Al-Futtaim schools are celebrating success in perfect symmetry, with twin top scorers, and two decades of excellence
May - August 2025
Something that is a part of your history
Every great story has a beginning. Ours began 20 years ago. But it doesn’t end there.
Next academic year, the Al Futtaim Education Foundation reflects on its legacy - celebrating our visionaries, our changemakers, and our students who have turned learning into a living legacy.
A new chapter awaits.
Wishing our families rest, reflection, and a wonderful summer break.
LOOKING BACK, MOVING FORWARD
As another academic year draws to a close, we find ourselves on the cusp of a meaningful milestone.
This September, Deira International School and Universal American School will enter their twentieth full year, a moment not only to celebrate, but to reflect on a journey that has shaped thousands of lives.
Since their founding, both schools have been more than places of learning, they have been launching pads for future leaders, innovators, and citizens of the world. Our alumni, now spread across the globe, are a testament to the values and vision instilled within these walls.
Fadi Hammadeh Board Member - Al Futtaim Education Foundation Chairman - Deira International School and Universal American School
That vision took a transformative turn in 2017, when the Al Futtaim family established the Al Futtaim Education Foundation to provide focused governance, investment, and alignment with the UAE’s broader aspirations for education. It marked a new chapter—one defined by strategic clarity, educational depth, and a stronger bridge between learning and life.
Beyond the Classroom
Education, in our view, must extend far beyond textbooks and tests. Through structured internships across Al-Futtaim’s diverse sectors—from retail to healthcare, automotive to technology, and legal to finance—our students engage with the real world while still in school. These experiences cultivate the kind of adaptability, resilience, and professional insight that set them apart.
Meanwhile, both campuses continue to benefit from sustained investment in infrastructure and talent. We’ve brought in outstanding educators and committed ourselves to ongoing professional development, ensuring that teaching is not only informed and innovative, but deeply human.
And the results speak for themselves:
Deira International School has been rated ‘Outstanding’ by KHDA for three consecutive years and has earned full marks across the board from British Schools Overseas.
Universal American School stands as Dubai’s only ‘Very Good’ US curriculum school, a steady climber with a clear trajectory towards outstanding education.
Our Future Mission: Empowering Changemakers
Yet, while we take pride in these achievements, our focus is firmly on the future.
The Al Futtaim Education Foundation is driven by a powerful aspiration: to develop generations of lifelong learners and global leaders, young people who are not only academically prepared, but also ethically grounded, emotionally intelligent, and behaviorally adaptable.
In a rapidly changing world, we believe our graduates must be equipped not just to succeed, but to lead change. Whether it’s advancing innovation, fostering social impact, or navigating complexity with empathy, our students are being prepared to become agents of progress, for their local communities, and for the world at large.
Our journey ahead will focus on:
Integrating emerging technologies: AI, virtual reality, and advanced digital platforms, into everyday learning and move toward customized education tailored to the strengths of every student.
Deepening Arabic language instruction and cultural fluency.
Expanding access to experiential learning and scholarships to continue to foster and support talents in every discipline.
Strengthening and fostering the right attitude and set of behaviors for our students to be able to face future challenges which will come their way with confidence, resilience and humility.
Expand the footprint of our education portfolio in the region to benefit as many young students and their families as possible.
A Legacy in the Making
Twenty years is a milestone but not a destination. It is a reminder of how far we’ve come, and how much farther we can go when guided by purpose and unity.
At the Al Futtaim Education Foundation, we move forward with clarity of vision, depth of commitment, and a profound belief in the power of education, not just to change lives, but to change the world.
Thank you to our Community for your enduring support. The journey continues...
May - August 2025
8 TIP THE CAP TO THE CLASS OF ‘25: Join us in celebrating the journey and future of our DIS and UAS Class of 2025
18 EXPLORING EXCELLENCE:
Every year, families arrive in the UAE, bringing their languages, cultures, and dreams. Discover how DIS and UAS support non-English speaking children - building their confidence, their skills, and their sense of belonging
Global Perspectives
30 REVERSE ADMISSIONS TREND:
Across the world, students aren’t the only ones doing the chasing. Universities are reaching out first - with actual offers, often including tuition scholarships
32 SYLLABUS JUST GOT SMARTER:
As the UAE government rolls out AI across all public-school curricula, read how UAS has already brought the future into the classroom
36
ROOKIE OF THE YEAR:
Read how our DIS Science students triumphed in the NASA’s 2025 Human Exploration Rover Challenge in Huntsville, Alabama
46 ASKING THE RIGHT QUESTIONS:
After graduating from UAS in 2022, Lynn moved to London to study War and Conflict Studies at King’s College. Hailing from a region that has seen its share of challenges, she hopes to return back one day and use what she’s learned to make a difference
48
AUTISM IS MY SUPERPOWER:
This April, for World Autism Month, DIS and UAS welcomed specialists from Neuropedia Children’s Neuroscience Centre, to talk about something many people still get wrong: autism
52
TERRY FOX RUN IN UAS:
Student Haroon brings the global ‘Marathon of Hope’ on campus - through steady action, purpose, and heart
54 LEGACY OF LEARNING:
For the second cycle in a row, Deira International School has been rated Outstanding in all areas by the British Schools Overseas (BSO) team
56 WHEN ART SPEAKS:
At the recent World Art Dubai 2025, Ulyana, a graduating IB Art student at Universal American School, was selected from more than 800 artists across the world
Humour & Entertainment
34 COFFEE BREAK:
Whether you’re celebrating the joy of graduation or looking for a laugh to break the stress of finals, our humour page has got you covered
62 YOUNG MINDS, BIG IDEAS:
Universal American School once again proves that creativity knows no bounds, as its young artists take centre stage at the illustrious Art Dubai 2025
LEAD. GROW. LOVE. THAT’S THE REAL LEGACY
In a heartfelt send-off, UAS Director Kevin Loft reminds the Class of 2025 that the world won’t remember how they got through the day - only how they chose to show up…
The real legacy is in what you choose to get out of each day.” That’s what Mr Kevin Loft told the Class of 2025. And he meant every word. Standing before a packed auditorium, the Director of Universal American School kept it real. No fluff. Just truth.
“Anyone can get through the day,” he said. “But what will you get out of it? That’s what people remember.”
Move with purpose
This year’s seniors have had their fair share of ups and downs. University decisions. IB exams. Big choices. Bigger emotions. “It’s been a blur,” Mr Loft admitted. “Excitement. Fear. Hope.
Cap and Gown
He spoke of the Cap and Gown Parade - one of his favourite school traditions. “Walking the halls that day, I saw it in their eyes. Our teachers are proud of you. Deeply proud,” he said.
“Not just because you made it. But because of who you are becoming.” And to the parents? He didn’t hold back.
“Thank you for trusting us. For letting us be part of your child’s journey.” Then came the big advice. Two things. Simple, but powerful.
First - lead your days.
“Don’t just survive the semester,” Mr Loft said. “Grow. Love. Leave your mark.”
Kevin Loft, Director, Universal American School
Second - be thankful.
“You are among the fortunate few,” he told them. “Not everyone gets the education, the safety, the future you now hold. Carry that with humility.”
Stay curious
He reminded them of the billions who never had this chance. “Don’t take it lightly,” - he said.
He wrapped up with a message to every senior in the room.
“We are proud of you. We believe in you. And we can’t wait to see what you do next.” There were nods. A few tears. But mostly, a quiet sense of readiness.
“Stay curious. Stay grounded. Stay connected,” he said. “You’ll always be part of the UAS family.”
WHAT IS SUCCESS?
Climate change, future pandemics, migration, and AI disruption... My generation has not yet solved them. But yours must try.”
That’s the challenge that Simon O’Connor laid before the Class of 2025. And as he looked out at the graduating cohort, he didn’t offer predictions or promises. He offered perspective - and a quiet push forward.
But before he turned to the students, he paused to recognise the families behind them. “To all the parents here - congratulations,” he said. “Parenting has no instruction manual. And yet, day by day, you figured it out.”
He acknowledged their love, their support, and the quiet work of raising young people through all the ups and downs of school life. “You’ve been cheerleaders, counsellors, chauffeurs, and champions,” he said. “And gradually, you’ve stepped back so your children could step forward.”
Shift is profound
Then it was time to address the students directly. “Your lives are about to change,” he told them. “That may sound simple - but the shift is profound.”
They had spent around 2,400 days in school. Sat through 14,000 lessons. And no two students had experienced those days in exactly the same way. But what they shared was a school life shaped by challenge and change—both global and personal.
“You’ve faced challenges no other year group has,” he said. “The world you’re stepping into is not the same one you were born into.”
Still, he rejected the idea that education has failed to prepare them. “You’ve gained knowledge and qualifications—and these matter. But school has given you far more than that.”
Hold onto memories
He spoke of friendships, some of which would last, others that would quietly fade. He encouraged them to hold onto memories - from school trips to small moments that only they would remember.
Deira International School Director Simon O’Connor sends the Class of 2025 into the world with three words - and one unforgettable challenge…
But most of all, he urged them to hold firm to their values. “It’s not shared experiences or knowledge that bind us most deeply to others - it’s shared values,” he said. “They are your compass.”
As the speech drew to a close, Mr O’Connor shared a personal definition of success, words that have stayed with him through the years:
“What is success?
To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty; to find the best in others; to leave the world a bit better… to know even one life has breathed easier because you have lived. This is to have succeeded.”
With that, he left the Class of 2025 with three final words: courage, curiosity, and care.
Not advice, exactly. More like a map. And maybe that’s all they need.
Simon O’Connor, Director- Deira International School Chief Education Officer - Al-Futtaim School Management Company
CLASS OF 2025 SIGNS OFF IN STYLE
As this year’s graduates move on, two decades of education come full circle - with 214 more reasons to be proud…
They came. They studied. They graduated.
And they did it in a year that meant something big - 20 years of Deira International School and Universal American School.
That’s two decades of students walking in one door, and out the other with a head full of knowledge and a heart full of ambition.
This year, 111 students graduated from DIS. Another 103 walked out of UAS with their heads held high. That’s 214 young adults with stories to tell - and the shoes to fill them.
They’ve battled essays, experiments, group work, mock exams, final exams, and the occasional tech glitch. They’ve found out that AP and IB don’t stand for “A Piece-of-cake” and “I Breathe,” no matter how many times they joked about it.
Still, they got through it. With coffee. With late-night study calls. With Spotify playlists. With a little help from their teachers. And a lot of snacks.
It’s been a year of memories… and then - before anyone was quite ready - it was time to walk across the stage, take a bow, and toss that cap.
They’ve left the building. But they haven’t left our hearts. Here’s to the Class of 2025. Smart, funny, determined, done.
Number of UAS and DIS graduating students in the 2025 cohort
Adios, UAS! 103 students take flight with caps, dreams, and big plans.
TWINNING AT THE TOP
They say two heads are better than onebut what happens when both heads are brilliant, bilingual, and better at calculus than you?
Meet Saina and Saida, the unstoppable twin sisters from Universal American School, who’ve just graduated at the very top of their class. Same genes, top GPA scores and yes - they still argue over clothes.
The Ghiasi twins joined UAS in 9th grade, back in 2021. It was a big leap after years at the same previous school, but they quickly found their rhythm.
Crediting their roots
“I was nervous at first,” Saina admits, “but UAS was so welcoming. I met people who became lifelong friends.” Saida agrees, adding that volleyball helped break the ice. “That, and how kind the teachers were.”
Originally from Iran, the sisters credit their roots for their drive. “We grew up with great food, strong values, and parents who cared more about effort than the actual grade,” says Saida.
“Our family raised us to work hard and never take learning for granted,” adds Saina, whose curiosity - by her own admission – always drives the entire household mad. “I ask a million questions a day. But hey, it helps in school!”
Source of strength
Being twins in the same schooland same classrooms - might sound intense. But for these two, it’s been a source of strength more than rivalry.
“We’ve always been there for each other,” says Saina. “From late-night study sessions to mini panic attacks before deadlines - we survived it all together.” Still, Saida can’t resist adding with a grin: “But I am definitely better at calculus.”
