Issue 5 - September 2019 by WorldOfEducationMag

YOUR ONE-STOP SHOP FOR PRE-SCHOOL • PRIMARY • SECONDARY • AND BEYOND...

ISSUE 5 | SEPTEMBER 2019

BACK TO SCHOOL Everything you need to know for the new academic year

e-Learning How the push towards online can benefit everyone

BACK TO SCHOOL Everything you need to know for the new academic year

00_GEMS WOE_Cover_10872396.indd 2

My Path to Uni A new resource and service for all things university

Candice Wright Meet the UAE’s first UN-accredited Climate Change Teacher

Indoor Family Fun Have you tried the new Warner Bros theme park yet?

22/08/2019 05:18:15 PM

Your Australian Education Starts Here in Dubai Earn an unrivaled Australian accredited degree with Murdoch University Dubai

Pursue a Double Major in an undergraduate program

Invest in your career with our ﬂexible MBA, Master of Education or Master of Health Care programs

Find an alternative entry into University with our pathway courses

Bursaries available for all domestic and international students

Last Chance to Apply for Sept 2019 at 800-MURDOCH or info@murdochuniversitydubai.com Permitted by the Knowledge and Huma Per uman n Deve e lopment Authority. Thee acad cad demic emic qualificati ations granted by this insti t tution an nd certified by KHDA shall be re recog cognis nised ed in the Emir m ate of Dubai by all pu ub blilic and nd privaate ent entiti ities es for or all purposes.

World of Education Team

Welcome... Are you ready for the new academic year? Do you know what to expect in 2019-20? Well, we’ve consulted a range of expert educators – from school principals to innovation leaders – to get their take on the most pressing issues and biggest trends facing the education sector in the year ahead. Turn to our cover feature on page 20 to find out what is in store and how these developments, challenges, and opportunities will likely affect the learning experience of students over the coming months. Of course, a new year also means that schools have now said goodbye to their graduating cohort as students embark on their post-secondary journey to university or along alternative pathways. This can be an emotional, often nostalgic time and is an opportunity for both students and teachers to reflect on the highs and lows en route to graduation. On page 24 we hear from a school in Abu Dhabi that recently saw its first cohort complete Year 13, while on page 30 we hear from fresh high school graduates about the teachers who most inspired them.

GEMS EDUCATION Adelle Calumpang Benny Thomas Hfu Reisenhofer Joanna Andrews Niovi Anagnostopoulou Rose Youssef Shauna McHenry ITP MEDIA GROUP CEO Ali Akawi MANAGING DIRECTOR Alex Reeve CFO Toby Jay Spencer-Davies EDITOR Robert Corder CONTACT COMMERCIAL DIRECTOR, ITP CUSTOMER Jamie O'Loane T: 04 444 3193 E: jamie.oloane@itp.com worldofeducationmag@gemseducation.com www.worldofeducationmag.com

Also in this issue, we take a closer look at what it means to be a certified Apple Distinguished Educator (see page 32) and how the use of the full of suite of Apple products can greatly assist teaching and enhance student learning. We also gain insight into the significance of British Schools Overseas (BSO) accreditation and the benefits this provides in terms of attracting not just student enrolments but also teachers – see page 34 for details. Looking beyond school, there’s exciting news with the arrival of the University of London’s International Foundation Programme in the UAE. Turn to page 62 to read how this offers a viable alternative pathway for university admissions to either correct unexpected A Level or IB results, or supplement a student’s academic programme during high school. We’ve also taken a look at a new resource for students, aptly named My Path To Uni (see page 58), which promises to assist students with all things post-secondary education. We hope you enjoy reading the issue as much as we’ve enjoyed putting it all together and, as ever, if there’s anything you’d like to see us cover in future editions, do get in touch. World of Education Team

We see genius in every child

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

www.worldofeducationmag.com

3_GEMS_WOE5_Welcome Letter_10847220.indd 3

22/08/2019 05:54:18 PM

Contents

14 NEWS 6 Stay informed about the education sector A FOCUS ON 14 Our Own English High School – Sharjah, Boys

MEET THE… 16 Principal 18 UN-Accredited Climate Change Teacher COVER 20 Education: the next phase ACADEMICS 24 The next step: preparing for Year 13 and beyond 26 Never give up: a story of grit and determination 28 Teaching tolerance should not be a fad 30 From start to ﬁnish: looking back at lasting student-teacher relationships 32 Good apples: three teachers share their thoughts on the Apple Distinguished Educators Program 34 On closer inspection: GEMS Founders School – Dubai receives BSO accreditation

32 4

ARTS 36 In perfect harmony: a student talks about juggling academics with her passion for singing 38 Drumming up a beat: GEMS Music Hub drum teacher Samuel Jones shares his journey with us

ISSUE 5 | SEPTEMBER 2019

4-5_GEMS_WOE5_Contents_10845770.indd 4

22/08/2019 05:20:21 PM

44 SPORTS 40 The advantages of playing multiple sports at a young age 41 Delta after-school activities 42 Why your child should attend a holiday camp 44 When is the right time to enrol your child in a sports class? 46 A parent's guide to understanding the eSports athlete 48 Blaze of glory: a teacher discusses what it takes to become a rugby referee 49 Karate: more than sport

70 74

INNOVATION 52 Uniting education and industry 54 Education in an age of artiďŹ cial intelligence 56 e-Learning: changing the way we study BEYOND SCHOOL 58 My path to uni 60 So you want to study medicine? 62 Introducing the International Foundation Programme 64 Future scientists of the UAE

PARENTS 66 Get involved 70 Getting your little one to eat what you eat LIFESTYLE 72 Nature at its best 74 Majestic Jaipur 76 Indoor fun at its best 78 Good reads 79 At the movies 80 School directory 82 What's on

78 www.worldofeducationmag.com

4-5_GEMS_WOE5_Contents_10845770.indd 5

22/08/2019 05:20:42 PM

NEWS

STUDENTS PARTICIPATE IN ABU DHABI CLIMATE MEETING

EMS Education students participated in the youth dialogue at the Abu Dhabi Climate Meeting for the UN Climate Action Summit, an initiative by the UAE Ministry of Climate Change and Environment. The event took place in collaboration with the Federal Youth Authority and the United Nations. Over 50 students from GEMS Education attended the Youth dialogue programme, ‘Enabling Youth in Climate Action’. Students from GEMS United Indian School Abu Dhabi and Cambridge International School – Abu Dhabi discussed with ministers and high-level dignitaries issues related to youth empowerment and engagement in climate action. “The youth dialogue gave insights into the urgency to act upon climate change. The discussion continued to tackle various queries put forward by the participants. We are extremely grateful to have had the privilege of taking part in this event,” said Krishna Sunil, a GEMS United Indian School student who participated in the event. Kelvin Hornsby, Vice President, GEMS Cambridge Brand Leader, and CEO/Principal of GEMS Cambridge International School – Abu Dhabi, said: “Our students are so passionate about the environment and the impact of climate change, so this was a fantastic

opportunity for them to articulate their views and ask their questions in front of a highly influential audience. They feel privileged to represent the youth of Abu Dhabi and be a part of something that could make a positive change in the world.” This event was the global preparatory meeting for the UN Climate Summit due to be held in New York on 23 September 2019. The Summit aims to demonstrate action already happening and build the political will to undertake more ambitious action in line with the goals of the Paris Agreement. Leaders attending the Summit must present initiatives that are having tangible impacts in climate mitigation and adaptation, as well as evidence that they are ready to implement further action through policies, new technologies, financial initiatives, and business solutions by 2020 and beyond.

GEMS TEACHER WINS GLOBAL BTEC TEACHER OF THE YEAR 2019 AWARD

(Credit: Pearson Qualifications)

Shalini Rajan is the first recipient of the BTEC Teacher of the Year Award

ew categories at this year’s BTEC Awards included BTEC Teacher of the Year and BTEC Tutor of the Year. The former was awarded to Shalini Rajan, BTEC Coordinator/ Secondary ICT Teacher at The Winchester School – Jebel Ali, during a ceremony held in London on 4 July. Shalini firmly believes BTEC is the best vocational qualification and she provides her students the maximum opportunities to apply their skills within and beyond the classroom. Her students are confident users of learning technologies and a wide range of opportunities for students to use technology in daily lessons, including the use of Skype in the classroom for students to collaborate with other students and teachers around the globe.

ISSUE 5 | SEPTEMBER 2019

6-8_GEMS_WOE5_news_10839347.indd 6

22/08/2019 05:22:01 PM

GRADUATES COMPLETE TELLAL’S TEACHER TRAINING PROGRAMME

ore than 165 graduates walked the stage in recognition and celebration of their accomplishments in TELLAL’s teacher training programmes during a ceremony held at GEMS World Academy – Dubai. The graduates were awarded qualifications by Dr Linda Rush, Senior Vice-President of TELLAL Institute, and Reverend Canon Professor Kenneth Newport, Pro Vice-Chancellor and Executive Dean of Education at Liverpool Hope University. Dr Rush challenged the Graduating Class of June 2019 to apply all they have learned throughout their time with TELLAL, with an emphasis on making a difference in the world for the benefit of their students and the next generation. Louise Walker, Apprenticeship in Teaching Practice (ATP), Early Years and Graduating Class of June 2019, said: “Deciding to become a qualified teacher through TELLAL’s Teach Best Programme is the best decision I have made. The programme’s

unique school-centred approach meant I was in schools within a week of starting the course. The nature of this programme, where theory and practice intertwine from day one, enabled me to apply the different theories and strategies covered during the TELLAL sessions immediately.” This academic year in the UAE alone, TELLAL has impacted over 150,000 students, with more than 8,000 teachers and school leaders participating in different programmes, and carried out over 390 Arabic teacher and leadership training sessions with quality-integrated product development. TELLAL is the first and only institute in the region to offer teacher training qualifying routes via a practice-based training pathway known as School Centred Initial Teacher Training (SCITT).

SCHOOLS PARTNER WITH DUBAI CARES TO RAISE AED 500,000 FOR CHARITY

wo GEMS Education schools, The Millennium School and GEMS Jumeirah Primary School, have collectively raised AED 500,000 for the Dubai Cares ‘Adopt a School’ initiative, which will use the funds raised to establish new community-based schools in Nepal and Cambodia. His Excellency Dr Tariq Al Gurg, Chief Executive Officer at Dubai Cares, said it was overwhelming to see students from both schools come together to help enable their

peers in other parts of the world to flourish in their educational journey. “This initiative is also a reflection of the UAE’s image as a beacon of global co-existence and openness that is fully in line with the Year of Tolerance,” he said. Funds were raised during GEMS Jumeirah Primary School’s Spring Fair, for which preparations kicked off six months prior, and the parentteacher association (PTA) received immense support from the school at every level. The committees that form the PTA’s teams worked tirelessly towards the fair to help raise funds for Dubai Cares. Rachel Higgins, Principal and CEO of GEMS Jumeirah Primary School, said: “Once again I could not be prouder of the GEMS Jumeirah Primary School family, serving not only our own community but impacting the

lives of others around the world.” The Millennium School, meanwhile, held a winter carnival towards the end of last year that was inaugurated by Michael Guzder, Vice President – Education at GEMS Education, and welcomed a few special guests. Ambika Gulati, the school’s Principal and CEO, said: “The annual winter carnival is the only school function in which each member of the school community chooses to work collectively and cohesively towards a common goal. Right from KG to Grade 12, from support staff to admin and the education teams, everyone has contributed their time, effort, and money for Dubai Cares and this wonderful school-run event.” Funds raised will go towards building three- and four-classroom schools for over 300 children, complete with classroom furniture, books, and other educational resources. The money will also fund the construction of basic homes for two community teachers and provide a well for the community. www.worldofeducationmag.com

6-8_GEMS_WOE5_news_10839347.indd 7

22/08/2019 05:22:11 PM

NEWS

GEMS SCHOOLS FIRST IN THE UAE TO BE AWARDED HIGH PERFORMANCE LEARNING (HPL) WORLD CLASS SCHOOL STATUS The schools met demanding standards to complete HPL’s rigorous two-year World Class School Award scheme.

Principals of RDS, JPS, WIS and JC with HPL Founder and CEO Deborah Eyre

EMS Education schools are the first in the UAE, and four of only 13 schools worldwide, to have been accredited as High Performance Learning (HPL) World Class Schools. Jumeirah College, Royal Dubai School, Jumeirah Primary School, and GEMS Wellington International School have been recognised with the prestigious status based on their exceptional and consistent performance over the years across several different parametres, which include highquality teaching standards, meticulous curriculum assessment, outstanding school leadership, and engagement with the wider school community. The HPL World Class School Award recognises the best schools

in the world and is designed for those at the forefront of educational thinking. It sets out new and very tough standards and demonstrates how schools can scale new heights when they fully realise the HPL philosophy, a research-based, pedagogyled outlook that responds to a growing understanding of human capability. It sees all students as potential high performers who are not limited by ‘ability’. The schools under GEMS Education met exacting standards to complete HPL’s rigorous two-year World Class School Award scheme. Simon O’Connor, Principal Jumeirah College said: “We are delighted that our schools have been successful in achieving World Class School status. This highlights that the schools are operating on par with some of the very best in

the world. It is a huge achievement for one school to be successful, but for four GEMS schools to achieve this recognition is indeed phenomenal. The founding principle of HPL is that all students can achieve at the very highest level and this echoes our view of ensuring all our students receive outstanding education.” As HPL Schools, Jumeirah College, GEMS Royal Dubai School, Jumeirah Primary School, and GEMS Wellington International School have developed a practicalbased set of HPL skills and attitudes. The evaluation process was conducted over two years. Every half term the schools were inspected to ensure they were on track and the schools worked together to share experiences of what worked best. Professor Deborah Eyre, Founder and CEO, High Performance Learning said that the accredited GEMS schools join an elite group of schools across the world whose quality of education is truly exceptional. “We look forward to working with them going forward as part of The World Class Schools Fellowship and with other GEMS schools adopting the HPL approach.” To be accredited, the schools had to provide evidence that they were performing over a range of criteria. Each school submitted a substantial portfolio of evidence that was assessed at an accreditation inspection. These four schools will now support the other GEMS Education schools as they embark on the HPL programme.

ISSUE 5 | SEPTEMBER 2019

6-8_GEMS_WOE5_news_10839347.indd 8

22/08/2019 05:22:17 PM

A-LEVEL TOPPERS

tudents in the UAE celebrated another year of outstanding A-Level results in August. GEMS Education students again exceeded expectations, with nearly 600 students sitting over 1,700 A-Level examinations and with 33 per cent of entries achieving an A* or A grade. Sir Christopher Stone, Global Chief Education Officer, GEMS Education, said: “I congratulate all our students on their exceptional examination results, which have been achieved thanks to a combination of their own hard work, the tremendous support of their parents, and the tireless dedication of our teachers. Because of this year’s successes, our students will be able to accept offers from some of the very best higher education institutions in the world. We are truly thrilled and wish all our students every success in their endeavours.” A particular highlight was Jumeirah College, which reported that 16 per cent of the more than 420 examinations taken resulted in an A* grade and 47 per cent in an A* or A grade. Of the school’s 140 students sitting A-Levels, 30 achieved all A* or A grades, and 83 (59 per cent) gained all A*-B grades. Kazal Oshodi, an A-Level student from Jumeirah College, was a standout achiever and his score in Maths was among the top 50 in the world. His

JC student Kazal Oshodi celebrates his results with family

efforts resulted in four A*s in Maths, Further Maths, Physics, and Chemistry. Set to attend Cambridge University to study Engineering, he said, “It took a lot of hard work and lots of revision, even over the past year – which really picked up in May and June when the actual exams came along. I will miss my friends at Jumeirah College and also having fun in lessons while learning, because having fun is one of the best ways to learn.”

ADOPT A SCHOOL Making children’s dreams come true one fundraiser at a time.

EMS Wellington International School (WIS) in Dubai has joined hands with Dubai Cares and United World Schools to help build a primary school in Cambodia. WIS is aiming to raise AED 162,000 by October 2019 through various fundraisers including a walkathon and dodgeball competition. Under the guidance of Mr Colin Scicluna, Mr Daniel Haynes, Ms Katrina Moss, and Ms Anna Akinwumi, a group of around 40 students is helping to organise these fundraisers as part of the WISH Initiative. As well as raising money, the school will be

taking a group of 20 students and teachers to Cambodia to live with the community they are helping. Moving forward, the school also hopes to sponsor the construction of a new school every year. www.worldofeducationmag.com

6-8_GEMS_WOE5_news_10839347.indd 9

22/08/2019 05:22:28 PM

Centrepointâ&#x20AC;&#x2122;s Back-to-School collection has everything you need to be #CoolForSchool!

00_GEMS-WOE_Advertorial_Centrepoint_v1_10867197.indd 10

21/08/2019 05:44:56 PM

The long summer holidays are drawing to a close and it’s time to get your kids kitted out for their first day of a fresh academic term. Get the cool new gear for the new school year from Centrepoint, the region's largest fashion destination, offering the most comprehensive collection of school essentials for all age groups - from toddlers to teenagers. Bringing four popular brands – Babyshop, Splash, SHOEMART and Lifestyle, together under one roof, Centrepoint’s new back to school collection has everything from stylish backpacks and trolley bags to footwear, lunchboxes and water bottles, in an array of trendy designs and at an excellent value.

00_GEMS-WOE_Advertorial_Centrepoint_v1_10867197.indd 11

21/08/2019 05:45:19 PM

00_GEMS-WOE_Advertorial_Centrepoint_v1_10867197.indd 12

21/08/2019 05:46:12 PM

BUNDLE DEAL! Get a FREE TABLET when you buy 6 school essentials from Lifestyleâ&#x20AC;&#x2122;s special back-to-school collection â&#x20AC;&#x201C; backpack, pencil case, lunch bag, headsets, notepad and water bottle from selective brands for AED 399. Whether your child is starting middle school, high school or college, these products are absolute necessities for the new academic year.

00_GEMS-WOE_Advertorial_Centrepoint_v1_10867197.indd 13

21/08/2019 05:46:46 PM

A FOCUS ON

OUR OWN ENGLISH HIGH SCHOOL – SHARJAH, BOYS Having recently moved to a brand new, purpose-built campus, this well-established Indian-curriculum school now offers a range of high-tech learning tools and educational resources. FACILITIES AND CAMPUS HIGHLIGHTS Our Own English High School — Sharjah, Boys (OOB) offers numerous resources across its campus that greatly benefit student learning. The school library is spacious and well stocked, catering to all age groups. It also features an integrated audio-visual suite with internet facility to complement students’ research activities. State-of-the-art labs for General Science, Maths, Physics, Chemistry, and Biology are provided in concurrence with CBSE norms, while all classrooms and ICT labs are equipped with Clevertouch smart boards. OOB is also a Microsoft School, with MS

applications utilised across all teaching-learning processes. The ICT laboratories are equipped with computers and several peripherals to ensure each student can work independently on their own machine. Sports facilities include indoor sports areas for KG and Primary, as well as badminton, basketball and tennis courts, and a mini soccer field. OOB also has a dedicated art room with smart board and internet access, with students encouraged to explore their creative talents and showcase their work, while the music room houses a variety of instruments including guitars, keyboards, drum sets, harmoniums, and tablas. The school also has a health unit, manned by

two full-time doctors and qualified nurses. Students undergo regular medical check-ups and a health record is maintained for each child. OOB also boasts a colourful, relaxing cafeteria that offers a range of healthy snacks and beverages throughout the day.

ISSUE 5 | SEPTEMBER 2019

14-15_GEMS_WOE5_a focus on_10839349.indd 14

22/08/2019 05:23:12 PM

SENIOR LEADERSHIP TEAM

STUDENT AGES AND CURRICULUM OOB has students from KG1 right through to Grade 12 and offers a curriculum designed and developed by the National Council of Educational Research and Training, New Delhi. OOB prepares students for the All India Secondary School Examination (AISSCE) at the end of Grade 10, and the All India Senior School Certificate Examination at the end of Grade 12 conducted by the Central Board of Secondary Education (CBSE), New Delhi, India. Lessons are taught in English and special emphasis is placed on the teaching of both written and spoken English at all levels. After successfully completing the AISSCE, students are eligible for admission to global universities and higher education colleges. Students find placements in professional, technical, and general education courses in India and internationally. International Tests and Examinations offered include Cognitive Abilities Test Fourth Edition (CAT 4), Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Pisa Based Test for Schools (PBTS), and Assessment of Scholastic Skills through Educational Testing (ASSET).

