Half-termly Journal Issue 13

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.

Brett Girven Principal

Opportunity

March 2025

INQUIRING INTO ICONS Celebrating Inspirational Women Excitement filled the air as a small group of students from Dubai British School Emirates Hills eagerly awaited a moment they had been preparing for—seeing Dr Jane Goodall in person. After weeks of exploring her work with chimpanzees and her courageous impact on conservation, they gasped as their idol stepped onto the stage at Expo City Dubai, under the banner Pollinate Change, Inspire Tomorrow.

International Women’s Day is a time to celebrate pioneering women, and Dr Goodall embodies resilience, curiosity and compassion. Through books, videos and discussions, the children had learned about her groundbreaking research and dedication to protecting the environment. But hearing her speak in person made it real.

Dr Goodall’s message was one of hope. She shared stories of her time in Gombe, her close bond with chimpanzees, and the importance of taking action to protect our planet. She encouraged young people to recognise their own ability to create change, reinforcing the idea that even small actions can make a difference.

Inspired by her words, the children left with a renewed sense of purpose. Their conversations shifted from admiration to action: How can we help? What can we do? This experience highlighted the power of inquiry-based learning and the importance of exposing young minds to real-world role models. Icons like Dr Goodall don’t just shape history—they inspire the next generation to do the same.

Opportunity

March 2025 Closer to home, another young role model is making her mark. Yasmeen Hussein, a Year 5 student, recently became the first-ever female DASSA tournament golf champion. Just as Dr Goodall broke barriers in science, Yasmeen is paving the way for young female athletes in the region. Her dedication, perseverance, and skill are proof of what is possible when passion meets opportunity.

Her achievement is a reminder that icons are not only found in history books or on global stages but also within our own communities. Every day, we are surrounded by women who inspire— mothers, teachers, doctors, athletes, artists, and leaders who challenge boundaries and create change. Yasmeen’s success serves as an inspiration to her peers, demonstrating that with determination and hard work, new legacies can be forged. Perhaps one day, her name will be among those future generations look up to when inquiring into the icons who shaped their world.

From the forests of Gombe to the golf courses of Dubai, these stories show that greatness begins with a spark—an idea, an opportunity, a dream.

Who will be next to step forward and inspire tomorrow?

"The PAs sat down with Head of Primary, Ms. Wallace, for a special conversation in honour of International Women’s Day. In this insightful discussion, they shared their experiences of balancing demanding professional roles with personal commitments, reflected on the women who have inspired them, and explored what it means to be a strong, independent woman in today’s world. Their perspectives shed light on the challenges and triumphs of women in education, offering valuable advice for the next generation ... "

Sarah, thank you for sitting down with us. First off, can you tell us a bit about your role as the Executive Assistant and what it involves?

My role as Executive Assistant here at DBSEH, means I have the wonderful job of supporting the Principal and our wider Senior Leadership Team on a daily basis with a range of administrative, organisational and strategic support tasks. My key responsibilities can vary from calendar management, communication handling, document management, event coordination, and minuting relevant board and leadership meetings.

Wellbeing

March 2025

It sounds like you have a lot on your plate! How do you manage to juggle your responsibilities at work with being a mum?

Sometimes I ask myself that very question: How do I possibly juggle being a full-time working parent? But like so many others reading this article will do, we make it work! I love being a Mum to my 2 children, it is the most amazing feeling in the world. But equally, I also love the independence and reward that working in this role at DBSEH gives me. It requires a lot of planning, prioritising and flexibility, and it really is a juggling act, on occasions, but I would not have it any other way.

As a mother and a professional woman, what does International Women’s Day mean to you?

International Women’s Day (IWD) carries a powerful meaning for me, especially as a mother and a professional. It’s a day for me to reflect on the challenges and struggles that so many of us working mum’s face, but it’s also an opportunity for me to celebrate the resilience and strength it takes to manage both home life and work life effectively and the contributions I bring to both my home and workplace.

Can you tell us about a woman in your life who has inspired you or shaped the way you approach life?