Saina and Saida graduate from UAS with sharp minds, quick wit, and a sisterly bond that’s hard to match…
Being twins in the same school - and same classrooms - might sound intense. But for these two, it’s been a source of strength more than rivalry. “We’ve always been there for each other,” says Saina. “From latenight study sessions to mini panic attacks before deadlines - we survived it all together.”
Sure, there were moments of friendly competition. “We’d compare test scores sometimes,” Saida admits, “but it wasn’t about beating each other. It was more like - ‘how can we both do better?’”
Exploring different paths
Over time, they leaned into their differences. Saida, focused and ‘stubborn’ (her words!), and Saina, endlessly curious, made quite the academic duo. Now comes the twist in the tale: for university, the twins might go their separate ways.
“We’re open to exploring different paths,” says Saida. “It’s time to grow as individuals.” But Saina already sees the downside: “I’m nervous about who gets to keep which clothes.” Priorities.
When asked how their family would describe them, Saida picks “driven.” Saina goes with “curious.”
Together, they’re a perfect blend of tenacity and wonder - a sister act the UAS community won’t soon forget.
Originally from Iran, the twin sisters credit their roots for their drive. “We grew up with great food, strong values, and parents who cared more about effort than the actual grade.”
Aaryan
ENTER LONDON
“Graduating? Frightening. Like being launched on a solo mission - with no return ticket.”
I’ve been at UAS for over 10 years, and now that I’m leaving, it feels surreal. Everything familiar is about to change. We’re all heading off on our own - and I’m equal parts terrified and thrilled.
Some of my best memories come from Drama and IB Visual Arts. That’s where I found my voice. I got to create, perform, mess up, try again - and somehow pull it off. I even co-wrote and directed a play with one of my best friends. Total madness. But worth it.
Creating stories
UAS was more than just school - it was where I discovered the joy of creativity, and how powerful it can be. It helped me express what I couldn’t always put into words.
Beyond the stage, I also had the honour of serving as President of the National Honor Society. That role pushed me to grow as a leader and reminded me that responsibility doesn’t always come with a script - but you show up anyway.
Next stop: London. I’ve been offered a placwe at University College London, and I’m waiting to hear back from my top choice, LSE. I plan to study Politics and Economics or Social Sciences with Data Science. One day, I hope to work in development economics or policy - real-world stuff that makes a difference.
But I’m not ditching the arts. I’ll keep creating stories in whatever form they take - books, theatre, maybe both. That part of me’s not going anywhere.
Do I know exactly where I’m heading? Not a clue.
But I’m ready.
CHARAN PLOTS A COURSE TO UBC
Adulting is daunting. There, I said it.
The idea of living alone in a new country, cooking my own meals (somewhat), and figuring out how to do laundry without turning everything pink - it’s a lot. But it’s also exciting. I’m ready for something new.
I’ll be heading to the University of British Columbia in Vancouver. I’ve visited before, and between the mountain views, the city vibe, and the seriously cool engineering programmes, it felt like the right fit. I’m especially interested in Engineering Physics because it mixes all the stuff I love - math, physics, and solving real-world problems - with a strong dose of challenge.
Student council leadership
At DIS, Math AAHL was my favourite subject. It was difficult, yes, but also genuinely fun. Solving complex problems felt rewarding. The best part? The banter.
Our class had this ongoing comedy routine with our teacher that made even calculus bearable.
One thing I’m proud of is taking on a student council leadership role. As someone who joined DIS more recently, stepping into that space helped me connect with people and feel like I belonged.
I got to pitch ideas, be part of the bigger picture, and help make the school a bit better.
I don’t have all the answers yet - not about my career, or how to make rice without a rice cooker. But I’m looking forward to figuring it all out.
Charan
Jana
HEAD GIRL WITH A HEAD START
People fascinate me. Why we act the way we do. What drives us. How thoughts and feelings shape our choices.
That curiosity led me straight to psychology - and it’s where I’m staying. This September, I’ll be joining the University of Birmingham Dubai to study what I love. It felt like the right fit from the start. The course speaks to everything I’m passionate about, and I’ll get the chance to spend semesters abroad in the UK. Best of both worlds.
At DIS, two subjects stayed with me: Psychology and Theatre. One helped me understand people. The other helped me express myself. Theatre gave me confidence. Psychology gave me purpose. Together, they shaped the way I see the world.
Time to move on
Becoming Head Girl was a proud moment. I’d never imagined myself in that role, but once I stepped into it, I felt a sense of responsibility - not just to lead, but to listen, represent, and support others. It was a challenge. But it changed me.
Now, it’s time to move on. I’m excited. Nervous, too. There’s a strange comfort in the routines of school - seeing the same faces, walking the same halls. Letting go of that feels hard.
But I’m ready. Ready to meet new people. Learn new things. Ask big questions.
Thank you, DIS, for giving me the space to grow into someone who’s ready to go out there and make a difference.
BUSINESS MEETS BOLD
Fourteen years. One school. A million memories.
UAS has been my everything. My routine. My people. My second home.
I’ve worn a lot of hats over the years, but being Student Government President was a big one. I may not have changed the world, but the title meant something. I was part of the bigger picture. I had a voice. I used it.
One class I’ll never forget? Grade 9 Humanities with Ms Jodi. At first, I struggled. It felt like too much. But it was the first time school challenged me in a way that stuck. I still remember the lessons - Genghis Khan, the Enlightenment, the French Revolution. That class sparked something. I haven’t looked at the world the same way since.
Open a gallery
This autumn, I’m heading to the University of Bath to study Management with Marketing. I chose Bath for its
placement programme, strong academics, and the chance to blend creativity with business.
I want to start a marketing agency. Maybe break into fashion. One day, I might even open a gallery - or an auction house with the same energy as Christie’s or Sotheby’s.
There’s definitely sadness in leaving. Saying goodbye to a place that shaped me.
But I’m proud of everything I’ve done and ready to step into whatever’s next.
UAS gave me room to grow, dream big, and stay true to myself. That’s something I’ll always carry.
Farah
Mariam Shokofe
UCL SAID YES. MARIAM SAID AUS
Maths made me cry. A lot.
But strangely enough, it also became the subject I’m most proud of. It pushed me to the edge, tested my patience, and then - just when I thought I couldn’t crack it - I did. That feeling? Better than any test score. It taught me resilience and gave me a quiet sort of confidence I didn’t expect.
Now I’m heading into the next chapter with that same mindset: stretched, challenged, and kind of excited. I’ll be studying International Relations at the American University of Sharjah. Yes, I got into UCL. No, I didn’t expect to turn it down. But choosing AUS felt right. I get to stay close to home, stay connected to my community, and still dive deep into global affairs - something I’ve always been passionate about.
Sense of belonging
I’ve always known I wanted a career that creates impact beyond borders. I don’t know the exact shape of that path yet - but I’m open. I want to keep learning, keep growing, and let the journey surprise me.
One of the things I’ll take with me from DIS is the sense of belonging. I’ve built friendships here that I’ll hold onto for life. This school has been more than just a building - it’s been a second home. And I’m proud of the person I’ve become within its walls.
So yes, I’m nervous. But I’m also curious. Hopeful. Ready. And if I survived IB Maths, I can handle whatever comes next.
MEDICINE WAS ALWAYS THE PLAN
Since I was little, I knew I wanted to study medicine. I couldn’t explain it fully at the time - I just knew. And that feeling hasn’t changed.
This September, I’ll be joining the University of Sharjah. My cousins studied there and had nothing but good things to say, but more importantly, the way they teach fits how I learn. That mattered to me.
At DIS, Chemistry and I had a complicated relationship. It challenged me constantly. There were moments I found it overwhelming - but the sense of achievement I felt after finally understanding something? That made it worth it. I’ve come to appreciate its complexity and the way it teaches patience.
My own voice
Looking back, what I’m most proud of isn’t just academics. It’s who I’ve become. The IB programme didn’t just prepare me for exams - it shaped how I think and how I see myself. I’ve grown more confident, more resilient, and more aware of my own voice.
Now as I leave, it all feels a bit surreal. Hopeful. Nervous. Ready, but not quite. There’s excitement in moving forward, but sadness in letting go of something so familiar. DIS has been a huge part of my life. It’s strange to imagine life without it.
Still, I believe that if I stay steady - positive, focused - I’ll find my way. One step at a time. And hopefully, each step will matter.
Maryam Tarun
SKETCHING A NEW CHAPTER
I still feel like I’m in Year 7. So how is it my turn to graduate?
It’s surreal. I’ve spent over 13 years in school, always watching others walk across the stage - older friends, siblings. Now it’s me. And I’m still wrapping my head around it.
I’ll be attending the American University of Sharjah to study Interior Design. AUS was highly recommended to me, even before I moved to Dubai. I’m confident it’ll give me the experience, knowledge, and creative space I need to grow.
Highest standards
Looking back, my favourite subject at DIS was History. It felt less like studying and more like reading stories - stories that actually happened. I’ve always been drawn to the real world, to the things that shape how we live and think. History gave me that connection.
I’m also really proud of how I pushed myself in BTEC Business. I consistently hit the highest standards in both IB1 and IB2, and that gave me a sense of achievement I hadn’t felt before. It wasn’t easy, but it proved to me what I’m capable of.
As I get ready to leave DIS, I know I’ll miss it. It became home. But I’m ready to start fresh. Ready to design something new - this time, in the real world.
NEXT ACT: UNKNOWN, BUT LET’S GO!
I’m leaving UAS with almost no idea where I’m heading. And weirdly… I’m fine with that.
Yes, I’ll be studying something computer-related at New York University Abu Dhabi. No, I haven’t picked the exact path. But I like it that way. Life feels a bit like hiking - you slip, you climb, you take unexpected turns. Sometimes you get lost, sometimes you find a view that takes your breath away. I’m here for all of it.
NYUAD won me over with the little things. Not the glossy brochures or high-tech labs (although those didn’t hurt). It was the Vice Chancellor casually chatting with students in the coffee queue. It was the messy brilliance of the labs - the kind of place where broken robots still light up. I felt like I’d found my people.
My own growth
At UAS, AP Chemistry was my favourite class. It was chaos, curiosity, and a kind of camaraderie you can’t fake. I learned a lot - mostly about molecules, sometimes about myself.
The biggest win, though? My own growth. I started at UAS barely speaking. Shy to the point of silence. By senior year, I was leading group projects, mentoring juniors, and speaking on academic panels. That shift - from hiding to showing up fully - is what I’m most proud of.
Shakespeare once wrote, “All the world’s a stage.” Right now, I’m stepping into a new act. It’s a bit bitter sweet. But I’m ready.
FROM TED x TO LSE
I’ve always been someone who takes life one step at a time. No rush. No rigid plan.
Right now, I’m planning to study Finance - possibly investment banking - but I’m keeping an open mind. There’s a lot to explore, and I’m excited to figure it out as I go.
This September, I’ll be heading to the London School of Economics to study BSc Accounting and Finance. It felt like the right fit. LSE is known for Finance. The links to investment banks and the Big 4 firms sealed the deal. I’m also looking forward to learning alongside students who are as driven and curious as I am.
Hosting TEDx
Economics has been my favourite subject for as long as I can remember. From GCSE through to IB, it’s the class that kept me engaged. I loved how every lesson connected to real events.
It made me see the world differently - how one policy in one country can affect so many others. That perspective stuck with me.
One of my proudest moments at DIS was giving a TEDx talk. I used to be incredibly shy So stepping onto that stage wasn’t just about the speech - it was about confidence. Hosting TEDx and leading the Commerce Society helped me grow into someone I never imagined I’d be back in Year 6.
Now it’s time for the next chapter. I’ll miss DIS - but I’m ready for what’s next.
ENGINEERING THE UNEXPECTED
This fall, I’ll be starting Mechanical Engineering at McGill University in Montreal.
It’s a decision that came together piece by piece - location, reputation, and the comfort of knowing I’ll have family nearby.
