Schools are examples of ‘complex adaptive systems’ – they are made up of so many moving parts that it is only possible to map the various elements and optimise the system, rather than being able to ‘predict’ or ‘fix’ the system. Whilst a car engine may be ‘complicated’, with the right know –how, any problem may be diagnosed and resolved quickly. Complex systems do not have that luxury – it is about maintaining just the right amount of pressure, at just the right time, in just the right way, across so many pressure points that the overall outcome is a net positive. It sounds just like a family – juggling all the pressures in just the right way to ensure the needs of your family are met. And that is both the burden and privilege of being in or leading a school – trying to ensure it feels like a family, whilst delivering on each person’s individual needs. So how do you do that?
Great schools feel like a community. Great schools ensure great outcomes across a range of measures. Great schools know their children well – their strengths, weaknesses and quirks. Great schools have permeable walls –learning is a shared, community endeavour and great schools build the systems and structures to make that happen. Great schools are relentless in chasing their mission – future focussed but rooted in values. None of these indicators can exist in isolation and all of them require us to agree that this is your school, and our community. In fact, it's not for me to tell you this is a great school, it is for you, our community to tell me.
I have quickly become a proud member of the DBSEH community and look forward to continuing to work with our students and families to continue to push DBSEH forward. Thank you for all the warm smiles at the gate, to the students for energetically chatting with me in the corridors and playgrounds, and the staff team for helping me to hit the ground running. Have a great half – term break, enjoy the improving weather conditions and we will look forward to another busy half term as we head towards the end of 2024.
Mr Girven
EXPANDING ACCESS
Physical activity plays a pivotal role in promoting a healthy, balanced lifestyle for our students, and we are dedicated to ensuring that every child has the opportunity to participate in a wide range of activities that foster both physical and mental wellbeing.
At DBSEH, we are proud to announce that over 50% of every year group is now actively involved in sports and physical activity through our tiered system. This system includes both elite competitive sports and recreational sports, ensuring that every student can engage in activities that suit their interests and abilities. Whether they are aiming for the highest level of competition or simply looking to stay active and healthy, there is a place for every child in our sports programmes.
We firmly believe in the importance of offering variety and inclusivity. Every child at DBSEH has access to two hours of PE each week, and we have designed a curriculum that offers diverse physical activities to engage and motivate students across all year groups.
Secondary PE (Term 1): Our secondary students are participating in a broad range of activities that not only build physical strength and stamina but also teach teamwork, strategy, and resilience.
Primary PE (Term 1): Our primary students are focusing on activities that encourage skill development and coordination at a young age, laying the foundation for lifelong participation in sports.
As temperatures in Dubai begin to drop, we are pleased to offer more outdoor activities, allowing our students to benefit from fresh air and natural settings while engaging in physical exercise.
Preparing for Competitive Sports: Term One and Beyond
Our students and teams are actively preparing for the upcoming competitive season. In term one, our players will represent DBSEH in theDASSA league, a prestigious inter-school competition that challenges students to hone their skills and demonstrate sportsmanship at the highest level. Our teams are training hard, and we are excited to see their progress on the field.
This term has already seen our first competitive events of the academic year. Our varsity netball and football teams traveled toDBS Jumeirah Parkfor exciting matches, showcasing their teamwork and dedication. Additionally, our students took part in a football and netball festival atDBS Jumeira, where they had the chance to compete against other schools while fostering friendships and connections. These opportunities exemplify the commitment DBSEH has to providing rich and varied sporting experiences for our students.
At DBSEH, we are constantly exploring ways to encourage an active and healthy lifestyle for all members of our school community. We are proud to announce our participation in the Dubai 30x30 Fitness Challenge, a city-wide initiative designed to inspire residents to engage in 30 minutes of exercise every day for 30 days. Starting this month, our students will be taking on the challenge laid out by His Royal Highness Sheikh Hamdan, committing to 30 minutes of physical activity every day.
This initiative is a fantastic opportunity for our students to integrate daily physical activity into their routines, promoting not only fitness but also mental well-being and discipline. We encourage all students, staff, and families to join us in this challenge and make physical activity a priority during the coming weeks.
Celebrating Community Engagement and Team Spirit
Physical activity at DBSEH extends beyond the sports field and into our broader school community. This term, we were delighted to see our students and staff come together to participate in thePink October Aquathonas part of thePink is Punkevent, supporting breast cancer awareness. Team DBSEH took part in swimming and running events, with everyone involved showing tremendous enthusiasm and commitment to a great cause. It was heartwarming to see our school community rallying together, both in support of wellness and to raise awareness of important health issues.
