promote biodiversity through collaborative efforts. The Council wrote a dedicated eco code for the school while simultaneously running bottle cap campaigns, organising an eco day, monitoring litter and energy usage through a points system and introducing new recycling and compost bins. Far from resting on its achievements, NSG will now establish routines so everyone at the school is familiar with sustainable best practices. They will also push the reduction of plastics, explore curriculum links with eco learning, set garden development targets and introduce waste diaries and sustainable art clubs featuring recycled items.

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News

Jumeirah College adds value 'Value Added' is a means of comparing GCSE and A Level results achieved by students at Jumeirah College (JC) with results achieved at other schools. JC attained the top percentile for ‘Value Added’ at GCSE in 2019. This means that at no other school would the students have had a better chance of attaining target grades. At A Level, JC placed in the top 2 per cent of schools worldwide. To compare, a competitor Dubai college attained in the top 10 per cent. To assess ‘Value Added’, all pupils take a baseline assessment. This is a computer-based, adaptive test taken at the start of their schooling with GEMS Education and re-administered at key points in their education. To provide an objective analysis, the results of each student’s assessment are held on an international database alongside the results of all other students who have taken the baseline tests.

GEMS Education partners with RTA and STS on road safety GEMS Education, in collaboration with Dubai’s Roads and Transport Authority (RTA) and School Transport Services (STS), organised a week-long Road Safety Campaign to spread awareness among students regarding road safety, traffic rules and protocols. As road safety is a major concern for drivers as well as pedestrians across the UAE, GEMS Education hosted the road safety week to contribute to building a safer community and creating awareness about traffic safety. Organised by the Traffic Awareness Section of the Traffic Department at RTA and STS, the campaign aimed to inspire young children to obey traffic rules for their own safety and that of others. It highlighted key road safety practices. Deema Hussein, RTA Traffic Awareness Senior Manager, said; “Working hand in hand with STS on Road Safety Week

Issue 8 | March 2020

will help us achieve a safer driving environment for all road users. We extend our efforts, through this campaign, to change the mindset of youth and how they think and act about road safety.” Paul Slater, Vice President – Health and Safety at GEMS Education, said: “It is

important that students learn about road safety from a very early age because road accidents are the biggest cause of deaths in the UAE. Through this awareness campaign, we hope that students learn the importance of wearing seat belts as well as road safety in general.”

200+ students take to the stage to perform Frozen GEMS Heritage Indian School aimed high for its first ever musical theatre production back in December, adapting Disney movie hit Frozen for the stage. A total of 204 students,

ranging from Grade 4 up to Grade 10, were involved in the performance â&#x20AC;&#x201C; and from the impressive, highquality production you would never have known that this was the first

time any of them had ever been on stage. The show was performed to a packed audience, complete with live drumming by an ensemble of female students.

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A Focus On

GEMS Metropole School With a new principal at its helm, this inclusive English National Curriculum all-through school is going places

GEMS Metrolpole School's new Principal Nav Iqbal believes in helping students develop a strong character

Campus highlights GEMS Metropole School – Dubai Motor City (MTS) has a state-of-the-art campus with comprehensive facilities that encompass several computer rooms including iMac rooms aimed at developing IT-fluent learners, libraries for each phase to promote a culture of reading across the school, specialist rooms to promote creative and performing arts, STEM rooms and numerous sports facilities that are used throughout the day and evening by members of the Metropole community.

Students & curriculum MTS is an all-through school, starting from FS1 (learners aged three) and going all the way up to Year 13 (learners aged 18). Metropole delivers the early years foundation stage framework for young students, focusing on the key areas of development to support

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gross and fine motor skills and core skills to help achieve the Early Learning Goals (ELGs). The MTS primary school delivers the English National Curriculum (ENC), helping young learners to develop key skills in both core and foundation subjects. Young learners are developed holistically both in terms of academic ability and character education through subjects such as moral education, philosophy for children (P4C) and the Heritage subjects (Ministry of Education subjects). MTS believes in an inclusive support provision that ensures every learner is supported throughout the school as needed, with the provision of additional support in subjects and intervention sessions for all learners to help them achieve success beyond their potential. Students move onto their secondary education with a transition into more standalone subjects, aimed at preparing students for their globallyrecognised International General Certificate of Secondary Education (IGCSE), Advanced Subsidiary (AS) and Advanced (A) Level qualifications. This is achieved through carefully designed programmes and quality teaching, resulting in students attaining high grades in external examinations. Students who are better suited to a vocational route through education can choose the Level 3 International BTEC pathways in a number of subjects, supporting their

vocational interests and courses at universities. Integrated into the school’s secondary programme is the Ministry of Education syllabus (Heritage subjects), which adds a rich tier of cultural and international learning to the curriculum. In addition, students are given the opportunity to tailor learning to their own strengths, likes and interests, and can participate in a number of developmental activities that introduce them to a wide range of areas of discovery.

The vision of GEMS Metropole School is to be “an inspiring and inclusive community hub, leading global citizens”

< GEMS Metropole is an all-through school from FS1 (learners aged three) to Year 13 (learners aged 18)

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A Focus On

School mission The school’s vision is to be “an inspiring and inclusive community hub, leading global citizens”. This vision is a reality at GEMS Metropole and supported by students, parents and staff. One of the strengths of the school is its community culture. The school is inclusive, aiming to support every young person to achieve their aspirations and enjoy their learning. MTS also has a strong sports and arts faculty. Principal Nav adds: “Being a community school involves catering to the local area and many of our students walk and cycle to school and live close by. Students are always engaged in many activities across school, including after school, creating a lively and busy environment for all to enjoy.”

A word from MTS Principal Nav Iqbal “As a school leader, I believe that academic success helps to give every young person the best opportunities in life. I also believe there is a responsibility to help students develop a strong character and apply the skills learnt in school life and the wider world – this is our key purpose at GEMS Metropole. Our school leaders strive to support knowledge, help students become leaders of tomorrow and help them to develop a strong character that will serve them well as they prepare to realise their future

Classes and extracurricular opportunities GEMS Metropole hosts weekly masterclasses. These are time-tabled classes that students can select every term and enrol in the clubs that interest them. In these, students collaborate and interact with peers from different year groups and are able to develop their interpersonal skills as well as their talents. Activities run throughout the day and into the late evening on a daily basis, with additional specialist clubs across sports, performing arts, creative arts, STEM and languages. Students are able to use the school’s facilities on weekends and for revision classes. As a large all-through school, MTS students are involved in several competitions in a number of leagues, helping them to develop their talents in a competitive environment alongside students from other schools, in turn building life skills such as teamwork, collaboration and resilience. The balance of having a broad and enriched curriculum and a variety of extra-curricular activities helps to develop well-rounded students equipped to become global citizens of the future.

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GEMS Metropole has a strong sports and arts faculty, and activities run into the evening on a daily basis, involving specialist clubs and league competitions against other schools

aspirations. There is a vast array of leadership experience and skillsets across all phases of the school, and given GEMS Metropole’s position as a hub for our community, all of our school leaders support every aspect of community life inside and outside school. Leaders include the Vice Principal, Head of Schools, Deputy and Assistant Heads and Head of Years and Departments. Having a devolved leadership structure at all levels helps to promote effective leadership in our school community.”

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Meet The

Catherine McKeever The principal of GEMS Wellington Primary School in Dubai shares with us her vision for the school and tells us about her career to date

Tell us about your background in education. I have been in the teaching profession for over 30 years. After I graduated, I taught in America for five years. When I returned I spent over 20 years teaching in innercity schools in London. I taught there for five years before my first headship. Since then, most of my career has been spent in school improvement as a school leader. Following on from that I knew that I wanted to take the opportunity to work abroad again. I was also clear that I wanted to work with an education company whose business was education and improving the lives of students. I knew that GEMS Education was that company. In 2013, I applied for a job with GEMS Education and they invited me to Dubai. Iâ&#x20AC;&#x2122;d never been here before, but knew when I first

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arrived that it was where I wanted to take that next step in my career. In August 2014, I was appointed Principal of Jumeirah Primary School. I loved my two years there; it is a privilege to be the principal of an Outstanding-rated school. Due to my previous background, I was asked to consider taking on the principalship of a GEMS school in Switzerland (they knew I loved skiing and hiking). This school was an IB school, so it was an opportunity to take on a leadership position from a different perspective. It was also an allthrough school, with students aged 3-18 years. I relish the challenge of something new and so I loved my time there. After two years, GEMS asked me to come back to Dubai, where I was appointed Principal of Wellington Primary School (WPS).

What do you like about your role at WPS? The sense of community. Families treat the school very much as their own community, which I love. There are many GEMS schools in the UAE and we get to create a community and a network within the schools and with each other. That network creates many opportunities for students across all our schools. How do you approach your role as principal? The same way I approach my role at every school - doing the basics as

working on improving the practice of teaching and learning.

“The children inspire me. I see every day as the only day we have to help them learn, and if I don’t make it the best day for them, they’ve lost that day. That’s my responsibility as principal and my job.”

well as possible – what I call the ‘bread and butter stuff’. I focus on developing quality teaching and learning for those core subjects – English, Maths, Science, Arabic and Islamic. In addition, having led Outstanding schools, I know what it is we have to strive for, so I plan strategically and work backwards towards that goal, one year at a time. It all has to be on an upper trajectory so that my teachers are as skilled as they can be. We employ the best trainers that we can. There is only one aim: what is best for the students? We are constantly

What’s the WPS ethos? Every school has its own ethos, so it’s important that the staff, parents and students work together to establish this ethos. At WPS we are an international community that celebrates all our cultures and creates a safe, welcoming and caring environment for the children who attend the school. We offer not only the best academic education, but also one that provides rich extra-curricular activities and supports all cultures and backgrounds. We have a highly engaged Parent Association which works closely with the school in many aspects of school life and which is actively involved in working with us on charity and social events. We have 1,110 students and are located close to City Walk, La Mer, Business Bay and Downtown. All these residential communities are close by, which helps make us a family-orientated school. This creates a community and when parents come to visit, we encourage them to live nearby so their children are close to each other and can create their own communities – this is especially important as most families are expats, living far from their home networks. What developments have you made at the school? I’m very proud of the work we have done this year to enhance the facilities in the Early Years. For me, the Foundation years are the most important for children. We are building a strong, holistic foundation so that when the children move up to primary school they have all the skills and knowledge they need to be the most successful learners. Parents are so supportive of this, as it’s what they want for their children, too. They trust us to get it right for them. We have also invested in the development of the performing

arts. We created a dance studio and two practice rooms for music. We are currently working towards putting on a production of Shrek in March 2020. We have entered into a partnership with ArtsEd in London, whose professional staff have been rehearsing with our students for the production. They have had the opportunity to work with actors who have actually been involved in a West End production. Everyone is so excited. We are also encouraging more children to take individual music lessons. As we develop these opportunities, students can start secondary school with more skills that enhance their academic achievements. We have opened a new science lab and a purpose-built STEAM Studio, which enables the children to develop their engineering and computational skills. They were designed by our expert teachers to ensure that all our children have the opportunities that they need to be fully prepared for their future roles. I also consider all sporting activity as an important area to develop in any school. We are involved in many sporting opportunities across Dubai, such as the Dubai League. We focus on providing a well-balanced programme of sports to promote an active, healthy lifestyle and enable our children to become confident and competent learners. Older children who are not members of the school teams have the opportunity to participate in the development squads for swimming, football and netball. Every child can enjoy physical education and extracurricular sports activities, regardless of their level of skill or experience. Who inspires you? The children inspire me. I see every day as the only day we have to help them learn, and if I don’t make it the best day for them, they’ve lost that day. That’s my responsibility as principal and my job. I have to make sure they have thousands more of those days, full of opportunities.

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Meet The

A Climate Change Principal Principal of The Kindergarten Starters, Asha Alexander shares her inspiring initiatives in climate change literacy

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sha Alexander says she didnâ&#x20AC;&#x2122;t see it all coming, but when you speak to her, it quickly becomes clear why she has made a global impact in the area of environmental education and climate change teaching in such a short time. Principal of The Kindergarten Starters since 2011, Asha has recently brought her school to the attention of not only world media outlets but also the United Nations, international ministers and NGO representatives. We visited her school to find out more.

Clockwise: Asha Alexander in front of her school; using robotics and AI to solve climate-related problems; students place fruit peels in a compost machine; tree planting for the Plant A Legacy global initiative

Tell us about your career? I’ve been a teacher for 33 years. My last posting in India as a teacher was in Mumbai, before GEMS Education Founder and Chairman Sunny Varkey recruited me in 2001. I moved to Dubai to teach at GEMS Modern Academy, and at that stage I thought I would remain in Dubai only briefly, but my twins took to it very well and I decided to stay. I stayed at GEMS Modern Academy for six years as Head of Primary. I then left GEMS Education briefly to work at another school, before enrolling for a Master’s in Educational Leadership at Walden University in the US and then returning to GEMS in 2011 as Headmistress at The Kindergarten Starters. I took over as Principal in 2012. This is home for me now. Why did you decide to become a teacher? I wasn’t meant to be a teacher! I liked art and painting among several other things. However, education has allowed me to continue to do everything I am interested in – philanthropy, sustainability, counselling and art. What drew you towards climate change? Six years ago, the school applied for a Green Flag as we had been involved in the UAE Eco-Schools programme. But these actions were activity-based – doing beach cleanups, for example, and I wanted to integrate climate literacy more in the classroom. In 2017, there was terrible flooding in Kerala. Fourteen districts were flooded, leaving many children and parents from our school stranded and without food. I just missed being stranded myself. Our immediate reaction was to send tonnes of relief material to Kerala via the Red Crescent. The following year, there was more flooding and one of our GEMS ancillary staff members lost his life trying to save his son. This was unprecedented in my life. I am 58 years old. So this year, I wondered what we should

do. I saw an article in the Khaleej Times about a UN-certified climate change course. I discovered that I was the first head teacher in the UAE to do this course. It took 25-30 hours and I found it very useful, so I passed it onto my staff. It was a holiday at the time, but within two weeks I saw that almost 60 teachers had completed the course. I phoned EduCCate Global [see box overleaf] and told them that my target was to have all of our teachers accredited. Two weeks later, we had 200 teachers accredited. And then something strange happened: our admin, front-of-house and accounts staff completed the course. Everyone did it – 327 staff and even 68 parents! That’s amazing. What did you do next? I contacted EduCCate Global and they thought this was phenomenal. I felt that we had to do something with this achievement, as there was no point in earning the distinction alone. I wanted to map the curriculum with the objectives of climate change literacy and integrate it into every subject block. Our teachers and I were able to introduce

Principal Asha Alexander reading stories on climate change with Kindergarteners

elements of climate change literacy to Maths, Moral Education, English and more so that students visit those topics regularly and the messages are consistent. The teachers found space for it and it did not weigh the curriculum down. What was the reaction of the representatives at the UN? Angus Mackay is a Director at the United Nations Institute for Training and Research (UNITAR), and he said that my greatest singular achievement was getting every staff member to complete the course. He said that represented a culture of learning that permeates our whole school and that culture carries outside the classroom and into the campus so that even parents are involved. He told me that was real leadership. He was very impressed. Education ministers and leaders of other countries now want to visit our school to see how we have integrated climate change teaching into our curriculum.