My brother, uncle, and cousins all live in the city, which makes the move feel less like a leap and more like a transition. And as a Canadian citizen, the tuition is manageable. Pair that with McGill’s standing as one of the best universities in the country for engineering, and it felt like the right choice.
Engineering has always been on my radar. I enjoy figuring out how things work, solving problems, and thinking in systems.
It’s logical. Structured. And that suits me. I’m aiming to complete my bachelor’s, and possibly pursue a master’s later - or an MBA, if it feels right. I think that kind of flexibility will open more doors and sharpen the way I think professionally.
Logic and creativity
But there’s another side to me that not everyone expects. At UAS, I directed four plays - and even co-wrote one of them. That experience taught me a lot: about teamwork, time management, creativity, and even confidence.
Being on the directing side of a production forces you to think in moving parts - kind of like engineering, but with dialogue and lighting cues. I’m grateful to Ms Cris for encouraging that side of me. Without her support, I don’t think I’d have stepped into that role at all.
And that’s something I’ll carry forward - this balance between logic and creativity. Numbers and narratives. Building and storytelling. They both have their place in the way I see the world.
Ramy
NEW VOICES RISE HELPING
Every year, families arrive in the UAE, bringing their languages, cultures, and dreams. Discover how DIS and UAS support nonEnglish speaking children - building their confidence, their skills, and their sense of belonging…
Deira International School students Elyna (Year 4) and Elssa (Year 6) are pictured with their parents, Amadeus and Melina, with the stunning Dubai skyline in the background.
When parents Melina and Amadeus moved from Switzerland to Dubai last year, they knew it would be a big change for their daughters, Elyna and Elssa.
Until then, the girls had been part of a French-speaking school system, with very little exposure to English. Elyna couldn’t read or write a single word of English when they arrived. Elssa, while able to communicate in English, lacked the confidence to write without heavy support. “It felt, at times, like starting from scratch,” Melina admits.
Fast forward to today, and both girls are thriving - speaking, reading, and writing English with greater ease.
Inspiring journeys of families
Their secret? A lot of hard work, and a lot of support from the English Language Learning (ELL) team at Deira International School, along side the school’s partnership with the British Council UAE.
“It wasn’t easy at first,” - says Melina. “There were moments of frustration, but the support we received was incredible. The teachers believed in the girls even when they doubted themselves - and slowly, day by day, they blossomed. I’m beyond proud of what they’ve achieved.”
CATCHING UP , LEAPING AHEAD
With focus, effort, and the right guidance, Sheng didn’t just learn English - she unlocked her full potential
Sheng joined Deira International School in Year 3, having newly arrived from China. She could speak only a few words in English. Communicating with classmates and teachers was difficult, and she relied heavily on a translator to get by. But today, just two years later, Sheng is not just catching up - she’s flourishing.
“I’m very grateful to Mrs Sarah Te Hiko for creating a personalised plan that helped Sheng improve exactly where she needed it,” - says her father. “The games in class were fun, and the way the teacher encouraged her really made a difference. My daughter wanted to work harder.”
In the pages ahead…, we share more inspiring journeys of families who have arrived in Dubai from every corner of the world - each bringing their own languages, cultures, and dreams.
At Deira International School and Universal American School, our ELL and EAL teams work hand-inhand with families to make sure no child is left behind, giving every student the confidence and skills to truly thrive.
Above and beyond
Now in Year 5, Sheng is achieving incredibly well across all areas of the curriculum. Her progress in English has been nothing short of remarkable. From short, hesitant sentences to confident conversations, Sheng has transformed through hard work and the right support - both at school and at home.
Her teachers say she doesn’t just stop when the lesson ends. Sheng regularly goes above and beyond, working outside of school to strengthen her English, driven by her own motivation to improve. Whether it’s reading extra texts, joining in discussions, or diving into vocabulary practice, Sheng takes ownership of her learning every single day.
What stands out most is her quiet determination - the kind that doesn’t ask for praise, but earns it anyway.
Sheng, a Year 5 student at Deira International School, pictured during a joyful performance at a past Chinese New Year celebration.
TELLING HER
OWN STORY
From Moscow to Dubai, Liza jumped into every opportunity - singing in choirs, winning awards, and even starting her first book
When Liza joined Deira International School in Year 3, fresh from Moscow, Russia, she spoke only a little English. It was a big step, but it didn’t take long for her bright spirit to shine through.
“It’s been a shared journey - with teachers, parents, and Liza herself all working together. And it’s been wonderful to watch her grow,” - says her mother, Elena.
Winning awards
Proud young writer
At home, Liza’s love for reading opened new doors. She excelled in the Languagenut app, placing first, and spent countless hours lost in stories through the Epic e-library. Thanks to that passion for books, she made remarkable progress in a short time - and today, she's not just reading stories, but writing her own.
And grow she did. With the support of inspiring ELL teachers like Mrs Sarah Te Hiko and Mrs Delaney, Liza’s confidence in speaking, reading, and writing flourished. Her efforts didn’t go unnoticed: last year, she was proudly awarded both the Communicator Award and the Reflective Award by the Primary Headteacher, Mrs Gaynor Dale.
Liza didn’t stop there. She threw herself into school life, joining the School Choir, playing on the Netball team, and completing the Junior Dukes award - an experience her mother describes as “motivating and enriching,” giving her the chance to explore new adventures while deepening her English skills.
Elena also credits the way DIS carefully blends ELL support into the wider school experience.
“The ELL classes are thoughtfully integrated into the day, making sure children like Liza stay fully engaged with mainstream learning,” she says.
Now in Year 4, with the guidance of her current teacher, Mr Stewart, Liza continues to grow - as a learner, a reader, and a proud young writer.
“It’s been a shared journey - with teachers, parents, and Liza herself all working together. And it’s been wonderful to watch her grow,”says Elena, mother of DIS Year 4 student, Liza
Liza, a Year 4 student at Deira International School, proudly holds her Junior Dukes certificate - with two more from past challenges proudly displayed on the wall behind her.
KAI MAKES A SPLASH
Originally from Japan, he started with little English - but soon found his confidence in the classroom, among friends, and in the pool
I’m glad to see the immense support that Kai has received from the English team says his father, Kan.
Coming from Japan, Kai joined Deira International School at the start of this academic year.
Everything felt new - the school, the faces, and especially the language. He spoke very little English and was shy around his teachers and classmates. Communicating often meant using a translator, and settling in was not easy.
But over just two short terms, Kai’s confidence began to grow. Step by step, he picked up English, started making friends, and began joining activities around the school.
Anything is possible
Outside the classroom, Kai’s talents stood out too. A strong swimmer, he became an important part of the DIS Primary Sports teams.
This year, he proudly competed in the U11 British Schools in the Middle East (BSME) Games - bringing home two gold medals in swimming. He also represented DIS in the Swim Squad & Aquathon teams, showing that with a little support and a lot of determination, anything is possible.
Today, Kai is not only a stronger swimmer but a confident learner, communicator, and teammate - a true example of what happens when children are given the right environment to thrive.
Kai proudly shows off his swimming medals after a successful season in the pool.
Kai, a Year 6 student at Deira International School, pictured enjoying a fun family outing with his sister and parents, Chitose and Kan.
LISTENING CAREFULLY , SPEAKING BRAVELY
Listening to my classmates and teachers speaking good English every day has helped me a lot.
I try to pick up phrases and learn how they structure their sentences,” says Xinyue, a Year 5 student at Deira International School.
Xinyue joined DIS last academic year, moving from the Chinese School of Dubai with a clear goal in mind: to strengthen her English. Step by step, through careful listening, practice, and the right support, she has made outstanding progress.
Tackling pollution
Her determination and hard work didn’t go unnoticed. Last term, Xinyue was selected to represent Deira International School at the British Schools in the Middle East (BSME) Eco STEM event, where she confidently presented her ideas for tackling ocean pollution to students and teachers from across the region - a huge achievement for someone who had only recently started learning in English.
What makes Xinyue’s progress special isn’t just the big milestones. It’s the quiet, everyday moments: paying close attention to how people speak, learning from corrections, and always being ready to improve.
Through patience, practice, and a sharp ear, Xinyue turned quiet lessons into real confidence - and found her place in a new language...
Xinyue confidently presents her ideas for tackling ocean pollution at a past British Schools in the Middle East (BSME) Eco STEM event.
Xinyue, a Year 5 student at DIS, pictured enjoying a fun day out with her family at a Warner Brothers attraction.
YU HAVE MADE US PROUD
CFor this Chinese Year 9 student at DIS, it’s been a story of growth, grit, and quiet achievement
oming from China with an A2 level of English, Yu faced a steep climb, especially when it came to mastering vocabulary in subjects like Math and Science.
“The ELL teachers have really helped me a lot,” he says. “As a Chinese student, vocabulary is my biggest challenge. But the teachers always gave me the greatest encouragement and helped me understand things better. That made me more confident in speaking English.”
Yu, proudly receiving his award at last year’s DIS Award Ceremony for outstanding effort and achievement in Science.
When Yu joined Deira International School in Year 7, communicating across subjects was difficult. Academic terms in Math and Science felt especially overwhelming. But little by little, with the support of his ELL teachers and a lot of hard work, he made real progress.
Working confidently
Beyond building basic English skills, Yu’s teachers helped him tackle subject-specific vocabulary. “They always made flashcards for me, and patiently helped me review and preview lessons,” -he explains. “This made a big difference, especially in Math and Science.”
Now a Year 9 student, Yu is working confidently at a B1+ level of English proficiency - a big leap in just two years. His efforts were recognised last year when he won a prestigious Merit Award for Science, standing out among the entire Year 8 cohort.
Yu (pictured left) with his family - including his mother, Qianye, and his sister, Xintong (second from right), who is also a Year 6 student at Deira International School.
WHERE EVERY LANGUAGE FINDS A HOME
With English as the medium of instruction, Deira International School ensures every student feels supported, included, and proud of their identity - no matter what they speak at home
Marhaba! Bienvenue! Karibu! 欢迎 ! Welcome! Step into Deira International School and you’ll notice a community made up of families from every part of the world - each bringing their own language, culture, and story.
“Here at DIS, we’re proud that we speak many different languages,” says Sarah TeHiko, Whole School ELL Lead. “For some of our students, English is completely new, and our ELL programme is designed to help them thrive.”
The English Language Learners (ELL) programme supports students across listening, speaking, reading, and writing - helping them grow their English skills without losing their cultural identity. Support includes tailored language instruction, dual-language learning materials, wellbeing guidance and additional tutoring, all integrated into everyday school life.
Layer of support
One of the highlights this year has been the school’s partnership with the British Council UAE, offering after-school English classes as part of the Co-Curricular Activities (CCA) programme.
“This has given our students an added layer of support,” says Sarah. “It’s building their confidence and helping them feel more connected to the school community.”
The results speak for themselves. ELL students are growing in confidence - asking more questions, joining discussions, sharing their ideas, and stepping up in ways that show just how far they’ve come. Many are now performing on stage, representing the school in competitions, and contributing proudly to projects across campus.
Sense of connection
In Primary, ELL teacher Saoirse Delaney sees this growth daily. Her students, she says, are becoming more expressive, more curious, and more connected. “It’s been rewarding to see them grow more confident, express themselves freely, and build real friendships,” she reflects.
That sense of connection carries through to Secondary as well.
“It’s a joy to teach in a multicultural classroom,” says ELL teacher Emine Ozbey. “Students from different worlds come together, connect, & learn to speak the same language - step by step, word by word.”
Emine Ozbey Secondary ELL teacher
Saoirse Delaney Primary ELL teacher
Sarah Te Hiko, Whole School ELL Lead at DIS
‘SCHOOL HAS WALKED IN THIS JOURNEY WITH US’
‘With steady encouragement and targeted EAL support, Vasilisa moved from limited English to advanced proficiency - even skipping a grade along the way,’ says Mum Ksenya
My family is from Moscow, Russia. When our daughter Vasilisa joined Universal American School in Grade 2, I worried about how she would manage in a classroom where she barely spoke the English language,” says Ksenya, mother of Grade 5 student, Vasilisa.
“But the teachers made it clear: they were in this journey with us, step by step.”