As theDAPSA leaguefor primary students is about to begin and theDASSA leaguefor secondary students is already underway, we are proud to report that DBSEH has become more active than ever
This term, we have introduced 'B' teams for nearly every age group and sport, reflecting the growing interest and enthusiasm for competitive sports among our students. We are now able to provide even more opportunities for students to represent the school, compete with their peers, and develop their skills in a supportive and challenging environment. Ourswim squadsare thriving, with both performance-level swimmers and developing squad members pushing their limits and achieving great results.
Additionally, ourdance squadhas grown to its largest size yet, with over 50 students participating in theDesert Dance squador development training programs. The dedication and passion shown by these students are a testament to the positive impact that physical activity has on their confidence, discipline, and overall wellbeing.
ASPIRATIONAL AMBASSADORS
Leadership is not just a skill; it’s a transformative experience that shapes individuals into responsible, empathetic, and confident contributors to society. Student leadership positions offer profound opportunities for personal growth, positively impacting both academic and life skills. At DBSEH, student leadership encompasses a vast array of roles, including Head Boy and Head Girl, School Council, Prefects, Peer Mentors, Digital Leaders, House and Sports Captains, as well as Junior Librarians and Reading Ambassadors. Cultivating leadership from an early age prepares students to navigate the complexities of life and work, while making meaningful contributions to their learning journeys, communities, and life beyond school.
As educators, we hold the responsibility of preparing students to lead, and at DBSEH, we draw upon leadership theories that inspire growth and development. Of Psychologist Kurt Lewin’s three main leadership styles, his democratic leadership approach is most encouraged, alongside transformational leadership (James V. Downton) and experiential learning theory (David A. Kolb). These approaches empower our children and young people with opportunities for increased student agency, through shared decisionmaking, inspiring and motivating others, setting positive examples for their peers, and tackling real-life problems. This hands-on experience allows students to reflect, adapt, and improve based on feedback, fostering a deep sense of responsibility and leadership.
Student leadership at DBSEH is more than just a title; it is an enriching experience that fosters essential life skills, preparing our students for the challenges they will face beyond the school walls. When actively involved in decisions affecting their immediate learning environment, students become more engaged and motivated, resulting in higher academic achievement and stronger interpersonal relationships. Thus, increased personal growth, emotional resilience and self-efficacy ensue.
Responsibility plays a central role in enhancing learning and decision-making, forming a cornerstone of our school’s ethos, and ensuring that all students, not just those in leadership roles, benefit from these essential life lessons. Our commitment to equipping our students with a toolkit of strategies to navigate an ever-changing world, was eloquently summarised by one House Captain:
“The role of House Captain will encourage me to take on more responsibility and allow me to grow more confidence when leading projects. This role will teach me to be more mindful of how I manage my time between different aspects of my student life”
As applications to the world’s leading universities become increasingly competitive, students are looking for ways to distinguish themselves. By 2026, UCAS (the UK’s University Application Service) anticipates one million applications to UK universities, representing a 46% increase since 2021. Universities highly value leadership experience, making proactive student leaders extremely appealing candidates.
At DBSEH, our Primary and Secondary student leadership programme inspires a lifelong journey of personal growth and meaningful impact, empowering students to lead with confidence, collaborate with purpose, and communicate effectively. Our students will be equipped to meet future challenges, while fostering both personal growth and community engagement. Through a variety of leadership roles, students cultivate crucial skills and values, preparing them to confidently step into the world.
We encourage our parents of Dubai British School Emirates Hills students to support and motivate your children to apply for next year’s leadership positions, enabling them to excel academically, whilst growing into responsible, compassionate, and proactive leaders.
YOU SAID: WE DID
Did you know that year after year over 90% of DBSEH students gain access to their first-choice university course at destinations all around the world? Or that this year our graduating students did so after achieving our best-ever A level results in which 47% were awarded A*-A grades?
This level of success does not happen by chance. Ensuring our students learn about the many possible futures that lie ahead and that they enjoy the experiences they need to develop into credible candidates ready to compete against others around the world we take a personalised approach.
Our dedicated Higher Education and Careers Counsellor, Mr. Ian Barfoot, offers comprehensive support, including one-to-one consultations to discuss academic preferences, career aspirations and potential destinations. Our students receive assistance with worldwide university applications, personal statements, and interview preparation, ensuring they are wellequipped to make informed choices and to act on them. We also host regular university fairs and workshops, connecting our students with representatives from top institutions around the world.
This guidance is founded upon a rich curriculum offer that allows each student to find their own route to success through our UK I/GCSE, A Level, and BTEC programs alongside a range of wider developmental experiences to nurture their talents and aspirations.