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Meet The

How did you become the first school principal in the world to speak at a UN climate conference? I was invited by UNITAR and EduCCate Global to talk at COP25 in Madrid last December. There, I met Al Gore and world leaders from Jordan, Canada, India, Nigeria and NGOs. I spoke for 45 minutes at the UNITAR side event about how we mapped out our curriculum and embedded climate change literacy. I demonstrated how lessons are conducted and the curriculum is mapped with videos and photos. The World Green Economy Organization (WGEO) based in the UAE is keen to embed this curriculum in all schools across the region. They have the remit to spread this across the world. I heard Greta Thunberg speak, and she has a powerful voice. But personally, I believe children should be in school learning about climate change in the classroom. It’s about education. That’s where the difference is made. What does it mean for you to attend these events? I didn’t realise the impact of what I was doing, but once the UN is involved, doors open for you as it’s a respected entity around the world. It’s a powerful position to be in. What is the next step for you and your school? What I learned from speaking at COP25 is that you have to be a good communicator. If you are speaking at a live conference, you’re representing your country and you have to be diplomatic, articulate and careful with your words. Children have to learn that. If you give children a platform, they can share ideas and, in that way, create a culture of learning. I want to teach civil discourse so that children know how to defend their point of view. I would like to establish a student body in the UAE. Also, I have been asked to present at

> Asha Alexander with Tim Collins of EduCCate Global at COP25 in Madrid last December

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COP26 next year in Glasgow. There, I want to present figures to show how we have been able to reduce our carbon footprint. If I can share what we’ve done so that other schools can integrate that into their curriculum, then we have made a real change. How are you inspiring the next generation? By creating platforms and offering them opportunities to find their voice and express their ideas. Students need role models. They need to see how adults can pave a path in uncharted territories by being courageous and taking risks. How are you inspiring other educators? Inspiration is drawn when you become an example through the integrity of thought and action that you demonstrate. You must be true to yourself for others to be inspired. What does this mean for GEMS Education? I hope other schools will embrace climate literacy. If every school embraces it with the same fervour as we have, it will help to clearly place GEMS Education as a leader in climate literacy.

What is eduCCate Global? eduCCate Global is a joint partnership with the United Nations Institute for Training and Research (UNITAR) to develop and deliver climate change education programmes and UN-recognised climate change teachers for every school in the world.

How does it work? The eduCCate Global climate change education programme integrates a number of key learning and curriculum components to ensure that lead teaching staff can deliver timely and professional environmental cross-curricular material to their students. Rather than forcing timetable changes, an integrated cross-curricular approach is encouraged, which emphasises placing climate knowledge inside the subject matter in an engaging way.

Is your child ready for

â&#x20AC;&#x2DC;big schoolâ&#x20AC;&#x2122;? matters (2012). This passion and drive is replicated across the school and everyone is committed to building on these foundations.

Three educators share their opinions on preschool education and the Early Years Foundation Stage (EYFS) Curriculum

Charlotte Grieves, Head of Lower School, GEMS Wellington International School (WIS) There are so many benefits for our youngest learners to being part of a whole school environment, giving them the opportunity to

integrate with older children and giving some the reassurance of having older siblings on site. Children who are ready for the school environment thrive on the challenge of becoming like their role models. This does not happen by chance. It is the result of a seamless transition from the Early Years through our lower, middle and upper school structures. At WIS, the EYFS Curriculum is designed and adapted to suit the individual needs of our diverse international students following the framework of development

Peer-led learning Six engaging topics encompass all 17 specific areas of the curriculum, and this is achieved through purposeful playbased and innovative learning opportunities. Students are placed at the heart of planning, teaching and learning to allow them to build meaningful context behind the skills and concepts they will acquire throughout FS1 and FS2. Students use the characteristics of effective learning to independently explore indoor and outdoor learning zones. All of our children have varied opportunities to work with students from across the school setting. This is a wholeschool ethos where we encourage peer-led learning within the learning environment. Innovative learning zones These zones enhance learning where students can often be seen utilising the spaces together. This cooperation enables students to learn from one another in the most effective ways. Teachers facilitate this way of learning to enable students to experience a variety of lessons in these zones, from cooking and enquiry-based challenges in the STEM zone to student-led projects in the creative and active zones, and the use of our student tech gurus in the digital zone. Children learning from children ensures they grow in confidence and aspire to improve and be the best they can be.

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Academics

Outdoor learning This extension of the classroom allows for all aspects of the curriculum to be explored, enhanced and developed through carefully planned learning zones including water, gardening, our mud kitchen, STEM and construction. It allows children to be independent learners and encourages their imagination and curiosity to be designers, risk takers and problem solvers. Outdoor learning has a positive impact on children’s sense of well-being and helps all aspects of their development and learning, from Personal Social Emotional Development (PSED) to gross and fine motor skills. It leads to greater depth and understanding of many concepts taught within the classroom. Here at WIS we value the importance of the outdoor environment where children feel free to explore, use their senses and be physically active.

“The EYFS sets standards for the learning, development and care of children from birth to five years old and ensures that all professionals have that set of common principles and commitments to deliver quality early education. It has been created to enhance play while embedding those important skills that young children need to learn in childcare experiences that develop the whole child, their relationships and their environment.” Charlotte Grieves, Head of Lower School, WIS

Issue 8 | March 2020

used to plan meaningful, multisensory, child-led, engaging lessons.

Bryan McAuley, Assistant Principal of Foundation Stage, GEMS Wellington Academy – Silicon Oasis (WSO) Nursery or School? Many parents have pondered this question; however, the most critical factor is finding the best place for your child. As stated in the British Early Years Curriculum, “Every child is unique.” Therefore it is the responsibility of schools or nurseries to ensure that students feel safe, loved and challenged in either setting. As a Foundation Stage, WSO has been rated as Outstanding by the KHDA for the last six years, and students have gained the most from their Foundation Stage experience when they have attended both FS years. According to UNICEF, “early years of childhood form the basis of intelligence, personality, social behaviour and capacity to learn and nurture oneself as an adult.” This belief is fostered at the heart of everything we do at WSO in a fun and innovative learning environment. The Early Years Foundation Stage Curriculum is

Beyond the classroom At WSO, we believe that learning goes beyond the classroom. Our unique outdoor learning space allows for authentic and practical education where students are encouraged and inspired through positive outdoor experiences. Children are naturally drawn to the outdoors; however, for most children, the time for outdoor play is diminishing, contributing to more sedentary lifestyles, disconnected from the natural world. At WSO we promote outdoor play and learning and give the students opportunities to experiment, solve problems and think creatively. From an early age, the possibility to experience several opportunities for unstructured play, in which the child can decide what to do, with whom and how, promotes positive self-esteem, autonomy and confidence. Performing arts To ensure our students are ‘worldready’, we have a particular focus on the world of performing arts. Through an emphasis on drama, dance and music, we encourage and support students to flourish across a variety of performance arts, from learning to play instruments to taking part in a stage show such as Oliver or Shrek.

Catherine McKeever, Principal, GEMS Wellington Primary School (WPS) Foundation Stage provision within a school setting such as Wellington Primary School provides a wealth of benefits to the children and families within our care. School settings like WPS have a dedicated principal who works closely alongside a fully qualified, experienced management team to provide an outstanding environment tailored to the children to allow them to grow and learn to the best of their ability. All teaching staff at WPS are Early Years specialists with qualified teacher status (QTS). This ensures that the children are being taught by practitioners with degreelevel qualifications and a wealth of knowledge from their time and experience in the Early Years. Whole-school events A further advantage of having a Foundation Stage unit within the school setting is that the children have a secure sense of belonging from an early age, moving up to another year group

full of confidence as they are given opportunities to join in wholeschool events and see their older friends move on confidently each year. As Early Years practitioners, we encourage children to complete the two years of the Early Years Curriculum. We know that their development in the seven prime areas (see box out) is more secure as we monitor their progress and development regularly. This means that they have increased levels of well-being, self-regulation and resilience for whatever challenges school might have in store for them. Dedicated staff, facilities Furthermore, children have access to a wealth of specialists, teachers and facilities with dedicated Early Years-trained PE, music and Arabic teachers. The school prides itself in the facilities that are available even at this young age, such as the dance studio, library, computer suite, Early Years swimming pool and specialised performing arts studios. The school is supported by dedicated inclusion teams, therapists, counsellors and medical teams, which means that every child’s needs are catered for, allowing children to flourish holistically. Multi-agency teams ensure that the correct and most relevant information is shared with appropriate professionals to provide the best possible support. Parents may rest easy with the

What exactly is EYFS? The Early Years Foundation Stage (EYFS) is a UK-based framework for learning, development and care of children from birth to five years old. The EYFS framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences. More than 200 schools across the UAE follow the EYFS, including childminders, preschools, nurseries and school reception classes. The 7 areas of learning are: – Communication and language – Physical development – Personal, social and emotional development – Literacy – Mathematics – Understanding the world – Expressive arts and design

assurance that the school is assessed annually by KDHA and monitored by our own governing body who will monitor school policies and practices.

“In this modern world, it is unrealistic for us to expect children to be able to enter primary school and be successful without having previous experience of a range of learning opportunities. Foundation Stage settings, such as ours at WPS, allow children to become familiar and comfortable within a learning environment. Data shows the academic progress for children within a school setting is significantly higher than that of children in a nursery setting due to the high quality delivery of the engaging EYFS Curriculum.” Jennifer Ringland, Head of FS1, WPS

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Academics

Youth Start-up Student entrepreneurs are being given the support and training to turn ideas into successful ventures at GEMS World Academy – Dubai

GEMS World Academy – Dubai has launched The Hub, a central component of the school’s Centre of Excellence for Entrepreneurship and Youth Start-up. The Centre, which is the first of its kind in the education sector, seeks to foster an entrepreneurial mindset and drive innovation among students, leading to successful ventures and the creation of jobs. The Hub is a key support platform designed to incubate the ideas of student entrepreneurs and provide support to make them reality. The Centre of Excellence also helps students to refine their projects, gain appropriate guidance and rapidly establish their enterprises in partnership with key industry leaders and with the support of the Centre’s entrepreneurship ecosystem partner, Wamda Ventures. The Centre provides training, facilitates access to experts, promotes peer-to-peer connections and provides resources to enable students to scale up and grow their business ideas, all while developing an entrepreneurial mindset. The Centre of Excellence was inaugurated by GEMS Education CEO Dino Varkey, in the presence of leading influencer entrepreneurs in the UAE, including Anas Bukhash, co-founder of Ahdaaf Sports Club and the founder of Bukhash Brothers, and Zahra Abdullah, the food blogger behind “Cooking with Zahra”.

Issue 8 | March 2020

Today’s students are far more likely to have to create their own employment, while 65 per cent of the jobs they will engage in after they graduate do not even exist yet. With the current unemployment rate in the MENA region at about 28 per cent, it is even more important to enable the region’s youth to tap the potential of self-entrepreneurship. Commenting on the launch of The Hub, Dino Varkey said: “The Hub is a crucial component of the school and is one of five Centres of Excellence across our network of schools. The Centre is designed to promote technological and digital learning as well as unique student pathways and qualifications. The Hub provides our bright young minds with a collaborative space to work on projects related to entrepreneurship, innovation and sustainable development.” Helen Al Uzaizi, GEMS World Academy – Dubai’s Entrepreneurship, Innovation and Environmentalism Director, said: “Students enter a continuously changing world that requires flexibility, creativity, collaboration and nimbleness to adapt to this rapid change. Increasingly, our students need to think like entrepreneurs, and our Centre of Excellence aims to break schools out of old dichotomies between knowledge and skills, traditional rigor and entrepreneurial creativity.

GEMS Education CEO Dino Varkey with students (top) and Helen Al Uzaizi, GWA Entrepreneurship, Innovation and Environmentalism Director, speaking at the launch We want our students to be socially aware and responsible global citizens who understand local needs.” During the launch event, GWA students presented ground-breaking innovations such as the WorkHub – a centre to upskill and re-integrate the unemployed and bring them back into the workforce. The event also featured a project named Axion Education, which is a solarpowered tablet with educational programmes and curriculums for use in impoverished areas by children who do not have access to schools. Revolutionary projects such as these were among the many on display at the launch, all aligned with the United Nations Sustainable Development Goal 1 to end poverty in all its forms everywhere.

Challenges of intervention Former United Nations Secretary-General Ban Ki-moon addressed students from across the UAE during a special Model United Nations Conference held at GEMS World Academy â&#x20AC;&#x201C; Dubai

is Excellency Ban Ki-moon, the former Secretary-General of the United Nations and co-chair of the Ban Ki-moon Centre for Global Citizens, inaugurated the first GEMS World Academy Model United Nations session. The South Korean statesman

was recently appointed the ambassador of the Model United Nations (MUN) across all GEMS World Academy schools, providing students with an unprecedented opportunity to gain valuable insights from one of the worldâ&#x20AC;&#x2122;s most admired leaders.