That steady reassurance - and the support that followedmade all the difference. At first, English felt like a wall. Class instructions were difficult to follow, and even simple reading tasks were challenging. But the EAL team didn’t let her fall behind. Instead, they stepped in early, offering small-group support, in-class strategies, and consistent encouragement
Advanced proficiency
As the weeks went by, Vasilisa’s confidence grew - and sodidher skills. Now in Grade 5 with Ms Sheila, Vasilisa's how advanced proficiency in English.
She’s confident in class discussions, writing with clarity, and participating across the curriculum. She still receives EAL support, which helps her continue building her academic vocabulary and refining her reading and writing skills. For Ksenya, the biggest impact wasn’t just the technical instruction - it was the attitude behind it.
“They believed in her from the beginning,” she says. “They never treated her like she was behind. They gave her the tools, but also the confidence to move forward.
And move forward she has - with pride, strength, and the knowledge that she was never alone in the process.
Vasilisa (right), a Grade 5 student at Universal American School, pictured with her family, including her Mum, Ksenya
MALEK FINDS HIS PLACE FROM BUENOS AIRES TO UAS,
For a boy who only a short time ago relied entirely on Spanish, Malek’s growth at Universal American School has been real and steady.
Originally from Argentina, Malek joined UAS in Grade 7 - stepping into a new country, a new school, and a language he barely understood.
“The dedication, patience, and belief my son received from his teachers made all the difference,” says his father, Patricio. “He felt supported every step of the way - and that changed everything.”
From the beginning, the EAL team and his classroom teachers made sure he wasn’t left behind.
They gave Malek personalised attention, encouraged him to take small steps, and celebrated every milestone, no matter how small.
Growing confidence
Patricio says that steady encouragement was crucial - not just for his English, but for his confidence too. “He was never treated like just another student learning English,” Patricio explains. “They really saw him. They helped him feel comfortable and capable in a completely new environment.”
Today, Malek speaks and understands English fluently. He participates fully in class, shares his ideas, and approaches new challenges with growing confidence.
“It’s an incredible achievement,” Patricio says proudly. “We are very grateful for everything the school has done.”
‘
OUR SON BARBOD HAS COME A LONG WAY’
Though born in America, our son Barbod joined Universal American School in Grade 2 with very limited English.
Our family is originally from Iran and like many parents in our position, we were unsure how he’d manage in a classroom where English is the main language of instruction.
We knew that the adjustment - culturally and linguistically - would take time, but it was the consistency and care from the EAL team (English as an Additional Language) that made all the difference.
From the very beginning, the school reassured us: “There will always be someone helping him.” And they stayed true to their word.
Malek, a Grade 7 student at Universal American School, enjoying a day out on the beach with his brother, father Patricio, and mother.
Building confidence
The first sign of that promise in action came in February 2023, when Mr Brian Phipp contacted us to explain that Barbod would receive additional EAL support during religion class hours. That one-on-one attention gave him the space to learn in a way that suited his pace.
Then, in Grade 3, his learning deepened. Mrs Finola offered a small after-school group where she worked closely with Barbod and three other students - guiding them on how to approach reading, offering strategies, and building their confidence in ways that truly stuck.
Now in Grade 4, our son is classified as an ‘advanced EAL student’. He communicates with ease, takes part in class confidently, and enjoys his learning more than ever.
We’ve watched him grow - not just in skill, but in self-belief. And for that, we’re deeply grateful.”
TIMUR TRIUMPHS EXPLORING EXCELLENCE
One of the most important things for Timur has been the environment,” says proud father Anver .
“He feels safe to speak,to try, to make mistakes - and that changed everything.”
Originally from Russia, Timur joined Universal American School in Grade 3 with no English at all.
The classroom was unfamiliar, instructions sounded like background noise, and connecting with classmates was difficult. But instead of being overwhelmed, Timur was met with calm, consistent encouragement.
Now in Grade 4, in Ms Melissa’s class, Timur is working confidently at an Advanced EAL level. He participates actively, understands grade-level content, and expresses his ideas with clarity - in a language he didn’t speak just a year ago.
Personalised guidance
According to his father, the school didn’t rely on a one-size-fits-all approach. “What made the biggest difference,” Anver says, “was the way
teachers used personalised guidance and interactive learning tools that suited our son’s interests.”
These included hands-on activities, visual aids, and reading materials that sparked curiosity. Instead of just learning vocabulary, Timur was learning meaning - and that stuck.
Timur’s motivation grew when learning became engaging, not intimidating.
His teachers encouraged him to take “language risks” - to try unfamiliar words, ask questions, and join in classroom conversations without fear of being wrong.
Equally important was the school’s open line of communication with the family.“
Regular updates from the school helped us stay connected and support Timur from home,” says Anver. “We were part of the process, not watching from the sidelines.”
Barbod, a Grade 4 student at Universal American School, pictured with his parents, Hossein i and Gelare.
With strong support from his family, Timur - a Grade 4 student at Universal American School - has made remarkable progress in English, guided by the school’s dedicated EAL team.
SPEAKING THE WORLD’S LANGUAGE,
TOGETHER
A
conversation with Andrea Balint, Head of EAL, at Universal American School
Universal American School is home to more than 88 nationalitiesa vibrant community where dozens of languages, cultures, and stories meet every day.
And with English being the main language of instruction, helping new students feel confident and included is a top priority.
Andrea Balint, Head of English as an Additional Language (EAL) at UAS, shares how her team supports multilingual learners - not just in learning English, but in feeling at home.
Momentum: What are some of the first steps you take to help a new student who arrives with very limited English?
Andrea: At UAS, the arrival of a new student is an opportunity to enrich our diverse community. We see multilingual learners as assets - students who bring funds of knowledge, unique perspectives, and rich cultural experiences. Our role is to celebrate these strengths while supporting their English development - honouring who they are, and who they are becoming.
We start with a holistic, strengthsbased assessment to build a full student language profile. We look at background, prior schooling, home languages, and personal interests. We avoid one-size-fits-all solutions.
Students who are new to English are placed in our Newcomer Programme, alongside their academic classes. Here, we focus on developing social language, building confidence, and laying the foundation for long-term success - both linguistically and academically.
Momentum: How do you balance supporting language development while also helping students keep up with the academic curriculum?
Andrea: Language learning is most powerful when tied directly to academic content. We use an Integrated Language and Literacy model, meaning students don’t just learn English - they access grade-level curriculum at the same time.
The EAL team works closely with classroom teachers to create language-rich, culturally inclusive learning environments. At the heart of our model is co-planning for co-teaching.
We design lessons together, building activities that develop both content knowledge and language skills, ensuring students can engage fully and meaningfully in class. We don’t pull students out to ‘catch up’ - we keep them inside the learning, building understanding step by step.
The EAL team works closely with classroom teachers to create languagerich, culturally inclusive learning environments. At the heart of our model is co-planning for co-teaching.
Andrea Balint
Head of English as an Additional Language (EAL) at UAS
Momentum: What role do parents play in supporting their child’s English learning, and how do you involve them in the process?
Andrea: Families are essential partners. They bring invaluable insights about their child’s strengths, personality, and background. Our work begins with a welcoming Parent Orientation where we explain how language support works - and how progress is tracked. But we don't stop there.
We continue the conversation through Coffee Mornings, Parent-Teacher Conferences, Open Nights - moments where parents see, ask, and understand how to help at home. We also create opportunities for families to celebrate student growth - through showcases, projects, and presentations. These moments show parents how their children are not just learning English - they are finding confidence, shaping their identities, and building a sense of belonging in a new community.
WHEN UNIVERSITIES MAKE THE FIRST MOVE
A GLOBAL TREND KNOWN AS REVERSE ADMISSIONS IS FLIPPING THE SCRIPT - LETTING STUDENTS GET DISCOVERED, SCHOLARSHIPS INCLUDED…
It’s the end of another school year. Suitcases are being packed. Farewells are being said. And for the graduating class of 2025, the next chapter is just beginning. But this time, something’s different.
Complete shift
Across the world, students aren’t the only ones doing the chasing. Universities are reaching out first - with actual offers, often including tuition scholarships. The name for this fast-growing trend? Reverse admissions.
“It’s a complete shift,” says Kevin Dupont, Head of University & Careers Counselling at Deira International School. “Instead of students applying to universities, universities are now applying to students.”
For decades, higher education admissionsespecially in decentralised systems like the US - have been complex and unpredictable. Students would send out multiple applications, hoping for a yes. Universities, meanwhile, were left guessing who would actually enrol. The result? Stress, inefficiencies, and unfair practices on both sides.
“Some institutions even rejected top candidates just because they were afraid those students wouldn’t enrol,” Kevin explains. “That’s what we call yield management - but it can hurt the best students.”
Real, non-binding offers
Reverse admissions aims to fix that. Instead of submitting applications to dozens of universities, students create a single online profile. This includes academic performance, subject interests, extracurricular activities, and sometimes an estimate of financial need. Once verified by their school, the profile goes live - sometimes anonymously at first - and becomes visible to a global network of universities.
“They’re not just browsing,” says Kevin. “They’re making real, non-binding offers. And in many cases, those offers come with scholarship details upfront.”
Boost of confidence
One of the leading platforms in this space is Match by Concourse (also known as EAB Match), which has facilitated over $6 billion in global scholarship offers to date. Another platform, MĒTŌ, works similarlygiving universities a chance to send personalised ‘encouragements to apply.’
“It broadens horizons and gives them options they never imagined.”
Movement is bigger
Reverse admissions doesn’t replace the standard application process. But it complements it in powerful ways. It simplifies things. It levels the playing field. And it gives students a chance to be seen based on who they are - not just how well they can write a personal statement.
Reverse admissions doesn’t replace the standard application process. But it complements it in powerful ways. It simplifies things. It levels the playing field. And it gives students a chance to be seen based on who they are - not just how well they can write a personal statement.
The result? Less stress. More transparency. And a boost of confidence for students who might otherwise feel lost in the traditional admissions race.
“Getting an offer out of the blue - sometimes from a university you’ve never heard of - can be a turning point for a student,” Kevin says.
For universities, the benefit is clear too. They gain access to a wider, more diverse pool of students from all over the world - many of whom may not have considered applying otherwise.
At schools like Deira International School, where students secured nearly $29 million in scholarships in a single year, the value of this model is already being felt. But the movement is bigger than any one school.
“It’s global. It’s growing. And it’s here to stay,” Kevin says. “Reverse admissions puts the student first. That’s the future.”
Kevin Dupont Head of University & Careers Counselling at Deira International School,
Kevin Dupont, Head of University & Careers Counselling at Deira International School, in conversation with students as they prepare for the next step in their academic journey.
THE SYLLABUS JUST GOT SMARTER
As the UAE government rolls out AI across all publicschool curricula, read how UAS has already brought the future into the classroom…
he speed at which Artificial Intelligence is being woven into everyday life in the UAE is staggering.
Just days after Dubai wrapped up its first-ever AI Week in 2025, the government made a bold move: AI will now be a mandatory subject in all public schools.
The new curriculum rolls out in the 2025–2026 academic year. It covers everything from data and algorithms to ethics and innovation. Students from kindergarten to Grade 12 will learn how AI works - and how to use it wisely
Ahead of the curve
There’s no need for extra class time. The subject will be folded into the existing school timetable. Teachers will be given lesson plans, activities, and support to make it work.
The UAE is one of the first countries in the world to go this far. And while the focus is on public schools for now, private schools are expected to follow soon.
Many are already getting ready.
We sat down with Zarafshan Mahmood, Computer Science Teacher and AI Lead at Universal American School. She sees this move as a strong, clear sign of what’s ahead - and she explains how UAS is already ahead of the curve.
Here’s what Zara had to say about AI in the classroom - now and in the future…
Zarafshan Mahmood, Computer Science Teacher and AI Lead at Universal American School
Momentum: Do you see a future where the traditional classroom setup - desks, whiteboards,textbooks - becomes obsolete? What might take its place?