Without any doubt, my Mum is my biggest inspiration. As a working mum of 4 herself, I look back now and wonder how she ever juggled working full-time with 4 children. She did it with pure commitment, perseverance and determination. She wanted us to have the best possible start in life and worked hard in order to achieve that. I am so grateful for everything she did for us and hope that I can do the same for my children, as they continue to grow up.

Wellbeing In your view, what do you think are some of the biggest challenges women face today, especially when balancing career and family life?

I think there are so many challenges that women face today, especially when juggling work and family life. A lack of work life balance will be one of the biggest challenges, along with mental health struggles. Juggling work life and our careers can lead to exhaustion and stress. Some women may feel they are unable to give their best at either role leading them to face mental health challenges.

Looking ahead, what advice would you give to young women who are navigating their own paths to success?

The advice I would give to young women navigating their own paths to success is to believe in themselves and their abilities. Go for everything you want and do not hold back. Sometimes there will be knocks and setbacks, but do not let these stop you. Continue to strive for what you want in life and be proud of everything you achieve. Life is not always easy. It throws so many obstacles our way, but do not be afraid to take risks!

Finally, as we wrap up this interview, what does being a strong, independent woman mean to you?

Being a strong, independent woman means having the confidence, resilience and strength to live life as you choose. It’s about being able to face challenges, making your own decisions, and not needing to depend on others for validation or support.

March 2025

Liezel, thank you for taking the time to speak with us. To start, can you tell us about your role as the Head of Schools’ PA and what your day-to-day responsibilities involve?

Thank you for this wonderful opportunity. As the PA to the Head of Schools, my role primarily focuses on providing administrative and organisational support to both the Head of Primary and Head of Secondary to ensure the efficient operation of both departments. I manage their calendars, coordinate meetings and appointments to avoid scheduling conflicts, and attend meetings to take minutes. Additionally, I assist with various ad-hoc tasks, as needed. I also collaborate with the Executive Assistant, Sarah, in coordinating and organising school events, ensuring that all logistics are well-managed and everything runs smoothly.

Your role requires a great deal of organisation, adaptability, and discretion.

What do you find most rewarding and most challenging about your work?

I believe that the most rewarding aspect of my role is supporting the Senior Leadership Team and contributing to the smooth operation of the school. Knowing that my work helps create an efficient and organised environment for both staff and students is highly fulfilling.

The biggest challenge is managing multiple priorities simultaneously and staying adaptable when things change unexpectedly, but I enjoy the variety and fast pace of the role.

Wellbeing

March 2025

International Women’s Day is a time to celebrate the achievements of women. What does this day mean to you personally?

As a mum and a professional, International Women’s Day is a meaningful reminder of the challenges and triumphs we face every day. It’s an opportunity to celebrate the hard work, dedication and resilience that women, especially mothers, show in balancing their careers and families. It also motivates me to continue improving myself, so that I can be a positive role model for others, particularly for my daughter.

Can you tell us about a woman—whether from history, your personal life, or your professional journey—who has inspired you?

I have many women I look up to, but the one who has inspired me the most is my mother: a stay-at-home mum. She dedicated herself completely to raising us, managing the household, and offering unwavering love and support. Her patience, selflessness and quiet strength taught me the importance of nurturing others and the value of hard work, even in roles that may not always be recognised. She taught me that love and care are invaluable, and that even the smallest acts of service can make a huge difference in people’s lives. Her example continues to guide me every day, both in my personal relationships and professional endeavours, reminding me of the power of kindness, dedication and hard work.

Wellbeing

In a demanding role like yours, how do you maintain a work-life balance, and what advice would you give to other women who are striving to do the same?

As a working mum, maintaining work-life balance is a challenge I strive for daily.

Staying organised, setting priorities and planning ahead helps me dedicate quality time with my family. My advice to other women is to ask for help when needed whether that’s from family, colleagues or my support system. You don’t have to do everything on your own. And most importantly, prioritise self-care. Taking care of yourself ensures you can give your best both at work and at home.

March 2025

From your perspective, what do you think are some of the biggest challenges women face in leadership or support roles in education today?

