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ISSUE 3 | MARCH 2019

SOLID FOUNDATIONS Find the right Early Years provider for your child

Student Internships So much more than just making coffee

Language Skills

Why maintaining your mother tongue is key

Screen time for kids

How much is too much?

Global Teacher Prize

Meet the ten finalists looking to win a million

SOLID FOUNDATIONS Find the right Early Years provider for your child

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CONTENTS

ISSUE 3 | MARCH 2019

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World of Education Team

Welcome... Welcome to another packed issue of World of Education. Our cover feature is all about those early years of school, when children get their first taste of the classroom as they embark on their education journey. Living in a nation that’s home to a host of gravity-defying towers, the importance of solid foundations is more than evident. And it’s the same with education: a strong start will ensure the growth and development of your child, setting them on the path to fulfilment and success. Yet as a parent, perhaps approaching education choices for the first time, how can you be sure that the nursery or school you’ve selected will provide the right learning environment and best possible start for your child? Well, we’ve asked the experts for the answer – turn to page 16 to find out. Also in this issue is a look at internship and work experience opportunities. We speak to one student who’s been helping out at Virgin Radio (p56), and another who had the chance to work alongside the experts at NASA (p59). Plus, we’ve outlined some of the best opportunities available to students looking to make the most of the long summer break (p62). Then there’s a fascinating view into the implications of the Fourth Industrial Revolution (turn to p52 if, like us, you’re not sure what that means) as well as some of the innovative tools being used to enhance students’ learning (p50). Also driving innovation is the Global Innovation Challenge (p55), which is encouraging students to develop solutions to some of the world biggest problems. On a lighter note, we’ve also brought you a host of exciting sports news and features, interviews with two amazingly gifted young singers who recently won the Best of the Best talent competition (p33), and we’ve rounded up the 10 teachers from around the world who stand to win US$1 million as part of the Global Teacher Prize (P30). Add to that inspiring travel guides to Bali (p70), Georgia (p72) and Ras Al Khaimah (p74), book and movie reviews (p76), and we’re sure you’ll agree that we’ve got all bases covered. Happy reading! World of Education Team

GEMS EDUCATION Adelle Calumpang Benny Thomas Hfu Reisenhofer Joanna Andrews Niovi Anagnostopoulou Reem Hindieh Rose Youssef Shauna McHenry CPI FINANCIAL FZ LLC Steve Lee Jamie O'Loane Jessica Combes Jun Jaluag CONTACT Jamie O'Loane T: 04 433 3521 M: 056 534 2885 E: jamie.oloane@cpifinancial.net Jessica Combes T: 04 364 2024 E: jessica@cpifinancial.net worldofeducationmag@ gemseducation.com www.worldofeducationmag.com

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CONTENTS

NEWS 6 Stay informed about the education sector A FOCUS ON 10 GEMS World Academy — Dubai MEET THE… 12 Principal 14 Early Years Teacher COVER 16 Choosing the right early years school ACADEMICS 22 Thinking skills 24 A fond farewell to two retiring teachers 25 The benefit of day boarding 26 The importance of language in global education 28 Get stuck into STEM 30 Global Teacher Prize

ARTS 32 Musicians hit the right note 33 Best of the Best talent competition 36 The full range of the recorder SPORT 38 New rugby coaching platform 40 ESM Football Academy celebrates 15 years 41 GEMS Netball Cup 42 Young athletes meet Olympians 44 GEMS Football Cup 45 A young ballerina's career en pointe 46 Chasing gold on the badminton court 47 Above par: Pursuing golf professionally 49 Balancing cricketing dreams under Rahhal

INNOVATION 50 Incorporating AI into education 52 Surviving the 4th Industrial Revolution 55 Students get creative at the GEMS Innovation Challenege BEYOND SCHOOL 56 Student internship at Virgin Radio 58 One student’s drive to save the environment 59 Reaching for the stars at NASA 60 The big leagues — getting into Oxford 62 Summer courses and opportunities 65 Career insights: photography PARENTS 67 Keeping your school safe 68 Managing your child’s screen time LIFESTYLE 70 Bali breakaway 72 Gorgeous Georgia 74 Relax in RAK 76 Good reads 77 Films for all ages 78 What’s happening in the UAE?

ISSUE 3 | MARCH 2019

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NEWS

GEMS INDIAN CURRICULUM SCHOOLS OFFER 'GOOD' OR BETTER EDUCATION

n Dubai 35 schools offer the Indian curriculum and of the 31 reviewed during the 2018-2019 inspection cycle, only GEMS Modern Academy achieved an 'outstanding' rating, and all GEMS Education students studying the Indian curriculum attend a school that is ranked 'good' or better. According to the Knowledge and Human Development Authority (KHDA) findings, there was a marked improvement in the ratings with 73% of students attending Indian curriculum schools receiving an overall ‘good’ or better rating. This number is up from 69% last year, and 45% in 2009. In this cycle, 21 schools were rated ‘good’ or better compared to 18 schools last year, with three schools improving their rating

BOYS’ SCHOOL RELOCATES TO STATEOF-THE-ART CAMPUS

ur Own English High School Sharjah, Boys is set to migrate to a new campus in Al Juwaizah, currently the home of GEMS New Our Own Private High School, Sharjah. Set to be completed by April 2019, the

between 2017-18 and 2018-19, two improved from acceptable to good, and one improved from weak to acceptable. A key area for development for most schools offering the Indian curriculum is teaching Arabic as a second language.

new campus boasts larger classrooms, superior games facilities and outdoor play areas, as well as a highquality multi-purpose hall, canteen, dining space, library, laboratories, prayer rooms, conference facilities, and other features. It is an impressive, purpose-built campus with more than 3,000 square metres of additional space to improve the learning experience of all students. GEMS Education has taken a number of steps to ensure a seamless transition, including offering students school bus services as per existing arrangements and providing full assistance to families who do not wish to relocate or for whom the merger is disagreeable. Following the move, the faculty of the combined school will be made up of teachers from both Our Own English High School Sharjah, Boys and GEMS New Our Own Private High School, Sharjah. GEMS Education has optimised the use of all available space at the new campus, allowing for ample provision to meet the highest standards of educational needs for all students.

STUDENTS GIVEN 1.5 DAYS OFF TO DEVELOP TALENT UNDER NEW PROGRAMME

(Credit: Shutterstock/Nestor Rizhniak)

rade 11 and 12 students will get a day and a half each week to work on their main talents and skills and catch up on academics, instead of attending classes. The initiative called ‘3.5+1.5=6’ will involve 1,500 students and is part of the Knowledge and Human Development Authority’s (KHDA) Rahhal project. This is another phase of Rahhal, which allows students to study remotely while pursuing sporting or artistic endeavours. “We’re giving a full flexibility to students in Grades 11 and 12. I think this will create a scale for all schools in Dubai and it could even become a global model,” said Dr. Abdullah Al Karam, the chairman of the KHDA. Private schools in Dubai can seek approval from KHDA to allow their 11th and 12th Grade students to have an entire day and half each week to skip classes and work on talents they want to develop.

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MORE HIGH-TECH TOOLS EXPECTED IN THE UAE FROM THIS YEAR

A (Credit: Shutterstock.com/Anna Om)

UAE TO ROLL OUT MORAL EDUCATION EXAM

he UAE is set to quantify the role schools play in in shaping students’ values by rolling out a standardised test to assess moral education nationwide. Senior officials behind the UAE Moral Education Programme introduced the Moral Education Standardised Assessment (MESA) at the end of January. MESA will be implemented as a trial in around 70 schools in the UAE, focusing on approximately 10,000 students in Grades 3,5,7 and 9 who will take the computer-based test that combines knowledge recall and situational judgement questions, assessing students’ knowledge, understanding and awareness of the importance of character and values. The UAE Moral Education Programme was fully implemented across the country in September 2017.

DUBAI IB SCHOOL TAKES WORLD SCHOLAR’S CUP BY STORM

s virtual reality, artificial intelligence (AI) and blockchain become more prevalent, the education sector is seeing major changes when it comes to technology, according to a report by Khaleej Times which previously reported on teachers are using virtual reality to take students to historical events and famous landmarks. “At Wellington Academy Silicon Oasis (WSO), we are continuing to focus on how to develop our approach to blended learning, and we have launched the use of Microsoft Teams and OneNote. In conjunction, we want to create a classroom space for students to collaborate digitally as well as record all of their learning in one place in their digital notebook,” said Helen Loxston-Baker, Director of Teaching, Learning and Innovation at WSO, although she warned that new digital products should be used to ensure transformative learning. Educators agree that digital technology could have a “great impact” on student engagement and progress. “Students enjoy owning their learning journey, and digital technology allows teachers to build opportunities for developing independence and creativity. Students who are digital natives are used to using digital products in their everyday lives. Game-based lessons using apps like Seppo [an innovative tool for creating educational games] can help build memorable and fun learning experiences for students, which can instil a love of learning and spark curiosity,” said Helen. However, she added that that students still need support in learning how to use new products to fully utilise the features of applications and that the school offers courses on Microsoft applications to better prepare learners for the real world. Digital technologies reflect the interest, familiarities, and abilities of the students, which ultimately help them become more engaged in the classroom, according to Lena Bell, Head of Innovation at GEMS International School — Al Khail, who added that digital transformations in the classroom keep the technologies relevant and applicable to students, and as technology continues to evolve, so will the world of education, allowing schools to better meet the needs of their students.

ifteen students from GEMS International School – Al Khail collected a total of 75 gold and silver medals during the Dubai Regional Round of the World Scholar’s Cup. The students faced stiff competition from over 700 fellow participants across four challenges that tested their debate skills, collaborative writing abilities, and general knowledge in various subject areas. Regional Rounds take place around the world throughout the year, with Global Rounds held in June, July, and August, culminating in the Tournament of Champions at Yale University in November.

(Credit: Shutterstock/Sergey Nivens)

www.worldofeducationmag.com

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NEWS

Cyrprien Flour receives a blessing from Pope Francis. (Credit: Gulf News)

SPONTANEOUS BLESSING FROM POPE A split-second decision by his father meant Cyprien Flour had an experience he will remember for the rest of his life.

nlike several of Pope Francis’s public appearances in other countries, where his driver usually stops his vehicle so he can bless people along the way, the Popemobile didn’t make many stops at the Zayed Sports City Stadium, Abu Dhabi, following Papal Mass on 4 February. When the vehicle came to a halt next to the Flour family, quick-

thinking Jean Baptiste lifted his son Cyprien and the Pope touched his head, blessing him, Gulf News reported. “To be fair, I think Cyprien doesn’t realise what it means yet. When I told him about the pope, he said, ‘I’m being blessed by the priests every Saturday,’” the father of three told Gulf News. “But I am sure he is going to get a lot of benediction out of it. It’s a unique moment in his life and I’m glad that today we can take photo

of this moment and he’s going to remember it forever.” According to Jean, Cyprien is already actively serving at church the youngest servant in St Francis Church in Dubai, adding that he attends church every Saturday. Cyprien’s mother, Sixtine De Maisonneuve, described her son as an obedient boy who prays a lot, adding that he already wants to have his First Communion [a Catholic rite of passage] and she has explained that he’s still too young for it. “I hope he will receive a lot of blessings from today and he will grow up to be a faithful servant of God,” Gulf News reported. The Jumeirah Primary School student may not grasp the magnitude of the blessing now, but he will do in due course. Sixtine told World of Education that it was an amazing moment in Cyprien’s life. “But what touched us the most, as his parents, is the immense and collective joy around us. All our families, friends and colleagues were so happy for Cyprien and our family, and we have been receiving hundreds of messages since, as this picture was published in many other countries.”

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A FOCUS ON

A FOCUS ON GEMS WORLD ACADEMY – DUBAI Operating since 2007, GEMS World Academy offers the International Baccalaureate curriculum to students ranging from KG1 to Grade 12 as well as top-of-the-range facilities. FACILITIES AND CAMPUS HIGHLIGHTS

STUDENT AGES AND CURRICULUM

EMS World Academy — Dubai (GWA) is a world-class school, with a 70-seat planetarium, an Olympic-sized swimming pool, and an auditorium which can seat over 600 people. The school also hosts a highly technological music department, which includes a recording studio, a film editing suite and a green screen room, as well as advanced Design Technology labs. As the flagship among the GEMS Education schools, GWA represents the best of the best.

GWA offers the full continuum of the International Baccalaureate. The school offers the Primary Years Programme (PYP) for children aged three to 12, the Middle Years Programme (MYP) for children aged 11–16, the Diploma Programme (DP) for ages 16–19, and finally the CareerRelated Programme (CP) as an alternative for those aged 16–19. Over the last four years, the school has enjoyed some of the best university acceptance rates of any international school. Students have

G 10

been accepted into 350 universities in over 30 countries, and the results speak for themselves, with the school's IBDP average sitting at 33.1, compared to the global average of 29.78.

SENIOR LEADERSHIP TEAM Stuart Walker is a highly experienced educator and school leader. Prior to taking up the post of Head of School/CEO at GWA he was the Principal of Garden International School in Kuala Lumpur, Malaysia. Before that, he was the Senior Policy Advisor to the Minister of Education in Sydney,

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The faculty has a combined 900 years of IB experience, and teachers have an average 4.8 years’ practice teaching the IB.

New South Wales. Prior to this Stuart served as the Executive Director at the United Nations International School in New York. Alongside Stuart is a strong Senior Leadership Team, of Principals, Assistant Principals and Curriculum Coordinators.

USPS AND SCHOOL MISSION GWA develops inquiring, reflective and caring learners who, through the rigour of the IB programmes, have the knowledge, skills, and character to act and create a better, more peaceful world. Supported by highly qualified staff and

world-class facilities, the school's diverse international community is encouraged to develop intercultural understanding and respect. The faculty has a combined 900 years of IB experience, and teachers have an average 4.8 years’ practice teaching the IB. The IB is in GWA's DNA and its mission is to be a world-class school that maximises every student’s learning and character, to enable them to choose their own successful path and positively contribute to society.

CLASSES AND EXTRA-CURRICULAR OPPORTUNITIES GWA offers an extensive Language Institute and Entrepreneurship Club in addition to a vast variety of after-school activities (ASAs). Activities include clubs and teams in sports, arts and academics. In many cases core activities are staffed by highly experienced GWA staff as Internal ASAs. External ASAs, such as golf, swimming, crosscountry, basketball, rock-climbing, horse riding, skiing, dance, martial arts, and more, are also provided on or off campus by external companies. Intercultural understanding involves recognising and reflecting on one’s own perspective, as well as the perspectives of others. In GWA's highly diverse international community, importance is not only placed on learning another language, but the preservation and understanding of one’s mother tongue. GWA is proud to offer 12 different mother tongue language courses for students as part of the curriculum. www.worldofeducationmag.com

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MEET THE...

MEET THE PRINCIPAL Matthew Tompkins, Principal of GEMS FirstPoint School, discusses his educational philosophy and what he hopes the school will achieve moving forward.

ell us a little about your background how you came to Dubai. All my school experience prior to moving to Dubai was in Kent, England. I worked at four schools in total, all of them providing excellent development opportunities for me as a leader. Over those 21 years, I was fortunate to work as part of great teams and to learn from excellent colleagues. In my last school in the UK, I worked as part of a tight, cohesive unit that took the school to Ofsted Outstanding in all areas. I left the school and the role of principal at the end of July 2018. Towards the end of the year,

I was asked to consider the position of Principal/CEO of GEMS FirstPoint School (FPS) and I accepted with great excitement. How do you view the role of schools in teaching the next generation? My philosophy on education is simple, to support every young person to become the best they can be. I work to maximise the opportunities that the people I work with will be given, ensuring that they have the skills and confidence to be able to grasp opportunities and become the best possible version of themselves. This philosophy extends to all of the students and staff I work alongside,

and I am passionate about development and continually enhancing exceptional pedagogy. What do you find challenging about your profession and what do you enjoy about it? Our profession provides the inspiration and guidance for the people that will shape our world and the futures of generations to come. Our jobs are full of an infinite number of opportunities and challenges. One of the biggest challenges facing us at the moment is the decrease in the number of teachers who are joining and staying in our profession. We need to find ways to better support new teachers

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THERE ARE FIVE AREAS THAT WILL UNDERPIN THE SCHOOL'S DEVELOPMENT AND DEFINE ITS PERSONALITY:

Family First Our family is made up of teachers, parents, pupils, friends and specialist industry partners. We provide our learners with the skills and knowledge needed to succeed in an ever-changing digital world and ensure that the appropriate support and training is facilitated for our wider family members as we all adapt to the evolving demands of the 21st century and the Fourth Industrial Revolution.