Srivalsan Murugan has been the school's principal and CEO since April 2014 and has over 30 years experience in the field of education, having served in institutions including The Lawrence School, Lovedale, The International School, Bangalore, and SelaQui School, Dehradun. He is a fellow of the Royal Geographical Society, London. Headmistress Sindhu. P. Nair has been in the teaching profession for more than 17 years. She joined the GEMS Education Group in 2000 and her journey as a teacher has been laced with accolades, notably winning the GEMS Teacher Award twice, as well as becoming GEMS Trainer accredited.

SCHOOL MISSION The vision of the school is to turn out good role models, better human beings, and the best among scholars. To realise this, OOB focuses on excellence in education through child-centred interactive learning with special emphasis on life skills; fostering a spirit of healthy competition and team work through nurturing of hidden potential; implementing the four core values of GEMS Education – global citizenship, growing by learning, pursuing excellence, and leading through

innovation – which are integrated into the curriculum; and creating dynamic thinkers ready to take on global challenges.

EXTRA-CURRICULAR OPPORTUNITIES OOB students are encouraged to participate in various extra-curricular activities encompassing art and culture, science, and sports. The school conducts regular events at an inter-school and inter-house level. Competitions cover elocution, debating, recitation, dramatics, quiz, essay writing, yoga, and music. Through the school’s Leadership Education and Development Programme (LEAD), students take on leadership roles, and every student has an opportunity to hone their leadership qualities, which has seen many serve on the Prefectural Board and Student Council, assisting teachers and the administration to run the school smoothly. Complementing classroom teaching with real-life experiences, students undertake field trips on a regular basis. Visits to museums, factories, and wildlife centres form part of a structured programme of tours and trips that offer pupils an opportunity to balance theory with practice.

EXTRA-CURRICULAR ACTIVITIES INCLUDE: Creative Artists’ Club Dance Club Debate Club Literary Club Eco Club

Inquizitive Club Innovators’ Club Photography Club Rhapsody Club Seva Club

Science Club Chess Club Public Speaking Art/Craft Elocution

www.worldofeducationmag.com

14-15_GEMS_WOE5_a focus on_10839349.indd 15

22/08/2019 05:23:40 PM

MEET THE...

MEET THE PRINCIPAL We chat to the newly-appointed principal of GEMS Cambridge International Private School Sharjah about approaching her role and her vision for the school, which opens in September 2019.

ell us about your background in education. My career started 24 years ago in South Africa. I come from a very rural area and we built the first school I worked at ourselves. On Saturdays we would go into the community to teach extra English lessons. Later, I moved with my husband to the UK, and for most of my teaching career I was in London. I taught in tough schools, but I was drawn to the chance to mean something to somebody – in some cases, a teacher was the only stability in a child’s life. We stayed there for 12 years and it was amazing. I built relationships with the students and it was wonderful to see how they came through the school. Many of them went to university and, in many

cases, they were the first in their families to do so. It was rewarding to see how attending the school changed their lives. Five years ago, I moved to the UAE. I had a Skype interview with the founding principal of Cambridge International School — Dubai (CIS) and knew straight away that we had the same vision. I joined GEMS Cambridge International School — Abu Dhabi (CIA) in its second year of operation. At the end of the first year, the school had 1,300 students, and when it opened in the September that I joined there were 2,600. How are you going to approach your role as principal of a new school? I’m so excited about this opportunity at GEMS Cambridge International Private School Sharjah

(GCS), because we’re using the best from the GEMS Cambridge schools. I’ve learned so much and I hope to use this expertise to make our school even better. We also have the support from our other Cambridge colleagues; they all bring their own ideas and I can bring my ideas to make this school something special. When the children come to our school, I want them to feel that it is a safe place where everyone is happy. While our GCSE results matter, they’re not the sole focus. As a teacher, you need to be the best you can be while helping students achieve the highest grade possible and have the most opportunities possible. But it’s also about how we make our students feel and how we make our parents feel when they come into the school.

ISSUE 5 | SEPTEMBER 2019

16-17_GEMS_WOE5_meet the principal_10839352.indd 16

22/08/2019 05:25:36 PM

I hope that when people enter GCS they see that, while we have very high aspirations and great facilities, this is a place where people matter. We hope that our school is unique. What developments would you like to see in the education sector, particularly for teachers? I think teaching is not just a job, it’s a passion. I want to make sure our teachers feel valued and we are supporting them. There are amazing opportunities through the teacher training institute TELLAL and through the wider GEMS network. A wonderful thing about GEMS is that the principals have empathy for one another, and they support each other; we can draw on expertise from around us and we will develop our own teachers to become the best practitioners they can be. I think teachers are so used to giving of themselves. We want to give back to them, so they also feel that they are developed, they are valued, and that we appreciate what they do. Who inspires you? Strong women that are kind and considerate. There are many times when, as women, we think it’s expected of us to be without feelings or emotions because we must survive in a man’s world. But

you can still be strong, you can still be assertive but you don’t have to be nasty. That’s how I want to encourage the girls in our school. I was really inspired by the founding principal of the academy where I taught in London. She was always calm, considerate, and professional. Only when she retired did I realise what an amazing woman she was. When we went to meetings it was as if people flocked to her. It’s not that she was particularly dynamic, it was just her presence. That is what I aspire to be.

I think teachers are so used to giving of themselves. We want to give back to them, so they also feel that they are developed, they are valued, and that we appreciate what they do

GCS CAMPUS AND FACILITIES The school is strategically positioned to provide the best access to students and families across Dubai, Sharjah, and Ajman. The campus has state-of-the-art facilities, including: • A spacious school library, which offers a panoramic view of Sharjah University • Advanced science and STEAM labs • ICT suites • A multi-purpose hall • Audio-visual facilities • Art and music rooms • A range of dedicated sports areas

www.worldofeducationmag.com

16-17_GEMS_WOE5_meet the principal_10839352.indd 17

22/08/2019 05:25:46 PM

MEET THE...

COMBATTING CLIMATE CHANGE Candice Wright, a teacher at GEMS FirstPoint School — The Villa, became the UAE’s first United Nations-accredited Climate Change Teacher. We talk to her about what this means.

change; human health and climate change; gender and climate change; and international legal regimes. The course focuses on specific groups of people who are most susceptible, as any existing inequalities are easily exacerbated. Besides providing teachers with information and new theoretical knowledge, the course gave case studies and real examples that we can use with our students to highlight these issues. Both the data and information provided on the course are up-to-date and accessible. What level of engagement are you seeing from students in terms of acting to combat climate change?

ell us a little about your background, how you got into teaching, and how you arrived at GEMS FirstPoint School — The Villa (FPS)?

I have been teaching for 13 years, eight of those with GEMS Education in the UAE. After completing my seventh year at GEMS Wellington International School, I transferred to FPS at the start of the 2018-19 academic year to become their Head of Humanities. I have also been the GEMS network leader for Geography for six years now. What inspired you to complete the Climate Change Teacher Course, and how does it tie in with your current role?

I am extremely passionate about keeping my subject knowledge

as up-to-date as possible and then applying this to my teaching. The UNCC course was a perfect way to do this. Climate change education is increasingly important due to the effect it has on all of us. Today’s children are the first generation living their whole lives with climate change. I feel strongly that we must educate our students to be climate change literate so that they are able to innovate, create solutions, and build resilience against this in the future. Climate change education also provides an important window into individual and societal responsibility as well as environmental consciousness. Students must understand that they can all make behavioural changes to help at both a local and a global level. Furthermore, the course has enabled me to blend and support the curriculum with the UAE Vision 2021 National Agenda relating to sustainable environment and infrastructure. What is covered in the course and how do you think it has changed or enhanced your understanding of climate change?

The course was comprised of six modules: introduction to climate change science; children and climate change; cities and climate

Our students are extremely engaged and motivated towards making a difference. They are increasingly aware of both the causes and mitigation methods as we continue to teach them. I look forward to developing this in the next academic year when we will continue to work with the UNCC and Model United Nations. What support are you getting from FPS and the UN to teach students about climate change?

I am very fortunate to have an extremely supportive principal in Matthew Tompkins. We are working closely with the UNCC and looking at ways to both adapt the curriculum and integrate climate change education into other areas of the school as an interdisciplinary issue. As well as the subject content, climate change education develops students’ critical thinking, analysis skills, and social consciousness. What message, above all others, would you want to pass on to others regarding climate change?

Climate change will have an impact on every person on the planet, with the most vulnerable being affected the most severely. We can no longer afford to allow climate change to escalate any further and we must collectively act to curb it. The actions of individuals will add up and make a difference.

ISSUE 5 | SEPTEMBER 2019

18_GEMS_WOE5_meet_UN climate_10839346.indd 18

22/08/2019 05:26:28 PM

COVER STORY

EDUCATION: THE NEXT PHASE We talk to principals and senior leaders about the latest trends and talking points for the new academic year. 20

ISSUE 5 | SEPTEMBER 2019

20-24_GEMS_WOE5_academics_10839364.indd 20

22/08/2019 05:27:16 PM

(Credit: shutterstock.com/Monkey Business Images)

popular topic of discussion revolves around the Fourth Industrial Revolution and the jobs of the future that do not exist yet. It means the decision-making process around preparing for something we don’t yet know is challenging. Christophe Savard, Vice President — Student Career and Future Employment Architect at GEMS Education, says that with a tremendous amount of information at our fingertips, in both our personal and professional lives, we are continuously seeking the best option and validation through various channels. This leaves us continuously wondering if we have made the right choice and, in some cases, suffering from FOMO — the fear of missing out. “With an increasing number of career changes in today’s average lifetime, transferrable skills are essential. For our students, it is important that we focus on skills such as research, analysis, and decision-making in order to equip our ‘already info-equipped’ young people with the power of choice and the accountability that comes with it. Options such as online courses, experiential hands-on programmes, certificates, and training courses, coupled with the

It is crucial to remove the pressure of achievement and replace it with the genuine love of learning, the desire to explore and ask questions, and so develop them into high-performing learners with skills that they have for life — Maryssa O’Connor

fear of student debt and a lack of placements after post-secondary education, leave students and parents concerned for the future,” says Christophe. In a recent Organisation for Economic Co-Operation and Development (OECD) report, Envisioning the Future of Education and Jobs, students described how they saw their world evolving to include fluid learning, a focus on media and digital literacy skills, as well as the relevance of technology in how they will work and live in the future, signalling the time has come to reconsider the structure of education.

TECHNOLOGY A recent debate in education has introduced a new vocabulary for schools focused on the language of AI (Artificial Intelligence), IoT (Internet of Things), AR (Augmented Reality)/ VR (Virtual Reality), blockchain, credentialing, machine learning, and computational thinking, according to Michael Gernon, Chief Education Innovation Officer, GEMS Education. A disproportionate amount of time is spent writing about them compared to implementing solutions that impact on student learning, classroom teaching, and school leadership. It appears that education has adopted the language of business but is struggling with adopting and applying the technological practices that are now associated with the world of business, and certainly the world of the future. If that describes the debate of the last two years, then Michael says that the adoption and embedding of these technologies, as well as the associated changes to how learning about them is organised and delivered, must define the next two years. This will require a focus on three key areas: utilising new technologies to personalise the learning journey for each student; re-defining the role of teachers to take full advantage of the technological tools at their www.worldofeducationmag.com

20-24_GEMS_WOE5_academics_10839364.indd 21

22/08/2019 05:27:24 PM

COVER STORY

disposal; and an increased focus on the delivery and application of social and emotional skills. “In GEMS schools, increased use of AR and VR will expand students’ learning experiences into new and immersive environments, allowing for a greater depth of exploration, understanding and application of practical skills. Adaptive programmes in core subjects will allow students to master key concepts at their own pace and accelerate their progress. This will also create additional time and space for teachers to coach students and facilitate learning in different ways. We need to accept that schools can no longer be a one-size-fits-all operation,” says Michael. Nargish Khambatta, Principal, GEMS Modern Academy and Vice President — Education, GEMS Education, adds that the current education system and curricula were never designed for today’s students, with young people being digital natives. Cloud-based technology, mobile devices and bring your own devices (BYOD) schools have transformed the way students learn, receive feedback, and collaborate on the go.

“Coding, Internet of Things (IoT), and the Maker Movement have caught the imagination of students and teachers alike, and schools have started allocating spaces, curriculum focus, and evaluation tasks to the Maker Movement,” she says, adding that: “the infusion of art into science, tech, engineering, and maths is a more inclusive approach and has enabled collaboration to be taken to another level.” Nargish adds that gamification allows students to have fun, be creative, and collaborate effectively, and educators and providers have embraced it. GEMS Modern Academy has effectively piloted Arc Skills 21, which according to the Arc Skills website is a research-backed programme designed for students in Grades 7-12 that immerses students in scenarios that require them to identify, develop and practice a set of social, emotional, and behavioural competencies. This in turn nurtures 21st-century skills which include communication, self-management, persistence, creativity, collaboration, and critical thinking. Embracing technology in the classroom is all well and good, but

Matthew Burfield, Principal/CEO, GEMS Founders School (GFS), says that while the school has VR headsets, drones, a Mac lab, and 3D printing, all of these must be utilised to the benefit of students’ education. “Technology in the classroom must be moderated and used to enhance children’s learning and not just as a gimmick. I think there is a bit of backlash after a trend happens where people reflect and ask if it was necessary.” Maryssa O’Connor, Principal/ CEO, GEMS Wellington International School (WIS), adds that supporting students in a digital world is also crucial. “There are many distractions and dangers online which we, as a school, are attentive to. We want to support our students as they embrace new technologies and intelligence so that it enhances their personal and educational journey rather than becoming a barrier. Sometimes our students lead the way, but we are fortunate to have some fantastic experts in school and across GEMS to support us in this rapidly changing landscape.”

THE HUMAN TOUCH On the flip side of the tech-heavy focus, Matthew says that one of the biggest trends he sees focuses on well-being and mental health awareness, adding that when looking at the most successful countries in terms of educational outcomes, they’re beginning to reduce or remove all the pressure of exams. “They’re starting to negate some of that outcomedriven curricula and they’re starting to look at the introduction of things like forest schools and the way we can engage with children so that their wellbeing is just as important if not more so than their academic outcomes,” he says. Maryssa adds that children and young people find themselves under more pressure than ever to achieve. They face assessments from an early age and often these become their focus rather than the learning process itself. An important issue for schools is to

ISSUE 5 | SEPTEMBER 2019

20-24_GEMS_WOE5_academics_10839364.indd 22

22/08/2019 05:27:33 PM

ensure all students receive the right guidance and support, not only with their academic progress but also for their emotional wellbeing. “Being emotionally confident learners that are not afraid to take risks is crucial as we build resilience and understanding that in order to succeed, we sometimes need to fail. It is crucial to remove the pressure of achievement and replace it with the genuine love of learning, the desire to explore and ask questions, developing students into high-performing learners with skills that they have for life. At WIS, we have embedded the High-Performance Learning Framework and are one of just 13 schools globally to achieve World Class HPL Award Status,” says Maryssa. There is a trend across the UAE and beyond to look specifically at exam stress and the pressure that young people are under while they are at school. Both Maryssa and Matthew agree that schools are taking a close look at how leaders are impacting on student outcomes and positive experiences, and how do leaders inspire the wider school team, including the students themselves.

“Our students who need specialist support are a focus and we recognise that progress rather than pure attainment is often a more accurate measure of what each individual child has achieved. We are incredibly proud of the grades that all our students achieve, from the highest accolades to the first steps, each of our students has applied themselves and worked incredibly hard for this achievement. We would like to see more external regulators recognise the journey that individual children take during their education and the skilful support given by all educators,” says Maryssa. On a practical level, Jodh Singh Dhesi, Head of School Performance and Standards, GEMS Education, says schools are expecting the release of a new unified inspection framework for the UAE and it will be interesting to see what the focus will be and how leadership teams will address any changes in schools. He says the issues that the GEMS leadership team continues to grapple with include how to ensure that children and young people are equipped for a rapidly changing, technological world while maintaining a focus on rigorous academic standards.

“As ever, the key objective will be to ensure that we successfully address inspection requirements, while continuing to develop our GEMS Core Values and the individual ethos of each school within our group. It is not impossible to do so, as after all the whole thrust of the current inspection framework, and we assume of the new one, is about developing happy, safe, and successful children and young people, which is want we want to achieve here at GEMS,” says Jodh.

BRINGING IT ALL TOGETHER Schools cannot achieve these developmental goals in a vacuum. “Working together with parents as partners is crucial to ensuring all students achieve their best, from the youngest in FS1 right through to Year 13 graduates,” says Maryssa. “The diversity of our curriculum and cohort of children means that we need our parents to be engaged in their child’s education and understand the individual demands they face. As a school, we have introduced a wider range of opportunities for parents to find out more about the curriculum, learning, and emotional well-being.” “We will continue to develop this further in the next academic year as parents have responded so positively to this programme.” David Fitzgerald, Vice President – Cluster Lead, GEMS Education, agrees. He says, “In recent years, digital education has focused on the creation of and access to digital content. This will continue, but with greater focus on connections – connecting educational stakeholders including students, parents, business, government, and community. It’s about connecting learning to the real world, with more direct access for students to professionals, and connecting technology solutions to each other so they offer enhanced solutions to existing problems.” www.worldofeducationmag.com

20-24_GEMS_WOE5_academics_10839364.indd 23

22/08/2019 05:27:40 PM

ACADEMICS

THE NEXT STEP GEMS Cambridge International School – Abu Dhabi has seen its first cohort complete Year 13. We learn more about the preparation process.

MUHAMMAD ADIL ASIF, YEAR 13 GRADUATE How are you preparing for the move into post-secondary education? I’m spending a portion of my summer going over the tougher first-year courses and doing past papers to maintain a high GPA throughout the first year, which is where the transition is toughest. What are your future hopes and aspirations? I currently plan to specialise in cyber security through to Masters level, and hopefully to a Ph.D. But career paths change all the time, so the future isn’t definite. How has your experience at GEMS Cambridge International School – Abu Dhabi (CIA) prepared you for university? Top-tier teaching offered by the teachers that are specialised in their area differentiates CIA. Although I did a lot of the revision independently, there are aspects of each subject that I could not have learned on my own. The school environment is also healthy and positive, making learning easier. What challenges did you have to overcome, and how did you manage them? My biggest challenge was handling

my procrastination. It took a lot of scheduling with timetables, restraints through app-blocking software, and practice. I’ve had to address this since the beginning of Year 11. After countless attempts at making study timetables, I finally figured out a custom fit for myself and have followed it ever since.

EDEL DONLON, HEAD OF SIXTH FORM What role did teachers play in helping the students prepare for post-secondary education? This is our first cohort through to Year 13 and the transition has been extremely smooth. Students immersed themselves into the A Level curriculum and they took on all challenges they were presented with. Ensuring students were provided with the necessary tools to perform to their very best was something we didn’t negotiate on. We ensured we had the best high-quality staff to help students take on the challenge of postsecondary education. What did teachers have to consider when dealing with each student as an individual? Each student has very different needs and requirements. We needed to consider the courses each student was interested in and ensure they

Muhammad Adil Asif and Edel Donlon, Head of Sixth Form, at graduation

were fully supported in making their university applications. At CIA we have over 70 nationalities and many of our Year 13 students apply to universities all over the world, so we needed to be equipped and knowledgeable about the university processes that different countries require. Students accelerate at different paces so personalised learning and intervention and support was put in place from the beginning of the academic year. What advice would you give educators who may need to do the same in the future? Ensure they spend time communicating with the students and listening to what they require. Making time for each student and supporting them and celebrating achievements with them is key to success.