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Cover Story

The two-day conference, held under the theme of 'Challenges of Intervention in a Complex World', was organised by the Secretariat, a group of seven students from GEMS World Academy – Dubai (GWA) who oversee the school’s MUN. Sessions concentrated on driving dialogue, sharpening perceptions and gaining a critical understanding of the social, political, economic and environmental challenges confronting the international community. Over 600 delegates discussed key aspects such as the difficulties of intervention in an increasingly complex, connected and multipolar world – one of the greatest challenges facing the global community. Speaking to an audience of students, teachers, dignitaries and VIP guests, Ban Ki-moon said:

Issue 8 | March 2020

“I am delighted to be here at the inaugural GEMS World Academy, Dubai Model United Nations conference. It is energising to see so many individuals and schools represented. “To be an Ambassador of GEMS World Academy’s Model United Nations is a great honour and privilege for me. One of the main reasons I accepted this position from Mr Sunny Varkey, Founder and Chairman of GEMS Education, was because I knew it would give me incredible insight into the way youth are thinking. “You are the world’s future leaders, and by being here it shows that you are committed to the world we live in and impassioned to make a difference. I commend you all for that. The theme of the conference is so important. It gives you all the

opportunity to explore global issues and look for solutions that perhaps world governments, NGOs and many others haven’t thought of. “I had the privilege of meeting the GWA Secretariat, who organised this conference. I was so impressed with the leadership of the entire Secretariat team led by their Director-General, Lihong Wang, and Deputy General, Aditya Joshi. Without them, this conference would not have been possible. Their passion, enthusiasm and drive to make a change gives me great comfort. “I look forward to seeing how you deal with critical topics impacting our planet. I am confident that you will have prudent solutions to real 21st-century problems. But this conference is about more than that and I hope that when the

“It doesn't matter how small your contribution to society is, as long as you are contributing in whatever way you can within your capability”

conference is over you will realise that you have learned a lot. “It will give you skills that will help shape your future in many ways; from developing key leadership ability to researching, writing and public speaking. Moreover, finding realistic solutions to real-world problems that are acceptable to a majority of representatives inculcates incredible skills of negotiation, conflict resolution and cooperation. Yet I hope that the biggest takeaway for you all will be ownership – ownership of the world we all live in. “When I left the United Nations, I knew that there was much more work to be done. So, I founded the Ban Ki-moon Centre for Global Citizens based in Vienna, along with Heinz Fischer, former president of Austria. The Centre focuses, within the framework of the Sustainable Development Goals, on empowering women and youth. “You might ask why we chose to focus on Gender Equality and Quality Education. The answer is because half the world are women and half the world is under 25 years of age. And, despite best efforts, in many developing countries, primary, secondary and tertiary education for girls remains a challenge. We cannot ignore this. “In matters of access to education, professional opportunities, pay and representation, there is still no gender equality. Women are still under-represented in top positions. One in three women in the world have experienced physical or sexual violence. And trafficking of women

and girls is still happening around the world. This has to stop. “When it comes to youth, the world is home to the largest generation of youth ever, with 1.8 billion young people worldwide – nearly 90 per cent of which live in developing countries. More than 70 million youth are currently unemployed and around 40 per cent of the world’s active youth are either jobless or living in poverty – despite working. As we know, unemployment breeds many problems, from inequality and crime to terrorism. And this has to be addressed. “Yes, progress is being made. But it is not enough. The Ban Ki-moon Centre for Global Citizens puts emphasis on decreasing youth mortality, supporting education and youth entrepreneurship, and raising awareness of global citizenship issues. These are important to today’s challenges globally. “I am often asked: ‘but what can I do as an individual?’ Many believe that their contribution won’t make

a difference. But they are wrong. And if you think it is someone else’s responsibility, then the world will continue to suffer. It doesn’t matter how small your contribution to society is, as long as you are contributing in whatever way you can within your capability. “The 17 Sustainable Development Goals are each mammoth tasks, but they are achievable if every one of us plays our part. One of the biggest challenges is mobilising sufficient financing to effectively pursue the 2030 agenda for Sustainable Development. But it is also about manpower. “This brings me back to what is achievable for an individual. You should never think your contribution won’t be enough to be a catalyst for change. Everyone can make a difference. “I would like to leave you with this; be inspired to go out into the world and to work not only for the betterment of your own country, or the country you live in, but for the betterment of humankind. Be a global citizen. Act with passion and compassion. Together, we can make the world safer and more sustainable for today and for generations to come. This is our moral responsibility as human beings.”

< Ban Ki-moon left the United Nations in 2016 and founded the Ban Ki-moon Centre for Global Citizens to focus on empowering women and youth

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Cover Story

Model United Nations > The announcement of former UN SecretaryGeneral Ban Ki-moon as ambassador of the GWA MUN conference attracted worldwide interest

Kara Wiley, Science Teacher and Model UN Lead at GEMS World Academy, Dubai: Tell us a little about the MUN initiative. The MUN initiative is a global one that provides schools with the opportunity to discuss global issues following very strict protocols. A student group is assigned to a country and takes on a role as technical ambassadors for that country. At a conference, students are provided with topics – such as refugees or disarmament – and then form their own resolutions within the filter of the country that they are representing. This means different countries may have differing opinions on the topic. The initiative and conferences provide a chance for students to come together and debate the issues. There are strict protocols for the way

students are allowed to speak to each other and the way they are expected to speak to the ‘chairs’; showing groups the art of real diplomacy. GEMS World Academy – Dubai has been involved in the MUN initiative since I arrived at the school six years ago. It started as a weekly club and included around 20 students who would attend two conferences per year – one local and one international. We have attended NHSMUN in New York and were able to visit the UN facility; the opening ceremony was in the general assembly hall. Having former UN SecretaryGeneral Ban Ki-moon as our ambassador meant we rapidly moved from a humble club of 20 students to a high-stakes conference that we were charged with hosting. After we announced Ban Ki-moon as our ambassador, we recruited additional students as well as students from other GEMS Education institutes worldwide, resulting in a conference for over 600 guests.

What are the next steps with Ban Ki-moon as ambassador? We’re already looking forward to our next conference and hope to welcome Ban Ki-moon back for a whole new session later in 2020. We also hope to continue working with our ambassador in smaller groups. Our Secretariat group of 12 students and two teachers had the chance to speak with Ban Ki-moon for over an hour, just learning from his expertise. He clearly loves to talk to young people and really engaged our students on what is possible within the MUN initiative. What are the top priorities for your school’s MUN Secretariat? Expanding our ‘club’. Our inaugural conference and MUN session happened very quickly and we were just a small club. Now, we can significantly increase our numbers and include more students at Secretariat level. The current Secretariat members are all seniors, so we will now look to incorporate younger students able < GEMS World Academy – Dubai has been involved in the Model United Nations initiative for six years

Issue 8 | March 2020

What is the appeal of MUN and what do students gain from it? Every week, students come to our sessions and set about debating sensitive topics such as refugees and disarmament. When I was 16, I don’t think I ever ended my school day with an hour of academic debate, but our students enjoy creating a caring and mature space to debate, discuss and then act. There is also the prestige of being an MUN officer that keeps them engaged. The Secretariat has an impact on school leadership, and they’re respected around the school. They gain huge confidence in leadership, speaking, debate, business skills and protocols as well as learning more about the key issues in the world. They’re learning life lessons on top of the ability to take affirmative action. The students are fantastic and put their all into the initiative. to take on leadership roles. We will look to increase our proficiency in the diplomacy protocols and programmes and increase our experience relating to the initiative. How can students in MUN make a difference on a local, regional and international stage? MUN acts as a simulation of the UN and the goal is to make students better prepared for the future. This is a way for us to be involved in local action such as sustainability and other key issues. One of the key themes of this year’s conference was sustainability. No resolutions were printed and we included bamboo water bottles for our delegates, building on our campuswide ban on plastic bottles. We hope to follow with more initiatives in the coming year. What difference can the Secretariat make regionally and globally? For this first conference, we had one committee that was dedicated to sustainability and we formatted the conference to minimise the use of plastics and paper. For next

year’s conference, we intend to explore the theme of sustainability goals, based on the passion that our ambassador Ban Ki-moon has for the topic. However, students will choose the main theme for next year’s conference based on the global climate at the time, but certainly sustainability will be on the agenda. What was the feedback from your time with Ban Ki-moon? We all found Ban Ki-moon such a humble person. We prepared fanfare and protocols in order to welcome him but when we were in a room with him, his kindness and humility are what impressed us. Students spoke later about how those characteristics are so important for global leaders; not to be arrogant and not to have personal goals as the centre of the agenda. He really felt like someone who we could talk to and he clearly knows the art of compromise. He made us all so comfortable immediately. It was also important for our Secretariat, whom I expect to be leaders in the future, to see Ban Ki-moon’s attitude towards care and love so they can reflect this in school and real life.

Students speak up “I was impressed with both the organisation and quality of debate and the amount of learning the students were able to achieve over such a short period of time.” “The opening speech and keynote speakers were amazing. It was such an honour and pleasure to hear Ban Ki-moon’s views on global politics and diplomacy.”

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Arts

Riding the

Wave We catch up with actor and GEMS Dubai American Academy alumna Dina Al Shihabi, whose role in Jack Ryan recently earned her a nomination for a Criticsâ&#x20AC;&#x2122; Choice Award for Best Supporting Actress in a Drama Series Actor Dina Al Shihabi moved to New York to pursue acting after graduating from DAA in 2007. She believes her career was fated

Issue 8 | March 2020

How did you first get into performing arts and what role did your school and teachers play in this? My first love was dance. I studied with Sharmila Kamte in Dubai and was part of her professional dance company. My acting teacher at GEMS Dubai American Academy (DAA), Nancy Mock, told me I should consider pursuing an acting career because I had natural talent. I went home and told my mother, who was extremely encouraging about acting.

How did your acting progress from there? I moved to New York right after leaving DAA in 2007 and attended a small acting conservatory for two years. I was mostly a dancer at that point and would take acting classes in the morning and then go to the dance studio in the evenings. After those two years, I took an acting ‘scene study’ class with a man named Wynn Handman, who I really believe made me an actor. I then decided to apply for The Juilliard School and New York University’s graduate acting programmes and got into both. I graduated from NYU with a Master of Fine Arts in Acting in 2014. What was your biggest takeaway from your high school experience in Dubai? My favourite part of DAA was how multicultural it was. Having access to so many different kinds of people and nationalities was such a gift. The acting business is notoriously difficult to crack – what do you think helped you to succeed? I didn't want to do anything else. Dance was what I wanted at first and then it felt like acting chose me. It just feels like this is what I was supposed to do. It feels fated in a way. Everyone says getting into acting is really hard – and, sure, it is! You have to have a thick skin to deal with rejection, but that ends up being the easy part. I think what’s hardest are the ups and downs – the wave, as I like to call it. You have to get good at riding the wave. What’s next for you and where do you hope to go? I’ve been writing and am currently in the process of making my own TV series that I would star in. We’ve signed on with producers and a studio and the next step is to sell it to a streaming service. It’s my baby and I am so excited!

“You have to have a thick thi k skin ki to t deal d l with rejection, but that ends up being the easy part. I think what’s hardest are the ups and downs – the wave, as I like to call it. You have to get good at riding the wave”

Any advice for those looking to get into acting and follow in your footsteps? Never be shy to ask for guidance or help, but also trust your instincts. There is no rulebook for this, so allow for trial and error. I’ve done so many things I thought would be setbacks or mistakes and then a year later it led me to where I wanted to be. So, whether it’s acting or investment banking, you just have to pick what is, for you, most worth going through all the hard work. You have to really love it and, if you do, I think ultimately it’s the best job in the world.

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Sports

GEMS FirstPoint School – The Villa aims to promote golfing excellence alongside high academic achievement

Elite Golf Programme The road to professional golf is notoriously competitive and demanding. Often, students must choose between school and golf, as the two don’t always go handin-hand. But a new programme promises to make the journey altogether smoother

Issue 8 | March 2020

f you’re a keen golfer with dreams of eventually going pro, imagine being able to develop and perfect your golf, learn from the best coaches and at the same time maintain your school progress and pursue your academic qualifications. Imagine a school where your teachers understand the pressures and demands of competing at the highest levels of golf, where they fully support your sporting aspirations and tailor the curriculum to your individual needs and schedule. Well, one Dubai school has turned all that into reality. GEMS FirstPoint School – The Villa recently launched its Golf Centre of Excellence in partnership with Claude Harmon Performance Golf Academy. With a mission to provide its students with a firstclass education and golf coaching

programme that holistically prepares them for collegiate and professional golf, the Centre aims to develop the best golfing students in the region, promoting golfing excellence alongside high academic achievement. Golfers enrolled in the Elite Golf Programme benefit from a bespoke curriculum and personalised timetable built around the student’s individual needs, enhanced with academic mentoring and college CV and application planning and support. While studying the National Curriculum for England, students are exposed to a multitude of science, mathematics and English objectives that can be taught through the game of golf. Pastoral care and support are also provided to ensure students manage schedules and maintain excellence in both their golf and education.

Golfers enrolled in the Elite Golf Programme benefit from a bespoke curriculum and personalised timetable built around individual needs… enhanced with academic mentoring and college CV application planning and support

World-class coaching At the same time, world-class golf coaching will be provided by Claude Harmon Performance Golf Academy based at the Els Club in Dubai Sports City. On offer is an individual golf development plan that includes one-on-one, group and on-course coaching, as well as fitness, strength, conditioning and mental training in state-ofthe-art facilities. Midweek club membership and transportation between the Els Club and school will also be arranged. “It was Gary Player who said, ‘The more I work and practice, the luckier I seem to get’. Being a golfer myself, I am acutely aware of the importance of practice and the impact it has on a person’s game,”

said Matthew Tompkins, Principal/ CEO of GEMS FirstPoint School – The Villa. “The partnership we have developed with Claude Harmon Performance Golf Academy presents a unique opportunity to develop great potential at a young age and maximise the chance for a young golfer to be successful. I am excited about the prospect of working with the golfing superstars of tomorrow and supporting their journey.” Claude Harmon III, who owns Claude Harmon Performance Golf Academy and coaches some of the world's best players, said: “I think

GEMS FirstPoint School – The Villa recently launched its Golf Centre of Excellence in partnership with Claude Harmon Performance Golf Academy

it’s an amazing opportunity for kids from GEMS FirstPoint School to get into a scholarship programme at my academy at the Els Club. We’ve had some really good success in the last three or four years with players that have started at a young age, which shows that it is possible to take up golf early and, if you take it seriously, go on to play College Golf in America. We’ve done a great job at developing junior players and we have a good idea of what it takes to get to the next level, so it’s exciting for kids in this region to have a viable roadmap to success.” For more details, visit: www. gemsfirstpointschool-dubai.com www.ch3performancegolf.com

Aiming high The Elite Golf Programme is open to GEMS FirstPoint School students aged 11-18 years. Scholarships for elite golfers are also available, with student applications reviewed and awarded by the school’s scholarship committee on an annual basis to ensure continuous excellence.