Zara: I don’t think traditional classrooms will completely disappear, but they’re definitely changing. We’re already seeing more blended setups where physical spaces are mixed with digital tools - like interactive displays, AI platforms, and online learning environments. In the future, I can see things like VR labs, flexible seating, and even game-based learning setups replacing the old rows of desks and whiteboards.
Momentum: With AI and immersive tech advancing rapidly, could we be heading towards a time when students attend more classes in virtual environments than physical ones?
Zara: For certain subjects, especially in computing, design, or science - the shift to virtual environments is already happening. VR platforms for coding logic, AI simulations, and virtual
hackathons are giving students access to experiences beyond the limits of the physical classroom. However, I see the future as a hybrid. Students benefit from peer collaboration and teacher mentorship in person, but immersive tech can extend their learning far beyond the school day.
Momentum: How realistic is the idea of every student having their own personalised AI tutor - one that adapts to how they learn, what they struggle with, and how fast they progress?
Zara: This is not only realistic but also beginning to happen. As both a Computer Science teacher and an AI Lead, I’ve seen this shift first hand.
Platforms like MagicStudent are enabling real-time adaptation based on a student’s performance, offering tailored guidance that supports their individual learning journey. In my AP Computer Science class, some students use a platform called Passion Fruit. What sets it apart is its built-in AI tutor, which goes beyond generic prompts.
It actively breaks down complex questions, guides students through their thinking process, and supports them step-by-step as they craft their answers. It’s like having a responsive study partner available 24/7 - one that adjusts to how each student learns best.
NO SUBJECT LEFT BEHIND
As technology sweeps through classrooms, one thing is clear - no subject is being left behind.
At Universal American School, even traditionally text-heavy subjects like Islamic Studies are getting a tech upgrade. And leading the way is Ayman Fayez, Head of Islamic - Secondary.
“My connection with technology has always been strong,” says Ayman. “It fuels my drive to learn and stay updated with the latest advancements.”
How Islamic Studies department is embracing AI at UAS
Since ChatGPT launched in November 2022, he’s explored more than 300 AI tools. He even earned a certification as an AI trainer from the British Board for Education and Training, a leading UK-based accreditation organisation.
The magic of MagicSchool
One of his biggest discoveries?
MagicSchool - an AI platform packed with ready-made tools for teachers.
“When our school adopted MagicSchool, I explored all its features, completed all the courses and certifications, and became a MagicSchool champion.”
He believes it’s one of the best tools out
there for educators who want to make the most of AI.
In his daily teaching, Ayman uses AI for:
• Lesson planning
• Creating quizzes and questions
• Designing differentiated activities
• Generating images and videos
• Summarising long texts
• Making presentations
“For teachers, AI saves time and effort,” he says. “It makes our teaching better and helps us personalise learning for students.
Ayman Fayez, Head of Islamic –Secondary, UAS
BRAIN BREW
To the Class of 2025: Take a sip of coffee and scan the STEM careers word search on this page - whichever job title jumps out first, that’s your destiny! (Kidding…) Whether you're off to uni, college, or the big wide world of work, we’re raising a mug to you. It’s been a blast sharing the school halls - now go out and own those future corridors of power!
Why did
the diploma
look nervous? It knew it was about to be framed for something it didn’t do.
on NASA’s toughest student challenge - and earned a standing ovation…
Here sits the machine that made history. Propped on a specially built stand at the main entrance of Deira International School, this remarkable piece of student-built engineering is hard to miss.
Sleek. Sturdy. Scuffed in all the right places. It stands as a proud reminder of what can happen when students are trusted with real challenges, real tools, and a bit of space to think for themselves.
Omair, the team’s student lead, walks past the rover, hands in his pockets. He nudges a friend and grins, “We built that, shipped it across the world, and got a round of applause from NASA. Not bad, huh?” They both laugh, then disappear down the secondary hallway.
Rookie of the Year
It’s been a few weeks since Omair and six of his fellow science students returned from Huntsville, Alabama, where they competed in NASA’s 2025 Human Exploration Rover Challenge (HERC). Out of 75 international teams, Deira International School didn’t just participate - they won the ‘Rookie of the Year’ award.
The crystal trophy is now tucked safely in the cabinet, just a few steps away from the rover, but it’s the vehicle itself that tells the real story. It wasn’t ordered.
It wasn’t pre-designed. It was built - by hand, by students, from the ground up. With steel cut in an automotive bodyshop.
With trial, error, teamwork, and long days including the weekends.
“The first time we tested it, nothing worked,” said IB1 student Dhaara. “We just sat there, blinking, like...now what?”
Rover Specifications
Materials Used:
EPDM Rubber Sheet (nylon fabric reinforced)
Weight: 114 kg
Design Features: and engineered to navigate a challenging obstacle course inspired by the terrains of the Moon and Mars.
Power: Human-powered
Unique Features:
• Wooden wheels with large circular cutouts to reduce weight
• Independent suspensions for each wheel for stability on uneven terrain
• Ergonomic steering frame and Ackermann steering for better control
Dimensions: 2.2m (L) x 1.7m (H) x 1.2m (W)
Build Time: 8 months
Team Spotlight: Cyril, Ramil, Nadiv, Shadan, Afrida, Dana.
This challenge continues NASA’s legacy of providing valuable experiences to students who may be responsible for planning future space missions, including crewed missions to other worlds NASA official
What followed were months of learning how to weld, adjust gear ratios, scrap what didn’t work, and come back with something better.
With the support of Al-Futtaim Automotive, the team had access to real engineering facilitiesand professionals who let them figure things out, offering help only when needed.
“They didn’t hand us the answers,” said Cyril, who was in charge of CAD (Computer - aided design)
“They let us figure things out by trying. That’s how we learned what actually worked.”
When hard work finally pays off: Kerry Ross, COO of the Al Futtaim Education Foundation, joins the ‘Alabama 7’ - the seven DIS students who travelled to Huntsville to race the rover. Representing the entire build team back home, these students pedalled, steered, repaired, and cheered their way to NASA’s ‘Rookie of the Year’ award.
Finding real solutions
Their teacher, Mr Dominic Bourn, watched it all unfold. “This project gave them something school often can’t,” said Mr Bourn. “It taught them to think through setbacks and find real solutions under pressure.”
The students worked in their safety gear, just like the pros, they tested chain systems, steering controls, balance, and braking. Every time something failed, they reworked it. When the bearings didn’t align, they re-measured. When the pedals wouldn’t turn, they redesigned. It was never perfect. It just kept getting better.
Then came April. The team flew out to the US, to compete at NASA’s US Space and Rocket Centre in Huntsville, Alabama. They were one of 75 teams selected from around the world to take part in the 31st edition of the NASA competition, which included more than 500 students representing 35 colleges and universities, 38 high schools, and two middle schools across 20 US states, Puerto Rico, and 16 other countries.
Moon and Mars
This year’s event also introduced a new Remote-Operated Vehicular Research division for middle schoolers, expanding NASA’s mission to inspire future engineers across age groups.
According to Vemitra Alexander, who leads the challenge for NASA’s Office of STEM Engagement at Marshall, the competition provides experiences that could shape the future of space exploration. “This challenge continues NASA’s legacy of providing valuable experiences to students who may be responsible for planning future space missions, including crewed missions to other worlds,” she said.
Learning that sticks
Omair and fellow student, Diya, piloted the DIS rover across the brutal course filled with simulated craters and inclines, while the rest of the team supported from the sidelines.
“Half the time I couldn’t see where I was going,” laughed Diya, who sat at the back. “But I just kept pedalling hard.”
The annual event is no easy ride. It features a half-mile obstacle course designed to mimic the tough terrains of the Moon and Mars. Teams are judged not just on their ability to complete the course, but also on their rover’s design, how well they complete mission-specific tasks, and how they handle safety and engineering reviews with NASA officials
When the scores were announced and DIS name was called out, no one sat still. “We screamed… like, proper screamed,” said Philip, who played the role of deputy team lead.
Now back at school, the rover is a reminder of what can happen when students are given real tools, real trust, and real responsibility.
This NASA project is a great example of what happens when our students are given the chance to apply their learning in real settings. Thanks to the support of our colleagues across Al-Futtaim, they were able to take on a complex challenge and see it through.
Kerry Ross Chief Operations Officer, Al Futtaim Education Foundation
BUILDING A ROVER FROM BITS, BOLTS AND BELIEF
Step inside the Al-Futtaim Automotive bodyshop as Dominic Bourn shows how a team of DIS students engineered their way to a NASA win - through precision, teamwork, and a whole lot of grit
Dominic Bourn and five DIS future engineers, caught mid-mission in the Al-Futtaim bodyshop. The
Here’s a picture of me and some of my science students, taken inside the Al-Futtaim Automotive bodyshop.
Overalls zipped, steel-toe boots onwe paused for a quick photo before slipping on our visors, gloves, and hi-vis jackets. We were about to get started on something big: building a human-powered rover for NASA.
Early April, these same students travelled to Huntsville, Alabama, to compete in the NASA Human Exploration Rover Challenge (HERC) - one of the toughest student engineering competitions on the calendar. After months of building and testing, they returned to Dubai with something more than just experience. They came back holding NASA’s ‘Rookie of the Year’ award.
Getting to that point took work. Real work. They didn’t just research rovers; they built one. From scratch. No kits. No shortcuts. This meant working in a live workshop environment with real tools, real materials, and real challenges. We traded whiteboards for welding torches, and theoretical designs for full-scale metal frames.
Lesson in resourcefulness
Early in the project, the students were given an old bicycle and told to make use of it -strip it down, harvest what they could, and incorporate the useful parts into their design. It wasn’t glamorous, but it was honest engineering. It taught them to think on their feet, work with what’s available, and adapt quickly - skills you don’t learn from a textbook.
As the weeks went on, the students shifted from planning to building. They used MDF (Medium-Density Fibreboard) and cardboard to prototype parts before moving on to heavier materials. Mistakes happened. Parts didn’t fit. Pieces were welded in the wrong place. And every time something went wrong, they worked out how to fix it.
STEM education has to stretch beyond exams and mark schemes. It needs to offer projects like this - where students think independently, work as a team, get their hands dirty, and learn what engineering truly feels like.
Why setbacks matter
What many people forget is that engineering isn’t just about precision - it’s about problem-solving. In school, students are often trained to get things right the first time. But in this setting, they quickly realised that failure was part of the process. Each mistake became a chance to learn, rethink, and improve. And through it all, they stayed motivated and focused on the end goal.
By the time we landed in Huntsville, they had a rover they could be proud of. NASA’s course was no easy ride - a halfmile of rugged terrain, steep inclines, and tight manoeuvres - but our students tackled it with skill and confidence.
winning rover build started here.
PEDALS SNAPPED, SPIRITS DIDN’T
OMAIR
Role: Pilot, Team Lead, STEM Engagement & Engineering
Knackered. Exhausted. Totally worn out. Having used up every ounce of my sweat and energy - there I was, lying flat on the ground after the gruelling race. My legs were jelly.
My teammates were pouring water over me, massaging my calves like I’d just finished a marathon on Mars. We’d pushed the rover - and ourselves - through every bump, slope, and steering issue on that course. It was brutal. But weirdly? Worth it.
Read how our DIS students battled real-world problems, built under pressure, and proved themselves on NASA’s biggest student stage…
Hearing our name called, during the awards ceremony, didn’t feel real. One second I was bracing to clap for someone else, the next we were charging to the stage like it was the World Cup final. Winning Rookie of the Year was the ultimate payoff for every time we tested, failed, fixed, and tried
Engineering, I’ve learned, is all about building, breaking, rebuilding, and not giving up when nothing works. I’m walking away more certain than ever: this is what I want to do - with with all its sweat, setbacks, and surprises.
Let’s just say, when your pedal snaps mid-race at NASA, you learn to stay calm real fast. It wasn’t ideal, but it wasn’t the end of the world either. We cheered each other on, fixed what we could, and kept going - one wobble at a time. That’s kind of how the whole project went. Solve one issue, another pops up. Rinse and repeat.
