Term 2 signals the arrival of the best weather of the year, opening up the wonderful areas that Dubai and the UAE have to offer. Swimming at the beaches, desert camping, walking in the wadis or paddling in the mangrove ecosystems – the UAE has many opportunities to get outside and connect with nature. But its also a thriving city – an urgent, fast paced and transient city, where it is easy to become blase to the amazing benefits that we all enjoy as long-term visitors to this nation.
Here at DBS, we have been squeezing in as much as possible into the first half of the term as we prepare for the shorter days of the holy month of Ramadan. Whilst Ramadan is a special time, particularly for our Muslim community, as a school the shorter days seem to ramp up the pace, as opposed to slowing things down! So, we have squeezed in additional events, more sports fixtures etc., giving more students opportunities to shine. Of particular note this term was the performance of our sports teams, and the kudos due to the coaching staff. I have asked for more this year – more teams, more trainings, more fixtures…and the PE and sports staff have responded. With more competitive squads, more development squads and more fixtures, DBS continues to punch above our weight with success across a range of sporting events. On the performance and expressive arts, this term has seen everything from stunning musical performances to Arabic language debating events, to poetry slams! DBS students shine outside of our walls as much as inside, with members of our school taking part in shows, dance events and cheerleading showcases!
The development of the new campus, now formally known as the ‘Islands’ campus of DBS, is taking shape albeit slowly, with no one more impatient than myself to receive design images to share with our community. With the new campus and new classes comes new staff members and new opportunities for existing staff members, with new leadership roles providing opportunities for aspiring staff to grow into a new role whilst remaining at DBS. Dubai is a transient city, and DBS will have a small number of staff that choose to make their future elsewhere –locally or globally. But families can be confident and satisfied that DBS remains to be a destination of choice for teachers, and we are looking forward to welcoming new colleagues, as much as we look forward to welcoming new students and families.
Please enjoy the Journal, it is a record of the brilliance of our students and the opportunities they have.
Wellbeing
DIGITAL WELLBEING
With so much going at DBS this term, we have taken the wise words of Rebecca Winthrop, Senior Fellow and Director at the Center for Universal Education, The Brookings Institution. In this article, she discusses the idea of the need for an ‘agentic mindset’ in technology.
Lately, I’ve been reflecting on the importance of helping young people develop an agentic mindset when it comes to technology. When we think about education and technology, we often focus on teaching students how to use digital tools well. This is essential, …when learners are agentically engaged, it helps young people build future-proof skills to thrive in an AIdriven world.
But beyond just using technology effectively, we also need to foster an understanding of its very architecture.
Too often, young people see the way they access technology as set in stone. Whether it’s social media, search engines, or AI chatbots, these platforms feel like immutable forces—delivered “from on high” by large tech companies that have always existed and will continue to dominate the digital landscape. But the reality is different: the architecture of digital technology is human-made and, therefore, changeable.
If people grow weary of handing over their data—what they search for, who their friends are, what they eat, the issues they care about, the news they consume then we should consider alternatives. The work of Project Liberty is one such intriguing effort. This initiative explores what a different online architecture might look like—one where users, in their words, have a greater “voice, choice, and stake in a better internet.” And they’re not alone in asking these questions.
The Barriers to Change—And Why They’re Not Insurmountable
Of course, transforming the digital ecosystem is no easy feat. I had a fascinating discussion with my…students on this very topic, and we identified several barriers. For example, why didn’t the call for a pause on advanced AI development signed by over 1,000 leaders in spring 2023—actually materialize? One simple, if partial, answer is the AI race between Western companies and China, making slowing down incredibly difficult. Similarly, how do we convince users to migrate to new platforms that offer more control over their data? At the very least, the user experience must be as good as, if not better than, what they’re accustomed to. And how do we get people to care about seemingly technical issues like data privacy in the first place?
Shaping the Future Through Awareness and Action
Even the biggest obstacles can be overcome—but first, we must believe they can be.
Young people need to recognize their agency not just in choosing how to participate in the digital world (or whether to participate at all) but in reimagining its very structure. Achieving meaningful change will require multiple approaches: regulation, public awareness campaigns, innovative technological solutions, and, crucially, education that helps us all see what’s possible.
Because the future of technology isn’t set in stone— it’s ours to shape.
If you are interested in what DBS is doing to develop our students Digital literacy and agentic mindset, tune into the mini – series published in the weekly bulletin, or for more interesting articles, follow Rebecca Winthrop on Linkedin.
BUILDING AGENCY THROUGH FLUENCY AND PROJECTS
At DBSEH, the Creative Curriculum, alongside the Higher Project Qualification (HPQ) and Extended Project Qualification (EPQ), empowers students to take ownership of their learning. These programs develop essential skills such as critical thinking, collaboration, and communication, preparing students for success in school and beyond.