From my perspective, one of the biggest challenges women face in leadership or support roles in education today is balancing the demands of professional responsibilities with personal commitments, especially for those managing family life. Additionally, women often have to work harder to be recognised and taken seriously in leadership positions, as there can still be biases around gender and leadership.

Despite these challenges, many women in education continue to break barriers, and I believe it's important to foster supportive environments that encourage women to grow and succeed in their careers.

Finally, as we celebrate women’s contributions and strengths, what does being a strong, independent woman mean to you?

Being a strong, independent woman means having the confidence to pursue my goals, stay true to my values, and embrace both my strengths and weaknesses. It’s about facing challenges head-on with resilience, whilst also knowing when to seek support from others. A strong, independent woman understands her worth, lifts others up and remains authentic in every aspect of her life.

Agency

March 2025

BATTLE OF THE INTELLIGENCES Ai vs HI Artificial intelligence seems to be the only intelligence currently trending, however it was not long ago that the alternative ‘intelligences’ posited by American Psychologist and author Daniel Goleman – namely ‘Emotional Intelligence’ and ‘Ecological Intelligence’ also filled the educational airwaves.

Perhaps the fight for airspace isn’t between emotional intelligence, ecological intelligence, and plain old intelligence; but between the dimensions of Human Intelligence (HI) and how we apply it, versus Artificial Intelligence, and its rampant progress? To learn how to apply our intelligence and to act, is the process of building ‘agency’.

Agentic action is a major goal for schools. Within education, agency, or the autonomous behaviour that reflects it, is made manifest when a student intentionally engages in learning about something they want to grasp and then acts on the basis of their learning in new ways that they consider appropriate Developing agency in teenagers is crucial for fostering a generation capable of addressing the complex challenges facing our planet, and their future. Agency empowers young people to take purposeful initiative, adapt to diverse environments, and influence their circumstances positively. Agency though, does not exist outside of its composite self – it is only evident in its application, which makes it difficult not only to assess, but also to ensure it is being developed in a progressive manner within its beautifully inherent messy - ness.

Whilst we are now becoming rapidly familiar with large language models of AI such as Copilot and ChatGPT, Agentic Artificial Intelligence is the broader concept of solving issues with limited supervision. This model will change the way humans interact with AI. An agentic AI system is able to understand the goal or vision of the user and uses the information that is provided to solve a problem.

Agency is closely linked to resilience, which is vital for adolescent wellbeing. Adolescents with high levels of agency are better equipped to adapt to changing circumstances, maintain mental health, and navigate the transition to adulthood.

Developing skills related to agency, such as strategic thinking and goal setting, helps teenagers address important life tasks and prepares them for future challenges.

Schools can deliberately create environments that encourage student autonomy, resilience and decision-making. Resilience is built by creating safe opportunities to ‘fail’. Whether that be a low – stakes maths assessment, a sporting challenge, or an overnight camp, resilience does not grow by staying in one’s comfort zone.

Autonomy and agency are built over time through the growth of knowledge, skills, dispositions and the gradual release of restraint by others. This gradual release model might be linked to specific teaching approaches which progressively relinquish control and decision-making authority to students, or other examples such as how our 6th form students have permissions to use mobile devices which is not granted to younger students. Integrating sustainability or community-based opportunities for action into the curriculum can also inspire students to take action and advocate for positive change.

Therefore, human agentic action refers to the growing capacity of individuals to act independently, make choices, and exert control over their lives. This concept is deeply rooted in psychological theories of self-determination and personal empowerment

Agentic AI refers to AI systems that can autonomously solve complex, multi-step problems with limited supervision. These systems use sophisticated reasoning and iterative planning to achieve specific goals. Agentic AI systems are designed to enhance productivity and operations across industries by autonomously analysing challenges, developing strategies, and executing tasks. They mimic human decision-making processes but operate at a much faster and more efficient scale.

They do not however, base their decisions in morals or ethics, are subject to the bias of the models on which they are trained, and do not leverage creative, critical or ethical decision making. Agentic AI already has use cases in workflow management, in healthcare and in finance. It is of no doubt that the range of use cases will grow exponentially as the AI itself autonomously suggests new ways in which it can be utilised.