My philosophy on education is simple, to support every young person to become the best they can be.

to embrace the challenges and find empowerment in the opportunities, as well as harness new technologies to ensure that the skills we teach are relevant and support our students to be successful. The use of these technologies to enhance our teaching will support us to make more efficient use of our teaching time and also improve our own well-being.

you want from your childâ&#x20AC;&#x2122;s school before you start your search. Research the schools you are interested in, in relation to your own criteria. Make a shortlist of all the schools you are interested in and visit them during their working day. Look at childrenâ&#x20AC;&#x2122;s faces and talk to them about their experiences at the school. You will know the school that is right for your child once you visit.

What advice would you give a parent faced with the task of selecting a school for their child? Having been through this process myself with both of my daughters, I would suggest that as parents you make a list of all the qualities

What are your goals at FPS and how are you planning to achieve them? FPS has incredible, students, staff and parents who deserve an outstanding school, that is what we will achieve on their behalf.

Happy, Engaged, Inquisitive Learners We provide our learners with the courage and confidence to push and exceed traditional expectations, ensuring they develop into wellrounded individuals who will succeed in the future world of work. Our learners are inquisitive, innovative, creative, collaborative, critical thinkers, and exceptional communicators. Cutting-edge Digital Innovation Our learners have direct access to some of the biggest corporations in the world through FPS's close relationship with these organisations. Learners are immersed in the most innovative technology, allowing them to enter employment as digital leaders from day one. Individualised Learning Journey All learners are pushed and stretched through our mastery approach, while working at a pace that suits each individual. We listen and work collaboratively with all parties, including the learner. FPS blends traditional and industry standard qualifications in order to maximise learner outcomes, making some of the most attractive graduates when they reach the point of employment. Infinite Opportunities We ensure our learners have unique learning experiences, which allow them to flourish socially, emotionally and academically so every learner reaches new heights. www.worldofeducationmag.com

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MEET THE...

PRIORITISING HAPPINESS Sinead Avitabile, Foundation Stage Teacher and Happiness, Wellbeing and Mindfulness Leader at GEMS Royal Dubai School, talks about how teaching came naturally to her and how her focus is on fostering the well-being of her students and her colleagues.

ow did you get into teaching? I fell into teaching almost by accident. My mum is a teacher. When I was in secondary school, I had to do work experience and I wasn't sure what to do; I went to her school out of ease. I instantly fell in love with the idea of being able to help the children grow in their own way. I then did a threeyear degree in Education. I have taught in Ireland, England, France and now the UAE and the main thing I've learned is that children learn best when they are happy and cared for. What attracted you to teaching Foundation Stage and Early Years? I love the idea of Foundation Stage as a basis for the children’s whole schooling life. We build the base for everything they learn in years to come. In Foundation Stage there is magic in every achievement the children make. They begin the year not even recognising a letter and end the year being able to read, or a child who did not speak develops the confidence to raise their hand and offer an answer. The children form their personalities every day before our eyes and to me that is magic!

What makes us stand out is our strong, dedicated team who will stop at nothing when doing the best for the individual children in each class.

What do you do in your current role and what do you most enjoy about your job? I am a teacher and the Happiness and Wellbeing Leader of my school. I have the best role — showing people how to look for happiness in every day. It is my first year in this role and I can honestly say I have loved every second of it so far. I have learned so much about well-being and the role has greatly improved my own. Happiness and wellbeing are areas I always felt are of paramount importance to the children in my class, so I thought, why not do the same with my colleagues too? We have our Happiness Day at the end of March, a really exciting day for everyone. Well-being is something that is really important to us all at RDS and you can definitely feel that as you walk into our school. What is RDS’s approach to Early Years and what makes the school stand out? Our team believes in a childcentred approach; every child learns differently so we like to follow how they learn and what they like to learn. We all believe in ‘explorative learning’ where the children learn through real life experiences and through our guidance. I think what makes us stand out is our strong, dedicated team who will stop at nothing when doing the best for the individual children in each class. Our knowledge and perseverance have been commented on by visitors to our school, and these are characteristics that we are really proud of. What would you tell parents looking at school options for their young child? Look for a school that centres its ethos, teaching and learning around your child. This way you know your child’s individual needs will be met. I think the best way to get to know a school is to go on a tour — you will instantly get a ‘vibe’ and know your child will be happy there.

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ACADEMICS

SOLID FOUNDATIONS

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(Credit: Shutterstock/Teim)

We hear from three teachers as they address some of the issues concerning parents looking for the right early years school for their children, as well what parents should look out for and the questions they should ask.

hoosing the right early years setting for a young child can be extremely daunting for parents as the try to navigate their way through a list of criteria to find the school that will meet their child’s educational and developmental needs. As an Early Years practitioner with over 16 years’ experience, Jade Peter-Swain, Executive Principal at Little GEMS International, Al Barsha has faced the question of how to make this choice countless times. One main criterion she urges parents to consider is the health, safety and hygiene of the school. She explains that what this means is having high expectations of what good health, safety and hygiene looks like. Parents should consider the cleanliness of the setting, as well the school’s procedures for nappy changes, bottle warming and food preparation. Beyond those considerations parents should also be made aware of the security of the setting, and the policies in place for emergency situations, responding to medical emergencies, illness and injuries. “At Little GEMS we have a team of dedicated housekeepers with the sole responsibility of

keeping our environment clean and sanitised. Staff are trained to change nappies to avoid cross contamination by changing gloves, aprons and nappy mat covers after each change. All staff handling food hold food and hygiene certificates, and all staff are pediatric first-aid qualified. We have roundthe-clock security guards and regularly run emergency drills so that everyone in the building, including parents and carers, knows how to respond in the event of an incident,” says Jade. Jade adds that it is important that parents ascertain the qualifications of the teachers. In Dubai, Early Years teachers should hold a CACHE Level 3 Diploma or equivalent as a minimum and assistants should take part in 100 hours of recognised Early Years training and development. Another major factor parents must take into consideration when choosing a school is the curriculum, which according to Dubai's Knowledge and Human Development Authority (KHDA) encompasses more than the textbooks or examinations —

it refers to everything the school teaches, including subjects and activities inside and outside the classroom, encompassing extracurricular activities, school trips, and visitors to the school. Each curriculum has its own approach to learning, but they all have public examinations and qualifications. As the UAE is largely populated by expats, parents will have to think about any future requirements for university applications as well as whether they may want their child to integrate back into their home country’s education system at some time in the future. The KHDA also advises parents to find out how the school is structured, whether classes are mixed and/or whether classes are streamed for ability, how transport is arranged, and the arrangements for lunch and breaks, as well as school policies on examinations, assessment, discipline, dealing with bullying, communications with parents, and technology integration, and so forth.

(Credit: Shutterstock/Everyonephoto Studio)

www.worldofeducationmag.com

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ACADEMICS

PURPOSEFUL PLAY

Jennifer Dale, Primary Vice Principal and TELLAL Early Years Network Leader at GEMS Wellington Academy — Al Khail (WEK) says parents are strongly encouraged to consider what added extras they require from their child’s school, since each school will have its own selling points. “For example, at WEK, we incorporate enrichment and wellbeing into our curriculum, so that our children are able to access and enjoy daily yoga, reflection, and hydroponic farming lessons, to ensure they develop holistically, academically, socially, personally, and emotionally. In addition, inclusive of our FS1 school fees, we provide an excellent extended care programme that allows parents to collect their children at the same time as our other year groups,” says Jennifer. While a school may seem good on paper, it is essential that parents are happy that the environment will be conducive to their child’s learning, both academically and in developing skills to better engage with the world around them.

Daksha Mehta, Head of Kindergarten at GEMS Modern Academy, emphasises the need for a space that encourages purposeful play, as well as group and individual activities fostering independence and developing social skills including collaborative learning. “Play is the primary way in which children explore their surroundings. While they are playing, children are also developing cognitive, linguistic, social, and emotional skills. While it may appear that the children are just having fun and being kids, it has great value and meaning for the child,” says Daksha. She elaborates that purposeful play involves intentional planning and facilitation of children’s play to achieve intended learning outcomes. Besides being enjoyable, it allows children to make meaning out of their experiences. When children are thus engaged, they build their imagination, develop reading, language, mathematics, and science skills. They learn to

problem solve and build social skills. “Our inquiry-based approach encourages our children to take ownership of their learning. Rather than being handed information, children are asked what and how would they like to learn. Inquirybased learning teaches children to seek a deeper understanding of the process and materials presented to them. They are encouraged to let their curiosity and interest drive their learning, to ask questions, gather information, interpret data, and problem solve. Children learn to be responsible learners and to take action. It gives them the opportunity to develop stronger (Credit: Shutterstock/Freefrei)

EXTRAS

ISSUE 3 | MARCH 2019

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ACADEMICS

relationships with their peers and improve their communication skills. Most importantly, this approach emphasises the children’s role in the learning process, in which they are encouraged to explore, ask questions, and share ideas,” adds Daksha.

INVOLVING PARENTS One of the best ways to highlight all the benefits of a school is by arranging a tour during the day so parents can see first-hand how the school operates. “A school tour is often invaluable to parents, as it provides an opportunity to see ‘real life’ learning, as well as the school’s facilities. At WEK, our leadership team leads parent tours. We do so because we value our families and want to build strong relationships from the very beginning. Parents should book a tour at each of the schools that offer the curriculum and ‘added extras’ they require. Additionally, parents should take the opportunity to compare as many schools as possible to help them make their final decision,” says Jennifer. Jade adds that when touring an Early Years setting, the best indicator for parents is to observe if the children and staff are happy. They should observe how the staff engages with the children and whether they respond in a caring and nurturing manner and whether the children appear curious and are encouraged to ask questions. “The healthier the bond between young children and their primary caregivers, the better they develop self-regulation skills, confidence, communication, and language. Even in baby rooms with the very youngest learners, look for staff providing running commentaries when playing alongside a child. Research shows us that the more staff members have a voice in the setting, the higher the quality of verbal exchanges between the caregivers or educators and children,” says Jade. Daksha adds that it is crucial to prioritise involving parents as

Play is the primary way in which children explore their surroundings. While they are playing, children are also developing cognitive, linguistic, social and emotional skills. While it may appear that the children are just having fun and being kids, it has great value and meaning for the child. — Daksha Mehta, Head Kindergarten, GEMS Modern Academy (GMA) partners, because not only are parents enthusiastic participants but they constantly challenge the status quo, playing an integral part in driving changes in the school’s undertakings. Parents should not only be limited to interacting with the various staff members of the school; Jade insists there is value in encouraging potential parents to interact with existing parents at the school. “This provides potential parents with the right lens into the setting and enables them to ask questions that they may not feel comfortable asking a member of staff. At Little GEMS, we operate an open-door policy and invite parents and carers into our classrooms every day for the first 45 minutes to build trust and confidence in our practice. We believe that the more you see us working with your child, the greater

your confidence and trust in our ability to meet your child’s needs and deliver an outstanding early learning experience,” she says. Jennifer adds that this kind of openness alleviates some of the uncertainties parents may have about entry assessments. “At WEK, we fully believe in applying a family-friendly approach to our Early Years assessments, so we have monthly ‘Stay and Play’ days where prospective families are invited into our department to meet our team, hear detailed information about our school and experience firsthand life in our Foundation Stage. We believe that a ‘try before you buy’ approach allows our families to feel at ease and to feel reassured by what we do,” she says. Often, she adds, the hardest part of the day is getting the children to leave after having so much fun.

CMY

WHEN LOOKING FOR AN EARLY YEARS SCHOOL FOR YOUR CHILD, CONSIDER: • The school’s curriculum • Staff qualifications • How staff interact with the children • Extra selling points of each school • How involved parents are invited to be

(Credit: Shutterstock/sergio34)

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ACADEMICS

LEARNING TO THINK Most people take thinking for granted, but there are real skills behind the process – skills that can be developed and taught. Dr Issam T Abu Zaid, HR Consultant – Strategic Talent Management at Saudi-based Ma’aden, explains.

hinking skills are key to any human endeavour. As someone interacts with nature, community and life, he or she needs to use effective thinking skills to formulate new knowledge, make decisions, or initiate actions. It is therefore imperative that these skills are developed and nurtured at all school levels. Thinking skills can be divided into two key areas: distinguishing skills and perspective.

DISTINGUISHING SKILLS This is a very basic and essential thinking skill that focusses on clarity. In addressing a new issue, concept, or problem, students need to get to grips with what the issue is and what it is not. Understanding the nature of the issue at hand will help students focus their thinking and

segregate the knowledge they have into what is relevant to the issue and what should be discarded. They need to draw sharp lines to separate a new concept from other adjacent domains. As Hungarian mathematician George Pólya puts it in his four-step method for solving problems, the first and crucial step is to define the problem well; you cannot have a good solution to an ill-defined problem. The distinguishing skill presents itself in many situations, particularly when a new concept or term is introduced. For example, in introducing the concept of ‘efficiency’, it may be defined as a relationship between input and output. Efficiency should not be confused with effectiveness. Understanding the exact connotations of words enhances the accuracy of communication

and hence the creation of knowledge. Another vivid example is when introducing the concept of ‘mass’ in a science class. It must be clear in the mind of the student that there is a fundamental difference between the mass of an object and its weight. Clear understanding of the difference between mass and weight will easily lead to the conclusion that while the mass of an object is constant, the weight can vary based on the object’s distance from the earth.

PERSPECTIVE In looking at new concepts or problems, students need to decide on how to position themselves. Considering different alternative positions, or perspectives, will give students more options on how to approach the solution.

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Quoting George Pólya again, “It is better to solve one problem five different ways, than to solve five problems one way”. An example of perspective that is often quoted is the glass that is half full. Some see it as half full, others see it as half empty, while engineers may see it as spare capacity not utilised. People usually look at things from their own standpoint. Students need to become aware that people’s perspective often determines understanding of issues and influences decisions and directions. They should recognise these perspectives, analyse them and take them into account when addressing the issue at hand. Another common example is cultural perspective. People are usually shaped by their community, history, values and surroundings.

When people consider an issue or situation, they are usually looking at it from the lens of their own culture. As they grow older, students increasingly become world citizens, not only realising the existence of other cultures, but also open to these cultures and seeking to understand them. This makes them aware of other people’s perspectives, helping them understand where they come from, and hence making them more capable of managing relationships with them. Finally, students need to be trained to alienate their own prejudices in looking at issues; they need to be as objective as possible. This will make them more credible and hence approachable for deep and productive discussions with other people.

Students need to be trained to alienate their own prejudices in looking at issues; they need to be as objective as possible.

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ACADEMICS

A FOND FAREWELL

Zita Devadasan (second from left) and Zakiya Omran (right) receive certificates during an event celebrating their time with GEMS Education.