Creative Curriculum: Developing Skills in Key Stage 3
DBSEH’s Creative Curriculum is rooted in the 6 Cs. Drawing on research into 21st-century learning, students in Years 7 and 8 engage in enquiry-based lessons that focus on real-world scenarios. These lessons encourage meaningful questioning, problem-solving, and effective collaboration.
Projects are student-led, allowing learners to tackle issues they care about. For instance, one group designed solutions to reduce plastic pollution within the school, another created podcasts on the topic of cybersecurity and bullying and some pitched innovative product ideas, such as an AI-enabled mirror. By selecting topics that interest with them, students build confidence, take responsibility, and develop a sense of ownership over their learning.
HPQ and EPQ: Independent Learning
In the Senior School, students undertake the HPQ and EPQ, fostering independent learning and critical thinking. These qualifications allow students to explore topics they are passionate about, promoting autonomy and agency in their educational journey.
The HPQ, introduced in Year 10, develops key skills such as, formulating research questions, analysing information, and presenting findings.
Past topics chosen by the students include, ‘examining the impact of abuse on perceptions of the gymnastics industry’ and ‘assessing whether the Second Amendment is abused in the USA’. These projects enhance independence, time management, and research skills.
in Key Stages 4 and 5
The EPQ, taken in Year 12, builds on these abilities with a greater focus on evaluation and synthesis. Students tackle complex, thought-provoking questions such as “To what extent does quantum mechanics affect the way we view reality?” and “Are dreams essential to cognition, or are they byproducts of brain activity?” Through the EPQ, students critically evaluate sources, reflect on their learning process, and deepen their understanding of their chosen topics.
Both qualifications provide students with transferable skills that are highly valued in higher education and the workplace. Furthermore, research indicates that students completing these qualifications demonstrate enhanced resilience, problemsolving abilities, and selfregulation, supporting both academic success and life beyond school.
Preparing Students for the Future
By integrating the Creative Curriculum with the HPQ and EPQ, DBSEH equips students with the tools to succeed. Our curriculum focuses on building agency, helping students tackle challenges, work collaboratively, and present ideas effectively.
Our approach places students at the centre of their learning journey. They move from passive recipients of information to active participants driving their own enquiry. This not only increases engagement but also encourages a growth mindset, teaching students to embrace challenges and view setbacks as opportunities to grow.
As educators, we aim to guide students in developing lifelong skills. By balancing structured support with opportunities for independence, we empower them to take control of their education and shape their own future with confidence and purpose.
EMBRACING OPPORTUNITY FOR GROWTH AT DBS EMIRATES HILLS
As we move past the first half of this Academic Year, I want to reflect on the theme that has guided our team since August - opportunity. At the beginning of the Academic Year, I spoke about the privilege of being part of an already outstanding school community here at DBS Emirates Hills; one that must not be taken lightly. Of equal importance is the recognition that privilege is not a destination, but rather the foundation upon which we can build even greater achievements.
This profound opportunity is not to rest on our laurels but to continuously ask ourselves, “How can we get better? How can we ensure that we continue to thrive and flourish, not only in the present but in the future of education?”. As educators and as students, we are part of a community that is constantly evolving. The landscape of education is always changing, and we must be at the forefront of that change, shaping the future rather than simply reacting to it. At DBS Emirates Hills, we are committed to creating an environment that encourages exploration, innovation and a passion for ‘life-wide’ learning.
Our aim is not just to meet the standard, but to exceed it - each and every day.
Opportunity
The World Economic Forum’s ‘The Future of Jobs 2025 Report’ highlighted the rapid pace of change in the global job market, stating that “the future of jobs will require a workforce that is adaptive, digital and equipped with skills that transcend traditional roles.” It goes on to state that 170 million new jobs will be created this decade alone and that “lifelong learning and the ability to continually reskill will become crucial for success in the 21st century.” Hence, it is our utmost duty to prepare our students for a world where careers are constantly evolving, and the traditional notions of work and learning are being redefined.
At DBS Emirates Hills, we understand that opportunity is the key to ensuring that our students remain agile, curious and equipped to thrive in this dynamic future. In line with the UNESCO 2024 Report on ‘Redesigning Our Futures Together’, which urges us to rethink education systems in the face of global challenges, we recognise that our role in education is more significant than ever. The Report calls for a future where “education is seen as a tool to drive change,” and emphasises the need for systems that equip young people not only with academic knowledge, but with the adaptability and resilience necessary to shape their futures. We embrace this call, striving to ensure that our students are not only prepared for the world as it is, but are fully empowered to create the world they wish to see.