Developing agency in teenagers is essential for fostering a generation capable of addressing global challenges. By empowering students with knowledge, practical skills, and opportunities for engagement, schools pave the way for a more abundant, equitable and just future. Through strategic thinking, goal setting, and building resilience, children and teenagers can become proactive agents of change, contributing to a better world for themselves and future generations.

So, the argument does not seem to be a cage fight of HI vs AI, it is more of how HI might harness AI, in order to make it a force for good.

CELEBRATING NEURODIVERSITY EMBRACING DIFFERENT THINKERS IN OUR COMMUNITY

March 17th to 21st, marks Neurodiversity Week— a time to recognise, respect, and embrace the many ways our brains work. At Dubai British School Emirates Hills, we believe that diversity is one of our greatest strengths, and that includes neurological diversity.

Neurodiversity is the concept that neurological differences are natural variations of the human experience, much like other forms of diversity such as culture, language, or physical ability. It acknowledges that the way we think, move, process information, and communicate is not the same for everyone— and that’s something to be valued.

Many people in our community use the term neurodiversity as an umbrella to describe alternative thinking styles such as Dyslexia, Developmental Coordination Disorder (DCD/Dyspraxia), Dyscalculia, Autism, and ADHD. However, neurodiversity is not just about labels—it’s about recognising and celebrating those who think differently. In our setting and beyond, different thinkers bring fresh perspectives, creativity, and innovation that benefit us all.

It is estimated that approximately 15-20% of the global population is neurodivergent. Instead of focusing solely on perceived deficits or challenges, the neurodiversity movement encourages a balanced view—one that highlights both the strengths and the areas of difficulty that an individual may experience.

Many of the struggles that neurodivergent individuals face are not because of their differences, but rather because of environments and systems that were designed for the neurotypical majority. By fostering greater awareness, respect, and inclusive practices, we can work together to create an environment where everyone can thrive.

We are committed to celebrating the uniqueness of every student and fostering an inclusive learning environment where all children, regardless of their thinking styles, feel valued and supported.

Neurodiversity reminds us that no two people are the same; everyone has a different profile of strengths and challenges.

As a school community, we encourage parents, students, and staff to approach neurodiversity with curiosity, understanding, and kindness. Simple acts—such as learning more about different ways of thinking, being patient with different communication styles, and embracing flexible approaches to learning—can make a world of difference. By doing so, we not only support neurodivergent individuals but also enrich our entire community with a broader range of talents, insights, and perspectives.

Let’s celebrate the beauty of different minds and continue to build a culture of inclusion, respect, and belonging for all.

Community

March 2025

For the second year running, a fabulous group from Dubai British School Emirates Hills embarked on a truly magnificent trip to Japan and built team spirit and solid personal connections between the year groups. The 13 students from Years 10, 11 and 12, led by Mr White and Ms McGurk, set off in mid-February for a week of exploration and experiential learning in the modern capital city Tokyo, the beautiful former capital of Kyoto, and the modern commercial city of Osaka.

Japan is a spectacular country, where ancient, steadfast traditions are constantly juxtaposed with emerging and boundary-pushing technologies. Our students had the opportunity to experience both ancient and modern Japanese customs during this phenomenal week.

The trip had a cross curricular focus which touched on elements of Business Studies, IT and Computer Science, Art, History and Geography. Students visited the immersive digital art exhibiton TeamLab Planets, as well as enjoying the cutting-edge technology of Miraikan, the National Museum of Science and Innovation. The group also experienced some of Japan’s most popular tourist destinations including Mt Fuji and Universal Studios.

Community

March 2025

This trip was an opportunity for students to experience something truly special and to see culturally rich sights that will remain very memorable such as Asakusa Temple, the Shibuya Crossing and the district of Shinjuku. Students also experienced Japanese culture through immersive workshops, like sushimaking classes, calligraphy lessons and a tea ceremony.