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Sports

Letâ&#x20AC;&#x2122;s

go Year 9 student Lili Brecken is impressing on the golf course. With aspirations to eventually go pro, we caught up with her to find out what sheâ&#x20AC;&#x2122;s doing to make her dream a reality

Issue 8 | March 2020

pro

What first attracted you to golf? My dad and my grandad played golf and one day I just asked my dad if he would take me to have a go. We went to the local driving range and I hit a few shots and really enjoyed it. What do you like most about golf and who do you look up to within the sport? Golf is challenging and that makes it fun. When I play in tournaments, I enjoy that I am competing not only against other players but also against myself as I am always trying to play well to keep lowering my handicap. I know [Scottish professional golfer] Carly Booth and she really inspires me. She is very determined and a lovely person. I also know [English pro golfer] Sophie Lamb and she offers me advice. I played in the Abu Dhabi Pro-Am last January with [Chinese pro golfer] Haotong Li and I keep in touch with him, which is cool. My coach, Jules Lompech, is awesome. He makes me work really hard on my game and I owe so much of my improvement and progress to him. I am also really lucky to be a member of Abu Dhabi Golf Club, where everyone is really supportive, as well as Abersoch Golf Club in the UK, where I get lots of support, too. Do you play any other sports that complement your golf? I play hockey and netball at school and I go to the gym to work on my core strength and develop the muscles in my arms and legs to help my golf. What are your most memorable golfing achievements and where do you hope to go from here? I was invited by Omega to play in the first ever floodlit professional golf event in Dubai in May 2019. It was a Ladies European Tour pro-am and I played with Sophie Lamb. It was an amazing experience that gave me a real look into the world of professional golf. I also played

“When I play in tournaments, I enjoy that I am competing not only against other players but also against myself as I am always trying to play well”

night golf in December last year with The Jazzy Golfer in Abu Dhabi. That was a brilliant experience and I got lots of exposure on social media. Recently, I finished in the top three in several Junior Master Tour events and I am currently second in the order of merit. Winning the first Ladies Section Medal of 2020 at Abu Dhabi Golf Club was pretty cool, as it was my first win in the adult section. When I moved to Abu Dhabi in January 2018 my handicap was 33. My current handicap is nine and I want to get down to five by the end of 2020. My goal is to be a scratch handicap golfer by the end of 2021 and then go to college in the US before turning professional. What support do you receive from your school? My friends and teachers at The

Top: Year 9 student Lili Brecken plans to be a scratch handicap golfer by the end of 2021 and then go to college in the US before turning professional Cambridge High School – Abu Dhabi are really supportive and encourage me with my golf. I am allowed to have time off to play in events if any take place during the week. I do some golf practice every night during the school week as preparation for competitive tournaments at the weekends. How do you balance this with your school commitments? I find managing schoolwork and golf quite easy at the moment but I know as I move into my IGCSEs next academic year it will get harder. Any advice for others looking to develop their golf? Just go for it and enjoy yourself!

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Innovation

A new space age Zeeshan Nabi, GEMS International School’s Chief Innovation and Digital Officer, shares his thoughts on the rise of space projects and his school’s new Centre of Excellence for Aviation, Aeronautics and Space

Zeeshan Nabi is the Chief Innovation and Digital Officer at GIS

ll of us will have looked up to the sky at some point in our lives and dreamt about flying through space, speeding past distant planets and maybe even visiting unknown lands beyond. And over time, thanks to rapid technological developments, country-level investment and space tourism projects such as those by Blue Origin, Virgin Galactic and SpaceX, space travel has shifted from an impossible dream to something within reach for more and more people. On 25 September 2019, Hazzaa Al Mansoori embarked on a historic mission and became the first person from the United Arab Emirates to go to space. Speaking at the Humans in Space 2019 Symposium, Al Mansoori made clear that he was one of those

Issue 8 | March 2020

children that once looked up to the sky in wonderment. Addressing a room packed full of guests, including a number of wideeyed students, he captured the audience’s imagination with tales about his background, training and mission. During the event’s panel session, experts from Mohammed bin Rashid Space Centre (MBRSC) discussed the inception of the space mission and the vision of His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and ruler of Dubai, to develop a sustainable space programme. It is clear that space travel is not merely a one-off, but here to stay and grow in the UAE. Al Mansoori described the dreams he had of being an astronaut and how he felt the closest he could get to this was by becoming a pilot. He studied and trained hard and went on to become one of the UAE’s best pilots, which eventually provided him with the launchpad he needed to become an astronaut. Aviation has been at the heart of the UAE’s growth and development as a country. The country has become a leader in

air trade facilitation. According to International Air Transport Association (IATA), the UAE’s aviation sector is set to develop even further and by 2037, could support 1.4 million jobs and contribute $128 billion to the nation’s GDP. With the rise of the space and aviation sectors, it is now more vital than ever that we give young people a head start. The opportunity to work within these sectors is no longer just a dream; it is becoming a reality for increasing numbers of young people.

Space education hub GEMS Education recently launched five Centres of Excellence, aiming to blur the traditional boundaries of school, university and employment and create a new pathway for students to learn and rapidly progress in key areas identified as having great importance. One of these five Centres of Excellence is based at GEMS International School – Al Khail (GIS) and focuses on aviation, aeronautics and space. GIS aims to become the hub for K-12 education in this field. GIS students will have access to a range of experiences, credentials and qualifications. Working with expert, industry-leading partners,

Clockwise: GIS aims to become the hub for K-12 education in aviation and aeronautics; Hazza Al Mansouri was the first UAE national to go to space

Students will have access to flight simulators, drone technology, specialised curriculum content and pathways, as well as access to leading experts in their field

students will have access to unique experiences and be better prepared for the upcoming rise of these industries. Students will have access to flight simulators, drone technology, specialised curriculum content and pathways, as well as access to leading experts in the field. Students will have opportunities to work on real-world aviation projects and we are working towards providing flight time for young aspiring pilots. We have developed key partnerships with industry leaders such as University of South Wales and we are hoping to establish partnerships with the likes of Emirates Airline and Mohammed bin Rashid Space Centre. Our students will gain exposure to these organisations through various methods of collaboration such as internships, specialised projects and bespoke pathways. Research and development are important for the longevity of the programme at GIS and we will lead training and support across the network, with the development of student and expert committees. GEMS Education has a large network of schools and GIS is now the hub of this network for all things related to aviation and space. GIS will actively develop incubation hubs for best practice and generate and publish the latest thinking and research. Teacher development is another vital element and GIS will become the professional centre for developing teacher excellence and capability. It will upskill teachers to be able to deliver technical STEM content-focused education around aviation, aeronautics and space. Finally, at GIS we want to develop a culture within the school that focuses on aviation. As part of this, the school will lead major learning events annually for students across the network in aviation. Indeed, aviation is set to become the ‘heart’ of many of the incentives and projects across the school.

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Innovation

AI and Robotics GEMS Education’s new Centre of Excellence for AI and Robotics will promote and deliver outstanding future-technology learning experiences for students

Issue 8 | March 2020

he launch of a new Centre of Excellence for Artificial Intelligence and Robotics at GEMS Dubai American Academy (DAA) is a response to the rapid rate of technological changes in today’s world. The new Centre aims to ensure current models of education remain relevant to the dynamic nature of industry as well as promote educational and research activities in the field of AI and robotics. It will help to bridge the gap between businesses and educators with a capability to harness the energy of the academic

DAA’s Centre of Excellence offers a Mixed Reality Zone featuring virtual reality (VR), mixed reality (MR) and augmented reality (AR) with software like Unity 3D. It also features an electric self-driving car

world with state-of-the-art AI and robotics technologies, while serving as a platform for intelligence-sharing and technology collaboration in these areas. Commenting on the Centre of Excellence, Sreejit Chakrabarty, Director of Robotics & Artificial Intelligence at DAA as well as Robotics, STEAM and Artificial Intelligence Network Leader at TELLAL, said: “The idea behind the GEMS Education Centres of Excellence is to bridge the gap that exists between K-12 education, higher education and the workforce.

> The Centre of Excellence gives students at DAA access to AI and emerging cutting-edge technologies and exposes them to real-life challenges

In doing so, we can bring the expert knowledge that exists in the industries right down to a schoolgoing student. We are partnering with local and global universities as well as industries in building new learning and developmental pathways, allowing our students to get exposed to future skillsets and potential future jobs.” DAA’s Centre of Excellence offers a range of cutting-edge technologies such as a Mixed Reality Zone featuring virtual reality (VR), mixed reality (MR) and augmented reality (AR) manufactured hardware from Facebook, Microsoft and HTC, with software like Unity 3D. The Centre also features a self-driving car – an autonomous, customised and fully electric Renault Twizy. “At DAA, we realise that everything we love about civilisation is a product of intelligence,” continued Sreejit. “Which means amplifying our human intelligence with artificial intelligence has the potential to help civilisation flourish like never before – as long as we manage to keep the technology beneficial. Our Centre of Excellence gives our students access to cutting-edge technology and research opportunities and exposes them to real-life challenges, encouraging them to solve the same using AI and other exponentially emerging technologies.” In the robotics segment, the Centre showcases the Baxter Robotic Arm, a collaborative research robotic arm that is capable of advanced facial recognition and machine learning using industry-grade ROS (Robot Operating System) and Python coding. There are also assembly line robotic arms in the form of the Dobot Magician robotic arm industry 4.0 setup, which mimics an assembly line using varied end effectors such as grippers, suction cups and laser engravers.

What exactly is in the Centre of Excellence for AI and Robotics? Mixed Reality Zone • Using VR, MR and AR manufactured hardware from Facebook, Microsoft and HTC, with software like Unity 3D. Self-Driving Car • An autonomous, customised and fully electric Renault Twizy that has been retrofitted with cameras, radars, and LIDARS by Velodyne. The car showcases self-driving technology and the future of urban mobility. Baxter Robotic Arm • Collaborative research robotic arm, capable of advanced facial recognition and machine learning using industry-grade ROS (Robot Operating System) and Python coding. Assembly Line Robotic Arms • Dobot Magician robotic arm industry 4.0 setup, mimicking an assembly line using varied end effectors such as grippers, suction cups and laser engravers.

Coding Zone and EEG Brain Scanning Technology • Tobii Iris Tracking for advanced computer accessibility. • Emotive Epoc+ Scientific Contextual EEG to monitor brain waves and gather brain data to be used in many ways, including controlling various hardware. Mini-Maker Space • Equipment including multicoloured printing by Delta 3D printers, vacuum forming machines, a CNC router and a multi-tool 3D printer including an edible food paste injector. Media Zone • YouTube video production using greenscreen technology, as well as live teleconferencing with university professors and industry experts remotely. Focus Area • A space that provides an environment conducive to innovative thinking and collaborative brainstorming.

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Innovation

Global Innovation Challenge 1,500 student innovators and entrepreneurs exhibited their tech solutions at this year's GEMS Global Innovation Showcase (Above) GEMS Al Barsha National School for Girls student Sayeda Zubaida presents her project BC Warriors

Issue 8 | March 2020

he fourth edition of the regionâ&#x20AC;&#x2122;s largest youth innovation and entrepreneurship exhibition took place in Dubai and Abu Dhabi in February. The GEMS Global Innovation Showcase saw over 1,500 youth innovators across 400 teams present their high-tech solutions to global and corporate challenges. Participating teams made the most of exponential technologies such as machine learning and data science to address some of the worldâ&#x20AC;&#x2122;s most pressing issues across a range of topics including healthcare, education, disaster resilience and prosperity. Students exhibiting at the events, which were part of the annual Global Innovation Challenge,

< The Cambridge High School, Abu Dhabi student Hriday Thakkar, 2019 Winner of the ENBD Challenge, presents his project Noon Z; GEMS Modern Academy student Vishweswar Eswaran presents his project FoodOre (bottom)

were shortlisted from a pool of 50,000 students across the GEMS Education network. This year’s Global Innovation Challenge projects ranged from natural calamity warning drones (Team Natural Disaster Detective from GEMS Wellington International School) and sensorloaded modular hydroponics-based micro-cultivation platforms for refugees (Team FoodOre from GEMS Modern Academy), to a smart watch catering to the needs of patients suffering from cognitive impairment such as dementia and Alzheimer’s (Team Neureno from GEMS New Millennium School – Al Khail). The Dubai edition of the event was held at GEMS Wellington Academy – Al Khail, while the

Abu Dhabi edition was hosted by The Cambridge High School, which also welcomed Her Excellency Marcy Grossman, the Canadian Ambassador to the UAE. As well as 100 industry judges, some 3,500 visitors were in attendance across both events. The teams selected as finalists will be inducted into a two-month acceleration programme that includes personalised industry mentorship and entrepreneurship workshops covering design thinking, prototyping, business planning, marketing and pitching. Winners will have the opportunity to attend a special two-week entrepreneurship bootcamp in July at the Ryerson Creative Academy GEMS Programme in Canada. Students will be flown to Ryerson’s main campus in Toronto, where they will participate in exclusive workshops, further develop their prototypes, join a community of entrepreneurs and be exposed to North America’s entrepreneurial ecosystem. The workshops will cover topics such as design thinking, lean start-up, value proposition, market research, prototyping, brand identity, funding, marketing and IP. Teams will also receive immigration consulting and application review support. GEMS Education has partnered with ecommerce giant Noon to set up the ‘GEMS Noon next challenge’, geared towards redefining the online shopping experience and increasing sustainability in logistics. GEMS Education students were given the chance to visit Noon’s headquarters and warehouse to better understand the online retail industry.

Michael Gernon, Chief Education Innovation Officer at GEMS Education, leads GEMS X, the R&D arm of the organisation: “The Global Innovation Challenge is one of the most spectacular highlights in the GEMS X calendar. To see what students are creating in solving some the world’s greatest challenges is truly extraordinary. Their understanding of the world of the future is exemplified through both the challenge and also the unique curriculum that every GEMS student is exposed to – an understanding of the impact of exponential technologies on future society.”