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 24

22/08/2019 05:28:20 PM

s e i t i v i t Ac Activities

ACADEMICS

and every student individually. I appreciate the different managing sections and the support available at OOD. I’m also grateful for and appreciate the hard work of the principal, headmistress, heads of department, supervisors, and all the teachers for their hard work in maintaining and bringing up each student, and showing them a better way.

Namitha’s achievements are recognised by OOD Principal Thomas Mathew and Michael Guzder, VP – Education, GEMS Education

NEVER GIVE UP Namitha Mary Abraham shares her inspiring story of grit and determination to overcome the odds and excel in school. Namitha Mary Abraham, a Grade 10 student of GEMS Our Own English High School – Dubai (OOD), passed the CBSE board examination with 86.2 per cent. You’d be forgiven for asking, what’s so special about that? Well, Namitha has been wheelchair-bound for the last four years following a brain tumour that impacted her motor skills and forced her to quit regular schooling. As a result of her condition, she is barely able to walk, needs help with her daily chores, and speaks haltingly. However, none of this dampened her spirits and her will to excel. That’s why she persuaded her parents to approach her alma mater to take her back, and in September 2018 she rejoined OOD in Grade 9 after a break of two years. Supported by her classmates and teachers, Namitha’s perseverance has become a shining example of courage and determination. Make no mistake, the CBSE board exam was a challenge, but the school

supported Namitha by providing exemptions, extra time, and a scribe, Divyalakshmi Vardharajan. Together, they tackled the exams one at a time, with teachers stepping in to support in every way they could. The result? Namitha passed with flying colours, with 92 per cent in English, 87 per cent in Foundation of IT, 65 per cent in Science, and 88 per cent in Social Studies – and all topped off with a whopping 99 per cent in her Painting examination. What made you want to return to OOD following your surgery? My reason for returning to OOD after surgery was that I’d been with GEMS Education since KG1 and found it quite difficult to leave. It’s a great privilege to study at a GEMS Education school. My parents also liked the management and curriculum of OOD. The school has a pleasant and positive atmosphere, encourages students to show their talents, and supervises each

What kind of support did the school give you in terms of access to classrooms and the building, during lessons and your exams? The school supported me in various ways and I am thankful for the help I received. They offered wheelchair supporters and a comfortable chair for me to sit on in classrooms. The teachers taught me very well, they gave me student books to study, and provided me with a scribe to write for me during exams. All the aunties were willing to help me, too. How supportive were the students? How did they help you? The students were very supportive. They encouraged and appreciated me for my artwork and drawings. They helped me get from one classroom or lab to another, and they shared their lesson notes and helped me catch up if I was unable to attend a class. What message would you like to give other students of determination who may face challenges at school? The message I would like to give all students is not to get stressed or fear exams and tests, but to be confident that you have studied and that God is with and here for you. Also, make sure you prepare for exams and don’t leave things to the last moment. What do you think schools can do to better support students with specific needs? As with other students, the school should offer people of determination the opportunity to study up to Grade 12, and also organise activities for those with special needs so students can discover their talents.

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 26

22/08/2019 05:28:24 PM

Why families should head to KidZania in Yas Mall Sponsored: Kids can try over 50 role-playing activities at the all new KidZania Abu Dhabi!

There's a new place for kids to hang out in Yas Mall. But KidZania Abu Dhabi isn't your usual playpark. There are buildings, city blocks, plazas and streets for children to play at being adults, with 50 different real-life professions available for children with big dreams. This is what KidZania is all about: an interactive city made for children and run by them, a city that combines inspiration, fun and learning through realistic role-play. With the already established, award-winning edutainment venue in Dubai, KidZania Abu Dhabi offers children’s versions of a hospital, fire station, beauty salon, bank, oil company, radio and TV station, supermarket, pizzeria and more, all made even more realistic with local industry partners empowering kids and allowing them to find out what it’s like to work in all of them. Youngsters from ages of one to 16 can take on roles as firemen, construction workers, police officers, and fashion designers, among other jobs.

00_GEMS_WOE5_Emaar-KIDZANIA _10872877.indd 26

They'll also learn about earning a salary and managing their earnings, as they'll be paid in Kidzos (KidZania’s currency). It's all part of preparing them to be responsible adults. As well as getting the chance to work and play, there are also food and beverage outlets, retail shops and other facilities on site, offering a broad range of, establishments and activities for a fully immersive experience. It's Dhs185 for kids between 4 and 16 years old, and Dhs75 for adults. There's also a 10% discount if you book online in advance. Dhs185 (kids four-16) Dhs75 (adults) 10% discount if you book online in advance

Ground Floor, Yas Mall, Yas Island, www.abudhabi.kidzania.com

21/08/2019 07:43:37 PM

ACADEMICS

TEACHING TOLERANCE SHOULD NOT BE A FAD 2019 is the Year of Tolerance, but Deema Al-Alami, Vice President Education — Arabic & Islamic at GEMS Education, argues tolerance is a quality that should be encouraged continuously. (Credit: Shutterstock/Monkey Business Images)

olerance and empathy are crucial attributes a child needs if they are to navigate today’s globalised world, in which the media often polarise people and focus on what sets them apart rather than what brings them together. I cannot think of a better place to teach my children and our students how to be tolerant than the United Arab Emirates. With more than 200 nationalities residing in this diverse country, interactions with people from various nationalities is the daily norm. This unique setup allows our children and students to experience first-hand what it means to be tolerant. Learning about others’ cultures and languages at school and from friends, celebrating cultural and religious events with schoolmates and neighbours, and being taught by teachers from around the world — these can only nurture the quality of tolerance in our children and students. The enriching and fully immersive experience in the UAE benefits students not only throughout their educational journey, but also in the future when they become active contributors to our economies.

Learning how to collaborate, interact, and accommodate the needs of others transforms our students from citizens to global citizens. That is why I firmly believe that teaching tolerance should be carried out in both a systematic and spontaneous way. Having a national campaign to celebrate tolerance is an incredible systematic way that makes all citizens conscious of their actions and reactions to people who are different from themselves. This allows schools to raise students’ awareness of tolerant behaviour and continually and systematically expose them to opportunities and experiences at school that cultivate tolerance and, most importantly, celebrate it. This regular exposure will have a lifelong impact on our students’ social-emotional development and, hopefully, their ability to contribute to their communities.

This organised exposure to tolerance, paired with the day-today interactions we have in this diverse country, where people can experience Emirati and Muslim culture while openly and freely celebrating their own unique background, is a distinctive and rare experience. These experiences enable students to become intrinsically tolerant and carry that attribute with them long after they leave the UAE to return home. In a relatively short space of time, a student in the UAE can celebrate and learn about Emirati cultural events such as Haq Al Lailah, go to a church to celebrate Easter, experience Diwali at school, and learn about Ramadan — all of which are done in a respectful and open way. This, for me, is a priceless opportunity for every student here — and an essential one for the world we live in today.

Learning how to collaborate, interact, and accommodate the needs of others transforms our students from citizens to global citizens 28

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 28

22/08/2019 05:28:30 PM

ACADEMICS

Sam Pousafar between Rhonda Lakin (left) and his mother, Dessy (right)

FROM START TO FINISH

Pousafar Rhonda Lakin and Sam n at his graduatio

Sam Pousafar stepped into Rhonda Lakin’s class as a KG pupil and years later he asked her to introduce him when he did his valedictorian speech. We chat to them about their strong studentteacher relationship.

hen Sam Pousafar was selected as valedictorian of GEMS Dubai American Academy’s (DAA) class of 2018, he was told he had to choose somebody special and he could pick any teacher that he felt had helped him throughout the years. He chose Rhonda Lakin, a KG teacher who was also his first teacher when he started school as a kindergartener. “It’s been very comforting knowing that Miss Rhonda’s always

been there and to know that there is still a part of my past here at DAA. Miss Rhonda always made good suggestions and encouraged me to get involved in initiatives. One of them is the Rashid Stars Programme where I volunteer at the Rashid Centre for students with special needs,” says Sam. Rhonda attributed Sam’s willingness to help others as part of why he was selected as valedictorian. “He has a high GPA, he’s focused, he’s caring, he’s passionate about what he does,

and he has goals,” she says. She was very touched when he asked her to introduce him. Their connection started 14 years ago during a career day when students were choosing which jobs they wanted when they grew up. According to Sam, the most popular options were police officers and firefighters. But Sam announced he wanted to be a police dog. “Seeing her [Rhonda’s] reaction made me realise that she looked at me differently, but in a good way. That was the first day I really enjoyed my

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 30

22/08/2019 05:28:37 PM

time in that class and felt like we had a connection beyond being a teacher and a student,” said Sam. Although Rhonda doesn’t remember Sam’s first day specifically, she does remember him as her student – a shy boy with definite ideas about what he did and didn’t want to do. He was obsessed with dinosaurs and every time there was an activity that involved dinosaurs in any way, he wanted to assist in the lesson. “I would always volunteer to be the presenter if the lesson was about dinosaurs, and at the end I would always say: ‘All the dinosaurs died!’ Miss Rhonda always wanted me not to say it, but I had to,” says Sam.

THE IMPACT OF TEACHERS In 2008, Sanea Wasi stepped into Joanna Budair’s class as a Grade 2 pupil at GEMS World Academy – Abu Dhabi. Sanea and her family have stayed in contact with Joanna since Sanea finished Grade 2. The Wasi family’s commitment to her schooling within the GEMS Education network has been supported by the close relationships that form between GEMS teachers, students, and parents. On 30 May 2019, Sanea graduated from GEMS American Academy (on the same campus as GEMS World Academy – Abu Dhabi) and the family invited Joanna to watch her graduate. “I have been fortunate to see Sanea grow as a strong, independent, and hard-working young woman. I was overwhelmed with gratitude that I was invited to witness this important educational milestone,” says Joanna. While people often speak about the impact teachers make on their students, any GEMS teacher will tell you about the wonderful memories that students leave in their hearts forever.

MEMORY LANE As Sam leaves DAA for university and Rhonda retires from full-time teaching, they both have extremely fond memories of their time at the school. Sam describes his time as fun. He loved how diverse the student body was, with some students coming from countries he hadn’t heard of. He said it was good to have an all-round education and be exposed to different cultures. For Rhonda the experience was a bit more varied, considering that she taught around 350 students over her 17 years at the school, and each year provided many fond memories. “I also liked it when DAA was smaller and each class had to do an assembly. It was so cute because each class had to pick their own theme and it was just lovely doing an assembly with the whole school,” she says. She has exciting events to look forward to with her family. She became a grandmother for the first time this July, and she plans to visit her daughter and the baby in Colorado. Her other daughter got married this July in Devon and another daughter will get married in Scotland in May. She hopes to be a substitute teacher at DAA. Sam will attend the University of California Los Angeles where he has been accepted in the Honours Programme. He has yet to declare a major but is open to the options available once he starts his studies.

Joanna Budair and Sanea Wasi at the graduation ceremony

I have been fortunate to see Sanea grow as a strong, independent, and hard-working young woman. I was overwhelmed with gratitude that I was invited to witness this important educational milestone — Joanne Budair

www.worldofeducationmag.com

24-36_GEMS_WOE5_academics features_10839359.indd 31

22/08/2019 05:28:43 PM

(Credit: Shutterstock/Alexey Boldin)

ACADEMICS

GOOD APPLES We speak with three GEMS Dubai American Academy teachers who have been accepted into the Apple Distinguished Educators (ADE) Class of 2019.

Aarti Daswani

Cheryl Haney

n 1994, Apple created the Apple Distinguished Educators Program (ADE) to recognise K-12 and higher education professionals who use Apple technology to transform teaching and learning. Now in its 25th year, the programme has grown into a global community of over 2,800 visionary leaders in education, helping their peers rethink what’s possible with iPad and Mac.

Lauren Angarola

GEMS Dubai American Academy (DAA) has three team members taking part in the class of 2019: Aarti Daswani, Instructional and Innovation Activator; Cheryl Haney, Instructional Design and Innovation Specialist; and Lauren Angarola, Innovation and Digital Coach. They attended a summit held over three days this July. Apple opens the application process once every two years

and applicants are required to submit a two-minute video demonstrating how they used Apple learning technologies, how it has transformed their students’ learning, and evidence of success. Last year, Aarti and Lauren became Apple Professional Learning Specialists, meaning they can train teachers across Dubai to use the Apple curriculum. “Apple has their own curriculum on coding which is called ‘Everyone Can Code’ and this year they released a new programme called ‘Everyone Can Create’. We got certified by Apple last year to train other teachers in using this curriculum or go in and design a bespoke workshop on how to use iPads in the classroom to enhance teaching and learning,” says Aarti.

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 32

22/08/2019 05:28:48 PM

WHY BECOME AN ADE? Aarti has worked with Apple Learning Technologies very closely for the past two years and can see the benefits in how it caters to different learning styles, helping teachers and students engage in learning content. “Being part of this [Apple] community is a privilege because it’s very limited in number and you get direct access to likeminded educators who share their learning processes,” she says. Lauren had been following the ADE network on social media, particularly Twitter. “The types of educators that are ADEs are innovative, creative, and always pushing the envelope with teaching and learning. I knew that it was something I wanted to be a part of because of the amount of growing and learning that can happen just by being a part of the community,” says Lauren. She adds that participants remain a part of the programme for as long as they remain active. If they participate in the community, they can remain a part of it and take part in events and workshops that are held. Because the network is so large on Twitter, they hold chats globally every week, and there are plenty of hashtags to follow for regular sharing and learning. For Cheryl, becoming an ADE meant an opportunity to continue learning and she is very comfortable with the Apple suite of products — she has an iPhone, an iWatch, an iPad, and a MacBook, so it seemed logical to continue to learn how to use the devices to their full capacity. “There’s always more that can be learned, but if I’m in this distinguished cohort I will be given opportunities to go to special training and become an expert, or more of an expert, and I can continue to share that information with teachers and students,” she says. To any teacher thinking of becoming ADE qualified, all three ladies said that their favourite part of compiling their application videos was the opportunity to reflect on their practice over the last couple of years.

They had to build an immense catalogue of photos and videos to document their teaching journey, which gave them the chance to see how much they have improved. It’s important for potential candidates to remember that applications open every two years,

so they should start keeping a record of their teaching journey now. Teachers should also become active on social media, sharing their videos and photos, and Lauren strongly recommends joining Twitter and interacting with the existing ADEs in the network.

DAA IS IN THE PROCESS OF BECOMING AN APPLE DISTINGUISHED SCHOOL (ADS) In an ADS, students have one-to-one devices which they utilise at a higher academic level. Instead of passively going to a website or an app, students can use apps to create what they’re doing while lessons can also be more interactive. Becoming an ADS is a two-year long process. In the first year, the school must set up and put systems in place and, in the second year, evaluate those systems. DAA is now in the second year with the final touches going into the ADS iBook. The iBook will be available in the Apple iBook library and showcases the school’s learning, shares all the research done, and outlines how iPads have impacted the learning at DAA as well as the students’ achievements, and what teachers are doing in the classroom. In September, Apple representatives will come from London for a tour and observe whether what has been put in the book is really happening. Cheryl says this process has had a positive impact on her teaching. She was able to create lesson plans at home on her MacBook and, once at school, airdrop individual lessons to students on their iPads. During a lesson, she can be across the room and if she sees a student is ready for the next step, she can airdrop it to them immediately. She can airplay a lesson onto the board while walking around the room with her iPad to assist students, or airplay a student’s iPad onto the board so that they can share something they’re doing. “I no longer need a desk; I have no reason to sit down. I am always walking around the classroom, interacting with the students,” says Cheryl.

www.worldofeducationmag.com

24-36_GEMS_WOE5_academics features_10839359.indd 33

33 33

22/08/2019 05:28:54 PM

ACADEMICS

ON CLOSER INSPECTION Matthew Burfield, Principal/CEO of GEMS Founders School — Dubai, tells us why the school underwent the BSO accreditation.

EMS Founders School — Dubai (GFS) recently underwent their British Schools Overseas (BSO) inspection in order to get their British Department for Education (DFE) number. Having done the inspection quite close to their first DSIB inspection, where they were recently rated ‘Good’, it begs the question why the school would want to undergo such rigorous back-to-back processes.

SUPPORTING TEACHERS Matthew Burfield, Principal and CEO explains that there were three reasons for having the BSO inspection. The first was to ensure that the school could offer Newly Qualified Teacher (NQT) induction, Qualified Teacher Status (QTS) assessment-only routes, and be better prepared to deliver the International Post Graduate Certificate of Education (IPGCE) through partner institutes. “You can’t do any of that, at least as an overseas school, unless you have a BSO because that gives you your DFE number to use as an institution. That number is really important for us because we have

about 29 young teachers who need one of those qualifications, and we have another 16 who are qualified with the IPGCE. They’ve done their PGCE here either through Tellal or a university here that offers it, and to be able to teach in the UK, they need the QTS and the NQT,” explains Matthew. It is important for GFS to be able to take on young teachers who know they can do their NQT, complete their induction year and be formally qualified if they want to go back to the UK. “That allows us to manage all those young teachers and offer them the same opportunities as if they were in the UK,” adds Matthew.

We’re stepping up and showing the best value for money. Students can get a premium-quality offering for a midmarket price range 34

ISSUE 5 | SEPTEMBER 2019

24-36_GEMS_WOE5_academics features_10839359.indd 34

22/08/2019 05:29:02 PM

Secondly, Matthew adds having that DFE number and being a recognised BSO school means that GFS will have the ability to attract better candidates. The school is registered on the DFE website which is important when individuals are researching schools — whether they are prospective parents or prospective teachers. Many international schools around the world are not accredited. While they may be wonderful schools, it makes it more difficult to have their work recognised when teachers do eventually go back to the UK. This focus on teacher development has seen GFS boast a staff retention rate of 93 per cent against a Dubai average of around 75 per cent. “It means that we can do more because we’re not going through the basics, we’re not showing them policies and procedures, we’re taking our teachers

to the next level. I think our retention rate and the stability and continuity that comes with it has given us a really strong foundation to take those next steps towards an ‘Outstanding’ DSIB rating,” says Matthew.

SETTING STANDARDS Finally, the BSO is an accreditation to show that a school is at a certain level. GFS is also a member of the Council of British International Schools (COBIS) and British Schools of the Middle East (BSME). It is possible for a school to be a member of these bodies, but they cannot be fully accredited members without the BSO. Being a fully accredited member provides access to a lot of resources and materials and allows the school to advertise on their websites to attract international teachers. “We can say that we are a certain standard and we meet certain

criteria, and there isn’t another midmarket school around that has a BSO accreditation; it’s not usually something that a school of our model does,” says Matthew. Matthew adds that in terms of GFS’s DSIB result, it is at the same level as GEMS Wellington Academy — Al Khail and GEMS International School — Al Khail, both premium schools. The school's DSIB result and having the BSO puts GFS on the same level as GEMS Wellington Academy — Silicon Oasis when comparing the outcomes. “We’re stepping up and showing the best value for money. Students can get a premium-quality offering for a midmarket price range,” says Matthew. In September, GFS enters its fourth year at capacity with 4,260 students. “It’s a great position to be in given today’s market,” says Matthew.