Zita Devadasan and Zakiya Omran, two long-serving teachers at Our Own English School — Sharjah (OOS), recently retired with three quarters of a century’s experience between them. Here, they reflect on their time in education.

ita Devadasan and Zakiya Omran both started their education careers at Our Own English School — Dubai. Zita joined in 1989 and taught the boys in the afternoon shift for nine months, before being transferred to Modern High School (now GEMS Modern Academy), where she taught Grades 9 and 10. After two years she filled in for another teacher as the Officiating Supervisor for girls, and thereafter was named the Supervisor for KG — Grade 4. In 2001, she came to OOS until her retirement. Zakiya came to Dubai from Palestine when she was only 22 years old. She specialised in teaching Arabic, and when she learned of the vacancy at Our Own English School — Dubai, she applied and started work. From there she transferred to Cambridge International School where there were several Arab students, and she

eventually became the Head of the Arabic Department, a post she held for eight years. In 1991, she moved over to her final post at OOS. Both teachers have seen remarkable developments over their respective tenures. For Zakiya’s part, the developments were marked in Arabic education in the UAE. “There was no Arabic syllabus here; we adapted the Lebanese Arabic syllabus. We switched to the Saudi Arabia book, I like Arabic, in 1985 and we have continued to use it since,” she says. Zakiya adds that she worked to improve the teaching methodology in the classroom, explaining that it had been the norm for teachers to translate everything in the classroom. When she became Supervisor in 2010, she told the Arabic teachers not to speak English during Arabic lessons, and the increased exposure to language saw a drastic improvement in students’

abilities. This improvement was compounded by sending students on field trips according to the lessons they were learning, with the objective that students had to communicate in Arabic. Zita notes the quantifiable difference in the number of GEMS Education’s schools, as well as the number of blocks within each school. “There were only two blocks when I joined OOS but now there are four. There have been new curricula introduced as well — I have taught Indian Certificate of Secondary Education (ICSE) to Grades 9 and 10 in GEMS Modern Academy, as well as Central Board of Secondary Education (CBSE) at OOS,” says Zita. Looking ahead both teachers are unsure of what the future holds. For the time being Zita will continue her routine of starting her day at 4am and doing her daily walks, while Zakiya is going to enjoy her rest and take things as they come.

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DAY BOARDING: TRANSFORMING THE ORDINARY TO EXTRAORDINARY GEMS New Millenium School has embarked on the Program for Appreciation and Cultivation of Talent (PACT), a now-integral part of the school’s curriculum. It is also the only Indian Curriculum school to do so.

he most sought-after skills by 2030 as surveyed by the World Economic Council include social, emotional, technological, and higher cognitive skills. Every school and every educator is accountable for making students ‘future ready’, and according to Fatima Martin, Principal, GEMS New Millenium School — Al Khail, it is imperative that the school’s curriculum design provides for ‘future skills’. PACT is conducted three times a week and is available for students in Grades 2 to 11 who are provided an array of activities to enable them to develop the skills of the 21st century — communication, collaboration, critical thinking, and creativity. The 30-plus after-school activities are offered at no additional costs, resulting in happy parents and smart students.

EXTENDING THE SCHOOL DAY HAS MANY POSITIVE OUTCOMES:

1. Students are able to focus on mastering a concept, apply it to real life scenarios, and extend their understanding to a wider context. 2. Many schools may seem technologically sound, while they only offer learning through apps and digital tools. Extended learning time allows students to animate, blog, film, programme, simulate, and publish. 3. Students will benefit from the range of co-curricular provisions, strengthening both the left-brain and the right-brain, and balancing the two creates genius. 4. In many homes, both parents are working, and this results in parents depending on caretakers and other service providers to secure their child’s after-school hours. An extended day at school is safe and reliable for students and a great relief for working parents.

ACTIVITIES INCLUDE: Dance — Indian contemporary, dance — western, swimming, table tennis, skating, model united nations, string instrument, football, art, cricket, public speaking, lawn tennis, ballet, graphic design, athletics, basketball, badminton, choir, oil painting, karate, chess, Cisco, keyboard, judo, and financial literacy.

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ACADEMICS

THE IMPORTANCE OF LANGUAGE IN GLOBAL EDUCATION Learning a second language benefits the speaker so much more than simply having a wider scope of communication. Micheline Chaia, Director of GEMS World Acacdemy's Language Institute, addresses these benefits in more depth.

earning multiple languages is an important part of developing critical thinking skills which can be utilised in wider applications. Learning a second language strengthens the brain’s executive functions even outside of language-related contexts. Executive functions include

cognitive tasks such as focusing attention, switching between tasks, and inhibiting impulses. Accordingly, bilingual and multilingual people show improved listening and attention abilities. This means that people who know more than one language may be better able to process and remember new information. Additionally, according

to an article in The Telegraph, “Students who study foreign languages tend to score better on standardised tests than their monolingual peers, particularly in the categories of maths, reading, and vocabulary.” Researchers have also found that speaking more than one language can delay the onset of Alzheimer’s disease.

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The world is becoming a global village and while many children are now born far from their parent’s homeland, they still carry names and family names that show their origins. Meeting someone for the first time, they ask a few simple questions, the first of which is generally, “What is your name?” If their names or surnames are Spanish, Arabic, or Chinese, for example, no matter what passport they carry, people ask, “But where are you really from?”. Their names, their national origins, and their citizenships constitute very intimate elements of their being and their identity. If parents do not preserve the mother tongue language of their children, they might grow up feeling different — not different from others, but different from what is theirs, from their people. They won’t speak the language their parents speak, they won’t share the same type of memories and they won’t share things that made their parents what they are and who they are today, their history, their culture and a lot more won’t be transmitted to them.

MOTHER TONGUE Language is an essential means of communication among the members of a family and in the expression of culture, language is a fundamental aspect. We encourage parents to use their mother tongue language in home life to ingrain in the child the notion of taking pride in the roots of the family and preserving the cultural and linguistic connections to the home country. At the same time, parents should support the child to build academic skills in learning their home language during school curriculum hours. We find that mother tongue language fluency strengthens ties with family members and deepens the values of social interactions.

The result is that links to family members are maintained and children are prepared to interact in the future with a larger nativelanguage community. In addition, research has shown that parents who communicate in their home language can better convey values and guidance in coping with experiences of growing up. Parents can influence their children and build intimacy through shared beliefs and understandings that could not be communicated as effectively in a second language. GEMS World Academy has explored all possible options for teaching students their mother tongue language to come up with the most effective and convenient model for both its students and parents. Twelve mother tongue

Bilingual and multilingual people show improved listening and attention abilities. This means that people who know more than one language may be better able to process and remember new information.

language programmes have been integrated during school curriculum hours at no extra cost, and these include: Russian, Italian, Swedish, French, Spanish, Portuguese, German, Dutch, Korean, Mandarin, Hindi, and Turkish. In adopting this model, students can learn their mother tongue language, while still having the chance to practice and enjoy the sport of their choice after–school, and benefit from spending a class–free weekend with their families.

LOOKING AHEAD There are many families in the UAE who plan to return to their home country. For the children, remaining fluent in their mother tongue language is important for university studies and better employment, in addition to being able to communicate with colleagues and their community members when they return. The UAE is known to be one of the most cosmopolitan countries in the world where the ability to communicate in multiple languages is becoming more and more important in the increasingly integrated global business community. Should the children carry on living in the UAE, the language they learn will shape their future as it automatically puts any multilingual person ahead of his or her peers in the competition for jobs and high-prestige postitions. Language allows people to communicate with great precision. Despite great communication skills, misunderstandings and mistranslations are common. Many examples can be given to demonstrate how important language is in communication; a doctor who can communicate with a patient in their native tongue is much more likely to have success at treating them. Strong language skills are an asset that will promote a lifetime of effective communication.

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ACADEMICS

PREMIER GENIE AND GEMS GET STUCK INTO STEM With 80% of all new jobs created in the next decade being in STEM fields, and with a growing requirement for many professions to have some practical STEM knowledge, Premier Genie provides a platform bridging the gap between theoretical and hands-on learning via in-school and after-school programmes.

TEM education focuses on encouraging students to explore various aspects of science, technology, engineering, and mathematics in a hands-on fashion, nurturing creativity and fostering innovation among students. Ideally, STEM education would be integrated in schools’ science and maths curricula across the board and carried smoothly into university. Premier Genie provides a STEM platform that meets this need, bridging the knowledge gap by integrating concepts of physics, mathematics and biology via project-based learning. As part of after-school

programmes across all the GEMS schools, students learn about market disruptors such as robotics, 3D printing, and coding. By working with all the stakeholders — students, parents, school administration, science teachers, and communities — to generate awareness on STEM and its importance, efforts are being made to ensure that enough skilled resources are available to cater for future demands. Organised workshops for teachers and students ensure that students can solve challenging tasks offered by STEM Olympiad, First Lego League (FLL) and World Robot Olympiad (WRO), and so on. The

Dubai STEM Olympiad, organised by Premier Genie, is a six-month event that starts in October. GEMS Education students regularly participate in the STEM programme, the STEM workshops, and STEM Olympiad, run in association with the maths and science departments. STEM labs at a number of GEMS Education schools offer students an atmosphere to work on various science and mathsrelated projects and nurture their creativity during school as well as after school hours. Recently, students from GEMS Education schools excelled in national and international competitions such as STEM Olympiad, SCAT — Johns Hopkins Programme for Talented Youth, SAT and PSAT. Trisha Raichura, a former Jumeirah Primary School (JPS) student and Rishi Lolla from GEMS Wellington International School received the High Honours award from Johns Hopkins University for their excellent performance in SCAT test. The 2017-2018 edition of the STEM Olympiad was won by Samuel Nadar and Akshita Praveen (GEMS Modern Academy).

For more information visit: www.dubaistemolympiad.com www.premiergenie.com

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ACADEMICS

TEACHERS – THE REAL SUPERHEROES Now in its fifth year, the Varkey Foundation's $1 million Global Teacher Prize is the largest of its kind and awarded under the patronage of His Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the United Arab Emirates and Ruler of Dubai.

he top 10 finalists for the Varkey Foundation's Global Teacher Prize 2019 were recently announced online by hollywood A-lister Hugh Jackman who also spoke fondly and with affection of the acting teacher who helped him raise his game. “When I was a kid there were lots of superheroes that I wanted to be. But I can tell you right now, from where I stand, with all my experience, the real superheroes are teachers — they’re the ones that change the world,” said Hugh. The Global Teacher Prize aims to recognise one exceptional teacher who has made an outstanding contribution to the profession, as well as to highlight the important role teachers play in society. In this way the prize hopes to bring to life the exceptional work of millions of teachers all over the world. Finalists were selected from over 10,000 nominations and applications from 179 countries, and the Global Teacher Prize has inspired the creation of a further 33 national teacher prizes, with

tens of thousands of applications. The winners of each National Teacher Prize were also put forward for consideration when the top 50 shortlist for this year’s global prize was decided. All 10 finalists will be invited to Dubai for the award ceremony at the Global Education & Skills Forum (GESF) on Sunday 24 March, where the winner will be announced live on stage in a redcarpet gala event. By highlighting the finalists’ stories, the Varkey Foundation hopes that the public will be able to join in passionate debates about the importance of teachers. “I want to congratulate the top 10 finalists who have made it through from such a huge number of talented and dedicated teachers. I hope their stories will inspire those looking to enter

the teaching profession and shine a powerful spotlight on the incredible work teachers do all over the world every day,” says Sunny Varkey, founder of the Varkey Foundation and the Global Teacher Prize. He adds that the thousands of nominations and applications received from every corner of the planet are testament to the achievements of teachers and the enormous impact they have on all our lives. On the eve of the Global Teacher Prize ceremony, the Varkey Foundation will hold ‘The Assembly: A Global Teacher Prize Concert’ as a thank you to teachers all around the world for the unsung work they do every day. On Saturday, 23 March 10,000 people are expected to join Little Mix, who will headline the event, together with Rita Ora and Liam Payne, at Dubai Media City Amphitheatre in paying tribute to one of the world’s most important professions.

Hugh Jackman

For further information on the top 10 finalists, visit http://www.globalteacherprize.org. To join the conversation online, follow #TeachersMatter on: https://twitter.com/TeacherPrize and https://www.facebook.com/teacherprize.

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THE 10 FINALISTS FOR THE GLOBAL TEACHER PRIZE 2019 ARE: Andrew Moffat MBE a Personal Social Health Education (PSHE) teacher from Parkfield Community School, Birmingham, West Midlands, United Kingdom; Daisy Mertens All-subjects teacher at community-based school De Vuurvogel, Helmond, Netherlands; Débora Garofalo Technologies for Learning teacher at EMEF Almirante Ary Parreiras, São Paulo, Brazil; Hidekazu Shoto English language and ICT teacher at Ritsumeikan Primary School, Kyoto, Japan; Martin Salvetti Head of Automative Studies and Adult Professional Training, at EEST N°5 “2 de Abril” Temperley, Temperley, Buenos Aires, Argentina; Melissa Salguero Music teacher at P.S.48 Joseph R Drake Elementary School, the Bronx, New York, United States; Peter Tabichi Maths and Physics teacher at Keriko Secondary School, Pwani Village, Nakuru, Kenya; Swaroop Rawal Life Skills teacher, at Lavad Primary School, Gujarat, India; Vladimer Apkhazava Civic Education teacher at Chibati Public School, Tbilisi, Georgia, and Yasodai Selvakumaran History and Society and Culture teacher, at Rooty Hill High School, New South Wales, Australia.

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HITTING THE RIGHT NOTE Students shine at the GEMS Apprentice, Aspiring and Young Musician of the Year Competitions 2019.

hese now annual competitions took place at Wellington Academy — Al Khail from 22-24 January 2019. In each competition, young musicians had the opportunity to meet and listen to students of the same musical standard as them from across the GEMS Network, as well as participate in masterclasses with instrumental specialists from across the GEMS Music Staff Network. The final for the Aspiring and Young Musician of the Year Competitions took place in the evening on Thursday 24 January. The judges for the final of the Apprentice and Aspiring Musician of the Year were the masterclass leaders from round one of each competition, while the judges for the Young Musician of the Year were esteemed musicians Paul Kemp and Ed Keeley.

GEMS APPRENTICE MUSICIAN OF THE YEAR 2019 Ten students were selected from the round one masterclasses in the morning to go through to the final which was held in the afternoon. These 10 students performed in front of an invited audience of parents and friends as well as the five masterclass leaders from the morning sessions. The judges selected five students to receive trophies: Gio Kim — a pianist from Jumeirah Primary School Elyes Mrabet — a pianist from Jumeirah Primary School Flora Ward — a violinist from GEMS Wellington Primary School Jad Abou-Aziz — a pianist from GEMS Wellington Academy, Silicon Oasis Kristyn DSouza — a vocalist from GEMS Wellington Academy, Silicon Oasis

Leanne Yoon from GEMS World Academy — Dubai was named GEMS Aspiring Musician of the Year 2019.

Boglarka Kurucz, a student at GEMS Wellington Academy — Silicon Oasis won the GEMS Young Musician of the Year 2019 award.

The title of GEMS Apprentice Musician of the Year 2019 was awarded to Gio Kim from Jumeirah Primary School.

round one masterclasses in the morning. The 10 students selected then had to perform a second piece of music in front of the panel of judges that consisted of the five masterclass leaders who had worked with them in round one.

GEMS ASPIRING MUSICIAN OF THE YEAR 2019 This competition saw five students selected to go through to the final in the evening following masterclasses in the morning. The five finalists were: Leanne Yoon—a pianist from GEMS World Academy — Dubai Josephine Brock—a pianise from Jumeirah College Dubai Aarav Dayal — a violin player from Jumeirah Primary School Katlynn DSouza — a violin player from GEMS Wellington International School Darya Vaziri — a pianist from Jumeirah Primary School (and the Apprentice Musician of the Year 2018) The title of GEMS Aspiring Musician of the Year 2019 was awarded to Leanne Yoon from GEMS World Academy — Dubai.

GEMS YOUNG MUSICIAN OF THE YEAR 2019 This competition saw 10 students selected to go through to round two in the afternoon following the

The judges selected the following five students to go through to the final: Celine Naude — a violinist from Jumeirah College Dubai (JCD) Hiroko Hiwatashi — a pianist from GEMS Wellington International School Kiyoko Hiwatashi — a pianist from GEMS Wellington International School Vaibhav Aggarwal — a pianist from GEMS Wellington International School Boglarke Kurucz — a vocalist from GEMS Wellington Academy — Silicon Oasis For some of these students, this represented their third or even fourth final for this competition as these students have returned each year to compete for the title. The title of GEMS Young Musician of the Year 2019 was awarded to Boglarka Kurucz from GEMS Wellington Academy — Silicon Oasis.