Canadian Ambassador to the UAE, Her Excellency Marcy Grossman: “The partnership between Ryerson Creative Academy and GEMS Education is a great example of how Canadian education institutions can support talented students from the UAE to become tomorrow’s entrepreneurs. GEMS students who participate in this programme in Toronto will have the opportunity to experience one of the most vibrant innovation ecosystems in North America.”

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Beyond School

The defining tech of our time We speak to Adeesh Goel, Programme Head of Inspirit AI Camps, a special holiday programme for students focused on artificial intelligence and run by Stanford University graduate students and alumni

Issue 8 | March 2020

What is the AI camp in a nutshell, how did it come about and what makes it unique? AI Scholars is a two-week projectbased intensive camp for high school students covering both the technical knowledge and the ethical considerations important to building powerful AI applications. Our instructors and students had a deeply enriching experience working together in Dubai during our last camp in December. We came together with the goal of making AI education accessible and engaging to students across the world. Our team consists of graduate students and alumni at Stanford University, pursuing research and work in different areas such as neuroscience, bioinformatics, autonomous vehicles and more. Weâ&#x20AC;&#x2122;re excited about the limitless potential to

“The course opened my eyes to a new realm of possibilities that I was previously unaware of. The skills developed will be helpful for me going forward and the newfound interest I have gained in this field might help me to narrow down the future pathway I want to take. This was an incredible and eye-opening experience for me and I would definitely do it again.” – Neel Vora, GEMS Wellington International School

apply this technology for good. Moreover, teaching is our passion and we’re working on creative approaches to empower students to build AI projects and make an impact in their area of interest. How has the camp been received and have you been impressed by students’ contributions? The students who attended our last camp had an enriching experience and enjoyed both the technical as well as social components of the programme. This was evident from their feedback and their exuberance during presentation day. Why is AI important and why should our young people be learning about it? Artificial intelligence is the defining technology of our time, powering

Two-week project-based intensive camp AI Scholars took place in Dubai last December with the aim of making AI education accessible for students

radical innovation across industries such as healthcare, education, transportation, government and more. It is already being applied to almost every discipline on the planet. It does not matter what career path a student wants to pursue, AI will certainly be a part of it. Doctors use AI in innumerable ways to diagnose diseases through x-rays, etc., journalists use it to detect fake news, and governments use it for the efficient dissemination of food supplies during disasters. Our young generation must be equipped to handle the possibilities and ethical challenges that modern artificial intelligence will pose.

“The experience was amazing because it enabled me to learn new concepts and practice critical thinking when asked to solve a problem. Moreover, it enabled me to open my mind about AI and increase my interest in AI. It has also taught me how to work with different people and boosted my confidence.” – Naomi Oyiengo, Nova Pioneer Girls School, Kenya “We were amazed by the curiosity, diligence and creativity of our students. Some students went above and beyond with their projects and made live applications to detect fake news, or perceive human emotions from images using computer vision and solved other socially meaningful problems. Their excitement was infectious and kept the instructors motivated, too. We cannot wait for what’s to come next.” – Inspirit AI Instructor

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Beyond School

Jad Fakhoury, a Year 13 student at GEMS Wellington Academy – Al Khail studying his Computer Science, Mathematics and Business A-Levels, won a full scholarship to attend the Inspirit AI Camp through the GEMS UniConnect programme. He explains what he gained from the experience. I learnt how the backend code of AI is programmed and how to implement and use many different third-party packages to make fully functional and accurate AI models using the programming language Python. The other students and I were given a choice to specialise in one of the many interesting applications of AI. I chose facial recognition and made a model that is 94 per cent accurate in detecting the emotion of a given person in a picture. This could be beneficial to society, as it can help children with autism train themselves and learn what each emotion is. As with any other programmer, I faced some challenges along the way, including starting with only 4 per cent

Issue 8 | March 2020

“I chose facial recognition and made a model that is 94 per cent accurate in detecting the emotion of a given person in a picture. This could be beneficial to society.”

accuracy for my model, which was disastrous for a first test. My team and I had to switch up the neural network used to get better results, which took some time to do but, in the end, was definitely worth it. Ever since I started learning computer science, I have been intrigued about AI and how it can be used and applied in the real world. Even though I have worked on projects with AI before, I still look for ways to push myself to the limits of learning new skills every day, especially in this field. Attending the Inspirit AI Camp has helped me learn more about AI and

Students at the AI Camp last December could specialise in one of the many practical applications of AI

the backend work that has to be done before we can share it with the world and through the Internet. I plan to go to university and get a degree in computer science, specifically in artificial intelligence. In terms of career, I want to continue to work on projects to do with AI and hopefully be responsible for a breakthrough or enhancements in future AI technology.

The next AI camp Location: GEMS Dubai American Academy Dates: 16-27 August 2020 (10 days, weekdays only); Morning (8am – 12 noon) or afternoon batch (1pm – 5pm) Prerequisites: Students from complete beginner (beginner batch) to experienced programmers (advanced batch) can apply at www.inspiritai.com

The

power of one The environmental projects led by trailblazing student Sagarika Sriram are nothing short of inspiring â&#x20AC;&#x201C; and they are making a real difference

> Sagarika Sriram has attended Jumeirah College since Year 7, coming from Jumeirah Primary School

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Beyond School

Who or what inspired you to take environmental action? When I was 10 years old, I read a story in the newspaper about an oil spill and whales being washed up on the shore and turtles found dead with plastic in their bellies. I was horrified as I love animals. I couldn’t understand how our actions as humans were causing so much harm to our environment. I felt I had to spread awareness about the harmful effects of plastic pollution, the need for effective waste management and, most of all, the importance of getting young people like me to care about the environment so we can work to protect it. I wanted to get children my age, who were passionate about the environment, to join me in doing our part to make a difference. Since I had just finished a distance learning course on coding with the Johns Hopkins Center for Talented Youth, I themed the website I’d created around the environment, calling it K4B World – Kids for a Better World. I designed the website to give children an opportunity to help the planet and get rewarded with eco-friendly

“The simple idea behind my website K4B World (Kids for a Better World) is to demonstrate the power of one and how each one of us can, and should, make a difference by preserving our environment”

prizes. My parents supported me by making me a member of the Emirates Environment Group (EEG) in Dubai and I took part in one of their recycling projects. I then began to conduct my own campaigns, collecting paper waste from households in my community and taking it for recycling. I had a very good response and in four weeks I was able to collect over 1,040kg of newspapers, magazines and other waste. I knocked on the doors of over 50 homes in our neighbourhood, explaining to people what happens to household waste and why it is so important

to save trees from being cut down only to create bigger landfills. I also explained the need for recycling to save our environment. When I saw that most people knew nothing about why it was so important to effectively manage waste, recycle, conserve water and energy, and reduce their carbon footprint, it gave me greater impetus to promote my website www.k4bworld.com. It was a huge success. Very soon I had many children and their parents reach out to me to be part of my recycling drives and eco workshops. Tell us about your initiatives and the response you’ve received so far? I have participated in several desert and beach clean-up drives both individually and with organisations like the EEG, WWF Nature Connect and Azraq, an NGO for marine conservation. I am also an active member of my school’s Eco Committee and have collaborated with Day for Dubai, an organisation that belongs to His Highness Sheikh Hamdan bin Mohammed Al Maktoum, the Crown Prince of Dubai. I regularly conduct recycling drives for household paper waste and aluminium cans in my neighbourhood. I am also an ambassador against single-use

< Sagarika Sriram received an award for her waste collection campaign, which was part of Dubai Chamber of Commerce’s ‘World Without Waste’

Issue 8 | March 2020

plastic, working with Drop it Youth, a campaign started by GoumBook. My organisation K4B World is also part of the Jane Goodall Roots and Shoots UAE programme. Over the summer holidays, I created a programme called Sustainable Summer to get school children who were not away on holiday to join me to better understand what climate change and global warming is all about. Together, we brainstormed solutions to help our environment and also took individual pledges to drive our actions over the next few months. I believe these simple ecoworkshops help children appreciate why it is so important for them to take action today to save our planet. My most recent campaign was part of Dubai Chamber of Commerce’s ‘week without waste’, where I received an award for the collection of household paper waste from my community in partnership with DULSCO. I am also an advocate for Sustainability with Unilever Gulf for their campaign to reduce plastic pollution and keep plastic within a circular economy. In addition to my website, I created an initiative called the Happiness Project, which makes organic, natural beauty products such as lip scrubs and natural exfoliators. I regularly blog and share information on our activities on my website and social media channels. It’s a great way for me to ensure we all stay connected with each other and our work for the environment. Also, the United Nations Environment Programme recently carried my story on their website, which was huge for K4B World and has brought many

new visitors eager to find out about our work. What role has your school played in helping you to take action and achieve results? I have been at Jumeirah College (JC) since Year 7 and was at Jumeirah Primary School prior to that. My tutors at JC were happy to encourage my environmental work. They made me a part of the school’s Eco Committee and I was so happy to receive a Head of Year Award in Year 7 and 9. My school also supported my application for a COBIS Student Award last year, which I went on to win. When I recently gave a speech at the Unilever Future for Good seminar, I was so happy to see my principal, Simon O’Connor, there in the audience to support me. What do you hope to achieve and are you optimistic? The simple idea behind K4B World

is to demonstrate the power of one and how each one of us can, and should, make a difference by preserving our environment. K4B World has had 40,000 visitors to date, and I hope to involve more young people in our projects and activities to help our planet. I am very optimistic about the future when I see that many adults and kids are responding and want to lead more sustainable lives. This is a fantastic start and I feel hopeful that this will leave a lasting impact for us and future generations. What one message would you want to share with others? You may only be one person and you may not be able to do everything, but you can still do something. The time to act is now and we all need to do our bit towards helping the environment and leading more sustainable lives.

> Sagarika Sriram’s website K4B World has had 40,000 visitors to date. It is also part of the Jane Goodall Roots and Shoots UAE programme

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Beyond School

‘The learning never stops’ Jumeirah College alumna Rhea Raj was awarded the Middle East Merit Scholarship from St George’s University in Grenada as part of the GEMS UniConnect programme How are you getting on at St George’s University? What have been the highlights so far? Being almost 7,500 miles away from home, it took me a while to find my ground at St George’s University (SGU). I feel like I’ve finally settled in and I’m grateful to be surrounded by the most amazing people. The student body at SGU is diverse, making my university

Issue 8 | March 2020

experience exciting and inspiring. Recently, I was elected to be on the Executive Board of InciSioN Grenada as the Director of Advocacy. InciSioN (International Student Surgical Network) is a non-profit organisation that aims to discuss and come up with creative solutions to surgical problems faced in lowresource environments. Here in Grenada, InciSioN aims to give back

to the community by organising fundraising events to support locals who need surgery. As the Director of Advocacy, my goal this term is to raise awareness about the current state of healthcare in Grenada and assess possible options to integrate safer surgical care in local hospitals. Last semester, I achieved a 4.00 GPA, which earned me a place on the Chancellor’s List. I am also a Biochemistry Teaching Assistant for the Preclinical programme. In addition, I completed a Stop the Bleed course that taught me how to recognise and control lifethreatening bleeding in emergency situations – an essential skill for all healthcare professionals.

< Studying medicine at St George’s University in Grenada is an exciting and inspiring experience

to St George’s University for recognising my merit and giving me an opportunity to fulfil my dream. What role did Jumeirah College play in your successes and achievements thus far? Jumeirah College (JC) has played a huge role in my achievements by always pushing me to strive for excellence. I am especially grateful to all my science and maths teachers at JC who believed in me and taught me essential concepts that I still use at university. I am also thankful to my parents who have always supported me and inspired me to realise my full potential. I wouldn’t be where I am today without them.

What are your aspirations for the future – what do you hope to achieve after graduation? After graduating medical school, I aspire to become a Cardiothoracic surgeon in the US. I also hope to achieve all the skills needed to be a successful healthcare professional. To me, the duties of a doctor are not confined by the principles of science but extend to physical and emotional resilience and an altruistic desire to care for people. What difference has your scholarship made? My scholarship has had a big impact on me as it motivates me to always do my best. I am thankful

Any tips for fellow students who want to study medicine? My number one tip for anyone considering medicine would be to start early. I did a lot of hospital work experience and volunteering in Years 10 and 11, which helped me decide early on that medicine was the right choice for me. I also set up my school’s first medical publication with a small group of students, allowing me to work in a team and develop my interpersonal skills. I think for anyone considering a career in medicine, it’s important to realise that it is a life-long commitment and the learning never stops!

Jumeirah College alumna Rhea Raj won a scholarship to St George’s Uni

Sebastian Courage, Director, Middle East and North Africa at St George’s University, shares his thoughts on Rhea, her scholarship and student life at the Caribbeanand UK-based institution. What were the reasons behind Rhea’s Middle East Merit Scholarship award? When I first met her at Jumeirah College with her mother and started asking her about why she wanted to be a doctor, her answers really resonated with me. She was calm and confident in her answers. I was already told by her councillor, Amanda Jewel, that her grades were predicted to be A*, so it was a combination of her desire to help others as well as her academic excellence. What can students expect from a St George’s University education? We turn great students into amazing doctors. Students can expect to be nurtured and trained by the top physicians in medical education. Our class sizes are about 8-1, so the quality of the education is of the highest standard. This is why 94 per cent of our international students obtain residency straight after graduation for the US, UK, Canada or 50 other countries worldwide. What further scholarships will you be making available to GEMS Education students? Every GEMS student who is accepted into St George’s University, whether it is in Grenada or the UK, will get a scholarship.

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Beyond School

Pathways to med school The journey into medical school has become more convoluted in the last 20 years, with extra tests, submissions and interviews that can be overwhelming for students already busy with their final school exams. Dr Declan Gaynor, Academic Director of Admissions at RCSI Bahrain, breaks down the different selection methods students might encounter when applying to medical school

Issue 8 | March 2020

Dr Declan (far right) with a number of RCSI Bahrain students following completion of the cross island run in Bahrain last December

n the past, admission to medical school may have been based entirely on academic merit, and occasionally applicants would encounter a single person or panel interview. But the landscape has changed immensely in the 21st century. Almost all medical schools use multiple selection methods when making their admissions decisions. Academic achievement is still the most important consideration for the majority of medical schools. Applicants need to have a rigorous background knowledge in the sciences before they enter

medicine, since a considerable amount of prior knowledge of scientific principles is assumed in medical programmes. The other selection methods which applicants will regularly encounter include aptitude tests and a variety of non-cognitive selection methods. Aptitude tests like the UCAT, BMAT, MCAT and GAMSAT have multiple components and assess a variety of cognitive abilities or skills, such as verbal and non-verbal reasoning, which do require a significant amount of preparation to achieve oneâ&#x20AC;&#x2122;s true ability. There are plenty of online resources available for students to cut their teeth before sitting the real assessment. The UCAT assessment contains a section featuring a Situational Judgement Test (SJT). These non-cognitive assessments are becoming an increasingly popular stand-alone selection method. Medical education research indicates that coaching has a very small effect on SJT performance, meaning preparatory courses are unlikely to result in significant gains in performance in these types of tests.