When they announced our name, I didn’t even react at first - I was just... relieved. All those late nights. All the planning. All the backup plans for the backup plans. It paid off. I’ve learned that science in real life is messy, unpredictable, and way cooler than anything you get from a textbook. And honestly? I’m walking away from this with a deep respect for every scientist at NASA who helped us get to where we are today.
CYRIL
Role: Engineering & CAD Team
I’ve always admired the engineers of the 60s and 70s. I mean, they built rockets that went to the Moon - with half the technology we have now.
After this project, I respect them even more. When they announced ‘Deira International School’ for Rookie of the Year, I felt this wave of pride. We were the new kids at NASA - and we actually pulled it off.
I was on the documentation team, and let me tell you, formatting and compiling everything to NASA standards was no joke. We broke it down, shared the load, and worked as a proper unit.
But what really stayed with me was meeting students from all over the world who love engineering as much as I do. You don’t get that in a textbook.
DHAARA
Role: Finance, Social Media, Materials & Documentation
Even though I don’t plan on pursuing a STEM career, this whole experience has taught me how to think differently, work through challenges as a team, and stay open to constant problem-solving. Those are skills I know I’ll carry with me no matter what path I take -whether I end up in business, media, or something totally unexpected.
Engineering can be messy, frustrating, unpredictable… but guess what? I’m sticking with it. We had to skip obstacles, fight steering and drive train issues, and at one point, even push the rover by hand. None of it swayed me. If anything, it made me want it more.
What surprised me most? How chaotic testing could get. Every time we ran a trial, something went off-script. We stopped expecting things to work the first time and started embracing the chaos. By the time they handed us that Rookie of the Year trophy, we weren’t just excited -we were stunned. And very loud. Hugging, shouting, all of it. Totally worth every single version of Plan A, B, C… and Z.
During the rover-building stage, almost everything changed. We reworked the design, remade the wheels a week before takeoff, and tested ideas that looked perfect on paper - but flopped in real life. What I learned is that nothing ever works the first time, and that’s okay. The process might be exhausting, but when the work finally pays off… it’s unbeatable.
PHILIP
Role: Deputy Team Lead, STEM Engagement & Engineering
We all looked at each other like, “Wait… us??” I think we were halfway through clapping for another team when they said “Deira International School.” And then we just bolted - ran straight to the stage, grinning like kids. It wasn’t even about the trophy. It was that electric moment where all the failed prototypes, the last-minute design changes, and the chaos suddenly felt worth it.
The hardest part? Getting the basics right. We started with theories and good intentions - but theory doesn’t always hold up when you’re wrestling with steel and testing on rocky terrain.
THE ROAD TO THE STARS
ASKING THE RIGHT QUESTIONS
When Lynn Zeitounie was little, dinner conversations at home sounded a bit different.
You see, Lynn grew up abroad. But the family is originally from Lebanon.
Her parents often followed the news from back home. Her grandparents would share memories - quiet ones, sometimes heavy ones. Stories about raising children through uncertain times. Moving when they had to. Hoping things would settle.
“They talked about fear,” Lynn says. “About leaving their homes. About the sound of fighting. About not knowing when things would feel normal again.”
The questions that Lynn asked as a young girl haven’t gone away. But with each chapter of her journey, she’s finding better ways to approach them. And it all began at the dinner table.
Model United Nations
Those stories stayed with her. Even as a child, she wanted to understand them. Not just what happened, but why.
At Universal American School, Lynn joined Model United Nations. That’s where things started to come together.
“I loved researching world issues,” she says. “Learning how countries make decisions, why some conflicts go on for years, and how hard peace can be to achieve.”
Model UN gave her a safe space to ask hard questions. She debated, listened, explored. It was the start of something bigger.
After graduating from UAS in 2022, Lynn moved to London to study War and Conflict Studies at King’s College.
Lynn’s journey from childhood memories to conflict studies began at the dinner table - and it’s far from over…
Reasons behind conflict
Now, she’s finished her undergraduate degree and is preparing to start a master’s in Conflict, Security and Development.
“Not many people from our region take this path,” she says. “But I kept thinking about the stories I grew up hearing. I wanted to study this properly. I wanted to understand the deeper reasons behind conflict.”
Her studies have taken her through history, politics, sociology, international law, and more. She’s looked at global systems and local struggles. At power, identity, and what happens when communities break down.
“For me, it was never about memorising wars or political terms,” she explains. “It was about people. What they go through. How they live during and after conflict.”
Rebuilding lives
Lynn believes that growing up with a Middle Eastern identity gave her a specific lens through which she sees these issues.“Even though I didn’t live in Lebanon, I carry the stories with me,” she says.
“Conflict, in our part of the world, is very close. It affects how people feel about safety, trust, and the future.”She also says the region is often misunderstood.
Studying war and conflict doesn’t mean skipping calm. Lynn enjoying a quiet moment in London, between classes.
People who help each other. Families rebuilding their lives over and over again.”
Provide solutions
For her master’s, Lynn plans to focus on security - including cybersecurity and national defence. She’s interested in how governments and communities respond to new kinds of threats in an unpredictable world.
“There are things happening now that didn’t exist twenty years ago,” she says. “Cyber-attacks, digital surveillance, new types of warfare. We need to understand these changes if we want to build stable societies.”
After
“People think of the Middle East and picture only war zones,” she says.“But there’s so much more. Communities that keep going.
When her studies are complete, Lynn hopes to return to the region. She wants to contribute - not from afar, but up close.“I want to work with people directly,” she says. “To listen, to learn from them, and to support solutions that actually work in context.”
graduating from UAS in 2022, Lynn moved to London to study War and Conflict Studies at King’s College. Now, she’s finished her undergraduate degree and is preparing to start a master’s in Conflict, Security and Development.
IS MY
SUPERPOWER S
ome children don’t like loud noises. Some avoid eye contact. Some don’t play pretend. Some flap their hands when they’re excited. Others go quiet in busy places.
These aren’t “bad behaviours.” They’re signs. And they matter.
This April, for World Autism Month, Deira International School and Universal American School welcomed specialists from Neuropedia Children’s Neuroscience Centre - the UAE’s first paediatric neuroscience clinic. They came to talk about something many people still get wrong: autism.
Brain works differently
Their message was simple. Their theme? Autism is my superpower.
Dr Amal Kalu, a paediatric neurologist from Neuropedia, spoke to our parents and teachers. She didn’t use fancy words. She used real ones. “Every child is different,” she said. “But when something feels off, it’s okay to ask for help.”
She explained that early signs can show up in small ways. A child might not smile back. Or might not respond to their name. Some may lose words they once had.Others might struggle to play with classmates.
Early signs of autism can show up in small ways. A child might not smile back. Or might not respond to their name. Some may lose words they once had. Others might struggle to play with classmates. These signs don’t mean something is broken. They just mean the child’s brain works differently.
These signs don’t mean something is broken. They just mean the child’s brain works differently.
When families get a diagnosis, it can feel overwhelming. But Dr Amal had a calm answer.
“Focus on your child’s strengths,” she said. “Create a space where they feel safe and accepted.”
Early recognition
At school, small adjustments can make a big difference. Flexible lessons. Quiet corners. More time. “Understand their sensory needs,” she said. “Let them learn in a way that works for them.”
Some parents worry that an autism label might hold their child back. The specialist understands that fear. But she also knows the truth.“Early recognition unlocks potential,” she said. “It doesn’t close doors. It opens them.”
The most powerful part of the session wasn’t a slide or a list. It was a simple reminder: “Try to see the world the way your child sees it,” Dr Amal said. “Respond with less frustration, and more understanding.” That’s what the month was about. Not raising awareness. Raising compassion.
Dr Amal Kalu, Paediatric Neurologist from Neuropedia Children’s Centre
DIS SHUTTLERS SWEEP THE COURT
Our U13 champs served up skill, spirit, and a whole lot of smashes to win big at the DASSA tournament…
It started with a quiet tap.
Then a whoosh.
Then the unmistakable sound of a shuttlecock flying through the air.
That’s how victories are made - one serve, one smash, one high-five at a time.
At this year’s Under-13 DASSA Badminton Tournament, Deira International School didn’t just play. They lit up the court.
There were no divisions here. No easy matches. Just sixteen of Dubai’s strongest badminton schools, all battling it out in a knockout-style competition. But when the last point was played and the final score announced - DIS stood tall as champions.
Grit. Grace. Team spirit
And what a team it was. Samantha, in Year 8 was all focus and fire, flying through the Girls’ Singles event like it was second nature. Shot after shot, she delivered. Until there was no one left to beat.
Meanwhile, Aadidev and Akshara teamed up in the Mixed Doubles - and made magic. They read each other’s moves like a storybook. Darting,diving, laughing. Playing with heart. Winning with class.
Did we mention Aadidev is in Year 4?
Yes, you read that right. Competing against students two and three years older - and winning.
“That’s what made this win so special,” said Mark West, Head of Sport and PE at DIS. “Every single player gave something extra. Grit. Grace. Team spirit. It wasn’t just talent - it was trust.”
Samantha, Year 8 student at DIS, grinning after a game well played. One steady serve at a time, she rose to the top of the Girls’ Singles.
The full team of rising stars included:
• Samantha
• Yilia
• Adam
• Aadidev
• Wendy
• Akshara
• Mohammed
• Ineshvaraa
From Year 4 all the way up, every player brought something to the court. Whether smashing birdies or cheering from the sidelines, they owned their moment - and each other’s.
The DIS U13 Badminton squad - small but mighty. They outplayed sixteen of Dubai’s
“We teach our students to aim high,” Mr West added. “This team? They aimed higher. And they hit it.”
What makes the DASSA tournament unique is how it brings schools together. It’s not just for medals. It’s for memories.
That’s what made this win so special. Every single player gave something extra. Grit. Grace. Team spirit. It wasn’t just talent - it was trust.
best to take home the title.
Mark West
Head of Sport and PE, Deira International School
He’s holding a loudspeaker. Calling out across the track. Rallying students to the start line of the very first Terry Fox Run at Universal American School.
But here’s the twist. This is the same student who believes that real change isn’t loud at all.
“Making an impact,” Haroon says, “requires quiet consistency rather than loud proclamations.”
That’s the kind of insight Haroon brings to the table. And it’s exactly what powered his decision to bring the global Terry Fox Run to UAS this April.
Unforgettable moment
The idea started months earlier. Haroon was involved in the Dubai edition of the Terry Fox Run as a Volunteer Coordinator.
It was a massive event with hundreds of runners, including players from the NHL and CFL, Canada’s top professional hockey and football leagues. The Canadian Consul General, Mr Tracy Reynolds, was there. So was American Football legend and motivational speaker Mr Pinball Clemens.
How UAS student Haroon brought the Terry Fox Run to life on campus - through steady action, purpose, and heart…
That day, Haroon also met Peter Sheremeta, International Director of the Terry Fox Foundation, who praised Haroon’s efforts and announced the upcoming UAS run in his speech. For Haroon, that moment was unforgettable.But the inspiration ran deeper.
“Terry Fox’s story represents perseverance in the face of adversity,” the student shares. “He chose to place the needs of others ahead of his own. That’s what stayed with me.”
Marathon of Hope
Terry Fox, a Canadian athlete diagnosed with cancer at just 18, had his right leg amputated. But he didn’t stop. He set out to run across Canada to raise money for cancer research - on one leg.
He ran 5,373 kilometres before the cancer spread to his lungs. Though he didn’t finish the route, his ‘Marathon of Hope’ continues today through global runs in his name. More than $850 million has been raised so far.
His story still moves people. It certainly moved Haroon.
“I felt it was important to bring that message to our school,” he says. “It reminds us to think not just about what we can do for ourselves, but what we can do for others.”
Middle and High School students hit the track for UAS’s first-ever Terry Fox Run
‘No matter what’: Pictured at the launch of the Terry Fox Run at UAS: Director Kevin Loft (left) and High School Principal Phil Berry (right) with Haroon (second left) and his teammates Aahiyan, Amjad, and Bassam - wearing the words that say it all. A message of resilience, unity, and never giving up.
In preparation for the school run, Fred Fox - Terry’s own brother - visited UAS to help with the launch. It was a proud moment for the whole school community.