As we look ahead, there are exciting developments that will provide even greater opportunities for our students. Next Academic Year, we will begin a new chapter in our journey with the launch of two campuses: a bespoke campus for our Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) students, and the continued thriving of our Key Stage 2 (KS2) students on our existing campus.
February 2025 Opportunity
This is a fantastic opportunity for us to build learning environments that are specifically tailored to meet the unique needs of each stage of learning, ensuring that our younger students benefit from a learning space designed for their age and developmental needs, whilst our KS2 students will continue to grow and excel within the supportive and established environment that has already set them up for success.
This new development allows us to enhance the learning experience at every level, providing a rich, nurturing environment for our youngest learners, whilst maintaining the strong academic foundation that our KS2 students enjoy
This truly is an opportunity to deepen our commitment to individualised learning and wellbeing across the school, creating spaces that will allow our students to flourish at every stage of their journey. At the heart of this growth lies our shared commitment to opportunity.
Every student at DBS Emirates Hills is encouraged to take ownership of their learning, to grasp the opportunities before them, and to push beyond their comfort zones. We will continue to provide a safe community, where risk-taking is celebrated and where every success is a stepping stone towards a greater future. We will remain focused on the core values of integrity, respect and excellence, and we will continue to inspire our students to be the leaders of tomorrow.
As we embark on the remainder of this Academic Year, I encourage everyonestaff, students and parents alike - to reflect on what opportunity means for each of us and how we can contribute to the ongoing success of our school. The journey ahead is full of hope and promise, and I am truly excited to see how we will continue to rise to the challenge and, together, create a future where we don’t just meet expectations - we redefine them. Let’s make the most of the opportunities ahead, and together, let’s continue to build a legacy of excellence at DBS Emirates Hills.
UNDERSTANDING STRESS, ANXIETY, AND EXAMS
SUPPORTING YOUR CHLLD AT HOME
Stress and anxiety are natural responses to life's challenges, but they can become overwhelming, particularly for students facing exams. Recently, we welcomed experts from Insights Psychology, who presented on "Understanding Anxiety and Stress," focusing on strategies for parents to support their children during these times.
Anxiety is a feeling of worry or unease, often tied to uncertainty or fear of failure. Stress, on the other hand, is the body’s reaction to demands or pressures. During exams, these emotions can affect a child’s physical and mental wellbeing, manifesting as:
Physical symptoms: Headaches, stomach-aches, fatigue, or rapid heartbeat.
Emotional changes: Irritability, restlessness, or difficulty concentrating.
Behavioural signs: Avoidance, withdrawal, or changes in sleep and eating habits.
Insights Psychology emphasised that understanding these signs is the first step in providing effective support.
Practical Strategies for Parents
Supporting a child during stressful periods involves fostering a balance between preparation and mental well-being. Here are actionable tips shared during the session:
Create a Positive Study Environment
Ensure your child has a quiet, comfortable, and distraction-free space for studying. This helps them focus and feel more in control.
Establish a Routine
Work with your child to set a balanced study schedule, incorporating regular breaks. For instance, studying in 25-minute intervals with 5-minute breaks can enhance focus and reduce burnout.
Encourage Healthy Habits
Good nutrition, hydration, and adequate sleep are essential for managing stress. Regular physical activity and relaxation exercises, such as mindfulness or deep breathing, can also promote calmness.
Practice Effective Communication
Listening to your child’s concerns without judgment can help them feel supported. Use empathetic communication techniques, such as:
Paraphrasing: “When you say that, it makes me think…”
Labelling emotions: “It sounds like you’re feeling overwhelmed. Is that right?”
Reassuring them: “I’m here to help you through this.”
February 2025 Inclusion
Set Realistic Goals
Help your child break down their workload into manageable tasks. Celebrate small achievements to boost their confidence.
Teach Self-Awareness
Encourage your child to recognize their emotions and physical signals of stress. Naming these feelings (“name it to tame it”) and identifying coping strategies can empower them to regain control.
Allow Downtime
Balance is key. Ensure your child has time for relaxation and hobbies, which are crucial for recharging their mental and emotional reserves.
Supporting Children with Additional Needs
For children with specific learning differences or executive function challenges, additional strategies can make a significant impact:
Break study sessions into shorter chunks.
Provide tools such as fidget toys or noise-cancelling headphones.
Incorporate movement breaks to help with focus.
Use visual aids like timetables or checklists to provide structure.
Building a Resilient Family Environment
A supportive home environment is essential for managing stress and anxiety effectively. Consider these approaches:
Model Healthy Coping: Share your own strategies for managing stress, demonstrating that it’s okay to seek help when needed.
Stay Patient: Building resilience takes time, so avoid putting additional pressure on your child.
Foster Connections: Encourage your child to talk to trusted friends, teachers, or counsellors about their feelings.