GFS’S BSO RATINGS

(Credit: Shutterstock/Phovoir)

Of the eight criteria against which the school was measured, five areas were ranked ‘outstanding’ and three were ranked ‘good’. • Overall quality of education (Good) • How well the curriculum and other activities meet the range of needs and interests of pupils (Outstanding) • How effective teaching and assessment are in meeting the full range of pupils’ needs (Good) • How well pupils make progress in their learning (Good) • Quality of provision for pupils’ spiritual, moral, social, and cultural development (Outstanding) • The behaviour of pupils (Outstanding) • The overall welfare, health, and safety of pupils (Outstanding) • Overall effectiveness of leadership and management (Outstanding)

www.worldofeducationmag.com

24-36_GEMS_WOE5_academics features_10839359.indd 35

22/08/2019 05:29:07 PM

ARTS

IN PERFECT HARMONY Year 11 student Stephanie Wood talks about her passion for singing in a choir while managing her other obligations.

tephanie Wood is a Year 11 student at Cambridge International School — Dubai and a keen musician who has been a member of the GEMS Choir since its creation in September 2017. She is a dedicated and committed member of the Alto/Mezzo-Soprano section and has participated in a variety of concerts, events, and workshops with the group. How did you develop an interest in singing and why did you decide to audition for the GEMS Choir? Singing has always been my primary passion since I was exposed to it at a very young age. I have been involved in concerts, plays, and choirs since I can remember. When the opportunity to audition for the GEMS Choir came up, I jumped at it. I hadn’t been singing as much as

I wanted and I missed performing on stage, but the choir gives me the chance to sing every week. Fully aware of the commitment I was going to need to make, my parents and I agreed that I should audition. What is the best part about singing in a choir? Knowing that I am part of a team that shares my goal and passion is an amazing experience. I also learn new things about the world of music while bettering my skills in a way I wouldn’t have been able to do without the help of the teachers that contribute to the GEMS Choir. What practice techniques do you adopt and recommend? I always do a small warm up before singing, using exercises learned from my choir directors or from YouTube. I listen to a new song twice before

attempting to sing it to reduce errors. Another key point is to make sure to trust yourself with the notes when you know for a fact that you have rehearsed the lyrics diligently. What are some of your best musical achievements and experiences so far? Jingle Bell Favourites at Dubai Opera was one of my best musical experiences. The extravagant venue and the chance to work with stars like Freddie Tapner, London Concert Orchestra Show Band, Capital Voices Choir, and star soloists Alison Jiear and Matt Little made those three performances unforgettable. I also enjoyed performing in the Rajmahal Theatre at Bollywood Parks Dubai and Riverland, both part of Dubai Parks and Resorts. I also fondly remember working with conductor Ben Gernon, as

ISSUE 5 | SEPTEMBER 2019

36-37_GEMS_WOE5_Arts_Stephanie_10839355.indd 36

22/08/2019 05:30:06 PM

Stephanie Wood and conductor Ben Gernon

the experience allowed me to gain insight into how a choir and a conductor can communicate through a piece, allowing both parties to cooperate and making the song more intriguing.

36-37_GEMS_WOE5_Arts_Stephanie_10839355.indd 37

What are your other interests? How do you balance choir practice, rehearsals, and school work? All the credit for my commitment and time management goes to my parents, as I wouldnâ&#x20AC;&#x2122;t be able to do

half the things I do for the choir if it werenâ&#x20AC;&#x2122;t for them driving me to places, maintaining schedules, and helping me to stay on top of my schoolwork. In my free time, I unwind on my phone or listen to audio tracks of our songs. I know that my studies are important, however, and I do my very best to make time for practice so that I can manage my tasks and balance my hobbies and education. How does singing in a choir benefit you? Regular practice allows me to continuously improve my skills and teaches me to be diligent in every area of my life. Participating in the GEMS Choir allows me to balance my education and the things that I enjoy, not to mention, the fulfillment I feel while performing.

22/08/2019 05:30:18 PM

ARTS

DRUMMING UP A BEAT We chat to GEMS Music Hub drum teacher Samuel Jones, who has been tapping out a beat since the age of nine.

amuel Jones is from New Zealand and has been playing the drums since the age of nine. In high school, he performed with various jazz big bands, including the Christchurch School of Music Jazz Band. Sam studied at the Christchurch Polytechnic Institute of Technology Jazz School to develop his performance abilities. He went on to teach privately at high schools in his hometown and has performed on several New Zealand variety television shows, including Showcase and Star Factory, plus he has taken part in numerous tours around New Zealand and Australia. In 1997, Sam commenced work at the Hard Rock Café Beijing, which led to further employment at the global chain’s Shanghai, Guangzhou, and Shenzhen locations. From there, he was employed by S.L. Feldman, a Canadian company specialising

in entertainment circuits throughout the world. Since moving to the UAE, Samuel has played with some of Dubai’s most in-demand acts and has played many large-scale events. Sam is proud to be part of the GEMS Music Hub team and is committed to helping students find their rhythmic feet on the drums. How did you develop an interest in the drums, and how long have you been playing? Like many young kids, I tried several different instruments before I settled on the drums. One Christmas, when I was around nine years old – there was a drum kit under the tree. You couldn’t take me off it — I was totally hooked. What inspired you to start teaching? How long have you been with GEMS Music Hub? I started teaching right after I finished my music studies. Most of

my time was taken up with touring internationally with various bands while teaching in-between. Over that time, I gained knowledge and experience that I felt I could pass on. I have been with GEMS Music Hub since 2013. What is the best part about your job? Seeing the students pass their Trinity exams and successfully participating in concerts always makes me happy. How do you organise, plan, and execute your work? What techniques do you adopt or adapt in order to teach students? I like the students to start straight away with the Trinity College Rock & Pop programme. This method teaches the students co-ordination exercises, rudiments (stick control), ear training, and learning to play in time. We learn independence, which in drumming terms means getting each limb to work independently of the others. I’m also a huge fan of improvising, and part of the Trinity programme is called session skills. This is where the student plays along to a backing track while coming up with their own part on the spot.

ISSUE 5 | SEPTEMBER 2019

38-39_GEMS_WOE5_Arts_Sam Jones_10839362.indd 38

22/08/2019 05:30:49 PM

How do you coach or mentor a student? What improvements do you see, and how does it help their knowledge and skills? It is imperative that the student finds my lessons fun. I do stress the importance of practising, and the students know that great playing doesn’t happen overnight. Honestly, I feel the real magic happens at home with a solid practise routine. I can tell straight away if they have been practising, and if they haven’t. The skills that directly benefit from practice at home include control of the drum kit, tempo, and reading. How does learning to play the drums benefit a child? I would say confidence, co-ordination, communication skills, and an improvement in fitness.

Playing drums can also relieve frustration and stress. Lastly, it’s fun. What’s your favourite Music Hub event? I really enjoy the recitals, or Drum Show as we call it. It’s a great time for the kids to come together and show off their abilities to the other students. It’s a great motivator and the students always have a blast. How do you weigh your success as a teacher? I still feel I have a lot to learn as a teacher, but it does bring a smile to my face when a student passes their exams or joins their first band. Whether they are playing drums as a hobby or they want to pursue music as a career, I’m happy to help them on their way.

www.worldofeducationmag.com

38-39_GEMS_WOE5_Arts_Sam Jones_10839362.indd 39

22/08/2019 05:30:56 PM

(Credit: East Sports Management)

SPORTS

THE ADVANTAGES OF PLAYING MULTIPLE SPORTS AT A YOUNG AGE Often when children love a sport, and are good at it, our go-to plan is to give them more of the same sport. But did you know that getting your youngster involved in multiple sports and a variety of physical activities can actually be better for them in the long run?

SM (East Sports Management) and GEMS Education sports directors across schools, are making sure that coaches and PE staff are aware of the benefits that teaching basic movement skills such as running, jumping, throwing, and catching can have on a child from an early age. This is great news for children playing sports because when these movements are combined with a focus on coordination and balance during sports and physical activities, it can have a positive impact on a child’s physical and athletic development. As a parent, you can play your part by getting your child involved in a variety of sports and activities. And observe how they are being coached, because a multi-sport approach has

real benefits for kids. This approach can help your child be active for life by: Building a solid foundation. By providing diverse opportunities for physical activity, children get the chance to learn many movement skills, which can be transferred to a variety of sports. This makes it more likely that they will remain active and take part in different sports and activities through life. Reaping the physical benefits. Through playing different sports kids develop flexibility, core stability, strength, stamina, power, and speed, as well as improve their all-round physical conditioning. Preventing injury. When a child sticks with one sport from an early age,

the possibility of injury increases as repetitive movements can strain their body and affect the development of muscles. Give your children variety in their sport and play to help build their body and lessen the chance of pains and strains. Developing sport and life skills. Children will develop important skills like problem-solving, team work, communication, and working independently, which are all highly valued attributes in sports and life. It also helps build competence, confidence, social skills, creativity, character, and empathy. So if you’re looking to positively impact your child’s development, expand the number of sports and the amount of physical activity that they try when they are young, let them develop the fundamentals of movement first before focusing on them becoming the next football star.

Want to know more about ESM Academies? Tel: 04 369 7817 Email: info@esm.ae Website: www.esmacademies.ae

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 40

22/08/2019 05:33:18 PM

ethics and makes them learn the importance of team spirit. Students are encouraged to try something new as they often find a hidden talent or area of interest that they will continue to pursue later in life. Delta has announced some new after-school activities that it will be offering this coming schooling year.

DELTA AFTERSCHOOL ACTIVITIES Quality after-school programmes are community-driven, expanded learning opportunities that support cognitive, social, physical, and emotional outcomes.

hanks to Delta's afterschool programmes, students have the opportunity to enrich their learning through participation in creative, active, service, and academic activities. These activities offer variety, inclusivity, fun, and knowledge to students. Features of After-School Activities (ASAs): • Qualified and trusted providers, professional teachers, and instructors • Structured and varied programmes onsite or off-site throughout the year • Secure and safe environment

Participating in after-school activities will help students explore new interests and talents while contributing to the overall development of their personality. Active participation in such activities is exciting and definitely worth the effort in many ways.

Boosts Academic Potential A child actively participating in activities gets to learn something new every day that can boost their understanding of different subjects. It also assists them in staying more engaged in classrooms. Enhances Life and Social Skills Today’s youth spend a lot of their time on the latest technologies that have significantly reduced faceto-face interactions. After-school activities can be a great neutraliser as they help in building healthy relationships and better social skills.

• Performing arts including dance, drama, music, theatre, and ballet • Creative arts including drawing, painting, and arts • Language courses (Spanish, Mandarin, French, etc.) • Educational courses such as Lego, robotics and coding, and science and experiments

Delta builds on academic learning and pushes above and beyond the classroom and into the real world. Children are supported to explore with greater curiosity and develop knowledge with a deeper understanding and practical application, without a limit on what they can achieve. Delta students are given a unique opportunity to learn from the best instructors in their field. Alongside an impressive list of world champions, award winners, and industry leaders, many of Delta's instructors are GEMS Education teachers.

Encourages Teamwork Many after-school activities encourage teamwork and strategic thinking. Children are required to work together in groups to achieve a common goal. This fosters team

Want to know more about Delta after-school activities? Tel: 04 369 7817 / 052 668 3638 Website: www.deltalearning.ae/after-school-activities

www.worldofeducationmag.com

40-51_GEMS_WOE5_Sports_10858799.indd 41

22/08/2019 06:23:38 PM

SPORTS

WHY YOUR CHILD SHOULD ATTEND A HOLIDAY CAMP

hat qualifies ESM to talk about why camp is good for kids? An average of 3,000+ children have attended ESM Holiday Camps each year for over a decade. While that is a lot of young minds absorbing the benefits of their holiday camp experiences, that's

even more parents witnessing growth and development in their kids. If you have young children, you might think sending them to a camp to play, have fun, learn, interact, etc. isnâ&#x20AC;&#x2122;t much different from a school experience, right? Well, truth be told, there are many benefits exclusive to the holiday camp experience.

Why is holiday camp Important? Holiday camp is important because it offers a structured programme for children to grow. Kids go from home to school to extracurricular activities, with each environment contributing to their development. Holiday camp, then, is another unique venue for growth, allowing kids to become independent and

(Credit: East Sports Management)

According to varied research, summer camps can be incredibly beneficial for kids. We caught up with ESM Holiday Camps to learn more about the sports and creative opportunities they offer kids within a safe and supervised environment.

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 42

22/08/2019 05:33:28 PM

be immersed in a multi-activity camp, focusing on sports, arts and crafts, dance, drama, quizzes, team building and so on. This will help your child to really get out of their comfort zone to take some risks with their skills, without the looming fear of failure and resulting repercussions. Camp helps with mental stimulation and physical activity. We are familiar with ‘school break learning loss’ or ‘summer brain drain’ but many parents also feel that their kids don’t get enough activity during the summer months in the UAE. Camp can get kids going, both mentally and physically. Camp will also encourage kids to get off couches and into activities that can increase their quality of life. Camp allows confidence to be reinforced by success. Your child might have never played tennis before, or perhaps they’ve played tennis but have never attempted an overhead serve. Getting out on the court and learning to play tennis, or even putting together a sequence of shots, will boost their confidence. It might just compel them to try out for the school tennis team… and then who knows what they will become.

self-confident, while socialising and making new friends, and learning new skills. Students often attend school year after year with the same kids, which can lead to labelling and being ‘stuck’ with a perception. A child may become known as studious, quiet, etc., when, really, he or she can be boisterous in another setting. Children who attend our holiday camps meet new groups of their peers in a different environment. Here are some great reasons why you should consider a holiday camp: Camp allows for a deep dive into new skills. Think about giving your child a week or more to

Camp helps develop social skills. During camp children are taught to communicate, to work together as part of a team and to be leaders. Leadership is developed by asking campers to fulfil responsibilities that may not be expected of them elsewhere, while sharing resources and attention helps foster teamwork and the desire to participate. Camp is fun and entertaining. While holiday camp encourages your child to develop all-round resilience, new friendships, confidence, independence, and a sense of belonging, they learn to do so while having fun and enjoying their free time. ESM Holiday Camps has gone from strength to strength delivering brilliant Multi-Activity Camps and establishing itself as the leading holiday camp provider for children aged 4-14 in the UAE. It has developed a strong reputation by constantly focusing on what parents and children want by creating a safe camp environment which encourages children to thrive, learn, and develop while making friends and having fun.

Want to know more about ESM Holiday Camps? Tel: 04 369 7817 Email: holidaycamp@esm.ae Website: www.esmacademies. ae/holiday-camps

www.worldofeducationmag.com

40-51_GEMS_WOE5_Sports_10858799.indd 43

22/08/2019 05:33:33 PM

(Credit: East Sports Management/shutterstock.com)

SPORTS

WHEN IS THE RIGHT TIME TO ENROL YOUR CHILD IN A SPORTS CLASS? Sport fills children with self-confidence, it nurtures their team spirit, and equips them with the right set of skills to help them overcome any obstacles or difficulties that life may bring, like starting school for the first time.

hen it comes to sports for your kids you are spoilt for choice. Be it football, badminton, swimming, martial arts or basketball, how do you decide when to enrol your child given that they may not be old enough to decide for themselves? The earlier a child starts a sport, the more receptive they are to learning new techniques, and the more likely they are to excel in the particular activity.

have fun and make new friends. When children are having a great time, it means they are playing, and they are able to do their best. Thus, they can keep developing and progressing, and finally reach their full potential. When your child is young, sports can be adapted to make it easier to play. For example, you can: • use smaller equipment

• change roles or positions often, such as having the catcher become a fielder for a while • make games and practice sessions shorter • make the game fun so that your child wants to keep playing Read on for the thoughts of some of the top academies in the UAE about the right time to enrol a child in a sports class.

Is your child showing interest in sports at an early age? How can you encourage them? Firstly, don’t force your child to hold a tennis racket if they would rather kick a ball on a football field instead. This can be counterproductive, and it could make them unwilling to practice a particular sport.

At Soccerkids, we feel that if the child can follow instructions, and interact positively in a class scenario, then it would be beneficial for the child to participate in one of our classes. We have seen children as young as two, participate in our football lessons, taking part in activities that greatly benefit their motor coordination skills, while introducing ‘team play’ with other children

Let your kids express their own individuality. Sports present the perfect opportunity for them to

Ben McBride, Soccerkids Dubai

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 44

22/08/2019 05:33:39 PM

At Shaolin KungFu, we believe a child can start Kung Fu at the age of five. Practicing Kung Fu from an early age allows a child to learn effective self-defense techniques that include kicks, punches, strikes, joint locks, take downs, throws, and submissions while getting in top physical shape. Itâ&#x20AC;&#x2122;s good for the mind, body, and spirit Master Hang, Shaolin KungFu Training Club

The best time to learn basketball is at five years of age. Learning the fundamental basketball movements, footwork, and skills in a positive and fun way develops an interest in and love for the sport from an early age. This way the learning process is much easier than in the later years (14-15 years) Coach Dejan Kamenjasevic, PSSA Basketball Academy

As soon as children start school in FS1 they should participate in as many different sport activities as possible. This will develop their general motor-skills and help them interact socially with other children which is an essential aspect of growing up. It also helps them deal with life lessons like winning and losing, and gives them general life skills which prepare them for what life has to offer as they grow older Jimmy Repsold, ESM Holiday Camp

Remember kids change as they grow and your little one might show a keen interest in one activity one year, only to switch to another by the next. Keep monitoring their level of interest and stay involved

in their progress. Be positive and encouraging by emphasising effort and enjoyment over winning, and never try to persuade your child to continue with a sport they clearly donâ&#x20AC;&#x2122;t enjoy, whatever age they are. www.worldofeducationmag.com

40-51_GEMS_WOE5_Sports_10858799.indd 45

22/08/2019 05:33:45 PM

SPORTS

A PARENT’S GUIDE TO UNDERSTANDING THE eSPORTS ATHLETE

ow that eSports – live video game competitions – are a high school sport, young game enthusiasts might be moving into the spotlight. These kids aren’t just taking over high school computer labs across the country; they’re changing what it means to be a student-athlete. And while you may

not relish the idea of your child spending even more time playing video games, pro gaming is a new career choice – and top student eSports players can even achieve college scholarships. eSports has been around for a while – and kids can still play on leagues unaffiliated with their schools. But the effort to recognise them, organise them, and reward

them in the same way as traditional teams provides a structure for high school-age players. And a new partnership between ESM, select GEMS Education schools, and a reputable online gaming network could soon legitimise gaming as a “real” sport. With the first season starting in a couple of months, high schools can organise teams, train, and compete against one another.

(Credit: shutterstock.com)

The world of sports is being re-defined by the emergence of eSports and the playing field has opened up a number of opportunities.

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 46

22/08/2019 05:33:57 PM

What is eSports? Simply put, eSports is the competitive wing of multiplayer gaming. But there’s a wide range of ways, places, and games to play. Large-scale eSports tournaments are happening all the time on the internet with players competing from home. Certain platforms allow users to join matchups as independent players or go in as teams. Although many gamers play just for the thrill, online tournaments frequently award cash prizes. If teens are part of an eSports team at school, the games are played using the school’s internet link, and there is no travelling. A growing number of colleges in the USA and UK also offer eSports as varsity-level sports. Then there’s the live, professional circuit, where players compete in events that accommodate thousands of fans. Dubai already has plans to have its very own stadium that will be dedicated entirely to eSports, called Dubai X-Stadium, which will position the city as a hub for global eSports in the region. Pro games are also broadcast on video channels, including YouTube Gaming and Twitch. What type of games do eSports players compete in? Certain types of games, including arena battles and fighting games, lend themselves more to

competition than, say, role-playing games, which don’t have a lot of combat. Some of the biggest titles in eSports are Counter-Strike, League of Legends, and StarCraft. Sports games such as FIFA, Rocket League, and NBA 2K are also popular. Fortnite is gaining steam in the eSports world, too. Should I encourage my young gamer to pursue eSports? eSports supporters, including ESM and GEMS Education, believe that playing competitive video games requires some of the same skills as traditional sports, such as thinking strategically, learning to work as a team, and putting forth strong individual effort. Being a part of a team can be beneficial in a child’s life, so long as the coach, school staff, and other team members help create a supportive and controlled environment. Can you really get a college scholarship by playing video games? Yes, kids can get college scholarships for eSports. The National Association of Collegiate Esports (NACE), the main governing body for varsity eSports, has awarded $9 million in eSports scholarships and aid since 2016. More than 80 colleges participate in scholarship programmes. As with all scholarships, colleges are looking for well-rounded students (i.e.,

not eSports zombies). Incidentally, there’s talk of adding eSports as a “demonstration sport” in the 2024 Olympics. So if your child doesn’t get a scholarship, they could still compete on the world stage. Do both girls and boys play eSports? Unlike professional sports, eSports has no physical requirements other than fast reflexes. Still, it’s a male-dominated world. There are, however, a growing number of professional female eSports players, such as the top-earning female StarCraft player, Sasha Hostyn from Canada. eSports run all-female tournaments, and there are all-female internet squads. Should I be concerned about screen time if my kid wants to pursue eSports? Absolutely. The amount of screen time eSports require is one of their biggest downsides. To become proficient, players have to put in upward of eight hours a day. Even pro players say the training regimen is harsh. If your kid wants to do eSports, you’ll need to be more serious about rules for how much they can play during the week and on weekends. Make sure their screen time is balanced with other important activities: physical stimulation, homework, and human interaction. www.worldofeducationmag.com

40-51_GEMS_WOE5_Sports_10858799.indd 47

22/08/2019 05:34:04 PM

SPORTS

BLAZE OF GLORY Jaco de Wit, Key Stage 3 Maths Teacher at The Cambridge High School — Abu Dhabi, discusses being awarded the UAE blazer for refereeing his first international rugby match and developing rugby at his school.

aco de Wit, a highlevel rugby referee, was recently awarded a UAE blazer for refereeing his first international match. He started refereeing rugby matches 10 years ago in South Africa and continued to do so after moving to the UAE in 2017. He joined the UAE Rugby Federation and it took a year to get appointed to the Asia panel, which allowed him to referee all the games taking place in the rugby-playing Asian countries. He received his blazer after refereeing his first international match between Thailand and Kazakhstan on 15 May at the Asia Rugby Championships.