The trip also stopped off in Singapore to sample more culture and to break up the return flight. Students were lucky enough to take in a half a day tour of Singapore, including visits to the Formula One racetrack, Chinatown and the Merlion Park.

Excellence

March 2025

TAALEEM POETRY SLAM: DBSEH SLAMMED IT! Term 2 saw DBSEH take part in the Taaleem Poetry Slam competition for the first time. A poetry slam is a competitive art event where poets write and perform spoken word poetry before a live audience and a panel of judges.

The theme for this year’s Taaleem Poetry Slam was ‘Hope’ - a word that is ambiguous and open to interpretation, allowing students to incorporate it into their original poem in any way they felt was appropriate. The competition aimed to test both poetic and performance ability, and each 1-2 minute poem was to be judged on a variety of criteria including: Demonstration of understanding/coherency of the theme The fluency and accuracy of both the poem and its delivery The construction of the poem Confident delivery Overall performance (including – but not limited to – body language, eye contact, tone, pitch etc.)

Students from Year 4 to Year 13 were invited to participate, and we held our first round competitions in January to choose just two students from each category – Year 4-6, Year 7-9 and Year 10-13 – to go through to the Taaleemwide finals. The first round competitions were fierce, with 10 participants in each of the first two categories. Performing on the Auditorium stage in front of their peers and a panel of teacher judges was a great test of nerves, memory and performance skills, and the Primary and Secondary judging panels had an immensely difficult job to choose the winners due to the high calibre of both writing and performances.

The students eventually chosen to represent DBSEH were Ari (Y4), Alya (Y5), Samya (Y8), Arran (Y8), Namya (Y10) and Maria (Y12).

On 27 February they travelled to Greenfield International School for the finals, in which a total of 48 students from 12 Taaleem schools took part. While it must have been a daunting prospect to perform in front of such a large audience, the atmosphere was warm and supportive throughout.

For such a small word, ‘hope’ can mean so many things, and the diversity of ideas and perspectives on display across the year groups was inspirational. The performance element also shone through and the confidence of the students was wonderful to see.

A total of nine medals were available – three in each age category - and astonishingly DBSEH brought home four of the nine! Huge congratulations to Alya (2nd place) and Ari (3rd place) in Y4-6, Arran (2nd place) in Y7-9 and Maria (3rd place) in Y10-13.

We are incredibly proud of all our students that took part, whether in the first round or the finals – they all showed great creativity, courage and resilience in standing up and performing their poems in front of their peers and teachers.

We can’t wait for next year’s event!

Excellence

March 2025

Dubai is a city brimming with outstanding talent and inspirational figures, and this incredible energy is reflected within our own school community. This term, our Year 2 children were truly in awe of the poetic brilliance showcased by our older Primary and Secondary students. However, the ability to craft and perform poetry is not limited to the older years. Our Year 2 pupils embraced the challenge with enthusiasm as they took part in their very own Poetry Slam competition, demonstrating clarity, tone, intonation, and expressive actions in their performances.

The competition began with every child in Year 2 memorising and reciting a poem of their choice. The first round saw all students perform within their respective classes, and the teachers were utterly mesmerised by their efforts.

After much deliberation, three finalists from each class were selected to progress to the grand final. The excitement was palpable as the finalists took to the Year 2 stage, ready to showcase their poetry skills in front of their peers and esteemed judges from across the school. We were honoured to welcome Ms Wallace, our Primary Headteacher, and Miss Ralston, our FS & KS1 English Lead, who had the challenging task of selecting the winners from such an outstanding group of performers.

The energy and enthusiasm of the event created an electric atmosphere throughout the KS1 corridor, with children beaming with pride—whether performing as finalists or cheering on their classmates from the audience. The entire school community was impressed by the exceptional effort and talent on display.

After much deliberation, we are delighted to announce our four Year 2 Poetry Slam champions for 2024/2025: Blair, Jax, Kyra, and Finn. Congratulations to our winners and to all of our incredible Year 2 students for their dedication and enthusiasm in making this event such a success.

We are so proud of our young poets and cannot wait to see how their love for poetry continues to flourish in the years to come!