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Don’t be anxious, just enjoy the show, and don’t let a bunch of worries fill your head. Just let them all go before you sing.

BEST OF THE BEST — JUNIOR Keira Celiz, the junior winner of GEMS Education’s Best of the Best singing competition, discusses her song choice, her love of music and handling stage fright.

n 9 December 2018, 30 nervous students stepped onto the stage with the hopes of being named Best of the Best. Having been narrowed down from 247 contestants a month prior, the group of singers was split into juniors and seniors, with 15 students competing in each category. Grade 7F GEMS Founders School (GFS) student, Keira Celiz decided to sing Nina Simone’s 'Feeling Good.' Keira, 11, explains her bold choice: “I love that song. It’s quite jazzy and I’m quite a jazzy person.

My mum watched a girl called Carly Rose Sonenclar (the runner-up of 2012’s edition of the American version of the The X Factor) and she sang ‘Feeling Good’ in a slightly different way. The judges were amazed by her, and my mum said: ‘Oh, you’ve got to do this!’” Keira started rehearsing the song in the same style three years ago and first sang it in the GFS Got Talent competition. When she couldn’t decide what to sing at her Best of the Best audition, she decided to stay with what worked. Keira adds that she did not

expect to win and was shocked when she did as she has had no formal vocal training. She also knew she was competing against students who had had lessons. Being the eighth performer and watching the previous students sing helped alleviate her nerves. Keira handles stage fright by focusing on one spot while she sings. “It’s like my own personal space,” she says. Despite her love of singing, it is not something she intends to pursue professionally, preferring a career as a dentist, but she would like to take lessons only to enjoy her hobby more. She says: “To me singing is beautiful, but your voice always changes. When you grow old what if your voice becomes something else and people don’t like it anymore?” However, music remains a firm fixture in her life. About two years ago she started learning the guitar with the help of her father and a few months after that she started to learn to play the ukulele as well. She finds composition slightly more challenging on the guitar and ukulele. She really wants to pursue the piano, beyond the lessons she takes at school. She loves writing her own songs, and she says that it's easier to do on the piano. Looking ahead to the next Best of the Best competition, Keira has some solid advice for other students who are thinking about entering: “Don’t be anxious, just enjoy the show, and don’t let a bunch of worries fill your head. Just let them all go before you sing." www.worldofeducationmag.com

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ARTS

BEST OF THE BEST — SENIOR

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Beulah Pinto, the senior winner of GEMS Education’s Best of the Best singing competition, discusses her passion for singing and how she cannot picture doing anything else.

he Grade 11 student at Our Own English High School – Dubai has been singing since she was seven years old, having been inspired by Hannah Montana. Her musician father has also always encouraged her love of music. When she was younger, she heard about the Best of the Best competition and wanted to develop her voice to the point where she would be eligible to compete and reach the final. Having entered twice before and not won, she knew the 2018 competition would be her last, so she decided to give it her all and decided to sing 'And I’m Telling

You I’m Not Going' by Jennifer Hudson. Her dedication paid off and she was named the winner. As soon as the competition ended, she started taking voice lessons once a week as she wants to be a professional singer and hopes to study singing at university. “It’s my passion; I want to see how far I can take it. I cannot see myself with a conventional desk job. In the difficult times and circumstances in my life, music was the one thing that I could hold onto. That’s my escape. I want to do that for the rest of my life,” she says. However, she is also realistic about the academic demands she faces for the remainder of Grade

11 as well as Grade 12, keeping music a side project until she can dedicate herself to it full time. If Beulah had to give one piece of advice to students thinking of following a path in music, it’s this: “Do what you love and take risks. There have been so many competitions where I’ve thought other people were so much better than me – they’re better trained and they know music better than I do. But I took the risk, even though it’s not easy. The music industry is a battleground — I know that now having gone to so many places to sing and I know how difficult it is to get to the top. But it’s possible; everything is possible if you try hard enough.”

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THE FULL RANGE OF THE RECORDER Imogen O’Connor is a Year 8 student at Jumeirah College, Dubai, and a keen musician who plays the piano, oboe and recorder to a high standard. Some of her greatest musical successes this academic year have been on the recorder — an unusual instrument for students to master to such a high standard.

The recorder is versatile — you can play anything from baroque to jazz and much more in between. People often tell me that they had no idea that the recorder could be anything other than a classroom instrument.

What is the best part about playing the recorder? I really enjoy playing an instrument that other people often dismiss.

What practice techniques do you adopt and recommend? Even though it can be tough — the most important thing is to practice regularly. I often find that the thought of practice is much more daunting than when I actually start to play. Then I can lose myself in playing for a very long time. Additionally, it is important to focus on the small

hy did you start to develop an interest in the recorder and how long have you been playing? I have been playing the recorder for eight years. I started playing it in music class at school and quickly realised that I really enjoyed it and soon after started taking individual recorder lessons.

detail to create the bigger picture by isolating problem passages and playing them in a variety of rhythms, dynamics and tempi. What are some of your best musical achievements this academic year? I was thrilled to get a score of 137 in my Grade 7 recorder exam. I was also selected to perform in the inaugural Kempinski Concertini at the Kempinski MOE, which aims to support young musicians like me. Probably my greatest success was reaching the semi-finals of the Young Musicians of the Gulf Competition in

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The recorder is versatile â&#x20AC;&#x201D; you can play anything from baroque to jazz and much more in between. People often tell me that they had no idea that the recorder could be anything other than a classroom instrument.

Bahrain in January. I exceeded my goal of reaching the second round and was really proud of myself. What has been your favourite musical moment(s) this year? I am currently rehearsing for a special performance at the Global Education and Skills Forum with an international star in a few weeksâ&#x20AC;&#x2122; time. I have a feeling that it might top all of my moments so far! What are your other interests? How do you manage your time to practice and balance your other activities and school work?

I am a keen ballet dancer, and will be taking my Intermediate Foundation exam in April. I also love to play netball. I find that it is important to be really organised with my time and to understand that I will only get my time off once everything has been done. How does learning to play a musical instrument benefit you? It helps my brain because I have to focus on details and on the bigger picture. It also opens many doors for me, taking me to interesting places and allowing me to meet new people. www.worldofeducationmag.com

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SPORTS

EMPOWERING STUDENTS

OF DETERMINATION

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Geeta Mannan Sharma, Learning Support Assistant at GEMS Modern Academy, shares her experience of the inaugural GEMS Determination Cup.

he GEMS Determination Cup, launched earlier this year under the GEMS Sports Series, is a platform for children who face challenges in their day-to-day lives to hone their sporting skills. Instilling the importance of academics and sports from a young age helps children develop self-belief, a sense of fairness, and patience, allowing them to become an integral part of society. The Cup was held at GEMS Wellington Academy — Silicon

Oasis (WSO), with a total of 200 students from 20 schools across UAE taking part. The event featured an array of activities for pairs of teams to play each other non-competitively. With every song change, teams had to move on to the next game, with the Tug-O-War proving the best opportunity to foster team work. The day was thoroughly enjoyed by all children involved, and the adults not only cheered on their teams, but also helped out where needed. Spectators were also entertained by the foot-tapping musical performance by WSO

students and teachers, who played the African djembe. At the end of the meet, participants and supporters attended the awards ceremony where the students were presented with medals and certificates. The happiness seen in the children’s faces expressed a thousand unspoken words — an interpreter is not needed to understand what love and emotions mean. The event has inspired the desire to empower students to realise that a disability is no obstacle to success.

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SPORTS

15 YEARS AND COUNTING… ESM Football Academy celebrates 15 years in Dubai with new partnerships.

ubai’s ESM Football Academy is celebrating 15 years of giving young aspiring players a kickstart in their favourite game by announcing a new partnership with United Sports USA — the experts in American Sports Scholarships — and appointing a new Director of Football leading the charge from January 2019. Sonny Cobbs, a former Brighton and Hove Albion player and fully qualified and licensed UEFA B coach, has taken up the role as the new Director of Football. Sonny has coached teams in both England and the Middle East and has more than seven years’ experience coaching professional football. His vision for the ESM Football Academy is to increase opportunities for talented young players in the UAE to play professionally. Paul Lightbody, Commercial Director at ESM, is excited about Sonny Cobbs leading the development operations at the academy. “ESM is delighted to welcome Sonny to our team,” he said. “He brings a wealth of experiences, which coupled with

his high energy, enthusiasm and passion for football will definitely benefit the development of players at ESM Football Academy. Sonny has a developed a programme that is inclusive and progressive that will coach young footballers the fundamentals of the game ensuring they always have fun.” ESM Football Academy has also partnered with United Sports USA, to host US scholarship assessment events for youth footballers in the UAE. Players aged between 15-18, that demonstrate exceptional talent at the scholarship events, will progress to an academic assessment stage to understand their educational performance. Should the student meet both academic and athletic requirements then they will be offered the opportunity to join the programme and have the team from United Sports USA seek out funded scholarship courses at Universities across the USA.

“The partnership with USU provides a structured environment and affords our young footballers a clear pathway to combine their academics and football skills,” says Sonny. “US scholarships are a fantastic way to progress from talented players into professional athletes and we look forward to announcing the first student to be accepted on a scholarship by working with United Sports USA, which has an impeccable record.” The ESM Football Academy is one of the leading football academies in the UAE, and in 2015, celebrated its 11th successful year of operations. The top choice among Dubai parents’, the academy trains more than 7,000 youth academy players and school programme players each season. The Academy was awarded Best Sports Youth Academy, Best Sports Development Programme and Best Sport Event at the prestigious Sports Industry Awards, which recognise outstanding achievements of the sporting industry in the Middle East.

To register, find out more, or book a free trial with ESM Football Academy, visit www.esmacademies.ae or call 04 369 7817. ESM Football Academy: https://esmacademies.ae/football-academy

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YOUNG ATHLETES FIGHT THEIR WAY TO NETBALL CHAMPIONSHIP More than 480 athletes from 15 schools flocked to GEMS Wellington Academy — Silicon Oasis for the third annual GEMS Netball Cup.

his season saw five age categories competing, and unsurprisingly there were some exceptional individual and team performances across the U8, U10, U12, U14 and U16 categories. There was no shortage of talent at the third GEMS Netball Cup, as top schools across the UAE battled for glory in Dubai. With the competition much stronger than in previous cups the tournament saw 186 netball matches across five courts and around 1466 goals scored. Every match was a delight to watch, as talented players from all schools showcased why the sport is increasing in popularity across the GEMS Education network. Jumeirah Primary School (JPS) carried their dominant form from the group stages and retained their champion status by winning the U8, U10 and U12 category. Similarly, GEMS Wellington Academy — Silicon Oasis (WSO) put in a strong performance and beat Cambridge International School (CIS) 12-2 to retain their U16 title. The story was different in the U14 final, where Jumeirah College Dubai (JCD) battled it out with defending champions WSO. However, it wasn’t enough as the girls from JCD brought their best game on the day and were deservedly crowned U14 GEMS Netball Champions. Among the Most Valuable Players to impress in the

tournament, Sara Latif from JPS was the star player in the U8 category while her schoolmate Holly Fernandez was named Most Valuable Player in the U10 category. A member of the U12 JCD squad, Orlaith McAndrews played a crucial role in the victories for her team. In the U14 and U16 category, Michaella Kajo from GEMS Wellington International School and Caron Rose George from CIS were the standout players by defending several goal attempts with some match-winning interceptions. Another special highlight of the third GEMS Netball Cup was having Charlotte Drury, Roosmarijn Burkens, and Teresa Werner from WIS, and Megan Robinson and Azargol Cholmaghani from WSO umpired the netball cup. They are the only five students who passed the umpiring course organised by the GEMS Sports Series together

with RU Active. The girls did an incredible job at umpiring. Participants also had the immense pleasure of seeing Zoe Stapley, who is a member of the first U17 UAE Netball team, umpire and attend the awards for the U14 and U16 matches. The event was organised by ESM (East Sports Management), while RU Active Netball was the technical partners of the GEMS Netball Cup, supported by Monviso and Easy Truck. James Bowring, Managing Director at ESM, says: “It was great to see so many schools and children involved this year. The rise in the number of participants shows that netball as a sport is growing. We look forward to making the GEMS Netball Cup a signature event and providing the participants the right platform to persue their journey as netball champions.”

www.worldofeducationmag.com

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SPORTS

RUN! JUMP! THROW! A new sporting academy in Dubai is bringing together athletes and Olympians in a bid to inspire the next generation of track and field stars.

SM and Athletes in Schools have partnered to create ESM Athletics, which will deliver elitelevel coaching to track and field students aged between five and 18. The partnership allows UAE students in participating schools to have the unique opportunity to train alongside British Olympic, Paralympic and Team GB athletes. To kick-start the new athletics offering, Team GB Sprinter and former European 200m Champion Tommy Ramadan and UK Athleticsaccredited track and field coach Ben Davies touched down in Dubai earlier this this year and more professional athletes arrived in February. Specially designed training programmes based around a run, jump, and throw concept give students the chance to discover and develop their skills, as well as building on their speed, strength and stamina. The curriculum includes workshops focusing on events

including long jump, high jump, block start practise, javelin throwing, hurdles and endurance challenges. Fast-paced sessions run by the experts last for up to an hour and are designed to be fun and inspiring. Project Director for ESM Athletics, Umar Hameed, said the partnership resulted in an academy that is the first of its kind in the UAE. “ESM Athletics is dedicated to creating a performance pathway for aspiring world-class athletes. Together we are using our worldwide network of coaches, athletes and support staff to bring the very best practitioners to Dubai. The first step on this pathway is our commitment to building strong school athletics programmes,” Umar said. In addition to the school athletics programme, ESM Athletics employs British Athletics coaches specialising in youth development and assisting students in transitioning from junior to senior levels. They work closely with UAE schools and create education resources to up-skill PE teachers.

ESM was established in 2004 with the aim of bringing high quality sports coaching to the youth of the Middle East at premium sports facilities. Today, it’s the UAE’s leading sports services provider for youth, delivering coaching to over 10,000 children every week in more than 200 facilities. Athletes in Schools is the UK’s leading provider of Olympic, Paralympic, and Team GB athlete school visits, teaming with more than 150 British athletes to inspire students at over 400 schools a year. In 2018, Athletes in Schools successfully launched in the UAE and quickly became one of the nation’s leading providers of elitelevel athletics coaching for schools. ESM Athletics hold their sessions at the state-of-the-art facilities at GEMS International School — Al Khail GEMS World Academy and GEMS Wellington Academy — Silicon Oasis. To find out more about academy sessions, timings, and workshops, contact ESM Athletics at academies@esm.ae or call 04 369 7817.

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SPORTS

1,540 PLAYERS, THREE VENUES, ONE BEAUTIFUL GAME The GEMS Football Cup, part of the UAE’s biggest school sports series, has enjoyed its best season yet.

he Football Cup took place over five days in November 2018 across three state-of-theart venues. The boys, totaling 990 players, competed at GEMS Wellington Academy — Al Khail (WEK) while the girls, at 550 players, competed at GEMS Wellington Academy — Silicon Oasis (WSO). The U8 age category competed at GEMS Heritage Indian School. The buzz around the football tournament was huge and created the perfect atmosphere as the boys’ and girls’ football teams from schools across the GEMS Education network battled to win the coveted trophies in the U8, U10, U12, U14 and U16 age categories. Conducted under the umbrella of the GEMS Sports Series, the GEMS Football Cup aims to raise the bar on football excellence across GEMS schools

as the students become the next generation of elite male and female footballers. Participants increased from 950 to 1,540 this season, with 33 GEMS schools and 152 teams competing for top honours. In total there were over 300 matches played over the five days, in what has now become firmly established as the premier youth football tournament in the school sports calendar. The knockout stages provided all the typical drama of the beautiful game with several games decided by last-minute goals or nail-biting penalty shoot-outs. The event saw new champions across age groups and schools being crowned which speaks volumes about the development of youth football across GEMS schools from all corners of the UAE. The GEMS Football Cup promised some thrilling action with goals by the dozen and football at its zenith.