A RARE COMMODITY

THE NEXT GENERATION

Not many referees are awarded the UAE blazer due to a shortage of referees in the country. Anyone who wants to join has to contact the UAE Rugby Federation and they will receive an email with the details of the first meeting in September where all the new law changes for the year are covered. Aspiring referees are required to take a fitness test and exams, which start with a beginner’s course, followed by levels one, two, and three. These courses apply to all the countries where rugby is played. “Everybody on a rugby field that is blowing a whistle should have a minimum level one qualification. For level two, referees get invited to second division games, and in level three you can referee world rugby. I did my level three in South Africa and it took about eight months to complete. Honestly, it felt like more work than my degree! Candidates have to submit their diet, how they train, what they think before a game, and they have to be honest because the examiners will pick it up if you are not,” says Jaco.

Jaco’s interest in rugby also extends to introducing the sport to the school and currently over 40 boys participate. He took this year to teach them new skills in terms of being able to play rugby and not get injured that easily. Over his years of refereeing and working as the technical advisor for one of South Africa’s provincial sides, Jaco says he has learned many short cuts and he has found by teaching inside the rules of the game keeping his players safe becomes so much easier. “We have a senior side and a junior side. We are trying to get Year 7 and 8 together as well as Year 9 and 10 together and the plan is to take them at least once a month to Sports City for practice if we can. The first thing we need to do is set up two seven-a-side teams for the juniors and seniors so we can build a strong team,” says Jaco. He would also like at least one of the teams to go to a sevens tournament this year, which has a 70 per cent chance of happening. He would particularly like to take the junior team because they are passionate about playing rugby.

BECOME A REFEREE If you or someone you know would like to become involved in refereeing rugby, visit: http://uaerugby.ae

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 48

22/08/2019 05:34:14 PM

Providing an accredited IB-through education Enrolling Now!

Year Olds

registrar_gis@gemsedu.com

Student Nationalities

gemsinternationalschool-alkhail.com

Languages OďŹ&#x20AC;ered

SPORTS

KARATE: MORE THAN SPORT Ramalingam with Sensei Genzo Iwata – President, World Shitoryu Karate-do Federation

We talk to Ramalingam Kaliaperumal, Athletics Coach at GEMS Modern Academy, about why children should learn karate and how he is playing his part to promote the martial art.

45 YEARS OF DEDICATION

Ramalingam with Sensei Iwan Setiawan – President, Asian Pacific Shito-ryu Karate-do Federation

amalingam Kaliaperumal has been an athletics coach at GEMS Modern Academy (GMA) for 14 years and is a passionate and committed teacher. The fact that he is somewhat of a hard task master doesn’t stop students from signing up to be under his mentorship, and even spurs them on to reach their potential. Ramalingam is currently the Head of Shito-ryu Karate-do in the UAE and is authorised to develop and promote the branch of karate throughout the country. This mandate falls is under the Shito-ryu Karatedo Federation, with permission from the Minister of Youth and Sports. He increased awareness of the sport by offering training sessions at GMA with the support of the management team at the school, before expanding to other schools in the UAE. GMA recently took part in a karate championship held in partnership with ESM, with Ramalingam’s students winning eight out of the 12 trophies across four categories in the competition, though he says it is unlikely all of them will pursue the sport to its top level. “We have around 100 students learning karate. Students need to dedicate around five years to achieve their black belt, which only a few will do. Many students will discontinue karate after a certain time, while many new children will start,” says Ramalingam. Karate may not be for everyone and he has extended his teaching to include self-defence classes for girls at the school, which now run twice a week. The number of attendees from Grades 9 to 12 varies, however, as students can only attend self-defence classes if they do not have other after-school activities. He said similar benefits of karate apply to his selfdefence lessons; girls will improve their health and fitness and increase their confidence.

Ramalingam's drive and discipline can be put down to his dedication to training in karate since the 1970s. He competed in his first International Competition in Tokyo in 1993 and has been active on the international circuit ever since. In 2016, he won two bronze medals in kata and kumite at the eighth World Shito-ryu Karate-do Championship in Mexico, and in 2018 he refereed the 15th Asian Pacific Shito-ryu Karate-do Federation Championship in Jakarta. He feels strongly about learning karate from a young age. “In this world, self-defence is very important and karate helps students maintain their health and fitness. They can also face life head-on without fear,” he says. To date, his regimented practice sessions last four to five hours a day, even if it means practicing after work until 9pm. He is currently a black belt sixth Dan, and this year he refereed the ninth Shito-ryu Karate-do International Championships, held in Tokyo. Men and women from around 50 countries participated in this prestigious event. Ramalingam with his medal from the World Championship in 2016

ISSUE 5 | SEPTEMBER 2019

40-51_GEMS_WOE5_Sports_10858799.indd 50

22/08/2019 05:34:26 PM

51_GEMS_WOE5_Rewards_win award advert_10839350.indd 51

22/08/2019 05:35:03 PM

INNOVATION

UNITING EDUCATION AND INDUSTRY

Dietmar Siersdorfer, CEO, Siemens Middle East and UAE (left), and Dino Varkey, CEO, GEMS Education (right)

Siemens and GEMS Education recently signed a Memorandum of Understanding to increase collaboration and integration between the education sector and industry. We take a closer look to see what this means for students.

chools of the future will evolve into hubs of learning, connecting young people with a personalised menu of opportunities linked to industry,” says Matthew Tompkins, the principal of GEMS FirstPoint School — The Villa (FPS). “Not all of these opportunities will be available at school; some will be in the workplace or in different learning institutions, while others will be accessed via cutting-edge technology from around the world. The future of education is being developed right now, and this calls for a pioneer to pull all the opportunities together. FPS is that pioneer.” That’s a bold statement by any measure, but it takes a bold approach if your goal is to make education more relevant by preparing students for the world of work and the Fourth Industrial Revolution.

Matthew’s vision is to develop an approach where schools work alongside industry throughout students’ education, so that when pupils leave school they are genuinely prepared for a life of employment. “It’s about the deeper experience that we’re creating by being able to add relevance to young people’s learning,” he says. “We take the knowledge that they acquire in the classroom, and the skills that they learn in the workplace, and we blend these and bring them together, making the depth of knowledge that they have really exciting.”

TAPPING INTO SIEMENS FPS has the privilege of being the first school to reap the rewards of a new partnership between GEMS Education and Siemens. Officially launched towards the end of June 2019, the collaboration aims to add

value to the transfer of knowledge and expertise to students, while also increasing and enhancing the sustainability aspects within FPS and GEMS Education, and promoting digitalisation. Not just that, but FPS is also GEMS Education’s newly appointed Centre of Excellence for Digital Industries, which means the school is focused on becoming the best in that field, home to the highest level of expertise and resources for students, and able to take advantage of the partnerships with industry that the school has built. “The Centre of Excellence at FPS creates tremendous opportunities for our learners,” explains Michael Gernon, GEMS Education’s Chief Education Innovation Officer. “They will be engaged in a whole range of different activities, whether it’s being exposed to some of the things Siemens is pioneering, or

ISSUE 5 | SEPTEMBER 2019

52-56_GEMS_WOE5_innovation_10839354.indd 52

22/08/2019 05:35:29 PM

Matthew Tompkins, Principal/CEO, GEMS FirstPoint School — The Villa

Dietmar Siersdorfer, CEO, Siemens Middle East and UAE

whether it’s internships for some of our older students. We will be developing a unique set of pathways for every single student who comes through FPS.” Through the new partnership with Siemens, FPS students will gain access to industry-level courses and qualifications, as well as support from industry experts and internships. They will also have the opportunity to be part of an energy efficiency programme that will be adapted into a case study specific to their school, while also partnering with universities for accreditation. “A strong partnership between academia and industry is key to developing sustainable knowledge economies, and ensuring students have the tools and skills they need to succeed,” says Dietmar

Siersdorfer, CEO of Siemens Middle East and UAE. “We have a responsibility to invest in future generations so they may embrace the opportunities afforded by a digital economy, and this partnership will demonstrate the positive impact of technology and hands-on training in education.”

THINKING OUTSIDE THE BOX The GEMS-Siemens partnership also builds on Rahhal, an initiative of Dubai’s Knowledge and Human Development Authority (KHDA). Rahhal encourages schools to think outside the box and develop innovative learning opportunities that benefit students. Dr Abdulla Al Karam, KHDA’s Chairman of the Board of Directors and Director General, explains further:

Dr Abdulla Al Karam, Chairman of the Board of Directors and Director General, KHDA

“This is a first-step towards recognising industry-academia partnerships at the school-level and a reflection of Rahhal’s potential to truly disrupt education. We hope the move will encourage students and teachers to co-create cities of the future by working with realworld scientists and innovators. This partnership can potentially encourage many more schools to come forward and partner with Rahhal in an effort to extend learning opportunities outside the classroom.” In the immediate future, FPS will be heavily involved in ensuring the programmes that are developed hand-in-hand with Siemens are suitable for students. The school will also look to embed industry-level content into the curriculum, and host competitions and talks to the benefit of learners. These opportunities will then be rolled out to all age groups and across the entire GEMS network of schools. “The future of education depends on the relevance of education in an ever-changing world,” says FPS Principal Matthew Tompkins. “The only way to keep pace with industry is to work with it and alongside it, and — through the Rahhal programme, our partnership with Siemens, and our Centre of Excellence — that’s exactly what we at FPS are achieving. I genuinely believe that this is the blueprint for schools across the world. This is the approach we are going to need to take if we are to keep pace with industry and if we are to enable the education of young people to enhance their employability skills.” www.worldofeducationmag.com

52-56_GEMS_WOE5_innovation_10839354.indd 53

22/08/2019 05:35:36 PM

INNOVATION

EDUCATION IN AN AGE OF ARTIFICIAL INTELLIGENCE Rohan Roberts, Innovation Leader, GEMS X, addresses the areas where AI is making the greatest strides.

e live in a world of accelerating change. Due to exponential growth in emerging technologies, we’ve seen more change in the last 100 years than we have in the previous 1,000. Pulitzer Prize-winning journalist Thomas Friedman points out that whatever can be outsourced and automated will be outsourced and automated. Kevin Kelly, the founder of Wired magazine, agrees: “Whatever can be done by artificial intelligence will be done by artificial intelligence.” The significance of this is best summed up by Peter Diamandis, the co-founder of Singularity University, who says artificial intelligence (AI) will have a bigger impact on the

human condition than the invention of electricity and the discovery of fire. What we are now witnessing is widely described as the “cognifying revolution”. What this means is that everything that was formerly electrified will now be cognified. In other words, everything that is powered by electricity today, will have some form of artificial intelligence tomorrow. How this will impact human society is anyone’s guess. GEMS X, the future-focused research and development arm of GEMS Education, holds monthly 'Futureproof Talks' in an effort to prepare students, teachers, and parents for this uncertain future. The aim is to highlight the impact of exponential technologies and promote discussions on how we can

adapt and thrive in this world of accelerating change. The sessions feature videos from Dubai Future Talks, an initiative of Dubai Future Foundation that gathers a global community of visionaries, changemakers, and pioneers who work to promote strategic collaboration between government and individuals in order to co-create the framework for the advancement of humanity.

MULTIPLE INTELLIGENCES One of the first GEMS X Futureproof talks focused on the impact of artificial intelligence on education, in which the views of Howard Gardner, an American developmental psychologist and Professor of Cognition and Education at Harvard University, were discussed. Gardner is best known for his Theory of Multiple Intelligences, which he proposed in 1983 to analyse and better describe the concept of intelligence. Gardner says, “Intelligence is the ability to find and solve problems and create products of value in one’s own culture.” The Theory of

ISSUE 5 | SEPTEMBER 2019

52-56_GEMS_WOE5_innovation_10839354.indd 54

22/08/2019 05:35:46 PM

Multiple Intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees; there are different ways of being intelligent. In its essence, Multiple Intelligences considers the ability to sing and dance, play music and sports, sympathise and empathise, reflect and introspect, and role-play and emote as different ways of being intelligent. Keeping this perspective in mind, we now see that we have AI systems capable of doing things that we once thought only humans were capable of: • Linguistic Intelligence (“word smart”) — IBM Watson recently beat the best human contestants in a game of Jeopardy, which requires complex use of language. It did this by reading and understanding all 30 million pages of Wikipedia and making intelligent connections. Other AI systems are now writing poetry and news reports. • Logical-mathematical Intelligence (“number/reasoning smart”) — AlphaGo recently beat the best human contestants at the game of Go, a highly complex game that requires both logic and intuition. • Spatial Intelligence (“picture smart”) — Google’s Deep Mind and many other AI systems are now creating art. In fact, the first AI-generated art piece was recently sold at Sotheby’s for USD51,000.

• Interpersonal Intelligence (“people smart”) — People are having extended conversations with their smart agents and digital assistants such as Siri, Cortana, and Alexa. However, there are still three intelligences for which we do not yet have an AI. Ironically, these are also the three intelligences we focus on least in schools:

ABOUT THE AUTHOR • Existential Intelligence is ascribed to those who think philosophically and involves an individual’s ability to contemplate values and intuition to understand themselves and the world around them. People who possess this intelligence are able to see the big picture and ask the big questions. They are able to see the interconnectedness of different aspects of life and wonder about the complexity and diversity of the universe. • Intrapersonal Intelligence is the ability to reflect, introspect, contemplate the self, and indulge in metacognition — thinking about thinking. • Pedagogical Intelligence requires modelling of other minds and involves the ability to teach and transfer knowledge and understanding from one brain to another.

Rohan Roberts is Innovation Leader at GEMS X. He is an award-winning educator and was a finalist in the 2017 Global Teacher Prize. He has been with GEMS Education for 18 years. www.rohanroberts.com

Currently, schools focus on pedagogical, existential, and intrapersonal intelligences only in the most cursory way — if at all. However, in a world of increasing automation and ubiquitous AI, where machines are taking over from humans and superseding us in almost every domain, what we need more than ever is balance. Balance and harmony between all the multiple intelligences. The GEMS X Futureproof talks are held at GEMS World Academy — Dubai. Visit www.gemsxonline.com for further details.

• Bodily-kinaesthetic Intelligence (“body smart”) — Boston Dynamic’s Atlas robot is able to climb stairs, open doors and even do somersaults and backflips. • Musical Intelligence (“music smart”) — AIVA is an artificial music composer that is creating sublime music in the classical and symphonic music genres. www.worldofeducationmag.com

52-56_GEMS_WOE5_innovation_10839354.indd 55

22/08/2019 05:35:53 PM

INNOVATION

E-LEARNING: CHANGING THE WAY WE STUDY The UAE’s drive towards online benefits not just students, but also schools and teachers, argues John Ingram, the CEO of Pamoja Education.

he Digital Revolution is here, and while sectors such as finance and manufacturing have led the charge, technology is now firmly establishing itself in the UAE’s schools. Nothing can replace face-to-face teaching, but classrooms are now moving away from rows of desks and rigid schedules to environments that foster active collaboration between students, teachers, and digital learning tools. Tablets are widely used in schools, and homework is regularly completed and submitted online. The UAE is in many ways a regional leader when it comes to incorporating technology in education, as the government aims to realise the potential of a growing young population, where 34 per cent are under the age of 25. This new generation will consume information in a different way to those that have come before. Online or e-learning, is one fundamental pillar of these new educational technology approaches. The government sees e-learning as the fastest way to bridge the educational gap in the country, showing real commitment to building a supportive infrastructure. Last year, His Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE

and Ruler of Dubai, introduced the Madrasa portal, the largest e-learning platform in the Arab world, serving more than 50 million K-12 Arab learners. There have been further e-learning initiatives in the UAE, with US Edtech company Blackboard establishing a centre for excellence, based at the Higher Colleges of Technology, to promote best practices in online teaching.

ANYTIME, ANYWHERE, ANYONE How exactly is online learning set to benefit schools, teachers, and students? Today’s economy demands that we continuously renew our skills throughout our lives, meaning that the flexibility offered by online learning is indispensable – allowing people to redefine their career paths, learn new skills, and remain competitive in the labour market. As many of

the jobs that will be available in 10 years may not even exist yet, there is a serious need for ongoing, specialised education that does not fit the residential degree model. Furthermore, online learning is sometimes the only educational solution that can be fitted around professional life. Blended learning environments, which combine traditional face-to-face classes alongside online and virtual learning environments, can also be a crucial aid for teachers who struggle with administrative workloads. Digital products are now available that provide entire courses online, broken down into pre-prepared lessons, assessment materials, and student activity monitoring tools, greatly reducing the time spent on course preparation, marking, and reporting. In such cases, with course content all on a single online platform accessed by both student and teacher, the time that is freed up for teachers is considerable and enables them to focus their efforts more strongly on teaching in the classroom. A UCL Institute of Education study in the UK found that online learning also helped prepare students for university in many ways. Perhaps most importantly, the study found that students took greater ownership of their learning. They were more likely to set goals based on their own performance, less likely to rely on university tutors for help, and better able to manage their own studies. All those surveyed agreed that studying online prior to university had increased their independence as learners – an increasingly vital skill in the work environment of the future.

ABOUT THE AUTHOR John Ingram is the CEO of Pamoja Education, a GEMS Education partner. John has a wealth of experience in business scale-up and change within digital and technologyenabled markets. He was most recently Managing Director at RM Results, offering software services and data analytics for the global education sector. John’s interests lie in techenabled opportunities for learners and educators.

ISSUE 5 | SEPTEMBER 2019

52-56_GEMS_WOE5_innovation_10839354.indd 56

22/08/2019 05:35:58 PM

BEYOND SCHOOL

MY PATH TO UNI A new online and offline service offers students a one-stop-shop for all universityrelated matters, from test preparation and career coaching, to application, essay, and interview support.

ewly launched My Path to Uni (MPTU) aims to provide students with comprehensive guidance and support for all things relating to university preparatios. MPTU is an extensive collection of college and career guidance resources and services that has both an online presence via its website mypathtouni.com and a physical location at GEMS World Academy – Dubai. The former is already live, while the latter is due to open in September 2019. MPTU is the result of a close partnership between a number of major players in the education sector, including GEMS Education

and its UniConnect programme, IDP Education, Score Plus – The Princeton Review, Oliv.com, Lifology, Arizona State University, PWC Academy, and Prompt.com. The full list of partners is available on the website. The MPTU platform is an opportunity for all partners to work collectively to share their expertise and experience to the benefit of students. Commenting on the start of MPTU operations, Christophe Savard, Vice President — Student Career and Future Employment Architect at GEMS Education, said, “I am really excited about the launch of this hub and commend the teamwork and efforts of all partners involved. Building a

resource through these strategic partnerships allows for students to receive the best of all services and expertise under one umbrella.” MPTU services – the first of their kind in the region – are open to not just GEMS pupils, but all students in the UAE and abroad through both onsite and virtual support. The centre stationed at GEMS World Academy – Dubai will provide comprehensive services, including application support, test preparation, essay and interview support, psychometric testing, career coaching, pathway programmes, and experiential opportunities such as internships and work placements. Looking ahead at the coming academic year, there are plans to expand MPTU locations to multiple sites hosted by GEMS Education schools, offering students and their parents greater convenience. Even in those instances where schools offer their own university and careers counselling services, MPTU enhances these by offering an extra layer of support available after hours and on weekends. The hub at GEMS World Academy – Dubai will be open 4-8pm Sunday-Wednesday and 10am-4pm on Saturdays.