GCSE and BTEC Level Options at Years 10 and 11
Our students embark on their I/GCSE journey from Year 10. We offer a wide selection of subjects, allowing our students to tailor their education according to their interests and future aspirations. Core subjects, including English, mathematics, and science, are complemented by a range of courses in the arts, humanities, and technology, ensuring a wellrounded experience. This flexibility encourages students to discover their passions while preparing them for future academic challenges.
Given our students' diverse interests and talents, we have found remarkable success through our BTEC curriculum, which focuses on vocational learning in subjects defined by industry sectors rather than academic disciplines. BTECs are ideal for students who prefer a more practical approach to education, blending academic study with hands-on experience. These qualifications can lead to entry into excellent universities or direct employment, making them a valuable option for those looking to enter specific industries.
A Level and BTEC Level 3 Pathways in our Sixth Form
As our students progress to our Sixth Form, we provide a broad and rigorous preuniversity curriculum designed to prepare students for higher education. In Year 12, students choose from a wide array of subjects, including traditional options like mathematics, biology, and history, alongside more contemporary fields such as psychology and media studies.
Our A Level program emphasises critical thinking, deep subject mastery, independent research, and analytical skills, equipping students with the tools necessary for university success
In addition to our A level courses, we offer a range of Level 3 BTECs, which provide a more industry-focused experience for those students who have more specific professional aspirations.
As this brief overview illustrates, the gradient, direction and quality of our students’ onward trajectory is certainly, in part, a testament to our well-designed academic pathways and bespoke futures provision. However, ultimately, the deciding factors are the talent, dedication and vision of our students who cast themselves as active agents in their next steps to success and commit to making it happen.
MANAGING BIG EMOTIONS
What are ’Big Emotions’?
At our recent parent coffee morning lead by Insights Psychology, we explored the important topic of managing big emotions in children. This session, led by Leyli Afsari, a psychotherapist, and Dr. Kate Kamson, a clinical psychologist, provided valuable insights into understanding emotional regulation and supporting our children when they are overwhelmed.
Big emotions are intense feelings children experience, which can lead to reactions like anger, defiance, or withdrawal. These emotions are often a result of a physiological stress response known as "fight-flight-freeze." In these moments, children may display behaviours such as shouting, hiding, or becoming physically aggressive. It is important to remember that during emotional dysregulation, a child is not misbehaving but rather reacting to overwhelming stress.
Emotional Regulation and Its Importance
Emotional regulation refers to a child's ability to manage their emotions in a healthy way. It is a vital skill that allows children to navigate different situations like learning, playing, and handling stress. When a child is dysregulated, you may notice over-reactions, a lack of focus, hyperactivity, or even lethargy. Parents play a key role in helping children develop self-regulation skills. Children first learn to regulate their emotions from the caring adults around them. Research shows that these skills are essential for long-term emotional well-being.
Misbehaviour vs. Emotional Dysregulation
One key takeaway from the session was the distinction between misbehaviour and emotional dysregulation. Misbehaviour occurs when a child is fully aware of their actions and has the capacity to act differently. In contrast, emotional dysregulation is not a choice; it is a stress response, and the child needs support rather than discipline in these moments.
Here are some strategies parents can use to support their children when they are experiencing big emotions:
Be a Detective
Observe your child's facial expressions, body language, and behaviours. Understand that some reactions may stem from underlying needs or stress responses.
State of Mind
Our own past experiences can trigger uncomfortable feelings (referred to as “shark music”), which children can sense. Staying calm and aware of these triggers helps us better meet our children's needs.
Being with Your Child
It’s important to accept all emotions and show that you are not overwhelmed by your child's feelings. Matching your child's emotional state can help soothe them more effectively.
Fostering Connection
Quality time, empathy, and consistent communication are essential for maintaining a strong emotional bond with your child. Lead by example and create family activities that encourage connection without distractions.
Managing big emotions is a challenge, but by understanding emotional regulation and using supportive strategies, parents can help their children navigate these intense feelings. The key is to be patient, empathetic, and consistent in fostering emotional connections.
For further reading, we recommend resources such as Raising a Secure Child by Kenneth Hoffman, The Whole Brain Child by Daniel J. Siegel, and Parenting with Love and Logic by Foster W. Cline.
For more advice or support, feel free to reach out to Insights Psychology DMCC at www.insightspsychology.com.
The excitement was truly electric as we opened our doors for a brand-new academic year, welcoming both students and parents with open arms! Our school was meticulously prepared, with vibrant decorations and welcoming signs adorning the hallways, creating an inviting atmosphere that set the stage for a wonderful start. As families arrived, the joyful laughter and eager chatter echoed through the corridors, perfectly capturing the lively spirit of our community.