A good spread of schools received trophies during the cup and there were notable achievements throughout the tournament. Boys from WEK won the U10 category and U16 category, WSO won the U8 category, Our Own English High School — Fujairah (OOF) won the U12 category, and GEMS Founders School — Al Barsha (GFS) won the U14 category. The girls from WSO, Jumeirah Primary School, GEMS FirstPoint School — The Villa, GEMS Wellington International School, and GEMS Metropole School Motor City achieved champions status by winning the U8, U10, U12, U14 and U16 Girls trophy respectively. To view the individual MVPs and tournament results, visit www.GEMSSportsSeries.com or Follow the GEMS Sports Series on Facebook to view content from the GEMS Football Cup.

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MARTIAL ARTS CHANGES LIVES Carlos Martins, Head Karate Coach at Budo Juku Martial Arts School gives a brief roundup of students who have been impacted by studying martial arts.

ine-year-old GEMS Wellington Silicon Oasis School student Ethan D’Souza started practicing martial arts at the age of four and has already gone overseas to represent the UAE in several countries including England, Slovenia, and Portugal. Can Ozturk, 16, from GEMS Metropole School began training four years ago. Having battled with self-confidence, he improved at school and has become much more active. “Martial arts gave me the confidence to face any kind of barrier that comes across my life,” says Can. GEMS Wellington Primary School students Saheli Godahena, Abhay Pabbhathi, and Thevanya Godahena may have had a bumpy start but they have learned the importance of cooperation and the value of working hard and training together. They do everything together and if one of them misses a training, the class just isn't the same.

A BALLERINA’S CAREER EN POINTE

Although she has only been with the academy for three years, 14-year-old Lucia Gutierrez is well on her way to establishing a career in dance.

urning Pointe is proud to be the ASA dance provider for all GEMS Premium Schools, holding classes in Ballet, Hip Hop, Cheerleading, Modern and Tap. At Turning Pointe, a love of dance in students from 2.5 years upwards is nurtured. While some will choose to dance just for fun, others will want to take it more seriously and explore a professional career in the world of dance. The school aims to help each child to fulfill their potential. One such star student is 14-year-old Lucia Gutierrez, who attends GEMS Wellington International School (WIS). Lucia has been dancing with Turning Pointe for the past three years, going from strength to strength, and hopes one day to be a professional dancer. Each year, Turning Pointe produces a very popular fulllength ballet. Last year Lucia starred in the ‘Jungle Book’ as Kaa the snake. Lucia’s dedication saw her receiving the Turning Pointe Youth Ballet (TPYB) scholarship for 2019. The scholarship grants her free tuition and entrance to the Youth Ballet programme for one year. This year Turning Pointe’s ballet will be performed at the Prestigious Dubai Opera on 15 June. With a focus on her future, Lucia is working towards her Royal Academy of Dance (RAD) Intermediate and Grade 8 examinations — professional exams which are extremely difficult to pass. For more information on Turning Pointe’s classes and schedules, please visit www.turningpointe.ae or call 800 DANCE (800 32623).

www.gemsworldofeducation.com www.worldofeducationmag.com

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SPORTS

RISING UP THROUGH THE RANKS Sanika Gurav discusses how playing badminton started as a hobby, but with the right level of coaching, she has started approaching competitions with single-minded determination while collecting gold along the way.

anika Gurav recently participated in the SPARC Yonex UAE Badminton Gold Junior Championship 2018, held in Sharjah from 29 November to 3 December, making it through to the finals which were held on 7 December. The event was a UAE national level badminton ranking tournament sanctioned by UAE Table Tennis and Badminton Association (UAETTBA) and Sanika achieved gold medals in the girls’ singles under 17 and girls’ doubles under 15 categories. The Jumeirah College student, now in Grade 8, started playing badminton as a hobby in one of the nearby academies when she

was 10 years old. After one year of coaching and she was keen to play competitively. By 11 she started entering competitions but found it difficult to progress to each different round. However, after three years of coaching she has a better understanding of the mental preparation required, as well as other aspects of the competition. She currently attends two to three hours of coaching five days a week, and her training schedule can increase to six days a week as she approaches competitions. Sanika says that Dubai has created many opportunities for young badminton players. The first BWF Junior Badminton

Championship was recently held in the UAE, providing a golden opportunity to players to participate. Competitors came from different countries giving Sanika valuable exposure to competing against different players, winning the semi-finals of the under 15 singles category as well as winning the doubles under 15 category with her partner. “I have learned that it is not all about winning but giving your best and each step teaches me to perform better. I have received great support from my coaches and parents. It is a long journey towards success, and I am fully determined and committed to give my best to each competition,” Sanika says.

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ABOVE PAR After playing golf for just over a year, Lili Brecken is chasing her dream of playing professionally.

ili Brecken has been playing golf since April 2017. In pursuit of her dream to become a golf professional, she moved to Abu Dhabi in January 2018. She is a member of the Abu Dhabi City Golf Club, where she focuses on improving her game and lowering her handicap. Over the last 12 months she has brought her handicap down from 34 to 12 and has her sights set on becoming a zero-handicap golfer by the age of 15 under her coach Jules Lompech at Abu Dhabi City where she is also a member of the junior elite squad. She is also part of the HSBC Future Falcons programme and is the current Under 12 Girls Par 3 and Skills Challenge champion. Lili was heavily involved in golf during the European Tour HSBC Championship in Abu Dhabi held in January this year. She took part in an adult and child competition (which she won with her dad), played in a Future Falcons pro am with Haotong Li (currently ranked 43 in the world), and won the Future Falcons skills challenge.

Lili also had the opportunity to take a putt on the 18th green during the prize presentation in front of the crowd. Lili currently plays in the UAE PGA Par 3 series which is an open age competition for boys and girls up to 16 years of age; she is ranked 21st and is the highest placed girl from Abu Dhabi. The Year 8 student at The Cambridge High School â&#x20AC;&#x201D; Abu Dhabi also plays in the World Junior Masters Tour events in the UAE and won a fair play medal at the last event at Dubai Hills.

Her goals for this year include playing in the English Girls Under 14 championships in the UK in August as well as more EGF tournaments in the UAE this year. Lili is fortunate to have Ladies European Tour professionals Carly Booth, Holly Clyburn, and Sophie Lamb taking a keen interest in supporting her growth in the game and giving her true insights into the journey she needs to go on to achieve her aim of becoming a professional golfer. www.worldofeducationmag.com

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SPORTS

KEEPING THE BALANCE Varun Kumar, a Grade 10 student at The Millenium School — Al Qusais has found a way to focus on his cricketing goals while utilising the Rahhal online study programme.

acked by the Dubai Government, the Rahhal initiative is part of 10x, a Dubai Future Foundation initiative designed to take Dubai 10 years into the future over the span of two years. Meaning 'traveller' in Arabic, Rahhal is a fully customisable platform that enables anyone, and any organisation, to become a learning provider, while harnessing the community’s knowledge and skills for each individual learner. Towards the end of last year, Varun Kumar, his parents, and The Millennium School — Al Qusais (TMS) signed an agreement to confirm his inclusion in Rahhal, giving him the opportunity to blend academics with his professional interests. The initiative provides students with the opportunity to learn remotely anywhere in the world alongside the realisation of their vocational dreams. Varun is an aspiring cricketer and was selected by the Baroda Cricket Association (BCA) board to train extensively under its guidance. The school has drawn up a full plan of study to support his learning needs.

This includes an online learning platform and school-based assessments, and Varun says he is excited to have the opportunity to follow his dreams by training extensively in cricket while keeping up with his academics. “Out-of-school learning presents a real opportunity to disrupt education in today’s schools, and the experiences of Rahhal learners will create a new alternative for students in the future. By committing to be

a part of Rahhal, we are creating the future of education and enabling learners to go beyond their classroom. We are excited to work with The Millennium School and welcome Varun to the Rahhal programme,” says Hind Al Mualla, Chief of Creativity, Happiness and Innovation at KHDA. KHDA is lending its full support in the provision of a certificate of migration to equate the Rahhal days to school attendance on this project, which will allow Varun to pursue his passion without compromising on his academics. Ambika Gulati, Principal at TMS, says: “We feel privileged that we have partnered with the Dubai Government to provide flexible learning pathways to our students offered under the Rahhal Project. Rahhal is an innovative programme that meets the needs of individual students. It augurs the future of school education.” TMS is the first GEMS Education school to have signed up a Grade 10 student to the study programme. www.worldofeducationmag.com

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(Credit: Shutterstock/DGLimages)

INNOVATION

DUBAI STUDENTS START IMMERSIVE LEARNING WITH AI Sahiba Sadana from VRXOne in conjunction with The Winchester School — Jebel Ali discusses how educators can deploy the best learning practices, predominantly with the help of AI, to ensure every child gets an excellent education.

ear on year, teachers prepare to do great things for a new academic year by getting acquainted with and understanding the diverse natures of new students they will spend the whole year guiding and supporting.

The responsibility of a teacher at this time is so crucial that their revolutionary strategies can change the outlook of a student towards education, their environment, and sometimes even their life. This year The Winchester School — Jebel

Ali (WIN) decided to up their level of productive learning using Artificial Intelligence (AI) and Virtual Reality (VR), by teaming up with VRXOne, a comprehensive learning programme for education and training.

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INTRODUCING AI INTO THE CLASSROOM The leadership of the school is determined to bring top-quality facilities to its students. They believe in making the integration of cutting-edge technologies standard practice in every classroom throughout the school. “The student experience is the biggest testament to a school’s commitment to providing holistic learning. The use of technologies like VR is aligned with the concept of experiential learning in pedagogy. Such technologies encourage inquisitiveness, innovation, and excellence, and ultimately lead to bigger impact through nation development,” says Dr. Ritika Anand, VicePrincipal at WIN. Baljinder Kaur, the school's Head of Department of Secondary Science, who is also an experienced Chemistry teacher, coordinated the VR experience in her AS Level Chemistry class. Students experienced advanced

educational standards as they attended special Virtual Reality Chemistry classes facilitated by MEL Science and VRXOne. Baljinder said: “The students walked out of the session in awe. They made meaningful observations during their expedition and were very keen to discuss them and they were amazed by virtually experiencing the concepts they had learnt in their previous sessions. It has greatly increased their curiosity and interest in the subject.” With hands-on practical tools to tremendously boost the student engagement levels and enhance their knowledge retention, the Immersive Learning programme gives students complete autonomy to choose their lessons and customise them as per their interests. At the same time, it empowers teachers by giving them full control over what each student learns, decided as per their learning objectives and areas of improvement. Bringing augmented reality, virtual reality and artificial intelligence to the mainstream in education, VRXOne is the Expeditions Google Partner in the Middle East. The programme uses a nearrealistic 3D environment and motion-captured based physical interactivity to facilitate unparalleled curriculum delivery. The ‘Go-to-School’ programme by VRXOne has been a great hit, bringing a renaissance in the learning ecosystem in the Middle East. The programme has created awareness about EdTech and immersive technologies by delivering one million expeditions in the region.

WHAT ARE IMMERSIVE TECHNOLOGIES? According to a Gallup report, most teens between the ages of 13 and 17 associate going to school with adjectives such as ‘bored’ and ‘tired’. When such is the scenario, educators

tend to look towards classroom techniques where learning happens effortlessly. Along with pedagogical techniques, classroom technologies like the ones brought by VRXOne comprise virtual reality and artificial intelligence. These mixed reality and AI-themed lessons hold the students' attention and produce an exciting course curriculum, while building their fascination for technology, a sector responsible for the creation of a large number jobs today, and even more in the near future. Addressing the challenge of making students feel more captivated and immersed in school rather than tired and bored, the VRXOne second generation kits enhance immersion and bring lessons that are fun and exciting, yet also challenging and thorough lessons. These lessons are from Google Expeditions along with special intuitive science sessions by Mel Science.

THE FUTURE OF EDUCATION The word ‘school’ can draw different emotions for different students. However, when schools like WIN and GEMS Education take commendable steps to engage students, it keeps learners hopeful. This collaboration is fundamental to the changes taking place in the Middle East economy. It is a contribution to making the future generation more empowered. It also sets an unprecedented model to follow other schools. Using VRXOne, they can resolve the predicaments of classroom boundaries and surprise learners. Technologies like Mixed Reality and Artificial Intelligence are here to stay. By harnessing their power, GEMS schools have joined the ranks of truly futuristic schools dedicated to student development. www.worldofeducationmag.com

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(Credit: Shutterstock/vectorfusionart)

Many schools that realise the importance of new methodologies to make the transition to a new class smoother. Through this, students faced with a change in environment feel welcome and find the new curriculum easier to understand. Across more than 50 GEMS Education schools, thousands of educators from around world are deploying best learning practices to ensure every child receives an excellent education with uplifting values. The challenge faced by not just GEMS schools but every school lies providing personalised and engaging learning. WIN is always keen to incorporate new best practices, which is in keeping with the school’s reputation of being preeminent in adopting the latest innovative and effective education technologies to the advantage of students and the empowerment of teachers.

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INNOVATION

21STCENTURY SKILLS: SURVIVING THE FOURTH INDUSTRIAL REVOLUTION Not long ago, parents knew that giving their child a good education was the best way to set them on the path to a successful career. Today, things are no longer as certain, argues Mithun Kamath of Arc Skills, who says the workplace is evolving at such a pace that many skills now in demand werenâ&#x20AC;&#x2122;t even in existence five years ago.

(Credit: Shutterstock/Alexander Limbach)

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he implementation of new technologies over the past two decades has seen massive upheavals in industries as diverse as medicine, finance, manufacturing, advertising, music, film, agriculture and automotive technology. While there’s no question these developments are helping us make tremendous advances in areas such as artificial intelligence, autonomous transportation, 3D printing, robotics, nanotechnology, genetics and quantum computing, new technologies are spawning novel industries and creating fresh job roles that require unprecedented sets of skills. The transformations have been so pronounced that Klaus Schwab, Executive Chairman of the World Economic Forum (WEF), has been moved to define the current era as a Fourth Industrial Revolution, saying: “The speed of current breakthroughs has no historical precedent… it is disrupting almost every industry in every country. And the breadth and depth of these changes herald the transformation of entire systems of production, management and governance”. A vast range of new technologies is fusing the material, digital and biological worlds and blurring the boundaries between disciplines.

This is not only having a huge impact on economies and industries worldwide but also challenging ideas about what it means to be human.

TROUBLE BREWING? What does all this mean for the employees of tomorrow? “The changes are so profound,” Schwab writes in a book on the Fourth Industrial Revolution, “that, from the perspective of human history, there has never been a time of greater promise or potential peril.” A white paper produced by UBS for Davos 2016 predicts further “polarisation of the labour force as low-skill jobs continue to be automated and this trend increasingly spreads to middle class jobs.” And a 2016 article in the British Guardian newspaper suggested as many as 47% of jobs in the US will be at risk from automation. As Klaus has noted, the three biggest companies in Detroit in 1990 had revenues of $250 billion and employed 1.2 million employees; in 2014, the three biggest companies in Silicon Valley were generating roughly the same revenues ($247 billion) with almost 10 times fewer employees (137,000).

One of the greatest challenges we face is helping young people make the most of their potential in ways that are appealing to employers.