ISSUE 5 | SEPTEMBER 2019

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 58

22/08/2019 05:36:32 PM

It’s not our fault your kids are bored.

Time Out UAE Kids’ 50 Best Family Days Out. On sale now.

(Credit: shutterstock.com/Billion Photos)

BEYOND SCHOOL

SO YOU WANT TO STUDY MEDICINE? Medic Tutor, a GEMS UniConnect partner, offers assistance to students applying for medical school around the world. We speak to Fady Anis, the online platform’s founder and a Jumeirah College graduate, to find out what it’s all about.

anaged by junior doctors and medical students in the UK, Medic Tutor is an online platform that aims to assist aspiring medical students with their applications to medical school. The pain point was experienced by Medic Tutor founder and Jumeirah College graduate Fady Anis when, as an international applicant, he became aware of the discrepancy in services available to prospective students living in the UK compared to international students. “Applications become more competitive and there are a limited number of places for both local and international students. I saw a need

for an affordable and accessible service to educate and support students through the application process,” says Fady. Having been through the full process from initial application to acceptance at the University of Nottingham, Fady was eager to share the knowledge he had gained from the experience by supporting other aspiring students, ensuring they are given the best opportunity to achieve a place to study medicine in their chosen university. Fady has worked alongside university admissions teams to organise, and volunteer in, university mock interviews, while also mentoring for the Widening Access

to Medicine School scheme in the UK. He has also given talks at GEMS Education schools. Of the students he has supported, Fady boasts a 100 per cent acceptance rate to medical schools, which prompted him to formally set up Medic Tutor earlier this year to make application assistance for aspiring medical students more accessible.

SERVICES One of the key services Medic Tutor offers is a consultation with applicants and their parents, which is targeted at any student considering a career in medicine from Year 9 onwards. In this hour-long session, some of the main discussion points

ISSUE 5 | SEPTEMBER 2019

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 60

22/08/2019 05:36:37 PM

I saw a need for an affordable and accessible service to educate and support students through the application process Fady Anis

with model answers and highlighting issues,” says Fady. “The experience alone will familiarise students with the process, enabling them to perform to their fullest potential on the big day.” Medic Tutor also offers freely accessible top tips pages, sample personal statements, a blog, and several other resources.

TOP TIPS FOR PROSPECTIVE MEDICAL STUDENTS Once students are confident that they want to study medicine — and for the right reasons — they should: 1. Start looking at universities, different course structures, and entrance requirements, in addition to speaking to others that have gone through the application process and have been accepted into medicine. 2. Slowly work towards ticking every box on the university’s requirement list to make sure they stand out as exemplary applicants. 3. Study hard to achieve the required grades. Without meeting that threshold, it won’t matter how good their application is. 4. Get as much support as possible with their application from people who know what they are doing.

LOOKING AHEAD Fady says he is excited about the collaboration between Medic Tutor and the GEMS UniConnect initiative, which works to offer GEMS Education students exclusive access to post-secondary scholarships and other opportunities. Fady feels the partnership with UniConnect is a testament to the hard work and quality of the services provided by Medic Tutor, and he hopes to support and encourage all GEMS students considering a career in medicine. “Our main priority and focus is always to support the students accessing our services to give them the best chance of being accepted. Having said this, we are proactively implementing changes based on the feedback we receive and consequently some of the new projects in the pipeline include entrance exam courses, counsellor services, training seminars, and UK work experience programmes,” adds Fady. (Credit: shutterstock.com/Sheff)

include identifying the applicant’s ambition to study medicine and their understanding of what it entails; reviewing the application process in detail, covering predicted grades, additional entrance exams, personal statements, and interviews; exploring the potential medical schools the applicant can apply to around the world; flagging any weaknesses in the application and working to rectify them; highlighting core subject and grade requirements for different medical schools; discussing common challenges faced by applicants and families, such as tuition fees, travelling abroad, and making the most of university; understanding differences in the medical courses offered by different universities; and providing applicants and families the opportunity to ask questions. Fady adds that Medic Tutor also offers a personal statement consultation, in which applicants can submit their personal statement to be professionally reviewed and proofread to ensure they present themselves effectively. The personal statement is often the university’s first impression of the applicant and it is therefore crucial to ensure that it is perfect. Medical school interviews come in different formats and applicants have one shot at ‘wowing’ the admissions team. Practise is therefore very important. The Medic Tutor teams will work with applicants in a full 50-minute mock interview, which focuses on the most important concepts and questions asked. “We then review and dissect each answer, providing students

Medic Tutor’s collaboration with GEMS UniConnect allows all GEMS Education students to access the complete package encompassing all services at a discounted price of GBP75.

www.worldofeducationmag.com

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 61

22/08/2019 05:36:49 PM

BEYOND SCHOOL

INTRODUCING THE

Gaining in popularity and widely recognised by universities in the UK, Canada, Australia, US, and the UAE, the University of Londonâ&#x20AC;&#x2122;s International Foundation Programme (IFP) offers a viable academic foundation to transition into undergraduate studies, or even as a complement to A Levels and the IB. 62

(Credit: shutterstock.com)

INTERNATIONAL FOUNDATION PROGRAMME

ISSUE 5 | SEPTEMBER 2019

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 62

22/08/2019 05:36:58 PM

n 2013, the University of London launched its International Foundation Programme (IFP), a challenging and inspiring programme designed to provide students with the skills and knowledge to prepare them for rigorous undergraduate study. Students who have completed the IFP have gone on to study with not only the University of London, but also Russell Group and other universities in the UK and around the world. The IFP can be completed in Dubai and Abu Dhabi in a minimum of one year, although there is an opportunity to complete it over an extended time period. The programme gives students the opportunity to acquire the skills and qualifications necessary to move onto a full degree at university. “University of London, one of the world’s leading universities, is internationally recognised for its high academic standards. An academic award from the University of London is a mark of excellence, respected by employers and universities worldwide,” says Lynne Roberts, Director of IFP at University of London. “The IFP has been designed to equip you with the knowledge and skills necessary to help you progress to either degree-level study at a top university in the UK, Canada, Australia, United States, or the UAE, or onto a prestigious professional accountancy qualification such as the Association of Chartered Certified Accountants (ACCA).”

HOW IT WORKS The IFP is a taught programme and must be studied at a University of London Recognised Teacher Centre. PwC’s Academy was recently appointed as the only Recognised Teaching Centre for IFP in the UAE, where the programme is available exclusively to students who attend or have attended a GEMS Education school. Students are provided with online study materials coupled with tuition that ensures they are prepared

IFP AND UNICONNECT If you’re a GEMS Education student, you can take advantage of the fact that PwC’s Academy is a GEMS UniConnect partner with special discounted and exclusive tuition rates for the IFP.

for the examinations in late April/ early May. Study materials provided include a subject guide for each course; access to a Virtual Learning Environment (VLE) that contains supplementary learning resources including audio visual tutorials, academic interviews and self-testing activities; a student handbook containing practical information and advice and examiners’ commentaries that provide guidance on how sample and past examination questions should have ideally been answered; and a University of London email account and web area that students can use to manage their personal information. In terms of entry requirements, the programme will consider all international high school results where students have achieved very good grades, especially in the subjects relevant to their intended IFP courses, or where students need a UK-focused academic foundation before undergraduate studies. Students should be 17 years of age as of December 2019 (although younger students will also be considered) and have a minimum IELTS score of 6.0. Students must also have passed a minimum of four separate subjects at GCSE/ GCE O level, with grades A-C or the equivalent. Suitability for the programme will be assessed on an individual basis. The UoL IFP is typically completed in one academic year, but at PwC’s Academy students also have the flexibility of spreading their learning experience over two academic years.

ADDITIONAL SUPPORT PwC’s Academy building and facilities are available outside class time for students to undertake independent study, prepare for exams and make use of ‘study buddy’ assistance. In addition to the tutors setting guided learning, extra sessions are offered including academic English, employability skills, and university progression counselling. The focus at PwC’s Academy is on making sure students have all the knowledge and exam technique needed to complete the IFP. The core objective is to help students pass their exams and gain admission into a university of their choice, as they earn valuable, practical academic qualifications to enhance their pathway to university and career success in the future. In addition, GEMS career and counselling teams are available for each IFP student to guide them through their UCAS or next academic pathway after the IFP. “The combination of University of London and PwC’s Academy will provide you with the chance to get ahead in your academic journey,” explains Lynne Roberts. “The team at PwC’s Academy will guide you through your studies and provide a rich learning environment supported by the University of London IFP team and our online resources. They will also, if necessary, work with you to improve your level of English and complete any university application to increase your chances of being offered a place at a top university or professional training institute.”

FURTHER DETAILS For more information and to find out which universities accept IFP for entry consideration, visit: www.pwcacademy-me.com/ course/uol-internationalfoundation-programme-ifp-0 https://london.ac.uk/courses/ international-foundationprogramme

www.worldofeducationmag.com

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 63

22/08/2019 05:37:06 PM

BEYOND SCHOOL

aunched in January 2018, the Future Scientists of the UAE programme saw GEMS Education and GEMS UniConnect partner Gulf Medical University (GMU) come together with the common aim of creating a conducive environment for innovation and scientific research. The programme was conceived in line with the strategic initiatives of the Emirates Scientists Council launched by His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minster of the UAE and Ruler of Dubai. A total of 16 GEMS Education students took part in the weekend research internship, which formally concluded on 15 June 2019. Through the programme, the young scientists had the opportunity to learn under top GMU researchers and professors, gaining handson experience at the institutionâ&#x20AC;&#x2122;s world-class research facility, The Thumbay Research Institute for Precision Medicine.

FUTURE SCIENTISTS OF THE UAE The research scholarship programme between Gulf Medical University and GEMS Education drew to a close recently. Thanks to its huge success and popularity, another programme is due to be launched in September 2019.

ISSUE 5 | SEPTEMBER 2019

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 64

22/08/2019 05:37:12 PM

Speaking during the closing ceremony, in which each student received a certificate of completion, Professor Hossam Hamdy, Chancellor of GMU, said the programme’s goal was to provide research exposure to school students, encouraging them to be inquisitive and innovative. “Usually, research is introduced very late during the learning process,” he said. “However, learning takes place through research and socialisation, and it is important to embed the learner in the environment at the earliest possible stage. Today marks the completion of the first batch of this programme. There will be subsequent batches.” Dr. Kierstan Connors, GEMS Education’s Head of College and Career Counselling Worldwide, said the programme was a unique opportunity for high school students to get involved in hands-on research, all in the company of highly experienced faculty members. “For our students, this has been a oncein-a-lifetime experience of research, learning and curiosity. It was 16 students from GEMS who committed to the first batch, and I now get about 10 requests from students and parents per week, asking about the next one,” she said, indicating the programme’s rising popularity. Participants in the initiative were made up of students in Grades 9 to 12 and were selected following a competitive admissions process. Each student was mentored by research scientists, professors, and clinical staff at GMU, who also encouraged the young scientists to think outside the box. Students were required to develop a research question and then select and conduct relevant experiments to answer this question, before finally interpreting and presenting their results.

This gave me the perfect opportunity to understand the field of medicine beyond the academic curriculum. I’ll be using the knowledge I gained from this programme when I start medical university this September — Varsha Bijali, Grade 12, Jumeirah College

time at GMU and I hope that someday I will be able to play a role in the research community. I’m grateful for the opportunity that I’ve had and I hope to contribute constructively in future research programmes.” Another student who took part in Future Scientists of the UAE was Ahsan Nayaz, from Our Own English High School, Sharjah – Boys, who highlighted the pace of the programme as a positive, enabling him to gain hands-on experience and exposure to the research world. He added, “Overall we had fun, interacting with each other and with the professors, and gaining new knowledge in the process. I feel proud and privileged to have been part of this programme. I will be taking the knowledge gained and putting it towards my future medical endeavours.” Similarly, fellow participant Adithya Mathew, who studies at GEMS American Academy – Abu Dhabi, had only good things to say: “Before enrolling, I was only looking into a career in science, but the

programme has given me valuable theoretical and practical knowledge that is helping me in school and will also help me in the future. My love for science and research has increased tenfold thanks to this programme. I cannot express how grateful I am for the experience.” Jumeirah College student Varsha Bijali, meanwhile, said the programme gave her the opportunity to work alongside leading professors of biochemistry and cancer-cell biology. “This gave me the perfect opportunity to understand the field of medicine beyond the academic curriculum,” she said. “I’ll be using the knowledge I gained from this programme when I start medical university this September.” The good news is that a second batch of Future Scientists of the UAE is very much in the works and has now been confirmed to begin in September 2019. So, if you’re a keen scientist and want to give yourself the best chance of success, there will be plenty more opportunities to learn from some of the best in the field.

A VALUABLE EXPERIENCE Rosemary Woolley, a student at Jumeirah College, said being part of the programme helped her to realise the importance of research in the scientific community. “It has made me excited for future discoveries in cancer research,” she said. “I’ve enjoyed my www.worldofeducationmag.com

58-65_GEMS_WOE5_beyond school_Medic Tutor_10839357.indd 65

22/08/2019 05:37:18 PM

PARENTS

GET INVOLVED Schools are increasingly recognising the importance and value of parent engagement and involvement – participation that can directly benefit not just students, but the entire school community. We spoke to a few parents to see what kind of role they play at their children’s schools.

Sophia Hatzis is Vice President of GEMS Dubai American Academy’s Parent Association (DAAPA). She has two boys at the school – a senior who recently graduated, and a seventh-grader.

We’ve been at the school for four years now. I’m a member of DAAPA and part of the Executive Committee, which is a small group of parents that creates an agenda and organises all the events for the students for the year ahead. It’s been fabulous. I’ve met amazing people who are truly engaged. Everyone has the school’s and the kids’ best interests at heart, so that’s what keeps us going.

Marie Collomp is President of GEMS Dubai American Academy’s Parent Association (DAAPA). She has three children at the school, in Grades 8, 9, and 11.

As soon as we arrived, I signed up for the school’s parent association and became its treasurer as they didn’t have one at the time. I found it really rewarding, because my belief is that when your kids are at school, you can really influence and have a positive impact. So, getting involved at school, discovering how it works, and having a real impact on what your child is doing and on their well-being. It’s truly a teamwork between the teachers, support staff, and parents. As part of DAAPA, we organise events for the kids, such as the Winter Carnival, the Autumn Festival, and the International Food Festival, where all the different cultures at the school come together. This year, we had more than 35 countries showing their folklore, culture, and food, so it was a great sharing experience. We don’t get involved in the academics, but we do get involved in the fun part by organising events, and hopefully we can do more for parents as well in the coming years.

ISSUE 5 | SEPTEMBER 2019

66-68_GEMS_WOE5_Parents_Engagement_10847748.indd 66

22/08/2019 05:38:28 PM

Soulmaz Abdul Aziz Al Awadhi is Chair of the Khaleeji Parent Ambassadors at GEMS Wellington Academy – Silicon Oasis. She has a daughter in Year 2 and a son in Foundation Stage 2.

Sue Percival-Simmons is Chair of the Parent Council at GEMS Wellington Academy – Silicon Oasis. She has three sons, one of whom has just graduated from the school, with the other two in Years 9 and 11.

For me, the school’s community feel was very important, especially in terms of parent involvement. My husband was a member of the Parent Council for a year and both of us had the chance to be involved and participate in the school. The Khaleeji Parent Ambassadors are a group of ladies who educate students about the UAE. It’s not only what you see, but also our traditions and our culture. There are children who have been here for a long time but who don’t know anything about UAE traditions. And then there are children who have just arrived from abroad. In both cases, we teach them through events including National Day, Martyrs Day, and Hag El Laila. We also organise a lot of cultural speakers, and the kids get very excited about these.

We joined in September 2011 when the school first opened. As Parent Council, our role in the school is to be the voice of parents. We look at the development of policies and procedures, we take parent concerns that affect the whole school and the trajectory of the school, and we consult with the ELT [Education Leadership Team]. We have twice-termly meetings to develop all the ideas, and we are the sounding board for the Leadership Team, who come to us when anything significant is going to change. We then give a parent’s perspective on it. So, we’re very much the critical friend of the Academy, and you hear that a lot from the ELT. I’m very proud to have been on the journey with the school throughout its eight-year history.

Rowan Arnott is a member of the Parent Council at GEMS Wellington Academy – Silicon Oasis. He has two daughters at the school in Year 5 and one in Year 7, who is about to go into Secondary.

I’ve been with the Parent Council for six months and I can see the work that they do. It’s all the background stuff – the things that make the school friendly and familiar to other parents and children. I’ve supported the school’s Parent Ambassadors by being their MC on International Day, which was a good, fun day. In addition to that, my background is in engineering and I’m quite happy to analyse and breakdown problems and look at things in detail, so I hope I’ve been able to do that in terms of the policy assessments that we’ve been involved in to support the school.

www.worldofeducationmag.com

66-68_GEMS_WOE5_Parents_Engagement_10847748.indd 67

22/08/2019 05:38:34 PM

PARENTS

Lakshmi Jayasankar has been a member of the Governing Body at GEMS New Millennium School – Al Khail for the past two and a half years. Having moved to Dubai from Singapore, her son joined the school in June 2015 and is currently in Grade 7.

“In my first year as part of the governing body, I observed classes, teachers, and students. I also shadowed a student for a day, which was a great experience because you sit with the child. You’re not judging the teachers or the student, but rather thinking of yourself as a student and trying to evaluate how classroom teaching is different now compared to when I was at school. I also sit on committees, where I help decide plans for the school and was in charge of curriculums. You have meetings that include teachers, members of the staff, and students. It’s like a 360-degree evaluation of a subject, and that helps because you get a variety of viewpoints.

Shazia Bharuchi is a member of the FORDS parent council. She has a son in Year 1 and has been with GEMS Royal Dubai School for three years.

FORDS is a party of parents. We meet once a month and are involved in any sort of event that happens in the school. We plan those events, attend the events, and then discuss how we can improve them. I love the fact that we’ve got a FORDS family who work tirelessly to make all the community events even more fantastic.

Roula Kobrossi has two children attending GEMS Royal Dubai School, in Years 2 and 3, and is involved in the school’s parent council, FORDS (Friends of Royal Dubai School).

I’ve been a member of FORDS since the day my kids joined the school. FORDS is very important, as it helps you get closer to the community. We are involved in all kinds of events and always work to make things better. We participate in events throughout the year, like National Day, International Day, Mother’s Day. We also do decorations for Christmas.

Lalita Reddy sent both her sons to GEMS Royal Dubai School (RDS). One has already left for high school, while the other is in Year 3. She has been involved in FORDS for six years, five of which were as the parent council’s Co-Chair and Chair.

It’s been an amazing experience, especially getting parents involved in the school. That’s one thing about RDS – they have an open-door policy, which makes it easy for us parents to support the school. FORDS is made up of parents that are really invested in the school and their children. We do charity events, which are at the forefront of FORDS’ motto and our plans for every year. We support RDS in most events that take place. Our close involvement helps to unite the school.

ISSUE 5 | SEPTEMBER 2019

66-68_GEMS_WOE5_Parents_Engagement_10847748.indd 68

22/08/2019 05:38:42 PM

LARGEST GEMS COHORT ACHIEVES BEST-EVER RESULTS Congratulations to all students, teachers and parents on achieving outstanding GCSE and iGCSE results, across our network of prestigious British curriculum schools.