Provide Encouragement: Highlight their strengths and remind them that their effort is what truly matters.
Exams can be a challenging time for students and families alike. By fostering open communication, establishing healthy routines, and providing empathetic support, parents can play a pivotal role in helping their children navigate these pressures. Together, let’s prioritise well-being alongside academic success to create a foundation for lifelong resilience.
At Dubai British School Emirates Hills, we believe in the power of giving back, both locally and globally, and this commitment to service is reflected in everything we do. "Paying it forward" is more than a phrase; it is a guiding principle that shapes how we plan for and with our children, ensuring that compassion, empathy and community responsibility remain at the centre of our school life.
This year, our children have already demonstrated their commitment to service through a variety of initiatives. Most recently, our community turned pink in support of Al Jalila Foundation, raising awareness and funds for breast cancer research and patient care. With enthusiasm and creativity, students and staff alike embraced the opportunity to serve others while learning about the importance of healthcare and community support. Through these experiences, our children develop a deeper understanding of how service can directly impact the UAE community.
Community
Our commitment to international service extends far beyond our school community. This year, our Year 12 and 13 students travelled to Kenya to assist in building a school for a local community. Through hands-on work and engagement with local residents, they experienced firsthand the power of service to transform lives. This initiative not only provided essential educational infrastructure but also gave our students a profound sense of global citizenship and the importance of working together to create positive change.
Looking ahead, our Primary School Council is actively investigating various initiatives to engage with and contribute to. Through student-led discussions and creative idea generating sessions, we are empowering our children to take ownership of service projects and develop meaningful, sustainable ways to support others in need.
Our innovative, concept-based curriculum also plays a crucial role in fostering a spirit of service by raising awareness of the Sustainable Development Goals (SDGs). Through interdisciplinary learning experiences, our students engage with global challenges such as climate action, quality education, and reducing inequalities. These learning opportunities encourage our children to think critically, act responsibly, and understand their role in creating a more just and sustainable world.
Service is not confined to standalone events; it is integrated into our curriculum and everyday learning. From classroom discussions on social responsibility to student-led service committees, we empower our children to be proactive in identifying needs and taking meaningful action. By encouraging student voice and leadership, we nurture a generation that is not only aware of the challenges others face but also equipped to be part of the solution.
As we progress through the academic year, our dedication to service remains unwavering. Whether through local acts of kindness, national celebrations of generosity, or international outreach efforts, we are proud to see our students embody the values of empathy, responsibility, and service. These experiences not only enrich their education but also inspire a lifelong commitment to making a positive difference in the world.
In our school community, service is not an obligation—it is a shared value, a way of life, and a belief that together, we can make a lasting impact.
SUCCESS IN ARABIC – A PROUD MOMENT FOR OUR SCHOOL!
At Dubai British School Emirates Hills, choosing Arabic as a GCSE or A –Level subject is more than just learning a language—it’s about giving our students a valuable skill that can open many doors in the future. Living in Dubai, a city that blends cultures and languages, being proficient in Arabic is a huge advantage, whether for higher education or future careers.
We are absolutely delighted to share the fantastic news of our outstanding GCSE and A – Level Arabic results this year! Our students have worked incredibly hard, and their success reflects their dedication, the unwavering support of our Arabic teachers, and the structured learning plans in place to help them thrive.
Mr. Imad Abukhlal, a parent member of our School Advisory Board, beautifully sums up what makes this achievement so special:
"Our success in GCSE Arabic comes from a well-structured and intensive support plan Our dedicated teachers provide personalized guidance, engaging lessons, and targeted interventions to help every student reach their full potential. It’s not just about improving language skills; it’s about fostering a love for Arabic and its rich cultural heritage"
But why should students consider selecting Arabic as one of their GCSE’s or A Level subjects?
Aside from the academic benefits, Arabic is a key language for business, media, diplomacy, and many other career paths. In a city like Dubai, where connections matter, being able to communicate in Arabic can be a real advantage in the job market.
A Proud Victory in the Arab League Debate!
What an incredible event! The Arab League Debate brought together students from across eight Taaleem schools, engaging in powerful discussions about one of the hottest topics of our time—Artificial Intelligence: Its Pros and Cons. This event was more than just a competition; it was a celebration of the Arabic language, a platform for young minds to think critically, debate confidently, and express themselves eloquently in Arabic.
And the best part? Our school took home FIRST PLACE! Our talented students impressed the judges with their strong arguments, teamwork, and passion, proving that Arabic is not just a language but a tool for leadership and innovation.
A huge congratulations to our incredible debaters and their dedicated teachers for this outstanding achievement. We are so proud of you!
We are so proud of our students for their incredible achievements, and we encourage more of them to take up Arabic not just as a subject, but as a lifelong skill that will serve them well in the future.