PREPARING STUDENTS FOR JOBS THAT DON’T YET EXIST There seems to be an increasing disconnect between the contentdriven education model largely developed in the 19th century and today’s skills-based world of work. This reflects what, for Schwab, is one of the biggest causes for concern. He fears decision makers will be “caught in traditional, linear (and non-disruptive) thinking or too absorbed by immediate concerns to think strategically about the forces of disruption and innovation shaping our future.” It is estimated that more than a billion young people will join the global workforce in the next 10 years. One of the greatest challenges we face is helping them make the most of their potential in ways that are appealing to employers. But how can we prepare students for jobs that don’t yet exist? Given the rapidly changing nature of work, it is practically impossible to predict the exact hard skills employers will require in the future. But there can be no doubt that a greater focus on 21st-century skills —

transferable soft skills that can be utilised across a wide range of industries — will bolster graduates’ opportunities. At the same time, introducing students at an early age to industry-standard protocols and practice can help to bridge the transition between work and study following graduation. The sooner we start to be realistic about the changes the world is facing, the sooner we can move to address the challenges. Clearly, those who will be best suited to face the obstacles presented by an uncertain future will be those who are most ready to move with the times. www.worldofeducationmag.com

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RATED

‘GOOD’

IN OUR FIRST EVER INSPECTION! 2018/19 DSIB INSPECTION RESULTS

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PRE-K TO GRADE 10

YOUR PASSPORT TO AN INTERNATIONAL FUTURE

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I WANT TO JOIN AN IVY LEAGUE UNIVERSITY

A CBSE affiliated school catering to a diverse student community from across Asia including India, Pakistan, Philippines, Bangladesh, Nepal and Sri Lanka. From being coached at our Cricket Academy to learning music at our Performing Arts Academy, our state-of-the-art facility will provide your child with the right platform to pursue excellence globally. Our students have access to scholarships from Ivy League and Russell Group universities spread across United States, United Kingdom, Australia and Canada. We prepare them for the future. To find out how your child can avail an International education, contact us

+971 4 389 4888

We see genius in every child

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Making quality education accessible

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Rewarding excellence

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INNOVATION

An overview of the GEMS Education Global Innovation Showcase 2019

STUDENTS TAKE ON WORLD CHALLENGES In its third year, the GEMS Global Innovation Showcase brought together three GEMS Education initiatives, while upping the ante of the competitions by welcoming GEMS students from around the world to enter and take part.

he GEMS Global Innovation Showcase encompasses three flagship GEMS Education initiatives, open to students in GEMS Education schools across the world. On 9 February 1,000 top student inventors and entrepreneurs presented their solutions and prototypes designed to achieve a better tomorrow.

GLOBAL INNOVATION CHALLENGE Run in partnership with Silicon Valley-based Singularity University, the challenge saw students submit solutions that have the potential to positively impact people using future-focused technologies such as 3D printing, robotics, and nanotechnology, as well as skills such as data science and coding. Categories included disaster resilience, food scarcity, prosperity, environmental sustainability, healthcare, access to drinking water, among others.

The event saw well over 300 student teams display their prototypes, with projects ranging from brainwave-detecting headsets that can control drones and remote-controlled cars to help improve users’ attention spans (Team AiO from GEMS Millennium School — Sharjah), to artificial intelligence (AI) powered early diagnosis of skin diseases, the algorithm of which has already been patented (Team SCD Device from GEMS Dubai American Academy). Another project involved Internet-of-Things (IoT) sensors attached to ants for enhanced early detection of earthquakes (Team BrilliANT from GEMS Heritage Indian School). Over 3,500 visitors attended the full-day event, while Microsoft and Liv Bank displayed their initiatives to leverage technology in education and create better financial decisions for future generations. The teams were assessed by over 50 judges, comprising of

leaders from across a variety of industries and organisations. Shortlisted teams will enter a twomonth industry workshop phase where they will be provided with full mentorship to further develop, build, and scale their solutions. Finalists will be presented at the annual Singularity University Global Summit in Silicon Valley, California in August 2019. According to Mick Gernon, Chief Education Innovation Officer at GEMS Education, the teams began their journey several months ago by learning about exponential technologies and understanding their impact and implications on our future. He adds: “At GEMS Education we see genius in every child, and therefore we believe it is so important to provide opportunities for our students to unlock their potential. To that end, we are actively and continuously looking at a whole range of platforms that allow young learners to identify and develop new talents. The GEMS Global Innovation Showcase is one such platform, and we are immensely proud of the incredible genius, invention, and enterprise on display here today."

GEMS XCELERATOR PROGRAMME Designed to provide skills, knowledge and support aimed at developing students from inventors to entrepreneurs, the programme offers shortlisted teams seed funding, industry mentorship, workshops, training and opportunities to pitch to investors.

GEMS X ENBD FUTURE OF DIGITAL FINANCE CHALLENGE The challenge invites all GEMS Education students to generate technology-enabled solutions that reimage how we interact with financial institutions in today’s rapidly-changing society, with Emirates NBD providing mentorship, internships and product incubation opportunities. www.worldofeducationmag.com

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BEYOND SCHOOL

wo years ago, while Kris Fade and the Virgin Radio team visited GEMS United School, Sports City (GUS) as part of their ’20 Schools in 20 Days’ campaign a Grade 12 student asked if they offered internships she could apply to. Kris told her that the world is for go-getters. When Grade 11 student Mario Guraieb Mantecon heard the team was returning to his school last year, he decided to approach them for an internship. “I’ve always had the mentality that if I want something, I have to go get it,” says Mario. He put together a resume and got some references from different people including teachers and others he knew from outside of school. He included community service and mentioned the sneaker business he used to run. “On the day of Virgin Radio’s visit, during the Q&A session, I just held up my CV and said, ‘I’d like to give this to you for the chance of an internship.’ They brought me up on stage, asked me some questions and then offered me a week’s internship,” says Mario. Every morning during the first week of November he was at the station from 6am to 8.30am and thereafter they decided to keep him on, and he currently goes every Monday morning. Mario credits the experience with teaching him discipline. “I have to wake up at 5am to come to the studio and then go to school afterwards. I have to balance what I do on the job — they ask me to do a lot of different things, which is more demanding than just going to school.” Although the tasks given to him vary, the key takeaway for Mario is how different working in the real world is to attending school, adding that when unexpected things happen at work, they have to be handled immediately. “If a microphone stops working, I must fetch another and everyone in the

FORTUNE FAVOURS THE BOLD Mario Guraieb Mantecon discusses his decision to take a risk by raising his hand to ask the Virgin Radio team for an internship and why more young people should put themselves out there as well.

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I have realised that in life you have to chase your passions outside of school; it’s about taking the initiative to do something.

team is rushed to get everything working again quickly, whereas in school you don’t have that same pressure. I have made mistakes on the job and from the reaction I received I learned not to make them again; I can’t just say, ‘Sorry I didn’t do this on time’,” he says.

JUST DO IT In terms of being offered the internship, Mario maintains that he doubted the contents of his CV had any bearing on the decision to bring him on — he is certain there are other students who could have put together a more impressive resume with more accomplishments — but what set him apart was that he had the

guts to chase his dream and go for it. He adds that work experience opportunities such as internships aren’t readily available to students here in the UAE and he is aware of the difference when he goes on international summer camps or when he travels. “I see the work students are doing; they’re already getting hands-on experience. I feel like there’s a big gap between students in the UAE and the rest of the world in the sense that we’re not getting the same realistic experience of what life really is like,” Mario adds. He feels this lack of real-world practise colours the way students plan their future in that they get

as far as planning to go to go to university and then 'see what they’ll do.' The internship has made him realise that there is so much more to planning the future. “I feel like no one really chases what they want. I always hear people say they want to start a blog, or create a YouTube channel, and I have realised that in life you have to chase your passions outside of school; it’s about taking the initiative to do something. Anyone else could have walked into that assembly with a resume, but they didn’t. I was the only one. What separates people is doing versus just thinking about doing. It all comes down initiative,” Mario says. Looking ahead he doesn’t know exactly what he wants to study, but he knows he wants to make a long-lasting ecological impact on the world. “I believe we are going down a consumption spiral that is unsustainable, so I definitely want to focus on that. I think the best career to suit those needs would be business management, international relations or data analysis, while still sticking to my roots of tech, mathematics and writing skills. I want to look back in 20 years and see how my time on earth was spent doing something which, even once I’m gone, will have a lasting effect on people. I want to impact more than just my generation,” he adds. Currently his dream university is IE in Spain, but he is also considering his options in the UK, Europe and Canada. www.worldofeducationmag.com

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BEYOND SCHOOL

THE NEED TO GO GREEN Sainath Manikandan is using all the tools at his disposal to create urgent awareness about changes humans must make to save the environment.

EMS United Indian School, Abu Dhabi (UIS) pupil Sainath Manikandan assumes various roles. He is an innovator, outstanding student, passionate social campaigner, Abacus graduate, holds a brown belt in karate, is a Junior Emergency Response Lead Member, keyboard player, and a budding artist. He is also an active environmentalist, working tirelessly to spread awareness about the need to protect, conserve and preserve the Earth’s resources.

He is a Drop It Youth Ambassador, an initiative that aims to raise awareness about single-use plastic pollution and encourages individuals and organises to rethink their everyday choices. The Grade 6 student’s mission is to raise awareness of environmental issues by encouraging his family, school, and the wider community to reduce and remove all single-use plastics from their everyday life, and he has already managed to persuade many students to rethink their use of plastics.

Sainath has leveraged available technology to support his drive for a cleaner planet and has created a robot—Marine Robot Cleaner — designed to collect floating waste and debris from water surfaces to better protect marine species and the environment. The young inventor has developed the idea to include an app — Plastic Cleaner App — that will control his robot remotely on the high seas without requiring manpower. A few organisations have shown interest in developing his creation at a larger scale and talks are underway. Not one to rely on technology, he is involved in various cleanup campaigns organised by Day4Dubai, EWS — WWF, Environment Agency, Abu Dhabi and many more. At present, he is running a campaign called PEPC and collecting recyclables such as paper, electronic waste, plastic water bottles and cans. He is trying to spread the message that we can swap our existing practices for green, sustainable solutions using technology. K. George Mathew, Principal of GEMS United Indian School says most of Sainath’s projects connect to finding solutions to real life problems. He adds that as part of the campaign to celebrate World Environment Day and World Oceans Day, Sainath has picked up the plastic pollution concern and has vigorously campaigned across the school community driving awareness and prevention of plastic use in daily life. “This sensitivity has caught up with most students in our school and made Sainath a champion for the cause. His passion for environment preservation has spread across the school community and also caught up with the community at large!” he says. In 2018 the young activist won the prestigious Diana Award — given to young people who have the power to change the world — for being eco-conscious.

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REACHING FOR THE STARS Sasha Nanda, a third-year physics major at California Institute of Technology, takes time to talk about applying for an internship at NASA and the teacher at Jumeirah College Dubai who inspired her passion for science. (Credit: Shutterstock/Boris Fugger)

ow did you learn about the NASA internship? I knew of the Quantum Artificial Intelligence Lab from prior independent research as well as reading about quantum computing and quantum information theory. I looked on the NASA website and saw that they offered internships and decided to apply. What was the process of application? I submitted my resume and then I heard back from the lab principal investigator who scheduled an interview with me. After that round, I was matched to a project and interviewed by the project manager (who was my research advisor for the summer) to see if I would be a good fit, then I was given an offer. How did you find out you got the internship and what was your first response? I formally found out that I was offered the internship via email and I accepted the offer immediately! What projects have you been working on and tell us about your role. What is the most important part of this project for you? A few months ago, Google released a quantum API called Cirq.

This API is designed to allow public users to interact with Googleâ&#x20AC;&#x2122;s upcoming quantum hardware. I was working on developing software for Cirq. I worked on implementing graph theory algorithms in Cirq more efficiently using novel machine learning techniques. We hope that these algorithms will soon be applicable to finance, planning, scheduling, and so on. How does this kind of internship help young students like you? Would you encourage other students in the UAE to apply? I have learned key facets of research and software engineering. The internship solidified my research and career goals, and gave me a better understanding of both academia and industry. I would encourage anyone pursuing a degree in physics or computer science to apply for such internships. What are the most exciting things you got the opportunity to do at NASA? I worked closely with incredible researchers at the forefront of quantum computing. I also visited the real D-Wave quantum computer, the supercomputing facility, as well as the NASA robotics facility, which is housed at the NASA Ames Research Centre.

How did school help prepare you for the internship? I studied at Jumeirah College, where I was provided with a strong foundation in mathematics and science, especially via the A-level curriculum. This base helped me navigate the demanding physics and computer science courses at Caltech. When did you realise you like maths and science? Did any teachers at school help you? I have loved maths since I was little, when my mum used to read me bedtime stories about Galileo, Curie, and Nightingale. My version of playing outside in the grass was solving puzzles and crunching numbers. I also owe a lot to my middle school and high school physics teacher, Mr. Bonnar, who recommended and lent me books on quantum physics and the standard model; we often had in-depth discussions about topics that werenâ&#x20AC;&#x2122;t typically covered in high school. What are your future aspirations? After graduating from Caltech, I hope to spend a year or two working on quantum computing research in industry, and then go to graduate school to pursue my PhD in the US. www.worldofeducationmag.com

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BEYOND SCHOOL

From

DUBAI to OXFORD Ruchita Raghunath, student at GEMS Wellington Academy — Silicon Oasis discusses her journey from application to receiving her conditional offer to attend the University of Oxford.

hanking the student helper, I cautiously shut the door of my room behind me and took in my surroundings of what was to be my accommodation for the next three days — Oxford University. While I attended my interviews as a potential candidate for History and Politics at St Edmund Hall — affectionately referred to as Teddy Hall — I would have never dreamed of receiving an offer letter just a month later. The journey to Oxford was fraught with twists and turns that had to be thoughtfully navigated. The journey was not a sprint, but a marathon. My marathon began once I had completed in-depth research into my preferred course and college, followed by the personal statement which I began writing over the summer after Year 12. I had it proofread by several people who knew my personality as well as the University requirements. As October rolled around, I had registered for and sat Oxford’s

History Aptitude Test (HAT). I was also required to send off a piece of written work to the admissions tutors and I selected an extract of my history extended essay. I met my history teacher who advised which sections work the best as an extract. GEMS was also incredibly supportive during the process as my school counsellor registered me for a mock interview with Oxbridge alumni, giving me an idea of the pressure that a candidate could face. Despite not finishing my essay as well as walking out of the examination room feeling as though a blank page would have been more articulate, I was sent an email inviting me to an interview at St Edmund Hall a week later.

FEELING THE PRESSURE This was largely the moment when the pressure of applications began to set in. Preparing for the interview made the process seem bizarrely frightening. I began reading around my subjects: keeping

up with the news, reading different perspectives on widely debated political issues, listening to podcasts of historians on a range of subjects, from the domestic policies of Henry VIII to the causes of the Arab Spring. I repeatedly read through my personal statement and highlighted areas which could be points for further questioning during the interview. A seven-hour flight and an hour-long coach trip later, I found myself standing, reasonably flummoxed, at the gates of St Edmund Hall. I was to attend two interviews over the next two days: one for history and one for politics. I was also required to arrive at the common room an hour before my interview to receive my pre-reading extract on which I would be questioned. This was perhaps the most nervewrecking portion of the entire process because there is a good chance that your interviewer may well be the author of your textbook, or the author of half of the books

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on your reading list, which makes the prospect of having an academic conversation with them seem incredibly daunting. I quite enjoyed my first interview. In my attempt to decode

perspective. However, the next day there was no pre-reading to calm my nerves. Although my two interviewers were lovely, I walked out feeling utterly confused and disoriented.

the cryptic messages hidden within my pre-reading extract, my anxiety seemed to give way to my curiosity. The three interviewers in the room asked me questions which expanded my thinking and

Having been on, and survived, this admission process I have formulated a list of tips for future students who may wish to attempt the same.

Get the grades The grades from your secondary education qualification, such as GCSEs or any other board qualification, must be top-notch for tutors to even consider your application. Predicted grades are crucial in establishing yourself as a serious Oxbridge candidate and will be featured as a weighted factor in your application portfolio, along with your admissions test score, written work (if you are required to send in any), and your interview.

experience have you undertaken? What has made you actively reflect on your subject? I recommend having someone who knows you or someone who knows Oxbridge requirements to read over your personal statement and provide a different perspective, whether it be a parent, sibling, teacher, school counsellor, or friend.