2805 Students

Highest Grade

A*-B

GEMS Education students sat over 17,700 iGCSE & GCSE examinations

882 Grade 9 GCSE results acheived, equivalent to above A*

67% of GEMS Education students achieved A*-B (9-5) in their examination results

I would like to congratulate all of our students on their outstanding results in both their iGCSE and GCSE results. These reflect, not only the hard work and determination of these young people but, also, the dedication of our staďŹ&#x20AC; and the wonderful support and encouragement they are given by their parents. We wish all our young people every continued success in their future endeavours. Sir Christopher Stone, Global Chief Education OďŹ&#x20AC;icer, GEMS Education

We see genius in every child

Making quality education accessible

Rewarding excellence

(Credit: shutterstock.com/Oksana Kuzmina)

PARENTS

GETTING YOUR LITTLE ONE TO EAT WHAT YOU EAT Are you the parent of a fussy eater? Are mealtimes a daily battle? Jade PeterSwain, Executive Principal at Little GEMS International Nursery, offers her top tips to take the stress out of feeding your little one.

should really try to do this as often as possible. Mealtimes should be a time of coming together, to share food and conversation. So, turn those devices off, stop chasing your little one around the play area with a spoon, and instead share stories from your day.

SET A GOOD EXAMPLE

etting your little one to eat a balanced and healthy diet is no mean feat and can be a real headache for even the most grounded of parents. What better feeling is there than watching your little one eat a healthy and nutritious meal that you have prepared yourself, knowing that this will set them up for the day? Yet for many parents of young children, meal times can be a source of anxiety and worry, particularly when your little one seems to be the ‘fussy eater’ type — the child who leaves all their vegetables on the side of the plate and refuses to give new foods a try.

As a mother, Early Years educator and the principal of Little GEMS International Nursery, I know how important it is for children to eat balanced, healthy meals and snacks, as these impact directly on their learning and behaviour. That’s why I’ve gather up my top tips for getting those little ones to eat well.

Our children copy our own eating habits — we should always remember, therefore, that the eating habits of parents and carers are the ones that will be imitated by our children. So, set a good example by eating what your child eats and hide those treats from little eyes.

FAMILY TIME

Involve young children in the cooking process — they will love to prepare the food they eat, and they will take pleasure from seeing family members eat what they have cooked. Involve your little one in the cooking process, weighing ingredients, mixing, mashing and chopping.

LITTLE COOKS Mealtimes are family times — there is nothing more effective in encouraging young children to eat than families sitting down together around the table. While this may prove challenging due to busy work schedules, parents and carers

ISSUE 5 | SEPTEMBER 2019

70-71_GEMS_WOE5_Parents_10839353.indd 70

22/08/2019 05:39:13 PM

A young child’s diet should include carbohydrates for energy, protein for growth and repair, iron to prevent anaemia, calcium for growing bones and teeth, and vitamin B12 for important brain and nerve cell development and function. Just remember that wholegrain carbohydrates are harder to digest and may slow down the absorption of essential minerals and vitamins.

PORTION SIZE I am often surprised by the vast amount of food many of our toddlers bring to nursery each day. As adults, we sometimes forget that the stomach capacity of children is very small in comparison to their need for energy and nutrients. For example, a toddler has a 500ml stomach capacity but needs a daily energy intake of 1,200-1,600 calories. An adolescent on the other hand has a stomach capacity of 1,000–1,500ml and needs a daily energy intake of 2,100–2,700 calories. So, don’t overwhelm your young child with huge portion sizes. A varied and balanced diet is more effective than huge servings of the same food. In fact, as a rule of thumb, pre-schoolers will often eat little more than three tablespoons of food at one sitting.

I know how important it is for children to eat balanced, healthy meals and snacks, as these impact directly on their learning and behaviour — Jade Peter-Swain

Recipes for little ones Try out these clever recipes to get your little one eating balanced and nutritious meals. BANANA SMOOTHIE You will need: • 1 orange, peeled and sliced • 1 banana, peeled and sliced • orange juice • plain yogurt • vanilla extract • ice Blend together and serve.

HUMMUS AND CRUDITÉS

• 1 can (400g 14oz) cooked chickpeas and keep the liquid from the can • 3 tbsp extra virgin olive oil • 1 tbsp lemon juice • 1 tsp tahini • 1 garlic clove, crushed • optional to decorate: more chickpeas, paprika and fresh herbs Put all the ingredients except the olive oil in a blender and blitz until smooth. Drizzle in the oil a little at a time until and continue to blend until it has all combined. If the hummus seems to be too thick add a little of the retained chickpea liquid from the can. Serve with crudités such as carrots, cucumber, peppers, celery and sugar snap peas.

PLOUGHMAN'S KEBABS You will need: • 6 pieces french baguette • 1/2 little gem lettuce • 3 slices smoked turkey • 3 slices chicken • 3 slices cheese • 3 cherry tomatoes • 6 slices cucumber • 6 red grapes • 3 wooden skewers Thread the ingredients onto the wooden skewers in whatever order you like. Be careful as the skewers can be very sharp for little hands. Source: myfussyeater.com

www.worldof www.w www.worldo www.worldofeducationmag.com worl ofe feducationmag.com ducationmag.c ucationmag cationm com

70-71_GEMS_WOE5_Parents_10839353.indd 71

(Credit: shutterstock.com)

A BALANCED DIET

7 71

22/08/2019 05:39:23 PM

LIFESTYLE

NATURE AT ITS BEST

GETTING AROUND While Cape Town is a bike-friendly city, with dedicated lanes for cyclists, the best way to really explore all that it has to offer (think coastal roads which wind around mountains and offer outstanding views) is to hire a car. All the major companies operate out of the airport and have city depots. The City Sightseeing open-top bus tour runs seven days a week, 365 days a year and is an ideal starting point for visitors, too.

Southern right whale

HIGHLIGHTS IN AND AROUND THE MOTHER CITY Find the action Cape Town’s Victoria & Alfred Waterfront may be touristy but it’s always abuzz. And with great shopping, restaurants and a thriving food hall, entertainment, and an assortment of activities (sunset sailing trips, workshops, and more) what’s not to love? Art buffs should definitely pay a visit to Zeitz MOCAA – Africa’s first museum of contemporary art.

Catch a seal sunbathing

While there are plenty of seals sunning themselves in the harbour, inside the waterfront’s Two Oceans Aquarium kids will love seeing more creatures of the deep. THAT mountain You can’t go to Cape Town and not venture up Table Mountain. For an easy ride, take a return trip on the cable car (just remember to book your tickets in advance!). There are also a number of hiking routes to the top, ranging from easy enough to the extreme. For more details visit hiketablemountain.co.za. Swim with the penguins Boulders Beach, located en route to the Cape of Good Hope, near Simon's Town, is an absolute mustsee. It's home to around 3,000 jackass (African) penguins, which you can view from a wooden deck. Insider tip – head to the smaller,

Jackass penguins

(Credit: shutterstock.com)

With its glistening beaches, breathtakingly beautiful landscapes, abundant wildlife, and THAT mountain, Cape Town makes for a “lekker” family holiday in South Africa

ISSUE 5 | SEPTEMBER 2019

72-73_GEMS_WOE5_Cape Town _10875481.indd 72

22/08/2019 05:39:55 PM

DID YOU KNOW

HOW TO GET THERE

“Lekker” means great or good in Afrikaans – one of South Africa’s 11 official languages.

Victoria & Alfred Waterfront

Cape Town

surrounding beaches and you’ll get a much closer look as these comical creatures dash out from behind giant boulders and wobble their way to the sea. If you can brave the icy Atlantic, why not jump in for a swim, too? On the return journey take Chapman's Peak drive – a dramatic coastal scenery in the southern Cape Peninsula.

DAY TRIPS See the whales Every year, southern right whales migrate from Antarctica to warmer climates, reaching South Africa’s southern coast from around June. To catch great views of these majestic mammals which often hangout extremely close to shore, head to Hermanus – a fishing village located on the Cape Whale Route that’s just 1.5 hours from Cape Town. This hamlet also hosts an annual three-day whale festival (27-29 September 2019), which includes a street parade, artisan markets, great food, educational marine displays, lots of children's entertainment, and live music.

Flights Emirates Airline offers two direct flights per day from Dubai to Cape Town. Total flying time is 9 hours and 40 minutes. Ethiopian Airlines often offers competitive ticket prices to South Africa but a stop in Addis Ababa is required.

is a short drive from the CBD. Alternatively take a quick road trip to check out the oldest wildflower festival in Darling (20-22 September 2019) or the Postberg Flower Reserve on the northern tip of the West Coast National Park – where you’ll also find wild beaches with rock pools, a peaceful lagoon, flamingos, and antelope. Country living The Boland Region, just an hour’s drive east of Cape Town, is a mustdo excursion on any itinerary for the Western Cape. Spend the day exploring the historic towns of Franschhoek and Stellenbosch, and all their excellent restaurants, galleries, museums and vineyards. If the kids are with you, head to Spier Estate, which has a Cheetah Outreach centre, horse riding and spectacular picnic spots under towering oak trees.

Table Mountain cable car

Visa Many countries are exempt from requiring a visa to enter South Africa, however it is worth checking with the Consulate General of South Africa in Dubai (04 397 5222) or the South African Embassy in Abu Dhabi (02 447 3446) as these are subject to change. Currency Rand AED 1 = ZAR 3.8 The most expensive thing about travelling to South Africa is getting there. After that, you’re likely to find a variety of highend accommodation, excellent restaurants and a range of activities affordable. Weather and climate Cape Town has a Mediterranean climate, with rainy winters and dry summers. You can expect temperatures of 17–29°C during springtime (SeptemberOctober) and generally days are windless, cloudless and mild. Saying that, we encourage you to pack layers and a warm jacket for any sudden changes, as the Mother City is notorious for her temperamental weather conditions.

Fields of flowers September sees the Western Cape’s undulating landscape upholstered in bright spring flowers. If you’re short on time and can’t leave Cape Town, wander around Kirstenbosch National Botanical Garden which www.gemsworldofeducation.com

72-73_GEMS_WOE5_Cape Town _10875481.indd 73

22/08/2019 05:40:07 PM

LIFESTYLE

MAJESTIC JAIPUR

The famous Peacock Door of the Jaipur City Palace

Bursting to the seams with lavish palaces, imposing forts, colourful markets and flavourful cuisine, the city of Jaipur makes for a riveting visit. Words Reem Khokhar

WHERE TO GO AND WHAT TO DO Explore Jaipur’s forts and palaces A two-day sightseeing pass allows access to many of Jaipur’s highlights. Avoid the elephant rides at Amer Fort and take a leisurely stroll through the complex – the mirrored Sheesh Mahal is a particularly captivating part. Hawa Mahal's sea of windows rises up like a five-tiered pink cake and is best experienced first thing in the morning when the sun lights up the structure and its narrow corridors are less crowded. Nahargarh Fort

Rambagh Palace

Shop for Jaipur’s treasures From Johari Bazaar’s gemstones and meenakari (coating of the grooves with coloured enamel) ornaments; to clouds of fabric at Bapu Bazaar, Jaipur’s Old Market is a bustling retail centre. Bargaining is part of the experience at many stores, but if you prefer a calmer excursion head to the elegant interiors of Anokhi or Ratan for hand block printed apparel and home décor. In the adjoining town of Sanganer, 30 minutes away, visit the blue pottery factories to learn about this traditional craft. Watch the sun set at Nahargarh Fort Nahargarh is one of the three impressive garrisons that tower over Jaipur. Wear comfortable shoes, sunscreen and keep hydrated while

ISSUE 5 | SEPTEMBER 2019

74-75_GEMS_WOE5_Jaipur_10846205.indd 74

22/08/2019 05:40:41 PM

Dal baati churma

Hawa Mahal

exploring the imposing field guns and rambling rampart walls. Meander through the frescoed complex of Madhavendra Bhawan, a zenana for the royal women. The rooftop restaurant, Once Upon a Time, is a perfect spot to watch the sun set over sweeping views of the city. Leopard spotting at Jhalana Forest Reserve Take an open jeep safari to go leopard spotting in the heart of the city at the erstwhile royal hunting grounds. Twenty leopards reside within the 24-square-kilometre reserve, part of a conservation effort to provide a safe habitat to the elusive and shy cat. Safaris get booked quickly as only 10 jeeps each are allowed in the morning and evening slots.

(Credit: shutterstock.com)

FOOD TO TRY Dal baati churma The sweet and savoury combination of baked wheat dumplings (bhati) with lashings of ghee; fragrant mixed lentils (dal) and a crumbled sugary mix of wheat and semolina (churma) is quintessentially Rajasthani. Try the meatier variation, the bhatis filled with spicy keema. Laal maas This fiery specialty is a robust curry made with mutton and red chillies.

Best enjoyed with pillowy rotis or a calming mound of steamed rice. Yoghurt will help if itâ&#x20AC;&#x2122;s too spicy, but a spoonful of sugar will work even better! Ghewar Discs of porous ghewar, made with flour and dunked in sugar syrup, are found across the city. Bustling sweet shops like Laxmi Mishtan Bhandar have a version with cottage cheese and the richer malai ghewar (garnished with cream and dry fruits). There is an unsweetened version that travels well with a longer shelf life.

WHERE TO STAY The opulent Rambagh Palace, former residence of Maharaja Man Singh II, is out of a fairy-tale replete with Mughal gardens, fountains, crystal chandeliers and strutting peacocks. Stay at one of their plush rooms, with vintage carriage rides to relaxing spa treatments on offer. Or dine in the extravagant interiors of Suvarna Mahal or the lounge bar, Steam, set in a heritage train carriage. For a more accessible royal stay, restored havelis, like Mandawa Haveli, provide the charm of a heritage property on a smaller, but atmospheric, scale. For more information visit tajhotels.com

Spot a leopard at Jhalana Forest Reserve

HOW TO GET THERE Flights Spice Jet and Air India Express offer non-stop flights from Dubai to Jaipur. Air Arabia offers a direct flight from Sharjah to Jaipur. Visa All visitors need a visa for India, except citizens of Nepal and Bhutan. Apply for an e-visa at least four days before your travel to receive an electronic travel authorisation (ETA) via email. Carry a printout of the ETA to present at immigration on arrival in India. For more information visit https:// indianvisaonline.gov.in Currency Indian Rupee. AED 1 = INR 18.76 Weather Temperatures range between 35-45Â°C between April to July. Brief showers in the monsoon from June to August provide some respite, but the humidity is uncomfortable. October to March is ideal with comfortable days and chilly evenings.

www.gemsworldofeducation.com

74-75_GEMS_WOE5_Jaipur_10846205.indd 75

22/08/2019 05:40:50 PM

LIFESTYLE

INDOOR FUN AT ITS BEST Cartoons, comic books and caped crusaders are all gathered together at Yas Island’s latest attraction – Warner Bros World Abu Dhabi

ith attractions such as Yas Waterworld, Ferrari World, Yas Marina Circuit and a championship golf course, it’s little wonder Abu Dhabi’s Yas Island has been dubbed the UAE’s capital of fun. And last year they managed to add another multi-billion-dirham attraction to its portfolio: the enormous Warner Bros World Abu Dhabi theme park. Based around all of the studio’s iconic superheroes and cartoon characters – Batman to Bugs Bunny, Superman to Scooby-Doo – the six distinct zones in the 153,000-square-metre playground offer one of the best family days out in the whole region, with the usual array of rides, games, interactive activities, live entertainment, and food and beverage outlets. In fact, with 29 rides in total, you might need a couple of days just to get around it all. Creating zones around different films or cartoons isn’t new, of course, as any

ISSUE 5 | SEPTEMBER 2019

76-77_GEMS_WOE5_Warner Bros _10855648.indd 76

22/08/2019 05:41:20 PM

visitor to Dubai's Motiongate will attest, but there is an additional layer of story-telling here that creates even more engagement. Also, there is an incredible attention to detail, whether it’s how the sets are built and decorated or the authenticity of the characters walking around and posing for photos, it all contributes to a fully immersive slice of escapism.

(Credit: Supplied/shutterstock.com)

Gotham City This zone is the fictional, New York City-based domain of Batman, the crime-fighting millionaire Bruce Wayne. The anchor attraction in this area is Batman: Knight Flight (120cm minimum height), a suspended roller-coaster that takes you on a test flight of Batman’s latest urban patrol vehicle, which launches you from the Bat Cave over the brooding cityscape below as you hunt for the bad guys. The Scarecrow: Scare Raid (130cm) is a huge octopus of a ride, in which you sit in a pod on the end of an arm and get flung about like in a series of dizzying spins, rolls and flips, while The Riddler Revolution (120cm) is a rockingand-rolling ride that will wreak havoc with your inner-ear just as much – if not more. Visitors of all ages (and heights) can visit the Joker Fun House, which is a great walk-through experience with lots of games to play and puzzles to solve. Metropolis For Batman’s Gotham, read Superman’s Metropolis. The family friendly rides here include the 5D Justice League: Warworld Attacks (110cm), in which you dart through the city in your seven-seater pod guided by a Cyborg. The Green Lantern: Galactic Odyssey (110cm), meanwhile, flings you around the cosmos in a 4D flying theatre experience, with plenty of stomachknotting swoops along the way. Superheroes in waiting can test their skills in Teen Titans multilevel play area, which has lots of zip coasters, net climbs, rope bridges, and wall climbs to eliminate any remaining bursts of energy.

Cartoon Junction This is the area that pretty much the entire family can enjoy without having to stand in front of a measuring ruler on tiptoes to qualify. But you do still need to be 110cm to jump aboard the Tom and Jerry Swiss Cheese Spin, the zone’s main roller-coaster, which is based on the mousetrapstyle attractions where surprise is as much the appeal as the velocity. Elsewhere, the Daffy JetPropelled Pogo Stick (100cm) will shoot you and your stomachs into the air in a succession of bounces, while younger guests can get the coaster thrills on Ricochet Racin' With Taz (90cm), a children’s car ride that doesn’t quite get up to Tasmanian Devil speeds. Scooby-Doo’s Museum of Mysteries is a car ride crossed with a ghost train, although the jump scares are nice and mild. Dynamite Gulch Dedicated to the likes of Wyle E Coyote and Yosemite Sam, the highlight of this Wild West zone is Fast and Furry-Ous (110cm), another suspended roller-coaster. This gag-laden ride sees you tied to an ACME rocket as you go in hot pursuit of that pesky Road Runner – and, well, we don’t have to tell you whether you succeed or not, do we? The Jetsons Cosmic Orbiter (90cm) may feel a touch out of place here, but NASA’s Houston base isn’t too far from the US desert and, besides, it’s a great attraction for those not quite tall enough for the aforementioned ride. Bedrock You have to resist the urge to shout “Wilmaaaa!” – or maybe you don’t – as you enter the world of The Flintstones. The big ride here is The Flintstones Bedrock River Adventure (105cm), a good ol’ fashioned log flume ride through a dinosaur park that is designed to get you just a tiny bit wet – but not so much that you mind. You can always dry off over lunch as this is where the heartier eateries lie. Warner Bros. Plaza This will be where your journey begins and ends, and where you’ll be tugged in the direction of the ice cream stall, souvenir shop or in the direction of Scooby Doo for one last selfie. Embrace it, we say.