Selection methods: a breakdown Interviews which include both Multiple Mini Interviews (MMIs) and Single Station Personal Interviews (SSPIs) are still a regular feature of many admissions processes. MMIs are generally designed to assess different attributes at a series of individual stations. It is very helpful for any student who is scheduled to complete an MMI to get the opportunity of a trial run in a mock interview. It is common for a cooperative of schools within a large school network, such as GEMS Education, to pool their resources to organise mock MMIs for their aspiring medical school applicants. One of the oldest forms of selection method is portfolio review, which includes personal statements and reference letters. Research shows that personal statements can have a benefit for the applicant. The process of preparing and reflecting on their experiences in healthcare and community volunteer roles helps students strengthen their resolve to study medicine, or it can help them decide that medicine is not the career for them. Personality tests and, most recently, emotional intelligence

tests have been used to great effect in opening up access to medical education in areas where demand for places in medical programmes caused academic requirements to reach critically high levels. Aspects of these selection methods can appear daunting and provide challenges to students attempting to prepare for them. Sometimes a crowded and complex landscape of medical admissions tests and interviews can distract students from the most important preparatory work that will be of most value to them. Gaining firsthand experiences in healthcare environments and community volunteer roles is the most valuable preparation a student can undertake. These experiences will allow students to make the decision to pursue a career in medicine with their eyes wide open. In reality, the student is the first and most important part of the admissions selection process. Students need to be sure they are selecting the right career before they allow themselves to proceed to the next stages of the admissions process.

About the author Dr Declan Gaynor is the Academic Director of Admissions at RCSI Bahrain. He is a senior lecturer in chemistry and has taught and mentored students in the foundation year of their medical programme for the past 15 years. He is actively involved in a number of research projects in medical education and the health benefits of physical activity. < Dr Declan Gaynor at a recent Future Doctors Roadshow in Kuwait

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Parents

A creative soul If you don’t know her name, you will surely recognise her books. Here’s how Julia Johnson became Dubai’s best-loved children’s author

Originally from the UK, Julia Johnson trained as a teacher before moving to Dubai in 1975

Issue 8 | March 2020

hildren’s author Julia Johnson needs no introduction. With more than 20 children’s books under her belt, her name is synonymous with classics such as Humpy Grumpy Camel and The Pearl Diver, titles that have become an integral part of the UAE school curriculum. Lesser known is that Johnson trained as a teacher in the UK before moving to Dubai in 1975 (with a stint back home from 19892001) and that she regularly visits primary schools to conduct drama workshops with students. “For the younger children, I use puppets to represent my characters,

such as the Humpy Grumpy Camel,” Johnson explains. “To tell the story of my new book, Lizard and Toad, I have lizard and toad characters and I sometimes use video clips or a PowerPoint to explain things. I have some atmospheric film footage of pearl diving, for instance.” Johnson was 24 when she moved to Dubai with her husband. One of her first jobs was reading bedtime stories for children on the radio. She also narrated spooky stories for adults for a radio slot called ‘listen if you dare’. Later, she was asked to read stories live on television. She was soon asked to write book reviews for a local newspaper and then articles for Emirates Woman and Time Out. The first site Johnson visited back then was the Dubai Museum. “I was fascinated by the history of pearl diving in the area and that

Julia Johnson remembers Dubai in 1975

< Children's author Julia Johnson during one of her drama workshops with children (above) at the Emirates Festival of Literature in February inspired my first book. It happened by accident,” Johnson remembers. “I started collecting historical artefacts after that.” It was Magrudy’s bookshop founder Isobel Abulhoul who recommended a publisher; Pearl Diver was released in 2003. “As a child I loved dressing up and acting,” she says. “Although I was quite shy in many ways, I always felt at home on the stage. One of the first roles I played at school was Alice in Alice in Wonderland, and although I was nervous I enjoyed every minute. It was exciting being ‘inside’ a story. My first passion was drama and I went on to study it at college when I trained as a teacher.” Nothing has surprised her more than the adoption by schools of her books into their curriculum. “I was surprised but also delighted,” Johnson exclaims. “I didn’t expect my books to be used so widely. In fact, the Abu Dhabi Education Council (ADEC) have issued large quantities of several of my titles to their schools. It’s wonderful as I now feel that my stories have a role and are thought-provoking.” Johnson loves animals and nature and credits her mother for this. She

says that growing up in the UK, she and her sister Melissa always had lots of pets, and her mother adopted creatures that needed a home all her life. She had a sheep, a crow that couldn’t fly and an old donkey among other wild and wonderful creatures. “Animals often come into my stories and I think stories can help to highlight environmental problems, raise awareness and make people think,” she says. Johnson’s book The Leopard Boy did exactly this, depicting the Arabian Leopard, which is on the brink of extinction. Her workshop at the recent Emirates Airline Festival of Literature (for kids aged 8-11 years) focused on how to become our future selves, escaping from a fire (inspired by the tragic events in Australia), and inventing things to help combat future disasters. She is an advocate of not ‘talking down’ to children. “I use larger words in context so that the meaning is obvious,” she says. “How will they learn otherwise?” How important is it to foster creativity in children? “I think

“Dubai was so small when I arrived. There was a big swath of nothing between Jumeirah and Jebel Ali and the population was only 200,000. There were no flyovers, no grand hotels and no malls. The first five-star hotel was the Intercon, now the Radisson Blu on the Creek. There were only a couple of restaurants and they were really expensive, so people hosted wonderful dinner parties at home instead. Social clubs and drama groups were very active. I was involved in five plays in my first year here! I loved it. There was no fencing-in the desert and camels used to roam into our back garden. There were miles upon miles of unspoiled beaches and fishing villages. The Trade Centre was the tallest building.”

youngsters have a natural imagination, but it also needs to be encouraged. Screen time can interfere with it. It’s important for parents and children to read together and to tell stories.” These days, in her mid-60s, Johnson is a grandmother of five, aged from newborn to 18 years. Her daughter now illustrates some of her books. She has recorded more than 100 audio books. Johnson plans to write her first play. It appears she has no intention of slowing down. What good news that is.

Julia Johnson visits primary schools to conduct author workshops for children aged 4-12 years. In these workshops, Johnson introduces her characters and stories, tackles environmental themes and explores UAE traditions and cultures in a fun way. For more, email Julia at jj_bj51@eim.ae

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Parents

What is Voices of Future Generations?

Dreams of a sustainable world For the first time, the Gulf region will take part in a global writing initiative to draw attention to children’s rights and sustainability, under the patronage of UNESCO

oices of Future Generations is a unique writing initiative under the patronage of UNESCO, created to promote the UN Convention on the ‘Rights of the Child’ and Sustainability through the creation of adventure stories written by young children. The programme has been developed to give children a voice about their hopes, dreams and aspirations for a sustainable future – all through the written word. Since its global launch in 2014, 12 books (one anthology of

Issue 8 | March 2020

eight stories and 11 individual books) have been published globally. This year, the Gulf region will take part for the first time, welcoming story submissions in both Arabic and English. The Emirates Literature Foundation is the consultant for the initiative. Winners will have the chance to join a global council of prize-winning child authors and have their work featured online and in inspirational books that will be sent to schools and libraries throughout the world.

It’s a writing competition that is looking for original and imaginative adventure stories that draw attention to children’s rights and sustainability. The focus is on creativity and imagination, with stories focused on characters that overcome something, as all good adventure tales do. Successful stories will include: y A clear sustainable theme y Strong character development y A good plot The competition is open to all children aged 8-12 years old, whether in private education, government schools or homeschooled. Stories can be submitted by students, parents and teachers, and submission is free of charge. Submissions are open until 25 April. For more information, visit: www.elfdubai.org/en/vofg

VOFG story guidelines

Who is Isobel Abulhoul? - Isobel Abulhoul came to Dubai in 1968 and co-founded bookshop chain Magrudy’s in 1975. - In 2008, Isobel founded the Emirates Airline Festival of Literature. Abulhoul is also CEO of the Emirates Literature Foundation. - In 2019, Isobel was named one of the 100 Inspiring Leaders in the GCC by Arabian Business magazine.

A word from Isobel Abulhoul What advice do you have for parents whose children are submitting competition entries? Encourage children to think about the future they want to see. Encouraging them to visualise a more sustainable world through their imagination and adventurous spirit is a brilliant starting point for changing the world. Also, look at some of the child’s favourite stories and try to identify why they like it and learn about story building that way. How many adults will be taking part in each workshop? For the teacher and parent workshops, we have been running workshops for up to 30 people. Children’s workshops function better in smaller groups so we host no more than 20 children at a time. What approach will educators take in the workshops? Workshops for teachers and parents focus on tips for creative writing

Stories should be aimed at readers aged six years and above and be 1,2001,500 words long. They should be written from a child’s point of view or be about an adventure that a child character experiences. They should feature themes of children’s rights and sustainable development, as well as the writer’s vision for a sustainable future.

Writing workshops Writing workshops for parents, teachers and children are hosted by The Emirates Literature Foundation to give guidance on character development and the type of stories that are likely to be shortlisted. Email vofg@emirateslitfest.com for the full schedule.

Below: Winning child authors from the 2019 VOFG global competition: Diwa Boateng, The Forward and Backward City; Lupe Vaai, The Voice of an Island (top); Jona David, The Epic Eco- inventions; Tyronah Sioni, The Visible Girls

as well as on the UN Sustainable Development Goals (SDGs) and children’s rights. Children’s workshops focus on story building and we invite children to come and practice their writing in the lead up to the submission deadline date. What tips can you give to young writers? I think it’s important for children, their parents and teachers to focus on how to tell a good story. It often starts with an idea, a character and then a journey. The most important tip is to be creative and write; the more a child writes down their ideas and becomes familiar with how to use words to set a scene, the better their written work will become. What advice do you have for those submitting? A good place to start is to think of a Sustainable Development Goal that means something to the writer. There are 17 of them, so plenty to choose from. Then brainstorm how to create an adventure story that illustrates that goal, before they begin writing.

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Food

Try these moreish morsels from to get even the pickiest of children eating vegetables

Issue 8 | March 2020

Br e akfast Easy one-cup butternut and sweetcorn muffins Prep time: 10 minutes Cook time: 20 minutes Serves: 4-6 1 cup spinneysFOOD Self-Raising Flour 1 cup cooked leftover butternut and sweetcorn 1 cup milk Cheese, for sprinkling spinneysFOOD Sea Salt, to taste spinneysFOOD Whole Black Peppercorns, freshly ground, to taste

! 1 Preheat the oven to 180°C / gas mark 4. Grease a six-hole mufﬁn tin. 2 Mix the ingredients together in a large bowl. 3 Spoon into the mufﬁn tin and sprinkle with the cheese. 4 Bake for 15-20 minutes or until golden brown.

Easy one-cup butternut and sweetcorn muffins

L u n ch Carrot falafel pita pockets

Photography, Food Styling, Recipes Katelyn Allegra / Text and imagery courtesy Spinneys magazine

Prep time: 15 minutes Cook time: 10 minutes Serves: 4 2 large carrots (150g), peeled and grated 2 tbsp oil 1 tin spinneysFOOD Organic Chick Peas, drained 10g spinneysFOOD Fresh Parsley 1 garlic clove, crushed 50g spinneysFOOD Self-Raising Flour 65g fresh ricotta 1 tsp spinneysFOOD Sea Salt Vegetable oil, for frying Store-bought pita bread, cucumber ribbons and spinneysFOOD Hummus, to serve

! 1 Heat a non-stick frying pan over a high heat and sauté the grated carrots in oil until golden and softened – approx. 5 minutes. 2 Place the carrot, chickpeas, parsley, garlic, ﬂour, ricotta and salt in a food processor and pulse until smooth and combined. 3 Roll tablespoons of the mixture into balls. 4 Heat up enough oil to cover the base of a non-stick frying pan. 5 Fry the falafels until golden on either side and drain on paper towel. 6 Serve in pita bread with cucumber ribbons and hummus.

CHEAT’S VERSION

Use a pack of readymade falafels www.worldofeducationmag.com

Food

Find these recipes and more in Spinneys Magazines and online at www.spinneys-dubai.com

Carrot falafel pita pockets

D i nne r Cauliflower mini pizzas Prep time: 25 minutes Cook time: 15 minutes Makes: 5 mini pizzas 1 bag spinneysFOOD Cauliflower Florets ¼ tsp spinneysFOOD Salt 100g mozzarella or white cheddar 1 large spinneysFOOD Organic Free Range Egg Tinned tomato sauce and grated cheese, to top

Cauliflower mini pizzas

! 1 Preheat the oven to 200°C, gas mark 6. 2 Place a baking tray in the oven to heat up. 3 Spray a large piece of baking paper with cooking spray and place on a chopping board. 4 To make the flatbread, pulse the cauliflower in a food processor until fine and crumbly. Place in a microwave-safe bowl and heat on high for 5 minutes. 5 Place the cauliflower in the centre of a cheesecloth or clean dishcloth and twist the ends together and wring out all the liquid. 6 Once cooled, place the cauliflower in a bowl and add the rest of the ingredients except the tomato sauce and grated cheese. Stir to combine, and press into 10cm circular pizza bases about 5mm thick on the baking paper. Slide the baking paper onto a hot baking tray. Bake for 8-10 minutes or until the edges turn golden brown. 7 Take the pizza out of the oven and spread 2 tbsp of the tomato sauce on it, then generously sprinkle with cheese. Place in the oven for another 10 minutes or until the cheese has melted. Serve immediately.