Passion matters! Passion for your subject will define your performance in the other aspects of the application. It will also make your workload considerably lighter since the work you put in to prepare for admissions tests and interviews will essentially be what you love doing in your spare time. Additionally, the interviewers notice when a candidate is not genuinely passionate about their subject.

Start early Oxbridge requires you to pass several phases as an applicant. You need to give yourself enough time to complete these to your full potential. Leaving all the aspects of the application to the last minute could compromise the quality of your application. Draft, redraft, repeat Oxbridge personal statements are extremely academic: they don’t just want to know about your passion for your subject, they want to know how you have acted on that passion. What books have you read? What internships/work

Go through past papers A large determining factor of whether you receive an interview, will be your admissions test score. Practising early with past papers found on Oxford’s website is one of the best ways to prepare for this. It is essential to identify the skills that the admissions test requires and concentrate on finetuning these.

Consider your written work Candidates applying for certain subjects, mainly the arts and the humanities, are required to send in written work that they have completed during their academic year. I recommend speaking to your subject teacher to discuss your strongest piece of writing.

Read and research Read around your subject and try to practise conveying your opinion on subjects. For STEM majors, one can always go over high school content and brush up on certain skills. However, interviewers are going to test you on your intellectual versatility and tenacity in unfamiliar situations; how you can form well-reasoned arguments based on the information you are given and how you challenge received ideas and information. Stay calm No matter how exceptional you may be, it will be impossible to challenge your thinking during an interview, let alone articulate your thoughts, if you have been reduced to a bundle of nerves. In your free time, head down to the college common room and have a chat with other candidates being interviewed. This is an extraordinary environment to be in: you have the privilege of fraternising with exceptional minds, in the world’s oldest English-speaking college. Explore the rich culture and history that Oxford has to offer!

Reach out to the online community Oxvlogs is one YouTube channel which gives a candidate a variety of tips from different perspectives, illustrating the entire interview format and what candidates could do to prepare. The Student Room is also a helpful platform where candidates discuss helpful advice and where questions are answered, sometimes by Oxford admissions themselves. Brasenose College is very active on The Student Room.

Oxbridge is not the be-all and end-all At the end of the day, Oxford is just a university. It is easy to get caught in the quagmire of applications and the intense marathon of completing the application phases. But don’t lose heart. The admissions tutors at Oxford know best when it comes to selecting candidates: they will admit students who they know will thrive in this environment, based on the type of student and type of learner a candidate is. If you do happen to receive a rejection from Oxford, this is not a definitive judgement on your potential or capabilities. www.worldofeducationmag.com

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BEYOND SCHOOL

SUMMER OPPORTUNITIES The long summer break isn’t just a chance to relax and recharge the batteries, it’s also a great opportunity to delve deeper into a subject, pursue an interest or develop a new skill, all while having fun, making new friends and even experiencing a new country. How you spend your summer is becoming an increasingly important decision. With a growing list of opportunities and activities available, students are spoilt for choice and can choose from the likes of building a race car and, in the process, learning about engineering, mastering a language, preparing for university or the world of work, and learning how to write a compelling CV. Read on for our top picks.

MASTERING AUTOMOTIVE ENGINEERING Brand new for 2019, this Oxford Royale Academy course offers a unique opportunity for a small group of keen engineers to spend their summer in the heart of the UK’s Motorsport Valley. Working on practical and academic aspects of automotive engineering, the course will culminate in the completion and testing of a self-assembly Caterham Car. Other highlights include the chance to live, dine and study in University of Oxford colleges, and talks and debates with world-class guest speakers. Where: Oxford, UK When: 6 weeks, July-August 2019 www.oxford-royale.co.uk

DISCOVER CHINA China Campus Network, a consortium of 28 Universities across China, invites students to choose between the ancient cultural capital of Xi’an in Western China, or the modern, bustling financial capital of Shanghai on the east coast. These unique summer schools provide international students with the vital academic and language skills required for entry to university in China. Where: Xi’an or Shanghai, China When: 7-10 days, June or August 2019 https://www.chinacampuses.org/china-campussummer-school www.chinacampusnetwork.cn

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PWC TALENT ACADEMY This two-day employability training session from PricewaterhouseCoopers is for students in the final two years of high school, teaching soft skills in the areas of communication and emotional intelligence, and providing coaching for CV writing for securing internships. There is also an opportunity for speed networking with senior finance professionals at PwC to learn more about career opportunities and skills for success. Students receive a #TrainedbyPwC certification at the end of the course, which costs $1,900 but is free for GEMS Education students thanks to the GEMS UniConnect programme. Email academyme@ae.pwc.com to apply. Where: PwC’s Academy, Emaar Square, Downtown Dubai, UAE When: 14 and 15 June 2019, 10am-3pm https://www.pwcacademy-me.com

PENN SUMMER HIGH SCHOOL PROGRAMME University of Pennsylvania delivers the challenge of an Ivy League curriculum to academically talented high school students seeking a precollegiate experience. Explore Penn’s historic campus, engage with leading faculty and build intellectual connections within accelerated summer high school programmes. The experience offers the challenge of college-level academics within an exploratory, noncredit environment. Students have the opportunity to enrol in two immersive modules from across disciplines while benefiting from the rich educational resources of the university, experiencing college life and exploring the vibrant city of Philadelphia. Where: Philadelphia, USA When: 7 July-19 July and 21 July-2 August https://www.sas.upenn.edu/ summer/programs/high-school

SUMMER ON A SCHOLARSHIP

If you’re a GEMS Education student, you’re in luck! The GEMS UniConnect programme, which has struck partnerships with more than 100 universities and other institutions around the world, offers GEMS students access to exclusive scholarships both on undergraduate courses and summer programmes. For full details, visit www.gemseducation.com/academicsuccess/gems-uniconnect/summer-opportunities (Photos credit: Shutterstock)

www.worldofeducationmag.com

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BEYOND SCHOOL

MAKE EACH DAY A MASTERPIECE Youth Global Outreach (YG) has announced the 2019 dates for its Leadership Innovation Accelerator at Stanford University, offering participants the opportunity to experience life at Stanford University from the perspective of an incoming undergraduate student. The fully immersive experience will include the use of student residences as well as full dining privileges and recreational facilities throughout the campus. The 2019 programme is based on a curriculum focusing on leadership and team values, innovation and life experience. Daily lessons, team activities, events and excursions will develop the skills necessary for success and prepare the next leaders of the world for next- generation society. This year participants can enjoy the programme over

(Credit: Shutterstock/Jejim)

two flexible one-week sessions as well as the newly included full twoweek session. Representatives from the programme will visit Dubai and Abu Dhabi from 5–8 April as part of their recruitment drive and the final times and locations will be confirmed shortly. As a GEMS UniConnect partner a 10% scholarship will be available to admitted GEMS Education students and the relevant scholarship codes

will be provided upon acceptance to the programme. Where: Stanford University When: 3-9 August (week 1), 10-16 August (week 2), or the full twoweek session (3-16 August) Applications are currently being accepted. To apply, visit www.yougolead.com/apply.

SUMMER IN SPAIN Spend the summer with IE University in Spain focusing on social sciences including economics, the humanities, cultures, and social and business entrepreneurship – all of which are hugely beneficial regardless of what you intend to study at university. It’s also an excellent way to acquire the essential soft skills such as teamwork, creative problem-solving, negotiation, and communication techniques. The IEU Summer Programme is designed for high-potential students from all around the world. It allows them to grow personally and professionally, while making friends in an engaging, international environment. Where: IEU campuses in Segovia (week 1) and Madrid (week 2), Spain When: 8-19 July (Credit: Shutterstock/dimbar76)

https://www.ie.edu/university/ieuexperience/pre-college-activities/ summer-program/#

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LIFE IN FOCUS Jo Jobling, Chief GirlBoss at Jo Cole Photography, gives solid advice for students who want to become photographers, whether they want to study it formally or pick up a camera and learn on the go.

o Jobling pulls no punches about whether photographers need to study the subject in university in order to make it a successful career. “I didn’t need to have that qualification. I chose to study it because it was a hobby that I wanted to continue. But photography is a subject that, if you have a passion for it, you can learn,” she says. She points out that there are numerous helpful YouTube tutorials on techniques and editing that students can watch and follow. Furthermore, she says that many photographers would be willing to talk to students and give advice, they just have to reach out. “There are plenty of workshops around Dubai as well, so anybody can start it up, providing they have that passion and drive and motivation,” she adds.

EQUIPMENT Aspiring photographers needn’t be put off by the lack of fancy equipment either. When Jo started out her budget didn’t allow her to buy the best gear available, and she made do with a very basic digital SLR. “I would advise that you buy the best that you can afford.

If you can’t afford the top of the range, then go for something priced lower and build your equipment up from there. Then it’s just about practise and research and learning. That’s all it is,” she says. Photography isn’t just about getting the technical aspects right, though, and Jo puts her success down to the dedication and discipline she throws into every single shoot, whether it is a wedding, family session, or a corporate event. She makes sure she is punctual, puts all her effort and attention into the shoot while she is there, and gives clients a sneak peak of the images either on the day or the day after. Finally, she makes sure she has the images edited and delivered within a realistic timeframe. “This ensures that my turnaround remains quick, clients receive their images soon after the event, and I don’t get any backlog of editing, which means everything can run smoothly,” says Jo. One of the advantages to having her own business is running her own hours, which means she can balance her home life, including school drop offs and pickups, with the demands of her work while spending quality time with her children. Her business fits in with her life and not the

I am happy to continue doing everything myself and this works well for me, both financially as well as keeping both my passion and creativity alive. other way around, and by her own admission she is not a very business-minded person. That’s not to say you don’t need business acumen if you’re a creative entrepreneur who is looking to grow their business. Working as a photographer can be as big or small as you choose, and Jo firmly chooses the latter, as she currently does not want to grow her business. “I am happy to continue doing everything myself and this works well for me, both financially as well as keeping both my passion and creativity alive,” she says. www.worldofeducationmag.com

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HEALTH & SAFETY WITH PAUL SLATER Safety walks allow key stakeholders in the school to identify potential risks and to address them as quickly as possible, according to Paul Slater, Vice President — Health, Safety and Environment at GEMS Education.

positive health and safety culture within a school is often driven by a number of factors. Primarily, it’s down to the commitment and engagement of senior leaders and students, and there are a number of methods at their disposal. One approach is the adoption of a programme of safety walks, the concept of which has been around for a number of years.

The likes of Walt Disney World and American Express have integrated such programmes with the aim of improving both operations and quality. Safety walks are essentially a hands-on approach, where key stakeholders literally walk through the school. Stakeholders can include students, parents and members of the senior management team. The main aim is to identify potential health and safety risks and challenges, and subsequently make improvements. Moreover, such walks can be used as an opportunity to engage with students and parents on the issue of health and safety, which can in turn improve awareness and understanding. This leads to an open and transparent culture – one in which all parties see the benefits and understand the importance of health and safety.

FOR ANYONE THINKING ABOUT INTRODUCING A PROGRAMME OF SAFETY WALKS, HERE ARE A FEW TIPS TO HELP ENSURE ITS SUCCESS:

1. Ensure you have senior management buy-in; the principal and senior leadership team have to know how the programme will look and how it will benefit students and the school. 2. Make sure you select the correct stakeholders to support the programme. It should essentially be student-driven and should ideally include one or two parents, perhaps from the parent council body or Local Advisory Board. The health and safety department should also help to facilitate the programme, with selected members of the senior leadership team also contributing. 3. It’s important that you clearly explain the programme and the roles and responsibilities of those involved. Some information on key areas to perhaps focus on may also help. 4. Ensure there is a debrief session at the end of the walk, allowing you to identify actions that need to be taken. Once collected, it is important that these are reviewed and acted upon. It may not be possible to address every action, but a simple risk-based approach can be applied. 5. Review the programme at regular intervals to ensure it remains active.

www.worldofeducationmag.com

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PARENTS

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PARENTS

HOW MUCH IS TOO MUCH? We chat to Tamara Clarke, author of The Super Surfer, a book dedicated to internet safety for kids, who discusses the issue of regulating screen time for children as well as suggestions for parents to do so.

t the end of 2018, Norton Security explored the challenges the first generation of ‘digital first’ parents face, surveying over 7,000 parents across Europe and the Middle East, with children between the ages of five and 16.

Given that these children have never known a world without smartphones or tablets, parents face the question of the right age at which their children should be exposed to screen time or have their own device while trying to be aware of how their own habits could influence and affect their children. The My First Device report found that children in the UAE desire mobile screen time more than sweets. They also spend more time in front of a mobile screen than playing outdoors, with more than one quarter of parents saying their child or children spend more time online than their parents. According to the report, the rapid development of the digital world has parents feeling at a loss, with 48% saying they want to set limits and parental influence on the use of connected devices, but they

I wouldn’t suggest allowing children to use their devices exclusively in their own rooms or areas. Make them use those devices in the common areas of the house, so that you can be alerted to anything out of the ordinary.

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(Credit: Shutterstock/Subbotina Anna)

don’t know how to do so, while 64% want more advice and support to help them protect their children online. A further one in 10 parents don’t set any rules at all for device usage, saying their children are so tech savvy they would be able to get around the rules. Technology writer and author Tamara agrees that the major issue parents need to address is controlling the information that their child can reach online. “This is, after all, the world wide web so they really have a world of information at their fingertips and we have to help them filter what they actually see.” She says the first step to do this is to use the parental controls on the devices as much as possible, as well as using certain apps for parents. Google Family is available and works very well across Android devices. For example, YouTube Kids is not available in this region and Google Family will not allow the YouTube app to be installed on a device that is being managed by a child’s account. Kaspersky Safe Kids works across Android and iOS platforms and helps to manage content as well as enforce time management. “It will give me a weekly report — I can also look at it whenever I

want to – that tells me everything my child attempted to download, everything my approval code was entered for so that he could download it, and it gives me metrics like how much screen time he had that week. It gives me data that I can use to make better parental decisions,” says Tamara. She adds that while leveraging parental controls is certainly helpful, parents shouldn’t rely on them exclusively. According to Tamara, these controls work best when they go hand in hand with certain ground rules at home about how much children can use the devices as well as keeping them visible while they do so. “I wouldn’t suggest allowing children to use their devices exclusively in their own rooms or areas.

Make them use those devices in the common areas of the house, so that you can be alerted to anything out of the ordinary. There are times when I can hear something being said in a video that my child is watching that will alert me to check out what they’re looking at, and maybe veto it,” she says. Tamara has two boys, two years apart, who are both under the age of 10. As far as she is concerned the gap is negligible and the same rules apply to each of them; her older son does nothing her younger son isn’t allowed to do. “I think they will stay neck and neck, as far as the rules are concerned. I think by the time the older one has to go online for school work, the younger one will be there right on his heels,” she says.

TAMARA CLARKE HAS A FOUR-PRONGED PROCESS FOR MANAGING HER KIDS’ SCREEN TIME: 1. Set ground rules If you simply hand your child a device and you don’t give them any guidelines upfront, everybody will be out of synch. But if you take the time to plan it and you tell them what the rules are then they can work within those perimeters. For example, I might tell them, “No gaming during the school week; you can only use your device for gaming over the weekend.” Because that’s an expectation I’ve already set, we don’t have problems during the week. 2. Use the timer on the device Every phone, every iPad, and every tablet has a timer which is not subtle — it’s quite a jolt when it goes off — a clear indicator when your time is up. I can hear it when it goes off, my child can hear it when it goes off. It eliminates them saying, “I accidentally got engrossed in something and went over my time.” There is no room for debate. 3. Find balance You won’t have a hard time, or rather you’ll have less of a struggle, keeping your kids off their devices when they have good alternative things to do. Make sure that they’re being active every day, make sure they have sports, and physical board games. You can play many board games on your phone now, just like you can read books on your phone and these are things that have physical components to them — keep them physical. Keep them reading physical books and playing Monopoly on a board on their bedroom floor so they have alternatives to the device. 4. Make the screen time constructive For example, if you tell them, “No games; you need to open your maths app,” they will put the device down when they get tired of doing that.