WARNER BROS WORLD ABU DHABI Where: Yas Island Price: Free for children 3yrs and below; AED 230 (junior – 1.1m height), AED 295 (adults) Tickets: wbworldabudhabi.com

www.gemsworldofeducation.com

76-77_GEMS_WOE5_Warner Bros _10855648.indd 77

22/08/2019 05:41:28 PM

LIFESTYLE TEENS

Good

The Butterfly Room — Lucinda Riley Posy Montague is approaching her seventieth birthday. Still living in her beautiful family home, Admiral House, Posy knows she must make an agonising decision. Despite the memories the house holds, and the exquisite garden she has spent 25 years creating, the house is crumbling around her, and Posy knows the time has come to sell it. Then a face appears from the past — Freddie, her first love, who abandoned her and left her heartbroken 50 years ago. Already struggling to cope with her son Sam’s inept business dealings, and the sudden reappearance of her younger son Nick after 10 years in Australia, Posy is reluctant to trust in Freddie’s renewed affection. And unbeknown to Posy, Freddie — and Admiral House — have a devastating secret to reveal. Available from: Kinokuniya Price: AED81

reads ADULTS

Rockonomics — Alan Krueger Alan Krueger, the former chairman of the president’s Council of Economic Advisers, uses the music industry, from rock artists to music executives and managers to promoters, as a way in to explain the principles of economics, and the forces shaping our economic lives. Drawing on interviews with leading band members, music executives, managers, and promoters, and using the latest data on revenues, royalties, tour dates, and merchandise, Rockonomics takes readers backstage to show how the music industry really works — who makes money and how much, and how the economics of the music industry has undergone a radical transformation during the last 20 years. Available from: Kinokuniya Price: AED90 KIDS

The Super Surfer — Tamara Clarke Wally is an adventurous boy who loves to surf at the beach and on the internet, too. But when he encounters digital dangers, does he know what to do? Ride the waves with Wally to see if he can banish cyberbullies, spot malware, and limit what he shares online. This riveting tale is the ultimate conversation starter for parents who want to tackle the subject of internet safety. Available from: Virgin Megastore Price: AED50 TEENS

Queenie — Candice Carty-Williams Queenie Jenkins can’t cut a break. Well, apart from the one from her long-term crush, Tom. That’s just a break though, definitely not a breakup. Then there’s her boss who doesn’t seem to see her and her Caribbean family who don’t seem to listen. She’s trying to fit in two worlds that don’t really understand her. It’s no wonder she’s struggling. She was named to be queen of everything. So why is she finding it so hard to rule her own life? A darkly comic and bitingly subversive take on life, love, race and family, Queenie will have you nodding in recognition, crying in solidarity, and rooting for this unforgettable character every step of the way. Available from: Kinokuniya Price: AED70.20

Virgin Megastore offers free shipping on orders over AED200.

ISSUE 5 | SEPTEMBER 2019

78-79_GEMS_WOE5_Lifestyle_books_10839356.indd 78

22/08/2019 05:41:58 PM

At the movies The Goldﬁnch

Joker Release date: 13 September

Release date: 3 October

When just 13, Theo survives a terrorist attack on the Metropolitan Museum of Art, which takes the life of his mother. In the wreckage, he retrieves a painting, The Goldfinch by 17th-century Dutch artist Carel Fabritius, which he keeps with him through a cross-country odyssey of forgeries, blackmail, unrequited love and, ultimately, redemption. Director John Crowley, whose last outing Brooklyn was nominated for three Oscars, brings plenty of suspense to the film, while there is plenty of support from a cast that includes Nicole Kidman, Luke Wilson and Sarah Paulson.

After the slight disappointment of Suicide Squad, Joker finally gets his own origin story. We first meet failed comedian Arthur Fleck, played by a wonderfully unhinged Joaquin Phoenix, wandering through the streets of Gotham City dressed as a clown, gradually exerting his influence on the city’s criminal underworld. From here, the Joker persona begins to take shape as he becomes more obsessed with power and influence. Hollywood heavyweight Robert De Niro also stars. It feels like another franchise has just been born.

STREAMING

Mindhunter: Season 2

The Politician

Available: Netflix now Netflix’s penchant for true crime and original drama collided in 2017’s Mindhunter, with the 10-part series charting the early forays of the FBI's Behavioural Science Unit. Believing that solving the worst crimes required understanding the psychology of their perpetrators, agents Holden Ford (Jonathan Groﬀand) and Bill Tench (Holt McCallany) seek insights from the minds of some of the most notorious criminals. Season 2 picks up the thread with more maximum security encounters and crimes solved.

Available: Netflix from 27 September Payton Hobart (Ben Platt) is a student from a well-to-do family in Santa Barbara, California who has known from the age of seven that, one day, he will be President of the United States of America. Of course, the path from high school to the White House is a long one and this new series from Ryan Murphy – the writer/producer behind Glee and Nip/Tuck – charts the ruthless political landscape of Saint Sebastian High School as the jockeying for position begins.

www.gemsworldofeducation.com

78-79_GEMS_WOE5_Lifestyle_books_10839356.indd 79

22/08/2019 05:42:11 PM

BEYOND SCHOOL

School Directory BRITISH CURRICULUM SCHOOLS School

School

Price Point

Contact Details

GEMS Wellington Primary School Location: Sheikh Zayed Road

FS1 to Year 6 Opened: 2007

AED43,388 to AED54,691

T: 04 343 3266 E: registrar_wps@gemsedu.com W: www.gemswps.com

GEMS Wellington International School Location: Al Sufouh, Sheikh Zayed Road The IB Curriculum is also offered at this school

FS1 to Year 13 Opened: 2005

AED43,941 to AED95,597

T: 04 348 4999 E: reception_wis@gemsedu. com W: www.wellingtoninternationalschool.com

GEMS Wellington Academy - Silicon Oasis Location: Silicon Oasis The IB Curriculum is also offered at this school

FS1 to Year 13 Opened: 2011

AED36,540 to AED82,511

T: 04 515 9000 E: registrar_wso@gemsedu.com W: www.gemswellingtonacademy-dso.com

GEMS Wellington Academy - Al Khail Location: Al Khail Road, Dubai

FS1 to Year 13 Opened:

AED43,941 to AED86,760

T: 04 512 9100 E: egistrar_wek@gemsedu.com W: www.gemswellingtonacademy-alkhail.com

Jumeirah College Location: Al Wasl Road, Jumeirah

Year 7 to Year 13 Opened: 2000

AED72,988 to AED91,235

T: 04 395 5524 E: info_jcd@gemsedu.com W: www.gemsjc.com

GEMS Jumeirah Primary School Location: Al Safa 1

FS1 to Year 6 Opened: 1996

AED40,865 to AED51,511

T: 04 394 3500 E: info_jps@gemsedu.com W: www.jumeirahprimaryschool.com

GEMS Royal Dubai School Location: Al Mizhar 1

FS1 to Year 6 Opened: 2005

AED38,331 to AED48,331

T: 04 288 6499 E: s.cain_rds@gemsedu.com W: www.royaldubaischool.com

GEMS Al Barsha National School - Boys Location: Al Barsha South 2

FS1 to Year 10 Opened: 2016

AED42,000 to AED62,00

T: 04 506 9222 E: registrar_nsg@gemsedu.com W: www.gemsnationalschoolforboys-barsha. com

GEMS Al Barsha National School - Girls Location: Al Barsha South 2

FS1 to Year 10 Opened: 2016

AED42,869 to AED63,283

T: 04 506 9222 E: registrar_nsg@gemsedu.com W: www.gemsnationalschoolforgirls-barsha.com

GEMS Metropole School - Motor City Location: Honsho Road, Motor City

FS1 to Year 12 Opened: 2014

AED33,792 to AED45,056

T: 04 550 7200 E: registrar_mts@gemsedu.com W: www.gemsmetropoleschool-dubai.com

GEMS Cambridge International School - Dubai Location: Al Garhoud

FS 1 to Year 13 Opened: 1983

AED18,194 to AED24,703

T: 04 282 4646 E: info_cis@gemsedu.com

GEMS Founders School - Al Barsha Location: Al Barsha South

FS1 to Year 13 Opened: 2016

AED22,455 to AED33,683

T: 04 882 4323 E: registrar_gfs@gemsedu.com W: www.gemsfoundersschool-dubai.com

The Winchester School - Jebel Ali Location: The Gardens

FS1 to Year 13 Opened: 2003

AED13,822 to AED30,835

T: 04 882 0444 E: principal_win@gemsedu.com

GEMS Winchester School - Oud Metha Location: Oud Metha Road

FS1 to Year 12 Opened: 2011

AED11,494 to AED24,845

T: 04 337 4112 E: enquiries_wsd@gemsedu.com W: www.gemswinchesterschool-dubai.com

GEMS FirstPoint School - The Villa Location: The Villa, Dubai

FS1 to Year 13 Opened: 2014

AED40,183 to AED68,734

T: 04 278 9700 E: registrar_fps@gemsedu.com W: www.gemsďŹ rstpointschool-dubai.com

GEMS Founders School - Al Mizhar Location: Al Mizhar

FS1 to Year 8 Opened: 2018

AED23,000 to AED30,000

T: 04 519 5399 E: registrar_gfm@gemsedu.com W: www.gemsfoundersschool-mizhar.com

The Westminster School - Al Qusais, Dubai Location: Al Qusais

FS2 to Year 13 Opened: 1995

AED7,860 to AED15,281

T: 04 298 8333 E: westmnst@emirates.net.ae W: www.gemsws-ghusais.com

Wesgreen International School Location: Qarayen 3, Sharjah

FS1 to Year 13 Opened: 1991

AED21,420 to AED47,465

T: 06 534 6333 E: admissions@wesgreen.net W: www.wesgreeninternationalschool-sharjah. com

GEMS Westminster School - Sharjah Location: Sharjah School Zone Area

KG 1 to Grade 12 Opened: 2012

AED12,000 to AED23,000

T: 06 542 6323 E: registrar_wss@gemsedu.com W: www.gemswestminsterschool-sharjah.com

GEMS Cambridge International School - Abu Dhabi Location: Baniyas City, Abu Dhabi

FS 2 to Year 13 Opened: 2013

AED21,300 to AED36,220

T: 02 510 4343 E: registrar_cia@gemsedu.com W: www.gemscambridgeinternationalschoolabudhabi.com

GEMS Winchester School - Fujairah Location: Al Qasar Road, Fujairah

KG 1 to Grade 11 Opened: 2016

AED22,000 to AED33,000

T: 09 222 0502 E: registrar_wsf@gemsedu.com W: www.gemswinchesterschool-fujairah.com

The Cambridge High School Location: Mohammed bin Zayed City, Abu Dhabi

FS2 to Year 13 Opened: 1988

AED15,230 to AED32,100

T: 02 552 1621 E: k.essa_chs@gemsedu.com W: www.gemscis-abudhabi.com

GEMS Winchester School - Abu Dhabi Location: Madinat Zayed, Abu Dhabi

FS2 to Year 9 Opened: 2013

AED17,900 to AED24,490

T: 02 403 5499 E: registrar_wsa@gemsedu.com W: www.gemswinchesterschool-abudhabi.com

GEMS Westminster School - Ras Al Khaimah Location: Seih Al Uraibi, Ras Al Khaimah

FS2 to Year 13 Opened: 2013

AED12,128 to AED22,050

T: 07 203 5999 E: registrar_wsr@gemsedu.com W: www.gemswestminsterschool-rak.com

GEMS Cambridge International Private School - Sharjah Location: Muwailih School Zone, Sharjah

Pre-KG to Year 5 Opening: Sep 2019

AED20,000 to AED22,000

T: 06 502 4800 E: registrar_gcs@gemsedu.com W: www.gemscambridgeschool-sharjah.com

School

Price Point

Contact Details

Little GEMS International - Al Barsha Location: Al Barsha 3

Grade 1 to Grade 4, EYF Opened: 2014

AED46,800 to AED55,000

T: 04 399 5244 E: h.rahmy_lab@gemsedu.com W: www.lgipreschool-barsha.com

EARLY YEARS SCHOOLS

ISSUE 5 | SEPTEMBER 2019

80-81_GEMS_WOE5_Directory_10853337.indd 80

22/08/2019 05:42:46 PM

INDIAN CURRICULUM SCHOOLS School

School

Price Point

Contact Details

GEMS Modern Academy Location: Al Ain Road, Abu Dhabi

Pre KG to Year 12 Opened: 1986

AED28,646 to AED52,427 (Indian) or AED68,302 (IB)

T: 02 203 3333 E: info_mhs@gemsedu.com W: www.zayedacademy.ae

The Millennium School - Al Qusais Location: Al Qusais

KG 1 to Grade 12 Opened: 2000

AED16,898 to AED24,849

T: 04 298 8567 E: tms@gemsedu.com W: www.gemsmillenniumschool.com

GEMS New Millennium School - Al Khail Location: Al Khail Road

Pre-KG to Grade 10 Opened: 2013

AED18,188 to AED31,025

T: 04 339 6533 / 04 445 2900 E: registrar_nms@gemsedu.com W: www.gemsnewmillenniumschool-alkhail.com

GEMS Heritage Indian School - Dubai Location: Al Khail Road

KG 1 to Grade 10 Opened: 2016

AED14,290 to AED22,455

T: 04 338 4008 / 04 445 2960 E: registrar_ghs@gemsedu.com W: www.gemsheritageindianschool-dubai.com

GEMS Our Own Indian School Location: Al Quoz

KG 1 to Grade 12 Opened: 1991

AED6,360 to AED12,965

T: 04 339 1188 E: info_ois@gemsedu.com W: www.gemsoo-alquoz.com

The Kindergarten Starters Location: Garhoud

KG 1 to Grade 5 Opened: 1990

AED7,711 to AED10,292

T: 04 282 4090 E: maria.d_kgs@gemsedu.com W: www.gemskgs.com

Our Own English High School, Dubai Location: Al Warqa’a 3

KG 1 to Grade 12 Opened: 1968/2011

AED7,237 to AED15,313

T: 04 236 1335 E: communication_ood@gemsedu.com W: www.gemsoo-dubai.com

Our Own High School, Al Warqa’a Location: Al Warqa’a 1

Grade 1 to Grade 12 Opened: 1968/2005

AED8,734 to AED15,069

T: 04 280 0077 E: oohs@emirates.net.ae W: www.gemsoo-alwarqa.com

GEMS United Indian School Location: Baniyas West, Abu Dhabi

KG 1 to Grade 12 Opened: 2016

AED9,570 to AED19,030

T: 02 205 9777 E: registrar_uis@gemsedu.com W: www.gemsunitedindianschool-abudhabi.com

GEMS Millennium School - Sharjah Location: Sharjah School Zone Area

KG1 to Grade 12 Opened: 2010

AED14,400 to AED20,700

T: 06 535 8176 / 6 535 8176 E: info_gms@gemsedu.com W: www.gemsmillenniumschool-sharjah.com

Our Own English High School, Sharjah - Girls Location: Industrial Area-6, Sharjah

KG 1 to Grade 12 Opened: 1982

AED7,712 to AED14,488

T: 06 538 6486 E: info_oos@gemsedu.com W: www.gemsoo-sharjah.com

Our Own English High School, Sharjah - Boys Location: Juwaiza’a

Grade 1 to Grade 12 Opened: 1982/2007

AED9,075 to AED14,278

T: 06 519 0100 E: info_oob@gemsedu.com W: www.gemsourownenglishboys-sharjah.com

Our Own English High School - Al Ain Location: Manasir Area, Al Ain The National Curriculum for England is also offered

KG 1 to Grade 12 Opened: 1992

AED5,800 to AED11,480

T: 03 767 9747 E: info_ool@gemsedu.com W: www.gemsoo-alain.com

School

Price Point

Contact Details

Dubai American Academy Location: Sheikh Zayed Road, Al Barsha

KG 1 to Grade 12 Opened: 2016

AED61,190 to AED86,260

T: 04 704 9777 E: communication_daa@ gemsedu.com W: www.gemsaa-dubai.com

GEMS United School Location: Sports City

KG 1 to Grade 12 Opened: 2009

AED32,421 to AED79,258

T: 04 818 3600 E: registrar_gus@gemsedu.com W: www.gemsunitedschool.com

Al Khaleej National School Location: Al Garhoud The UAE National Curriculum is also offered.

KG 1 to Grade 12 Opened: 1992

AED16,546 to AED31,661

T: 04 217 3900 E: info_akn@gemsedu.com W: www.gemsakns.com

GEMS American Academy Location: Khalifa City A, Abu Dhabi The IB Curriculum is also offered.

KG 1 to Grade 12 Opened: 2007

AED52,870 to AED73,670

T: 02 557 4880 E: registrar_gaa@gemsedu.com W: www.gemsaa-abudhabi.com

The Sheikh Zayed Private School - Boys Location: Al Khalidiya, Abu Dhabi

KG 1 to Grade 11 Opened: 2015

AED52,560 to AED70,260

T: 02 203 3333 W: www.zayedacademy.ae

The Sheikh Zayed Private School - Girls Location: Al Bateen, Abu Dhabi

KG 1 to Grade 12 Opened: 2015

AED30,520 to AED70,360

T: 02 203 3333 W: www.zayedacademy.aem

School

Price Point

Contact Details

GEMS World Academy Location: Al Barsha South

Nursery to Grade 12 Opened: 2007

AED40,000 to AED114,128

T: 04 399 5244 E: h.rahmy_lab@gemsedu.com W: www.lgipreschool-barsha.com

GEMS International School - Al Khail Location: Al Khail Road

Pre-KG to Grade 12 Opened: 2013

AED48,460 to AED73,490

T: 04 339 6200 E: registrar_gis@gemsedu.com W: www.gemsinternationalschool-alkhail.com

GEMS World Academy - Abu Dhabi Location: Fatima Bint Mubarak Street, Abu Dhabi

KG 1 to Grade 5 Opened: 2007

AED41,910 to AED61,360

T: 06 641 6333 E: info_waa@gemsedu.com W: www.gemsworldacademy-abudhabi.com

AMERICAN CURRICULUM SCHOOLS

IB CURRICULUM

www.worldofeducationmag.com

80-81_GEMS_WOE5_Directory_10853337.indd 81

22/08/2019 05:42:50 PM

LIFESTYLE

WHAT’S ON An exciting line up of events promises to provide plenty of entertainment for adults and kids alike.

The Supremes at Theatre by QE2 Enjoy an evening of Motown hits with The Supremes aboard the QE2. When: 11-12 September 2019 For more details: https://dubai. platinumlist.net/event-tickets/76022/ the-supremes Family Day Art Workshops Try your hand at pottery or decoupage at free workshops organised by the Department of Culture and Tourism – Abu Dhabi. When: 14 September 2019 Where: Al Qattara Arts Centre For more details: 03 711 8225 or email: qac@dctabudhabi.ae Beach Rugby Dubai Get ready for a day of fun in the sand with UAE Rugby’s inaugural Beach Rugby Tournament. Music and entertainment will also be on offer. When: 20 September 2019 Where: Sheraton Jumeirah Beach Resort For more details: www. beachrugbydubai.ae Much Ado About Nothing The New English Shakespeare Company presents the Bard’s much

loved comedy, which never fails to entertain audiences. When: 25-28 September Where: Dubai Opera For more details: www.dubaiopera. com/showlist/much-ado-nothing Arabian Epic Series XCM1 Hatta Experience Hatta’s beautiful landscape during a mountain bike race that will test your fitness levels. When: 4 October 2019 Where: JA Hatta Fort Hotel For more details: https://arabianepic. com/one-day-xcm-marathons The Wind in the Willows This all-time classic children’s tale will be brought to life in a musical production by a talented British cast. When: 11-19 October Where: QE2 For more details: https://dubai. platinumlist.net/event-tickets/75815/ wind-in-the-willows Insomnia Gaming Festival Gamers can look forward to three days jam packed with a range of exciting events, prizes, and experiences as the British event makes its Dubai debut.

When: 17-19 October 2019 Where: Meydan Racecourse For more details: https:// insomniadubai.com Abu Dhabi International Boat Show Spend a day admiring the latest yachts, participate in water sports or sample local cuisine at the show. When: 16-19 October 2019 Where: ADNEC Marina For more details: https://adibs.ae The Phantom of the Opera Andrew Lloyd Webber’s blockbuster musical, now the longest-running show on Broadway, is making its way to Dubai this autumn. When: 16 October-6 November 2019 Where: Dubai Opera For more details: www.dubaiopera. com/showlist/the-phantom-ofthe-opera Yas Movies at the Park Watch your favourite Hollywood movies or check out the fun fair and other attractions over a weekend of fun. When: 17-19 October 2019 Where: Du Arena, Yas Island For more details: http://yasmovies.ae

ISSUE 5 | SEPTEMBER 2019

82_GEMS_WOE5_Lifestyle_Where to go_10847655.indd 82

22/08/2019 05:43:04 PM