CHEAT’S VERSION

Use a pack of pre-diced cauliﬂower 56

Issue 8 | March 2020

VEGAN

Beet burgers

FAST-FOOD Wondering whether plant-based junk foods can truly satisfy your cravings? Fear not! These scrumptious dishes will have you returning for seconds from

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Food

Prep time: 20 minutes (plus resting time) Cook time: 10 minutes Serves: 4 3 tbsp spinneysFOOD Mediterranean Extra Virgin Olive Oil 2 garlic cloves, crushed 3 raw beetroots, peeled and grated 1 courgette, grated 2 large carrots, peeled and grated 100g porridge oats 1 x 400g tin black beans, drained and mashed 3 tbsp soya sauce 1 vegan egg or 1 tbsp ﬂaxseed soaked in 3 tbsp water 3 tbsp spinneysFOOD Fresh Coriander, chopped spinneysFOOD Sea Salt, to taste spinneysFOOD Fine Black Pepper, to taste For the pickled radish 125ml white or malt vinegar 100g spinneysFOOD Fine Grain White Sugar 200g radishes, thinly sliced 125ml vegan mayonnaise 4 sesame burger buns To serve Lettuce leaves Caramelised onions 1 Heat the oil in a frying pan and sauté the garlic, two-thirds of the beetroot, the courgette and the carrots for 5 minutes, or until softened. 2 Remove from the heat and place in a bowl with the oats, black beans, soya sauce, vegan egg, coriander and seasoning. Mix well. 3 Form into 4 x 180g patties; allow to rest for 15 minutes. 4 Heat a griddle pan until smoking hot then chargrill the patties until black lines form. Set aside. 5 To make the pickled radish, heat the vinegar and sugar in a saucepan over a high heat. Bring to a boil and add the radishes. Remove from the heat and allow to cool. 6 Place the mayonnaise in a blender with the remaining beetroot and blitz until smooth. 7 Spread the burger buns with the mayonnaise, top with the beet patties, pickled radish, lettuce and onions.

Loaded Sweet Potato Fries Prep time: 15 minutes (plus soaking and chilling time)

Issue 8 | March 2020

Cook time: 15 minutes Serves: 4

4 tbsp drinking water 4 hot dog rolls

250g raw cashew nuts 2 tbsp nutritional yeast Juice of 1 lemon ½ tsp fine salt, plus extra to taste 500g orange sweet potatoes, peeled and cut into fries 1 onion, peeled and finely chopped 3 tbsp potato starch spinneysFOOD Sunflower Oil, for frying

1 Combine the sauces, mustard, vinegar, soya sauce and paprika in a saucepan. Add the raw carrots and water and place a lid on top. Simmer gently for 15-20 minutes, or until just softened. 2 Preheat the oven to 200°C, gas mark 6. Remove carrots and place on a baking tray. Continue to reduce the remaining sauce that the carrots were cooking in until thickened. 3 Brush carrots with sauce and roast in the oven for 45 minutes, basting with the sauce every 5 minutes. 4 Place two carrots into each hot dog roll, top with the tomato sauce and mustard and serve.

To serve Pickled jalapeños spinneysFOOD Fresh Coriander, chopped 1 Place the cashews in a large bowl and cover with water. Cover the bowl with cling film and leave to soak overnight, or for at least 4 hours. 2 Drain and rinse the cashews then add them to a food processor with the nutritional yeast, lemon juice, salt and 1 tbsp of water. Blitz until very smooth – approximately 5 minutes, scraping the sides down occasionally. 3 Transfer the cashew ‘cheese’ to a dish or bowl, cover with cling film and place in the fridge for 1 hour to firm up a little. 4 Parboil the sweet potatoes in salted water until just cooked. Drain and spread on a baking sheet until cool. The potatoes should be dry on the outside. 5 Preheat the oil to 180°C. Deep fry the onion until golden and crispy. Drain and set aside. 6 Dust the sweet potato fries with the potato starch then deep fry for 5 minutes until golden and crispy. Drain on paper towels and season. 7 Serve the fries topped with the cashew cream cheese, crispy onion bits, jalapeños and fresh coriander.

Vegan Not Dogs Prep time: 10 minutes Cook time: 1 hour Serves: 4 125ml tomato sauce, plus extra to serve 125ml smoky barbecue sauce 3 tbsp Dijon mustard, plus extra to serve 3 tbsp malt vinegar 3 tbsp soya sauce 4 tbsp smoked paprika 4 large carrots, peeled

Vegan Fried Cauliflower Nuggets Prep time: 15 minutes Cook time: 20 minutes Serves: 2 250ml soya or nut milk 60g cake flour 3 tbsp ground paprika 1 tbsp fine cayenne pepper 1 small cauliflower head, broken into pieces Canola oil, for deep frying 300g cake flour 2 tsp baking powder 2 tsp sea salt 1 Combine milk, flour, paprika and cayenne pepper to make a thick batter. 2 Fill a large pot two-thirds of the way with oil and place over a medium heat until the temperature reaches 180°C. 3 While the oil heats up, combine the cake flour, baking powder and salt in a large bowl and stir to combine. Stir 4 tbsp of the soya milk mix into the flour to form clumps. 4 Dip the cauliflower into the milk mixture and toss in the flour, coating completely. 5 Deep fry cauliflower in batches for 5-10 minutes, or until golden brown and crispy. Drain on paper towels then place in an oven preheated to 180°C, gas mark 4, and bake for a further 10 minutes until soft on the inside and crispy on the outside. 6 Season with the sea salt.

Photography, Food Styling, Recipes Katelyn Allegra & Cassandra Upton / Text and imagery courtesy Spinneys magazine

Beet Burgers

Loaded sweet potato fries

Vegan not dogs

Vegan fried cauliflower nuggets

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Food

Veganism: a beginnerâ&#x20AC;&#x2122;s guide

Issue 8 | March 2020

Keen to make the switch to vegan eating? Dietician Jordana Smith has some advice to ensure you don’t miss out on important nutrients in your diet

Dietician Jordana Smith says a vegan diet needs to be properly managed

any people are turning towards veganism in the hopes of improving their health, increasing weight loss and saving the environment. What is often not considered are the negative health effects that may arise if a vegan diet is not properly managed. Our focus, commonly, is only on what we need to cut out of the diet without paying much attention to what we need to add in order to replace lost micronutrients. So, doing some research before making the change is essential. Even though a vegan diet implies eating only vegetables and fruit, many people still don’t eat enough of these foods. We need to put emphasis on eating a variety of foods, with a particular focus on green leafy vegetables, to increase iron intake. And, ensuring that we have a rainbow of colours daily will improve the health of our gut microbiome. Another important thing to highlight is ensuring we meet our protein requirements.

Foods to focus on y Tofu, tempeh and seitan: are all good meat, poultry, fish and egg alternatives y Legumes: good sources of protein and fibre y Nuts: offer additional protein and boost intake of minerals, such as zinc and magnesium y Seeds: particularly chia and flaxseeds, which contain high levels of omega-3 fatty acids y Algae: spirulina and chlorella are good sources of a complete protein y Nutritional yeast: increases protein content and adds a cheesy flavour to foods. Also a good source of Vitamin B12 y Wholegrains and cereals: quinoa, buckwheat, millet and amaranth are high protein options y Sprouted and fermented foods: help to improve gut health and mineral absorption Check out these websites 1. www.nhs.uk/live-well/eat-well/ the-vegan-diet 2. www.bda.uk.com/resource/ plant-based-diet.html 3. deliciouslyella.com/recipes

Vegan shopping Jordana recommends Organic Foods and Café organicfoodsandcafe.com Organicandreal.com Spinneys and Carrefour both offer a good range

Important micronutrients Vitamin B12: This vitamin is found mostly in animal products, with small amounts being available in some plant products. Iron: Iron found in plant products is known as non-haem iron and is not as easily absorbed as haem iron in meat products. If following a vegan diet, ensure that you combine Vitamin C-rich foods with vegetables high in iron to increase absorption. Never supplement iron, unless a deficiency has been diagnosed. Calcium: Found mostly in dairy, this can become a concern particularly for females. Make sure that you increase your consumption of plant products high in calcium, such as green leafy vegetables, beans, tahini, almonds and dried apricots. Calcium is essential for bone health, and if we aren’t getting enough, the risk of osteoporosis is increased. Be cautious of milk alternative plant-based products; many of the commercially available ones contain very little of the key ingredient. For example, Almond milk only contains about 3 per cent of actual almonds. Vitamin D: Vitamin D is essential to allow our body to metabolise calcium. Animals products, particularly fish and egg yolk, have high amounts. Zinc: This is essential for the functioning of our immune system, but mostly found in meat and shellfish. However, it is available in legumes, seeds and nuts as well. It is important to include these foods in the vegan diet, as they are great alternative protein sources yet are often forgotten about. Iodine: Found mostly in seafood and is essential for the correct functioning of our thyroid gland. It’s recommended that you include seaweed in the diet and, if not, then adding ½ teaspoon of iodised salt per day will help maintain levels. Remember that our “healthier salts” do not contain iodine.

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Travel

Take me

awayâ&#x20AC;Ś Tick a bucket list box by heading to one of these four island idylls. Because who doesnâ&#x20AC;&#x2122;t want to call a tropical paradise their own, even just for a little while?

Issue 8 | March 2020

The Maldives From the air, The Maldives scream that you’re approaching a vacation nation. The turquoise and white patches in the deep blue of the Indian Ocean look like exotic bruises, but for anyone gazing on them for the first time, it’s impossible not to feel a frisson of excitement

Source: Jamie Lafferty / ITP Media

Booking.com is now on GEMS Rewards! Plan your getaway via booking.com and earn up to 2 GEMS Points for every 1 US $ spent

Clockwise: Six Senses Laamu is the only resort on the remote Laamu Atoll; adventure-lovers can swim with sharks and turtles or simply relax; stilted villas at Six Senses Laamu

hey each raise expectation, those beautiful little islands – and The Maldives is home to 1,200 of them, many seeming to orbit the country’s 26 atolls like planets around aquamarine stars. However, no matter where you’re travelling, expectation can be a killer. Given how often images of The Maldives are used to promote the very notion of an idyllic holiday, the expectation of having a great time while visiting is enormous. To take the pessimist’s view: there seems an awfully long way to fall. And then there’s the cost – the Maldives is a breathtakingly expensive place to holiday. But then you talk to anyone who’s actually visited this tropical paradise and, without exception, they gush unreservedly about their experience; nowhere is comparable, the sky, the colours, even in the rain, it’s truly beautiful… The Laamu Atoll All those picture-perfect azure waters and stilted villas are found all over The Maldives. However, Six Senses Laamu is the only resort on the remote Laamu Atoll, where adventure-lovers can swim with whale sharks and manta rays, parasail across the islands or surf the powerful Huvadhoo Atoll waves, witness turtles hatching

on the beach after dark, dine in underwater restaurants and indulge in underwater spa retreats. While the cost doubtless puts plenty of people off, it could just be that it’s so expensive simply because it’s the best. A diver's dream The Maldives is renowned for some of the world’s best reefs and diving destinations, with dive centres located across many of the country’s islands offering experienced divers specialty courses including cavern diving, night diving and digital underwater photography. For more, go to visitmaldives.com and sixsenses.com/en/resorts/laamu

You talk to anyone who’s visited this tropical paradise, and without exception, they gush unreservedly about their experience

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Travel

Just 40km south of vibrant Sri Lankan capital Colombo, Kalutara sits on the bank of the Kalu Ganga (River) and is the gateway to the golden beaches and resorts of the south coast

rom November to April, whale sightings along the south coast of Sri Lanka are frequent. The countries' blue whales have become cetacean celebrities, having been repeatedly featured on big budget BBC natural world extravaganzas. At 100 feet long, the largest living animals on earth typically feed in colder waters and migrate to warm waters to breed and calve – and it doesn’t get much warmer than Sri Lanka, a country five degrees above the equator.

Colombo The vibrant Sri Lankan capital Colombo has plenty to offer, from temples to beautiful beaches to delectable cuisine to shopping, absorbing entertainment and a buzzing nightlife. It’s also a convenient gateway that lets you travel to other parts of the tropical island for a day of adventuring before heading back to the city.

Issue 8 | March 2020

Day trips Just 40km south of Colombo, sitting on the bank of the Kalu Ganga River, the town of Kalutara is one such day trip. The gateway to the golden beaches of the south coast, from the gleaming Gangatilaka Viharaya (popularly referred to as the Kalutara Bodhi due to the Bo tree on the lower terrace) to the 19th-century Richmond Castle, Kalido Beach to beautiful Roman Catholic churches, country fields and toddy tappers, Kalutara has a lot going on. Visitors can also take a boat ride along the Kalu Ganga and enjoy the landscape. A suburb of Colombo in Western Province, Kelaniya is famously known as a site where the Buddha gave a sermon on his third and final visit to the country. Known for the Buddhist temple built on the banks of the Kelani River, the location where the Buddha is said to have visited, the art inside the Kelaniya Raja Maha Vihara dates back to the

Kandyan era and the early 20th century. This spiritual site attracts visitors of all faiths.

Wildlife spotting Yala National Park is an easy daytrip from hotels in this area and it’s here that hundreds of peacocks, crocodiles and even a few leopards can be found. En route to the park, there’s a chance a wild elephant will come thundering out of the bushes, too.

Fresh seafood Each morning, fishing boats pull up onto the private beaches of many hotels along the south coast, wicker baskets brimming with fresh clams, giant lobsters, prawns as long as your forearm, crayfish and rainbowcoloured fish. Chefs race down to the beach to take orders from guests – and at lunch or dinner, your bespoke meal is served. For more, visit srilanka.travel and avanihotels.com/en/kalutara Left to right: Fresh fish caught daily; a dusty-pink sunrise; Buddha statues in Seema Malaka temple, Colombo; Avani Kalutara Resort in Kalutara is wrapped by ocean and tropical jungle (opposite)

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Travel

veryone – including the staff – goes barefoot at &Beyond Mnemba Island Lodge. It’s the best way to fully experience heart-shaped Mnemba Island’s stretches of chalk-white sand and the shaded paths meandering through the island’s tropical forest. Dining is done with your toes in the sand, too. Often rated as one of the top ten beaches in the world, Mnemba has seen more than its fair share of international celebrities and honeymooners. Besides the idyllic setting, the remote nature of the Lodge beckons. There are just ten bandas (traditional-style cottages made from woven mats), meaning there can only ever be a maximum of 20 guests. Each banda is cleverly hidden from the next. There are not too many walls, no doors (therefore no room keys to worry about) and there’s no glass in the “windows” (large openings that frame views of feathery casuarina trees and mangroves). Winding pathways from each cottage lead to a sala – a covered private space that’s ideal for afternoon tea or sunset dawas (coffee and lime cocktails) – and sun-loungers on the beach where you can sit for hours watching the ocean’s jade and cobalt stripes shift with the tides. With so few visitors, it’s possible to spend the entire time on Mnemba not having to interact with anyone but a private butler, if you so desire.