A shared journey
But it wasn’t all smooth sailing. Organising something of this scale came with its fair share of roadblocks. Haroon kept going.
“This project taught me that leadership isn’t about giving instructions,” he explains. “It’s about trust. About showing up. About listening.”
Haroon is quick to name those who the process. “I couldn’t have done this without my teammates - Aahiyan, Amjad, and Bassam. We’ve been working on this since September.
When things didn’t go to plan, we didn’t give up. That made all the difference.”When asked what he hoped others would take away from the run, Haroon didn’t hesitate.
“I wanted people to feel they’re part of something bigger. A shared journey. Running together in memory of Terry - and in support of those who still fight cancer today.”
For younger students looking to make a difference, his advice is simple but sincere:“Find people who share your values. Stay grounded in your purpose. And above all - stay consistent.”
Not loud. Not flashy. But full of heart. That’s how you make an impact.
Terry Fox, a Canadian athlete diagnosed with cancer at just 18, had his right leg amputated. But he didn’t stop. He set out to run across Canada to raise money for cancer research - on one leg. He ran 5,373 kilometres before the cancer spread to Though he didn’t finish the route, his ‘Marathon of Hope’ continues today through global runs in his name.
pictured with
Haroon
Fred Fox, brother of Terry Fox, and Peter Sheremeta, International Director of the Terry Fox Foundation, during their visit to UAS to help launch the school’s first Terry Fox Run.
OUTSTANDING IN EVERY WAY
British Schools Overseas inspection gives Deira International School the highest grade again…
There’s something magical about doing your best. Then doing it again. And again.
Deira International School has done just that. For the second cycle in a row, the school has been rated Outstanding in all areas by the British Schools Overseas (BSO) team .
The inspection took place from 24 to 27 February 2025. It was reviewed and quality-assured by UK’s Ofsted. Every part of the school was looked at - from classrooms and leadership to student behaviour and safety. And the final verdict? Outstanding in everything.
Simon O’Connor, Director of the school, couldn’t hide his joy. “We did it again,” he smiled. “And it’s thanks to everyone - our teachers, our students, our families. It takes a team.”
School feels like home
So, what impressed the inspectors?
For starters, they loved how technology is used in lessons. At DIS, students don’t just read from books or write on paper. They use digital tools - and even AI - to help them learn. Whether it’s writing a poem, solving a maths puzzle, or exploring science, teachers are making learning feel exciting, real, & smart.
The BSO team also said that DIS teachers expect a lot from students. But here’s the best part - they give students everything they need to succeed. Lessons are carefully planned. Help is always there. And students are encouraged to reflect on their progress.
From the youngest learners in Foundation Stage to the teenagers in Year 13, children are taught to be curious, caring, and kind.
The BSO team didn’t just look at numbers. They spoke with teachers. With parents. With students. And what they found was something special. Students said they felt safe. That they liked coming to school. That their teachers cared.
Parents agreed. They said DIS teachers know their children well. They said the school listens, Responds, Supports. One parent told the BSO team, “My child wakes up excited to come to school. That says it all.”
“Our teachers use AI in clever ways,” said Mr O’Connor.
“But the focus is always on studentsnot the screen.”
Simon O’Connor, Director-
Teachers were praised for their creativity, their planning, and their big hearts. And the school’s leaders? The report called them strategic, values-driven, and committed to every single student.
Numbers speak for themselves
What’s next?
While the inspection praised every corner of the school, it also encouraged the leadership team to reach even higher. Inspectors noted that the school’s executive leadership programme lays a solid foundation for strategy and growth.
But in a world that’s changing fast - with new technologies, new jobs, and new ways of learningthere’s always more to explore.
The report suggested that school leaders continue to nurture a culture of big thinking. Not just for today, but for the future. This means keeping innovation alive in every part of the school and preparing students with skills that go far beyond academics - like teamwork, empathy, resilience, and confidence. For Mr O’Connor and his team, this isn’t a challenge - it’s a chance.
“We’re proud of where we are,” he said, “but we never stop improving. We owe it to our students to always move forward.”
Curious and confident
Being judged Outstanding in all areas is no small thing. It means that everything - from the lessons in the classroom to the leadership at the top - is working at a world-class level.
But more than that, it reflects the kind of place Deira International School really is. It’s a school where students are encouraged to be curious and confident.
Where kindness is valued just as much as grades. Where the learning is fun, focused, and meaningful. Parents feel it. Teachers model it. And students live it every day.
“This report gives us something to celebrate,” said Mr O’Connor, “but it also reminds us of the responsibility we carry. We’re building not just students - we’re building future leaders, thinkers, and global citizens.”
WHEN ART SPEAKS, PEOPLE LISTEN
Meet Ulyana, the UAS student whose artwork didn’t just win a prize - it touched hearts across 65 countries at World Art Dubai…
while still a little girl, Ulyana once crocheted toys for orphaned children in Ecuador. A quiet act of kindness, using a skill she learned from her mum.
Years later, with the same hands and the same heart, she stitched together something even bigger: a piece of art that moved thousands - and won her the People’s Choice Award at World Art Dubai 2025.
That’s right. Ulyana, a graduating IB Art student at Universal American School, was selected from more than 800 artists across the world. Her artwork didn’t just impress - it connected. Deeply.
And while others at the fair were busy showcasing their portfolios, Ulyana was juggling final IB exams. No big deal. Just another day of being extraordinary.
“When I heard I won, it didn’t feel real,” she says. “I was already shocked to be a finalist. But when I realised people had voted for my work - it meant the world.”
Missing silhouette
Her piece, titled “The Past You Long For No Longer Exists,” was the final work in her IB Visual Arts exhibition. It’s a pen and ink self-portrait of Ulyana as a child, cycling away. But here’s the twist - her silhouette is missing.
Only a hollow shape and the phrase remain. “It’s about letting go,” she explains. “As we grow up, we try to hold on to memories. But sometimes, they fade. That’s part of life.” The emotion hits you before the explanation does. And maybe that’s the point.
Unlike many artists who follow in someone’s footsteps, Ulyana found her creative spark on her own.
“No one in my family was really artistic,” she says.
“But my mum and grandma sewed clothes for us when we were little. I think that’s where my love for tactile things began. My sister doodled anime characters. I loved them. I used to copy them all the time.”
Ulyana: My winning artwork is called “The Past You Long For No Longer Exists.” It was the final piece in my IB Visual Arts exhibition, which explored the theme “Nostalgia and the Struggle of Acceptance.” The piece is a pen & ink self-portrait of me as a child, riding away on a bike, with my silhouette cut out, leaving only behind the phrase “The past you long for no longer exists.”
It’s about expression
And then there’s something else - Ulyana lives with Aphantasia, which means she can’t picture images in her mind. For her, creating art isn’t about imagination - it’s about expression. “Making something real helps me see what I can’t visualise. That’s why I draw.”
Her earliest memory of art? “A crayon drawing of my family,” she laughs. “Everyone looked like smiley potato blobs with long arms.” But the spark was there. “I didn’t need anything to inspire me. I just had this strong feeling - I wanted to make things.”
Now, she’s off to university to study Graphic Design, with plans to explore animation too.
“I don’t know exactly what I’ll end up doing,” she says, “but I’ll definitely keep creating.
That’s the one thing I know for sure.”
At the recent World Art Dubai 2025, Ulyana, a graduating IB Art student at Universal American School, was selected from more than 800 artists across the world. Her artwork didn’t just impress - it connected. Deeply.
CHAMPIONS OF FAITH MAKE THEIR MARK
Universal American School students honoured at Dubai’s prestigious Quran competition
when Nour Alshater talks about her students, her voice lights up.
As the Deputy Head of Islamic at Universal American School, she sees potential, discipline, and heart in every child - but something about this year’s Quran competition made her stop and take it all in.
“Out of more than a thousand students, three of ours were called to the stage,” she said, smiling. “It was a proud moment. Not just for them. For all of us.”
A lot of nerves
The Sheikh Rashid bin Mohammed Al Maktoum Quran Competition is one of the most respected in Dubai. Held at Zayed University and organised by the Islamic Affairs and Charitable Activities Department (IACAD) together with the Knowledge and Human Development Authority (KHDA), it brought together 1,104 students from 32 private schools. That’s a lot of competition - and a lot of nerves. But UAS students shone.
Grade 11 student, Asal, came first in her category. Ahmad in Grade 12 and Ali, who is in Grade 6, both came second in theirs.
“They worked really hard,” said Nour. “They memorised, practised, recited, corrected, and kept going. I saw the effort, day in and day out.”
The ceremony was attended by His Excellency Ahmed Darwish Al Muhairi, Director General of IACAD, Her Excellency Aisha Miran, Director General of KHDA, and Sheikh Mohammed bin Rashid bin Mohammed Al Maktoum.
That made it even more special for the students.
“It’s not every day you receive an award in front of leaders like that,” Nour said. “The students felt so proud. So did their parents.”
Build strong values
The Quran competition is part of the “Ghiras Al Khair” initiative. It encourages students to learn and love the Quran, build strong values, and stay connected to their language and faith.
For Nour, this is what matters most. “This isn’t just about winning. It’s about creating a bond with the Quran,” she said. “You see their eyes light up when they recite something they’ve learned. That’s the real achievement.”
The UAS Islamic department has been preparing students for months. Nour says the energy has been building for a while.
“The certificates are now proudly displayed, and some other students are already asking how they can join next year’s competition,” she says.
“This creates a ripple,” she said. “When one student succeeds, others believe they can too.”
Now, the goal is to keep the momentum going. “We’ll keep encouraging all our students to engage with the Quran.
The Sheikh Rashid bin Mohammed Al Maktoum Quran Competition is one of the most respected in Dubai. Held at Zayed University and organised by the Islamic Affairs and Charitable Activities Department (IACAD) together with the Knowledge and Human Development Authority (KHDA), it brought together 1,104 students from 32 private schools.
The Quran competition is part of the “Ghiras Al Khair” initiative. It encourages students to learn and love the Quran, build strong values, and stay connected to their language and faith.
REFLECTIONS
FROM THE HEART
ANot just for prizes, but because it builds them from the inside out.”
She paused, then added softly, “This is the kind of learning that stays with them forever.”
Nour Alshater Deputy Head of Islamic at Universal American School
fter all the rehearsing, the nerves, the early mornings and quiet recitations - came the big moment. Their names were called. Applause filled the room. Certificates were handed out. But what did it actually feel like to win?
We caught up with UAS’s three Quran competition champions - Asal, Ahmad, and Ali - to find out what was going through their minds, what verses mean the most to them, and how this special moment will stay with them. Here’s what they told Momentum...
Ahmad, Grade 12
It was my very first time entering a Quran competition, so when they called my name as the winner, I was completely shocked—in the best way. I felt so proud, and a little emotional too. Standing there in front of everyone, holding my certificate, I couldn’t stop smiling. It’s a moment I’ll always remember.
There’s one verse from Surah Al-Kahf, Verse 2, that really inspires me:
It’s about staying close to people who remember Allah and not getting distracted by the glitter of the world. I love that message- it reminds me to stay grounded and focus on what’s truly important.
Ali, Grade 6
When I saw the email announcing my win, I felt truly blessed. It was like a gift from Allah. From the beginning, I was determined to do whatever it took to make it into the top three. But even if I hadn’t, I reminded myself that the real reward is in the hasanat and everything I learned along the way.
I thank Allah every day for this experience. Win or not, I always say Alhamdulillah for everything that comes my way. This competition taught me more than just memorisation - it reminded me of the importance of intention and effort.
Asal, Grade 11
When they announced my name as the winner, I felt grateful and immensely joyful. It wasn’t just excitement for winning, but a deep sense of thankfulness to Allah for allowing me to experience that moment. It reminded me that success comes from Him alone, and it made me reflect on small steps that led to that stage.
One verse that really speaks to me is from Surah Al-Furqan (63):
“And the servants of the Most Merciful are those who walk upon the earth humbly...”
This verse inspires me deeply because it defines the true character of a believer - not just through worship, but through humility.