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LIFESTYLE

BALI

How to get there

BREAKAWAY With gorgeous beaches, great food and friendly people, Bali offers the ideal family island getaway for almost any budget.

Flight duration

Currently Emirates is the only carrier that flies direct from the UAE, departing from Dubai and landing in Denpasar after 9h5m. Other carriers have a minimum of one stop.

Visa

Tourist visa restrictions vary depending on your nationality and length of stay — make sure to check with the Indonesian Consulate in Dubai (04 398 5666) or the Embassy in Abu Dhabi (02 445 4448).

WHERE TO GO AND WHAT TO DO: Pondok Pekak Library — Ubud Once a library for expats, it has become a cultural community centre for tourists, expats and locals. Classes available for adults and children include painting and wood carving, among others. Explore rice paddies — Ubud Ubud has an abundance of greenery. Opt for a guided tour or explore them on your own.

Currency

Indonesian Rupiah AED1 = IDR3,871.34

Travel Tips:

See a Kecak dance — Ubud Kecak dances , a form of Balinese dance and music drama, can be enjoyed at a number of locations in the evenings. Ask your tour guide or hotel for more details.

Exchange your dirhams before leaving the UAE for a slightly better rate. If you plan to be mainly in resorts and beaches, opt for good travel insurance that will evacuate you if necessary, in case you urgent rabies treatment if bitten. Don’t approach stray dogs or monkeys, even if they look fine. Do not use tap water for drinking or brushing your teeth. Only use bottled water.

Learn to surf — Kuta Pro Surf School Bali Jl. Pantai Kuta No.33, Legian, Kuta, Phone: +62 361 751200

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(Photos credit: Shutterstock)

WEATHER AND CLIMATE: Bali is only a few degrees latitude below the equator and has a tropical monsoon climate. The weather can be described less as ‘summer’ vs ‘winter’ and more ‘dry’ (from around May to September) vs ‘wet’ (from around October to April). WHERE TO EAT:

There are many family-owned cafés (called warungs) dotted over the island. For visitors with certain dietary requirements, there are Halaalcertified restaurants as well. Raja’s Balinese Restaurant Address: Nusa Dua Beach Hotel & Spa Contact: (0361) 771210 Pawon Pasundan Address: Jl. Raya Kediri, Tuban, Kuta Contact: (0361) 755833 Warung Nikmat Address: Jl. Bakung Sari, Gg. Biduri No.6A, Kuta, Contact: (0361) 764678 The Halal Boys Address: Jl. Petitenget, Kerobokan Kelod, Seminyak Contact: 0819-1649-1454

Waterbom — Kuta Winner of TripAdvisor’s Traveller’s Choice Award for the best waterpark in Asia, Waterbom is clean, safe and well run with a variety of rides available for adults as well as kids of all ages. Cashless payments using splash bands take the worry out of keeping cash and cards safe, so you can focus on enjoying the park. Certain rides have a minimum height requirement. For more details and booking online, go to: https://www.waterbom-bali.com

Make sure you apply sunscreen regularly in Bali, more so if you’re swimming.

Travelling with kids: Check any costs/savings with your airline if flying with infants/toddlers. Try to book flights for when your kids should be going to bed for minimum disruption. You can never have too many wet wipes. Dress the kids in comfortable layers that you can add/remove as the plane’s aricon demands. Pack their own bag with their own travel pillow and a few toys and an iPad/tablet and some snacks.

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LIFESTYLE

GORGEOUS

GEORGIA Just a quick hop from the UAE, Georgia offers a wealth of activities for all ages with its rich culture, friendly people and fantastic food.

WHERE TO GO AND WHAT TO DO: Take a walking tour Tbilisi is beautiful to explore on foot. A guided tour can be arranged as well, with stops at well-known attractions. Walking tours can be arranged for around $25.

See dinosaur footprints Kids will love Georgia’s world-famous Prometheus cave in Tbilisi where they can see dinosaur footprints in the Sataplia Nature Reserve. Surami, a pinewood resort, is a great stop along the way where visitors can taste Nazuki bread.

Cross the Kura River on the Bridge of Peace It’s a modern architectural landmark and one of the most photographed parts of Tbilisi.

Georgia has four distinct seasons, with the best time to go in spring, between mid-April and May, after the rain has stopped. Many holidays, including Georgia’s Independence Day (26 May), occur over this time and visitors can watch the parade on Rustaveli Avenue.

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How to get there Flight duration

Currently flydubai is the only carrier that flies direct from the UAE, departing from Dubai and landing in Tbilisi after 3h25m. Other carriers have a minimum of one stop.

Currency

Georgian Lari AED1 = GEL0.73

Visit Tbilisi's Rezo Gabriadze Marionette Theater Make sure to visit on the hour, so your kids can take in the quirky architecture of the crooked clock tower as well see the angel strike the bell. Take in the show that happens every hour and enjoy the interesting art pieces nearby.

Travel Tips

Foreign exchange points will offer a better exchange rate than the banks and ATMs located in the airport. A. Kazbegi Street in Saburtalo has many exchanges house for this purpose. One of the easiest ways to get around is by taxi. For a slightly higher rate, the Taxify App works in Georgia, otherwise taxis can be flagged down quite easily.

GEORGIAN DISHES WORTH TRYING:

Badrijani nigvzit This dish is made by slathering thin slices of chargrilled eggplant with a walnut paste which has been flavoured with tarragon vinegar, marigold, and blue fenugreek.

(Photos credit: Shutterstock)

Take the kids to Mtatsminda Amusement Park If walking tours get a bit much, Mtatsminda Amusement Park is popular with locals and tourists. It offers a variety of activities which include riding a rollercoaster at the highest point in Tbilisi. A one-day all access pass allows visitors to enjoy unlimited admission to the rides and entertainment within the park as well as the scenic funicular tram. Attractions include events for kids, picnic zones, and souvenir shops.

Visa Expats with a valid visa or residence permit in the UAE are exempted from visa requirements and can enter Georgia without a visa for 90 days in any 180-day period. Relevant valid visa or residence permit along with travel document/passport must be presented at the moment of entering Georgia. Your passport must also be valid for at least six months. If you are unsure, the Georgian Government has created an e-visa portal: https://www.evisa.gov.ge/GeoVisa/

Ajapsandali Featuring a an oven-roasted medley of firm eggplant and crisp bell peppers, lightly bound at the last minute with fresh tomato purée and livened up with cilantro, Ajapsandali is a dish not to be missed.

Pkhali Pkhali, which should be tried by vegetarians and meat eaters alike, can best be described as vegetable pâtés made with whichever vegetables happen to be available and served over bread.

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LIFESTYLE

RELAX IN

RAK

How to get there: Ras Al Khaimah is accessible by car from anywhere within the UAE.

The northernmost emirate of the UAE offers a wealth of activities unique to the region, that will enrich any traveller’s experience and offer expatriates something new.

WHAT TO DO: Visit Dhayah Fort Built in the 19th century over ancient ruins, this castle is steeped in history and offers a panorama of mountain and sea views. As the only hilltop fort still existing in the UAE, Dhayah Fort played a key role in the resistance during the British attacks in 1819 against the tribes of Ras Al Khaimah.

Ride the world’s longest zipline Located at the top of Jebel Jais mountains, measuring 2.83 kms and travelling at an average of 150 kmph, the Jebel Jais Flight is the World’s Longest Zipline certified by Guinness World Records. Hours: 9am–4pm Cost: Prices vary, call +971 (0)7 204 6250 for updates and special offers. Limitations: No age limits, but riders under 18 must accompanied by a legal guardian on the appointment date. Riders must be at least 122cm tall and between 40–130kg.

Experience Jebel Jais Jebel Jais, the UAE’s tallest mountain, is a popular attraction for locals, expats and tourists. Fitness fanatics can make a day of hiking while enjoying the sweeping views, or those less inclined to climbing have the option of driving up the mountain on the dual carriageway. Travellers also have the option of setting up camp in Wadi Shawka, Wadi Albaih, Wadi Ghalilah and Wadi Sham, among others. (Photos credit: Shutterstock)

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Bedouin Oasis Camp The Bedouin Oasis offers an indulgent and luxurious reproduction of Bedouin life offering a simple ambiance. Itâ&#x20AC;&#x2122;s a place for adults and children where many activities can be experienced during your stay.

Barbecue in Saqr Park Entrance: AED20 per vehicle The park is large enough for families to barbecue and have a picnic. It also has a small amusement park with rides such as merry-go-rounds, carousels, bumper cars, and a ferris wheel.

(Photo credit: rasalkhaimah.ae)

Jebel Jais Skating Rink At 1,300 meters above sea level, the Jebel Jais skating rink is the highest rink in the UAE. Surrounded by the Hajar mountains, the rink offers a great experience to complement with cooler weather. Limitations: The skating rink is open to adult and children above the age of three. Opening hours: Wednesday to Sunday from 10am to 5pm. Call: +971 (0)7 204 6250 to confirm.

Go Karting at RAK Track Opening hours: Mon-Wed 3:30-10:30pm, Thur 3-11pm, Fri 2am-12pm, Sat 2-11pm, Sun Closed Limitations: Riders must be at least seven years old. The karting experiences includes safety gear (suit and helmet), a safety video briefing, live timing and score sheet. The track is outdoors and 1.1km. Call: +971 7 222 2120

Al Wadi Equestrian Adventure Centre This dedicated equestrian and adventure centre, steeped in the stunning nature and culture of Ras Al Khaimah, offers a range of equestrian activities. Call: +971 7 243 5422 for details. www.worldofeducationmag.com

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LIFESTYLE KIDS

Good

Super Good Skills (Almost) by Tom Gates Delia and the whole Gates family are going on holiday. Tom needs to keep himself busy on what he thinks is the most boring campsite ever, and he’ll do that by doodling! With doodle your own elements, this Waterstones Children’s Book Prize winner will get kids doodling like never before! Available from: Virgin Megastore Price: AED39

reads

(Credit: Virgin Megastore.ae)

Fierce Fragile Hearts by Sara Barnard Two years after a downward spiral took her as low as you can possibly go, Suzanne is starting again. Again. She’s back in Brighton, the only place she felt she belonged, back with her best friends Caddy and Rosie. But they’re about to leave for university. When your friends have been your light in the darkness, what happens when you’re the one left behind? Available from: Virgin Megastore Price: AED49 (Credit: Virgin Megastore.ae)

TEENS

13 Amazing Women of Arabia by Dana Alblooshi Dana Alblooshi, a 12-year-old GEMS Wellington International School student, is the author of this new book. When Dana was nine, she trained at NASA and became the youngest Emirati to do so before becoming the youngest student in history to discuss scientific research on full-scale projects at the National Graphene Institute at the University of Manchester. Dana pays tribute in this debut book to 13 inspiring women from fields as diverse as science, government, fashion, business, sports, and more. Available from: BooksArabia.com and bookstores across the UAE Price: AED85

KIDS

Becoming by Michelle Obama In her memoir, a work of deep reflection and mesmerising storytelling, former First Lady Michelle Obama invites readers into her world, chronicling the experiences that have shaped her— from her childhood on the South Side of Chicago to her years as an executive balancing the demands of motherhood and work, to her time spent at the world’s most famous address. Available from: Kinokuniya Price: AED141 online price AED126.90 Kinokuniya Privilege Card Member price

ADULTS

Kinokuniya offers free domestic shipping on orders over AED99. Virgin Megastore offers free shipping on orders over AED200.

(Credit: aue.kinokuniya.com)

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NEW RELEASES

Wonder Park

UAE Release date: 14 March 2019 Age restriction: PG — recommended for kids over eight years old.

Captain Marvel

UAE release date: 7 March 2019 Age restriction: PG 13 Starring: Brie Larson, Djimon Hounsou, Gemma Chan, Jude Law, Lee Pace, Samuel L. Jackson Language: English Carol Danvers becomes one of the universe’s most powerful heroes when Earth is caught in the middle of a galactic war between two alien races.

Starring: John Oliver, Ken Jeong, Kenan Thompson, Matthew Broderick, Jennifer Garner, Mila Kunis Language: English June, an optimistic, imaginative girl, discovers an incredible amusement park called Wonderland hidden in the woods. The park is full of fantastical rides and funny talking animals — only the park is in disarray. June soon discovers the park came from her imagination and she’s the only one who can fix it, so she bands together with the animals to save this magical place and bring back the wonder in Wonderland.

Dumbo

UAE Release date: 28 March 2019 Age restriction: PG — recommended for kids over eight years old. Starring: Colin Farrell, Michael Keaton, Eva Green Language: English A young elephant, whose oversized ears enable him to fly, helps save a struggling circus, but when the circus plans a new venture, Dumbo and his friends discover dark secrets beneath its shiny veneer.

Shazam! UglyDolls

UAE Release Date: 16 May 2019 Age restriction: PG — recommended for kids over eight years old. Starring: Kelly Clarkson, Nick Jonas, Pitbull Language: English In the adorably different town of Uglyville, the freespirited Moxy (Voice of Kelly Clarkson) and her UglyDolls friends confront what it means to be different, struggle with their desire to be loved, and ultimately discover that you don’t have to be perfect to be amazing because who you truly are is what matters most.

UAE Release Date: 4 April 2019 Age restriction: PG13 Starring: Asher Angel, Cooper Andrews, Grace Fulton, Ian Chen, Jack Dylan Grazer, Zachary Levi Language: English By shouting out one word — SHAZAM! — Billy Batson, a streetwise 14-year-old foster kid, can turn into the adult superhero Shazam.

(Credit: IMDB.com, VOX Cinemas) www.worldofeducationmag.com

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WHAT’S HAPPENING? There are some fantastic events coming up across the UAE.

Abu Dhabi — March is the National Month of Reading! To celebrate the Department of Culture and Tourism, Abu Dhabi aims to promote reading as an integral part of life by offering a series of cultural reading events and activities targeting all segments of society by offering an exciting range of activities including storytelling events, poetry readings, meet the author sessions, creative reading workshops, and a creative reader competition. For more details: https://library. dctabudhabi.ae/

(Shutterstock/Andrush)

Dubai — WAFI Science Factory WAFI Mall, in collaboration with World Touring Exhibitions, is hosting an interactive science exhibition — WAFI’s Science Factory — combining both knowledge and fun challenges, allowing visitors to experience and play with science. Produced with a team of scientists, physicists, geologists, and astronomers, these exhibits will cater to adults, students, children, and people of all ages. Enjoy 40 interactive machines across a range of experiences including an earthquake, tornadoes, and being invisible followed by testing nitrogen ice cream, dragon breath popcorn, and vacuum-packed fruits at WAFI’s restaurants. When: Until mid-April.

(Shutterstock/Zurijeta)

LIFESTYLE

Sharjah — Get your roller skates on! Enjoy specialised roller skating lessons aimed at teaching children new skills, as well as enhancing their physical and mental abilities in a fun and safe environment. When: Every weekend, 5.30–6.30pm until April. Where: The Flag Island (TFI) Sharjah How to register: 06 503 0000 Email: info@theflagisland.ae

Dubai — Get an adrenaline rush at VR Park! Exhilarate your senses at Dubai’s ultimate virtual reality and augmented reality attraction, VR Park, located in The Dubai Mall. With over 30 rides and experiences for all ages across a range of immersive and educational journeys there are plenty of activities to choose from. Price: General entry is free – with prices for each experience starting from AED15. For more details: +971 4 448 5111 https://vrparkdubai.com/

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World of Education

Articles inside

21st-Century Skills

The Importance of Language in Global Education

Day Boarding

Learning to Think

Solid Foundations

Prioritising Happiness

GEMS FirstPoint School - The Villa

GEMS World Academy - Dubai

Pope in the UAE

High-tech Tools

World Scholar's Cup

Moral Education

Sharjah Boys' School Relocates

Indian Curriculum Schools in Dubai