Paradise exists on a private island located just off the North East coast of Zanzibar, Tanzania. Once found, &Beyond Mnemba Island Lodge is impossible to forget – and why would you want to?

Days on Mnemba Island can be whiled away in search of caramelcoloured sunis (petite antelope), brought here from Zanzibar’s Jozani forest, and Ader’s duikers, one of rarest species of antelope that roam wild. Local fare Breakfast consists of creamy pineapple curd, granola with yoghurt, berries, smoky honey from nearby Pemba island, herby cheeses, mangosteen, papaya and mango, followed by warm baked goods. Lunch and dinner under the stars often includes chilled gazpacho, a king fish nicoise salad, grilled calamari or lobster and seared prawns, followed by a grapefruit sorbet. Local fishermen moor their rustic wooden dhows off Mnemba at different times of the day, delivering freshly caught fish. Ocean life The house reef, a colourful coral

garden, is a short swim away from the shore. Meanwhile, a ten-minute boat ride from the island takes you to Kichwani where there’s a steep underwater slope. Here, schools of snapper are interrupted by the odd trumpet fish on a mission. Bottlenose dolphins pass Mnemba just about every day, often gathering in the Kichwani area’s pellucid waters. &Beyond Mnemba Island Lodge has received a number of awards for its many marine conservation projects. One of the most important is its ongoing green turtle research. The island is one of only two protected nesting sites for the endangered animal and over the last two decades or more, an average of 34 turtles have come to lay their eggs here annually. For more visit zanzibartourism.go.tz

Bottlenose dolphins pass Mnemba Island just about every day, often gathering in the Kichwani area’s pellucid waters, also home to schools of snapper

Zanzibar, Mnemba

Issue 8 | March 2020

The Seychelles rocks border a sweep of glistening white sand and palm trees jut out at impossible angles while their bottle-green fronds stretch towards turquoise waters. It’s not far from one of the most photographed beaches in the world – Anse Source d’Argent. Anse Georgette (pictured left) is undoubtedly one of the Seychelles’ most picturesque beaches where, if you’re lucky, you may spot dolphins at sunset. It can only be reached from luxury resort Constance Lémuria. Limited day passes are available to soak up the sun on its famous white sand.

From exquisite shorelines to tropical forests abundant with wildlife, Praslin and La Digue, the Seychelles’ second and third largest islands, offer some of the best locations for a storybook island adventure

his archipelago a thousand miles east of Kenya offers an island adventure to remember. Not only are the 115 islands of the Seychelles home to some of the world’s best beaches (the white sand of Beau-Vallon on main island Mahé instantly springs to mind), they're also a naturelovers dream, with dramatic rock formations and exotic plants and animals to discover, like Praslin's UNESCO-listed Vallée de Mai where the rare coco de mer grows, or Frégate island where giant tortoises roam. Best of all, the Seychelles has largely managed to avoid

environment-ruining development and its sprinkling of royaltyapproved hideaways are some of the most eco-aware (albeit pricey) hotels on the planet. Praslin and La Digue The second and third biggest islands on this island nation are both renowned for their exquisite shorelines and tropical forests. In terms of size, Praslin measures 10km by 3.7km, so driving around the island really doesn’t take long. Anse Lazio – Praslin’s most renowned beach – is located in the north-west. It is postcard perfect: giant granite

Vallée de Mai Vallée de Mai is 19.5 hectares of lush palm forest and looks like a scene from Jurassic Park. It’s actually one of two UNESCO World Heritage sites in the Seychelles and it is teeming with coco de mer palms. These trees are unique to Praslin and its neighbouring island, Curieuse. The forest lies at the heart of the island and it is the first stop for many visitors here. Fun fact Coco de mers can live for around 200 years or more and, interestingly, they don’t ever fall down. A dying coco de mer simply shrivels back into the earth, leaving behind a small, dried-out “bowl” which looks a bit like a primeval colander. For more information, visit seychelles.travel

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Travel

sense of place The magic is in the detail at Rosewood Abu Dhabi, where tiny tots are the stars of the show Words: Yvonne Kerr

olden and cerulean shades of desert and ocean surround the Rosewood Abu Dhabi, also colouring the hotelâ&#x20AC;&#x2122;s interior, rich in luxuriously veiled drapes, warm, low lighting and tasteful art. Even the elevator doors inside this luxury hotel on Al Maryah Island are camouflaged by the same brassy hues, so I walked right past the lift in my search for it. Our suite offered an outstanding view over the Arabian Gulf and

Issue 8 | March 2020

the attention to detail for my two children really was touching: an old-fashioned glass bottle labelled fresh milk and two tiny mugs with cute animal motifs; notebooks and pencils for drawing; a blanket for my newborn and a wooden cot; a trundle bed for my toddler with a small fluffy white dressing gown and matching mini slippers; two teddy bears and a selection of fruit, candy and cookies. A suite is recommended for families; space for them to play and you to relax.

The garden brunch The garden brunch at Aqua Restaurant is served on Fridays from 1-5pm. We sat outside to enjoy a view of the coastline where some shade afforded a refreshing breeze. The service was immaculate. This is not your typical ostentatious brunch, populated by stacks of meat, sauces, sides and desserts. The offering was a select number of live cooking stations serving shellfish (oysters, lobster) and fresh fillets (sea bass, gurnard)

Left to right: Views over the Arabian Gulf from Rosewood Abu Dhabi; Rosewood Explorers Kids Club

that can be barbeued to your taste, a Mexican section with soft and hard tacos served with chicken or beef scooped out of a bubbling cauldron of hot, spicy sauce, a sushi counter, a Chinese stir fry station with crispy Peking duck, freshly carved, and a burger stand serving juicy Angus beef and all the trimmings. Don’t let your kids see the ice cream station with cones and a medley of sugary toppings and sauces until the end. Just inside was an extensive fresh salad bar for self-serving and – something we discovered almost too late, which was just as well for my waistline – was a dessert room inside, tastefully presented with mouthwatering bites, from cheesecake to brownies, crème brulee to pear tarts. As the sun dropped over the horizon, lights illuminated the petrol-blue pool area and a live DJ played chilled music. The process was seamless. Rosewood Explorers While you brunch, sign your child into supervised care at the upgraded Rosewood Explorers Kids Club, adjacent to the dining area. The new outdoor terrace offers a shaded (and fenced) grassy zone where your little one can roam free or play table tennis or mini football.

Cinema nights are also hosted here. Indoor activities range from the media room with a TV and games to the Lego area, to a quiet corner where children can read. My son was in view of our table the whole time. We relaxed. For hotel guests, there is a daily itinerary for kids from three to 12 years, 9am-9pm, offering gardening, art and cooking sessions. Shopping Rosewood Abu Dhabi is directly connected to The Galleria Mall. The hotel lounge leads directly to the promenade where you can stroll by the water and dine al fresco at a tasteful waterfront restaurant, or stay indoors and make a beeline for the designer and high street outlets inside The Galleria. We did a little shopping before visiting an outdoor family park on the fourth floor where my three-year-old burned off some energy on slides, a trampoline and a green area. The following morning after breakfast, we sampled the 25-metre outdoor pool that's heated (or cooled) to a balmy 25 degrees in the shadow of date trees, white cabanas and loungers where you can kick back, beverage in hand. It was all so lovely and sophisticated that one night truly felt like a mini break.

For parents Guests staying or dining at the hotel can leave their child with the Rosewood Explorers team for up to two hours for free, although kids below four years must be accompanied by a guardian. Four hours of babysitting later in the evenings, including a kid's meal, will cost AED150. For more information, visit www.rosewoodhotels.com/en/abu-dhabi

Things to do Relax: In the fitness centre and 25-metre pool or treat yourself at Sense, A Rosewood Spa where a range of ‘Sense Journeys’ include the 270-minute 'Jewel of Arabia' body treatment. Shop: The Galleria Mall is directly connected to Rosewood with a range of designer and high street brands alongside restaurants, cafes and a pretty waterfront promenade. Culture: Visit the Louvre: an art and culture museum with 12 galleries and regular exhibitions via a unique collaboration with the Louvre in France. Leisure: A short 15-minute drive from Rosewood Abu Dhabi, Saadiyat Island is home to two leisure clubs offering spa treatments and the region’s first ocean golf course. Tour: Ten minutes’ drive from Rosewood, Sheikh Zayed Grand Mosque, with 82 domes, is one of the world’s largest mosques. Dine: As well as Aqua restaurant, Rosewood offers Lebanese at Sambusek, Cantonese at Dai Pai Dong or private dining at La Cava, as well as two lounges; Dragon’s Tooth and the Hidden Bar.

www.worldofeducationmag.com

Lifestyle

by Dr Yasar Jarrar (Author) This book is about the leadership style of the Sheikh who built Dubai into a global hub. His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and ruler of Dubai, has created an extraordinary legacy through his bold vision. This book distils the lessons to be learned from observing Sheikh Mohammed firsthand, featuring interviews with ministers and members of his Executive Office team from the past two decades. It gives an insider’s view of the Sheikh CEO and his personal leadership model.

Books

The Sheikh CEO – Lessons in Leadership from Mohammed bin Rashid Al Maktoum

Available from: Amazon Price: AED79.00

The Secret World of Sleep: Journeys Through the Nocturnal Mind

Asha & the Spirit Bird

The Rosie Result

by Jasbinder Bilan WINNER OF THE COSTA CHILDREN’S BOOK AWARD 2019

by Graeme Simsion Series: The Rosie Project Series

by Dr Guy Leschziner Insomnia, narcolepsy, apnoea and sleepwalking are just a sample of the conditions afflicting Guy Leschziner’s patients. Then there are the extreme cases. A woman in a state of deep sleep who gets dressed, unlocks her car and drives for miles before returning to bed. The man who has spent decades cleaning out kitchens while ‘sleepeating’. Leschziner illustrates the biological and psychological factors behind our sleeping minds.

Asha lives in the foothills of the Himalayas. Money is tight and she misses her papa who works in the city. When he suddenly stops sending his wages, a ruthless moneylender ransacks their home. Asha makes a pact with her best friend to find her father and make things right. But the journey is dangerous: they must cross the world’s highest mountains. And yet, Asha has the sense that the spirit bird of her grandmother - her nanijee - will be watching over her.

The final instalment of the bestselling series that began with The Rosie Project. Meet Don Tillman, the genetics professor with a scientific approach to everything. He is in professional hot water after a lecture goes viral; his wife Rosie is about to lose the research job she loves; and their son, Hudson, is struggling at school. He’s a smart kid, but socially awkward. Fortunately, Don’s had a lifetime’s experience of not fitting in. He’ll need the help of old and new friends and faces some big questions.

From: Magrudy’s and Magrudy.com Price: AED63.00

From: Magrudy’s and Magrudy.com Price: AED44.10

From: Magrudy’s and Magrudy.com Price: AED46.20

Issue 8 | March 2020

The most-watched television show in the world at the time, with more than 100 million viewers, the 1970 Miss World pageant saw the newly formed Women’s Liberation Movement achieve overnight fame by invading the stage and disrupting the live broadcast, hosted by Bob Hope, claiming that such beauty competitions demeaned women. When the show resumed, the result caused further uproar when Miss Grenada became the first black woman to be crowned Miss World, beating the favourite.

Two teenage elf brothers, Ian and Barley Lightfoot, go on a journey to discover if there is still a little magic left out there in order to spend one last day with their father, who died when they were too young to remember him. They receive a wizard’s staff that comes with a spell that will bring their father back for only 24 hours. Prompted by Barley, Ian uses the spell, only to end up with just his father’s legs. This causes the brothers to go on a quest for a way to bring back the rest of their father before their time is up.

Release Date: 12 March Starring: Keira Knightley, Jessie Buckley, Gugu Mbatha-Raw

Release Date: 5 March Starring: Chris Pratt, Tom Holland

Miss Americana

Self Made: Inspired by the Life of Madam CJ Walker

Miss Americana is a raw and emotionally revealing look at Taylor Swift, one of the most iconic artists of our time, during a transformational period in her life. The film tells the story of Swift navigating the difference between who the world wants her to be and who she wants to be. Director Lana Wilson offers a luminous and multifaceted window into a global superstar learning to embrace her role not only as a songwriter and performer, but as a woman harnessing the full power of her voice.

Academy Award-winner Octavia Spencer stars as Madam CJ Walker, the trailblazing African American haircare entrepreneur who was America’s first female self-made millionaire. Inspired by the book On Her Own Ground written by Walker’s great-great-granddaughter A’Lelia Bundles, this four-part original series tells the uplifting story of how, against all odds, Walker overcame biases, betrayals and business rivalries to build a revolutionary brand, as she simultaneously fights for social change.

Available: Now on Netflix

Available: From 20 March on Netflix

Streaming

Onward

Movies

Misbehaviour

www.worldofeducationmag.com

Issue 8 - March 2020

Articles inside

Abu Dhabi family-friendly staycay

Four idyllic island destinations

Veganism: a beginner’s guide

JC alumna Rhea Raj tells us about her medical

scholarship to St George’s Uni in Grenada Pathways to medical school

Kids’ corner: vege-full recipes

Meet Dubai-based author Julia Johnson

Environmental student campaigner Sagarika

and Space at GEMS International School GEMS Dubai American Academy opens a

The Centre of Excellence for Aviation, Aeronautics

GEMS FirstPoint School – The Villa Meet golfing talent and Year 9 student Lili Brecken, who has big plans to go pro

A look at Dubai’s new entrepreneurship hub

Former UN Secretary-General Ban Ki-moon opens the Model United Nations Conference in Dubai

UN-certified Climate Change Principal

Happenings in the education sector

Dubai’s new Golf Centre of Excellence at

Principal of GEMS Wellington Primary School

Is your child ready for ‘big school’?

Meet actor and Dubai alumna Dina Al Shihabi, recently nominated for a Critics’ Choice Award