One verse that really stays with me is from Surah Al-Inshirah, Ayah6: “Indeed, with hardship comes ease.”
It’s something I try to remember every day. Life has its ups and downs, but everything eventually passes. That verse helps me stay hopeful, no matter what.
Even when someone achieves something big, like winning a competition or gaining recognition, this verse reminds us that greatness in the sight of Allah comes with walking the earth gently, with humility and grace.
It encourages me to always stay grounded, treat others kindly, and remember that every blessing is from Allah, not just my own effort.
IN 2050… HOW WOULD OCEANS, LAKES AND RIVERS LOOK LIKE?
Art Dubai recently held a workshop at Universal American School with our Grade 4 students.
The theme - “The Future of Water” - was specially designed by Nigerian artist Peju Alatise and Emirati artist Alia Hussain Lootah. The session was led by artist Dragana Purdevic.
Now in its fifth year, the A.R.M. Holding Children’s Programme brings art into UAE schools, using creativity to explore big global issues.
Art Dubai spoke to Momentum about why this theme matters - and how young students can imagine a better
Art Dubai lands at UAS with a handson workshop on the future of water…
The theme ‘Future of Water’ encourages children to not only observe how water interacts with the world around them but also reflect on their own role in shaping its future, making it both timely and personally relevant.
Momentum: Why did Art Dubai choose ‘The Future of Water’ as this year’s theme and what made it feel relevant for young minds to explore right now?
Art Dubai: Water holds deep cultural significance in the UAE, with traditional transportation once centred around the Al Khor (the creek), and across the world as one of the most urgent concerns of our time affecting everything from climate change and biodiversity to food security and urban development. For Children, water is also something they encounter daily, whether through nature, school science lessons, or even their homes. This made it an accessible yet deeply impactful point into wider environmental discussions. The theme ‘Future of Water’ encourages children to not only observe how water interacts with the world around them but also reflect on their own role in shaping its future, making it both timely and personally relevant.
Momentum: What kind of hands-on activities did the UAS students take part in during the workshop? Was there a moment when something really clicked for them
Art Dubai: During the workshop, UAS students designed and constructed miniature ecosystems inside clear plexiglass containers, layering natural materials like sand and stones with man-made elements such as aluminium foil and plastics.
Artist Dragana Purdevic guides Grade 4 students as they build their vision of the ocean in 2050 - layering sand, stones, plastics, and foil to create tiny ecosystems inside clear plexiglass worlds.
These materials represented the delicate balance between nature and human impact. Students were asked to add water to their creations once they go home, adding an extra layer of anticipation and reflecting, giving them the chance to observe, overtime, how water transformed their ecosystems.
Momentum: How do you approach big, complex themes like climate or sustainability when working with children - what’s your trick for making it meaningful but still fun and age-appropriate?
Art Dubai: The key is to translate abstract concepts into sensory, hands-on experiences that children can relate to emotionally and physically. In this workshop, we framed concerns through storytelling-inviting children to imagine a future shaped by water. By turning the learning process into an act of creation and observation, children naturally engage with the deeper message while having fun. We avoid overloading them with facts; instead, we encourage curiosity, personal reflection, and imaginative thinking, which helps foster a meaningful connection to sustainability in a way that’s age - appropriate and lasting.
Momentum: Can you tell us a bit about how the theme was developed in collaboration with Peju Alatise and Alia Hussain Lootah? What did each of their artistic voices bring to the table?
Deep in thought, a young artist brings the future to life - one layer of sand, stone, and imagination at a time.
Art Dubai The theme of the Future of Water was enriched through conversations with artists Peju Alatise and Alia Hussain Lootah, each bringing a distinct artistic lens that helped shape the conceptual and educational direction of the workshop.
Water has been a recurring element in Peju Alatise’s practice over the last decadeboth as a physical presence and spiritual force. Peju’s passion for education and her public engagement skills brought a narrative depth to the workshop. She helped frame water not just as a natural resource, but as a storyteller and agent of memory and change.
Alia Hussain Lootah brought a grounded and nurturing approach to the theme. Her work explores the emotional dynamics between mother and child in the uncertainty and of Medaf Studio in Dubai, Alia is deeply committed to introducing children and adults to art as a tool for emotional expression and
Her workshops, which are interactive, nature connected, and ageappropriate, guided the structure of our programme to ensure it was both accessible and meaningful for young participants.
From barely speaking English to becoming a global chess sensation - meet Liennys, our Chairman’s Commendation Award winner…
hen Liennys first joined Deira International School in Year 8, she needed a translation app just to introduce herself. She had just arrived from Cuba. Spanish was her language. English? Not yet.
Fast forward to today - and Liennys is not only preparing for her GCSE exams in English, but she’s also making headlines on the global chess stage.
Outstanding students
This term, she’s been selected for the Chairman’s Commendation Award, a special recognition personally endorsed by Mr Fadi Hammadeh, Board Member of the Al Futtaim Education Foundation and Chairman of both DIS and UAS. Every term, this award goes to outstanding students across our schools who excel in academics, sports, arts, leadership - or in Liennys’ case,
Representing Cuba with pride: Liennys at the 36th World Youth Chess Championships in Brazil, where she competed against 520 players from 62 countries and ranked 15th in the world.
Liennys recently represented Cuba at the 36th World Youth Chess Championships in the Under-14 Girls category, held in Brazil. She faced off against the world’s best - 520 players from 62 countries.
Her result? 7 out of 11 points. 5 wins, 4 draws, 2 losses. 15th place in the world. 1st place in the Americas. 32 rating points gained.
Yes, she’s that good.
“She’s extremely talented and deserves every single trophy she’s won - and every one that’s still coming,” says Miss Jenny Crabb, Year 10 Learning Coordinator.
Quiet confidence
But Liennys is more than a chess player. She’s a model student - calm, curious, focused. Teachers say she’s a joy to have in class. She listens carefully. She thinks deeply. Her work is always detailed and thoughtful.
“Her progress in English has been incredible,” says one teacher. “And her attitude? Quiet confidence. Just like in chess.
When she’s not in class, she’s often travelling to international tournaments, proudly carrying both the Cuban flag and the DIS spirit.
Simon O’Connor, Director-Deira International School-Chief Education Officer - Al-Futtaim School Management Company, presents the Chairman’s Commendation certificate to Liennys, on behalf of Mr Fadi Hammadeh Board Member - Al Futtaim Education Foundation Chairman - Deira International School and Universal American School
Proud moment. Liennys beams with one of her championship trophies after taking 1st place in the Under-14 Girls Chess Competition in Trinidad & Tobago.
Miss Jenny Crabb, Year 10 Learning Coordinator at DIS: “Liennys is extremely talented and deserves every single trophy she’s won - and every one that’s still coming.”
THE ART OF STAYING BEHIND
She may have walked across the graduation stage - but Emily’s work still speaks from the walls of UAS…
She has just graduated and exited the gates of Universal American School.
But Emily’s art hasn’t. It’s still here. In the corridors. On display boards. In the memories of those who watched it come to life. Her work - thoughtful, textured, deeply personal - has left something behind. And that something won’t fade.
“Emily’s art is the kind that stays with you,” says Miss Domanie Denniston, IB Visual Arts Teacher and K–12 Arts Curriculum Leader at UAS. “You don’t just look at it. You feel it.”
A powerful showcase
Emily began her journey in Grade 9, joining the art department with quiet focus and an eye for detail. Her
She wasn’t afraid to try new techniques - or challenge her own thinking.
By the time she entered the Diploma Programme (DP) Visual Arts course, she had developed a strong foundation. But what stood out most was her mindset: bold, reflective, and unafraid to take creative risks.
Her final exhibition as part of the DP assessment was a powerful showcase of mixed media and thought-provoking themes. It wasn’t just technically impressive - it was personal, cohesive, and emotionally engaging.
“She takes her time. She reflects. She refines,” says Miss Denniston. “You could see the growth in every piece.”
Miss Domanie Denniston, IB Visual Art Teacher and Curriculum Leader K-12 Arts at Universal America School
Grace and grit
Last summer, Emily’s passion took her to the Savannah College of Art and Design (SCAD) for a competitive pre-college art programme. There, she learned from industry professionals, worked in advanced studios, and met young artists from across the world. Her instructors called her a standout.
When she returned to UAS, everything had levelled up - her techniques, her vision, her leadership in class.
“She came back sharper and more assured,” says Miss Denniston. “And the others noticed it. They learned from her too.”
Emily is our Chairman’s Commendation Award winner this term - recognised not just for her talent, but for the grace and grit behind it.
She’s heading off now, ready to dive deeper into the world of fine arts and design.
But her legacy? That’s still hanging around. Quite literally.
Kevin Loft, Director of UAS, presents the Chairman’s Commendation certificate to Emily, on behalf of Mr Fadi Hammadeh Board Member - Al Futtaim Education Foundation Chairman - Deira International School and Universal American School
Emily showcasing her work at the UAS Art Exhibition
LEADING BY EXAMPLE
‘What HYROX taught me about strength, struggle and showing up’
Anyone who knows me knows I’m competitive.
Whether it’s on the pitch, in the gym or taking on new challenges, I’ve always had a passion for sport and fitness.
But more than that, I believe in pushing boundaries – in getting uncomfortable, working hard and proving that determination and discipline pay off. That mindset is what led me to sign up for HYROX.
Mental toughness
HYROX isn’t your typical race. It’s a global fitness competition made up of eight 1km runs, each followed by intense functional workouts – sled pushes, burpee broad jumps, rowing, lunges and more. It demands physical strength, mental toughness and unshakable resilience. And that’s exactly why I wanted in.
The event took place in Mumbai, India, with over 450 athletes competing.
Standing at the start line, surrounded by some of the strongest and most focused competitors I’ve ever seen, I felt one thing: ready. Not because I thought it would be easy but because I knew the hard work had been done.
Months of disciplined training, early starts, strict routines and sacrifice had all led to this moment.
Mr Barry Lomas, Assistant Headteacher – Pastoral Care and Wellbeing, Deira International School
Brutal workouts
The race was as brutal as it was brilliant. Each station took more out of me than the last. But the final challenge of 100 wall balls with a 6kg ball was the toughest.
After 8km of running and seven brutal workouts, my legs were gone, my shoulders were burning and every rep felt like a mountain. That’s when doubt creeps in. That’s when you ask yourself, “Why am I doing this?”
But in that moment, I thought of Albie and Betsie my two young children. I pictured them watching me, knowing their dad had trained hard, stayed disciplined and refused to quit.
Honour the commitment
Crossing the finish line in 14th place was an incredible feeling, not just because of the result, but because I knew I’d given everything. I didn’t just complete a race; I honoured the commitment I made to myself and to my family. I showed up every day in training, every kilometre in the race and that’s what made the difference.
I wanted them to see that big goals are worth chasing, that hard work matters and that pushing through tough moments builds real strength and
To any DIS student who thinks big goals are too scary or impossible: they’re not. They just take courage, consistency and belief. Success doesn’t come easy, it comes from showing up when you don’t feel like it, staying disciplined when it’s tough & believing that effort counts more than talent.
If you want to make yourself – and the people who matter most proud, start by doing the hard things. That’s where growth begins. That’s where you find out what you’re really
Nourishing Young Minds Through Culinary Excellence
For over 55 years, Abela & Co. has been a trusted leader in contract catering and food service management in the UAE. With a deep commitment to quality, safety, and nutrition, we specialize in delivering tailored food solutions to educational institutions, ensuring students enjoy balanced, wholesome meals every day.
We pride ourselves on being more than a catering provider—we’re your partner in well-being and excellence.
On the occasion of your 20th anniversary, we extend our warmest congratulations to the Al-Futtaim Education Foundation and the entire school communities at DIS and UAS. It’s been a privilege to be part of your journey, and we look forward to many more years of collaboration and shared success.
Abela & Co.
Where quality, service, and care come together.
POWERED BY OUR AL-FUTTAIM FAMILY –AUTOMOTIVE, BLUE REWARDS & AUTO CENTERS. YOU SUPPORTED. WE DELIVERED.