Teachers stood at the entrance, ready to greet everyone with warm smiles and encouraging words, ensuring that each family felt valued and included from the very first moment. Our new Principal, Mr. Girven, was particularly thrilled to welcome the students, sharing his enthusiasm for the year ahead with heartfelt greetings and inspiring words. His presence added an extra layer of excitement, as he expressed his commitment to fostering a supportive and engaging learning environment.
Community
Student Induction Day was a highlight of this opening week, allowing new families of DBSEH to explore our state-of-the-art facilities and meet our dedicated staff. Students and parents had the opportunity to tour classrooms, visit the library, and see the various resources available to support their learning. Informative sessions provided insights into the curriculum, extracurricular activities, and the school’s mission, fostering an immediate sense of belonging and partnership. Parents had the chance to connect with one another, establishing friendships that would strengthen our school community.
This collaborative atmosphere not only helped to ease any first-day nerves but also laid the groundwork for strong relationships among students, parents, and staff throughout the year.
ECAs
Our Extracurricular Activities (ECA) program is bursting with opportunities that enrich students' educational experiences! Designed to enhance students' skills and interests, the program offers a wide array of options—from sports teams and music clubs to art classes and debate teams—allowing students to explore and showcase their talents.
What makes our ECA system particularly appealing is the flexibility it offers to parents and students. Families can select from different activity options based on their preferences, with three choices available according to their priorities. This thoughtful approach ensures that every child has the opportunity to participate in ECA programs that resonate with their unique interests and aspirations.
Additionally, our ECA offerings are scheduled at various times and days to accommodate all students. Some activities take place in the morning, while others are held in the afternoon, making it easier for everyone to join in, regardless of their daily commitments.
These activities not only promote personal growth and teamwork but also amplify our incredible school spirit. By participating in ECAs, students develop new skills, forge lasting friendships, and uncover passions that extend far beyond the classroom, creating a truly vibrant educational environment. This commitment to fostering a well-rounded educational experience ensures that every student can thrive both academically and personally!
To strengthen the wonderful bonds between families and our vibrant school community, we are thrilled to host a variety of engaging workshops designed to enhance parental involvement! Our Parent Workshops, including those on Relational Behavior and Emotional Regulation led by Mrs. Davidson, our dedicated Head of Pastoral for primary parents, play a vital role in nurturing strong relationships among students, staff, and parents. These sessions offer invaluable insights into effective parenting strategies, empowering parents to support their children’s emotional and social development.
Furthermore, Mrs. Pennock, our inspiring Head of Sixth Form, led a pastoral workshop for secondary parents that covered reflections on personal and academic progress, as well as discussions on well-being activities, moral and social education, aspirations and careers, ICT and study skills, and literacy. The workshop also emphasized the role of assemblies in building a supportive community.
Additionally, Mrs. Rania Reda, our dedicated Head of Arabic and Islamic Studies, shared innovative strategies and teaching methods designed to engage students and foster a love for the Arabic language.
REMARKABLE RESULTS
We were thrilled to celebrate the outstanding achievements of our students in the summer 2024 A-Level and GCSE examinations. Their hard work, dedication, and perseverance have truly paid off, delivering exceptional results that reflect the high standards and academic excellence we strive for at our school.
We are immensely proud of every single student for their individual successes. Their achievements go beyond the numbers—they reflect countless hours of hard work, both in and out of the classroom, as well as a commitment to personal growth.
As Aristotle wisely said, “We are what we repeatedly do. Excellence, then, is not an act but a habit.”
At DBSEH, this quote rings true, as our students have consistently demonstrated the habits of excellence through their dedication and passion for learning.
As we bid farewell to our outgoing Year 13 students, we are filled with pride knowing that they are embarking on the next stage of their academic journeys at top universities around the world. From prestigious institutions in the UK and the US to leading universities across Europe and Asia, our students will be pursuing a wide range of subjects, including Engineering, Medicine, Law, Business, and the Arts. Their success is a reflection not only of their personal achievements but also of the supportive and ambitious environment fostered here at DBSEH.
Our focus on holistic development and student agency, combined with a rigorous academic programme, has once again enabled our students to thrive. These results are a reflection of our commitment to ensuring that each student is equipped with the skills, knowledge, and confidence to succeed in an ever-changing world. As we look to the future, we are excited to continue building on this success. Our students, staff, and the entire DBSEH community can take immense pride in these accomplishments, knowing that they are the result of dedication, passion, and a shared commitment to excellence. We congratulate all our students on their superb results and look forward to seeing them continue to achieve great things in the years to come.
Here’s to a future filled with even more success and opportunity for all our students at Dubai British School Emirates Hills.
