Welcome to The DBS Emirates Hills Journal 2023-24: a compilation of our half-termly publications chronicling just some of this year's highlights. In sharing this with you we hope to provide you with further insight into the ways in which our school continues to innovate and evolve as a result of the collective contributions of our young people, parents and staff.
The Journal's visually rich format aims to provide you with a window into your child‘s journey with us and give you a sense of their experiences from the moment the school day begins to the moment it ends and even extends into our extra-curricular experiences, from sports fixtures to trips and educational visits.
Although I’m very sad to be writing to you in this way for the last time, I am delighted that Mr Girven will be taking the reins as your new Principal; he will continue to share the school’s successes, of which I am confident there will continue to be many.
Whether browsing through the images, or taking a closer look at the articles to learn more about the many facets of our extraordinary community, we hope you enjoy looking back on the year 2023-2024, and learning more about some of the ways in which we provide every child opportunity to enjoy, aspire and achieve.
Sarah Reynolds Principal
SarahReynolds Principal
MANAGING MENTAL HEALTH
We started the academic year with an incredible set of A-Level results that saw 98% of our students securing places at their first choice universities (see our final section, ‘Excellence’ for more information). Whilst we clearly prepare our students well academically for the next stage of their education, our Head of Sixth Form Emma Pennock reflected on what more we could be doing to prepare students for the move away from school and into adulthood.
Year 13 already receive practical life skills instruction on areas such as first aid, cooking on a budget and how to open a bank account, but what Mrs Pennock felt would also benefit the students would be the teaching of practical strategies to support, maintain and improve their mental wellbeing. Particularly to help students with the stresses that come when moving into tertiary education, as well as all the life changes that accompany such a move.
Wellbeing
Consequently, our Sixth Form students received weekly directed sessions from form tutors to help them understand themselves; recognising what matters to them –their values, how they handle certain situations, where their vulnerabilities lie, and how they might overcome them. These sessions, wrapped up with the delightfully alliterative title ‘Mindfulness Mondays’ allow for students to identify areas for growth which they can follow up in one-to-one sessions with their tutor.
Mrs Pennock, along with other sixth form pastoral staff, say that these sessions have been warmly received by students and are a highlight of the week for them.
Complemented by external visitors, such as the ‘Mental Health Warrior’ who provided practical tips on advice on what to say (and what not to) if you notice a friend is struggling, as well as knowing when to ask for help yourself, our students are adding a new feather to their bow when it comes to the skills that they will take with them as they leave us and begin the next, more independent, stage of their education.
Sending the message out beyond the Sixth Form, Head Peer Mentor Mathilde took to the stage back in October to bring the importance of mental health to the wider school community. To mark World Mental Health Day, Mathilde drew students’ attention to this year’s theme of ‘Mental Health in an Unequal World’ through a series of assemblies to different age groups.
To have students teaching students about such crucial issues not only empowers the student leader but also allows for recipients to hear someone ‘like them’ talk on the matter, which supports greater engagement and retention of the subject.
We are proud to see our students taking the lead so authentically, and engaging students in learning that will benefit them both now and in the future.
Wellbeing MAKE A NOISE!
Being an Upstander, not a bystander, is the message we promote throughout the school with all students, to encourage them take a proactive stance against bullying, and serve a key message that we all take a role in promoting a positive and safe community.
Every year we mark ‘Upstanders Week’ in line with the UK ‘Antibullying Week’ to remind our students what bullying is, what it isn’t, and what we can do to both proactively prevent as well as how to respond to bullying behaviours no matter where we may come across them.
This year’s theme ‘Make A Noise’ was directed by UK Anti bullying Charity ‘Bullies Out’ and adopted by the school for the week. From the Bullies Out team:
“Too often we are silent when we see bullying taking place, silent about the hurt bullying behaviour causes and silent when we hear bullying behaviour being dismissed as ‘just banter’. It doesn’t have to be this way… We can choose respect, kindness and unity.”
To support students in considering the potency of their words, the whole school engaged in a positive noticing task, where they observed something positive about another member of the school community, and shared it with them either in the form of a spoken compliment (lower down the school) or as a written note.
Acknowledging the positive impact that positive words can have set the scene for further discussion about the opposite, with students from Key Stage 2 and up exploring ‘roasting’ and ‘banter’ and how easily that crosses the line into hurtful comments. Additionally, discussions were held further around how ‘jokes’ written in messages can so easily be interpreted negatively and, whether or not that was the writer’s intent is regardless when the negative impact has already been felt.
As always, the week provided a refresher for students to remember what to do if something or someone is bothering them, and that the adults in school have a responsibility for their emotional and physical safety, so that there is always someone they can turn to for help.
For more information about UK Anti-Bullying Week please visit: https://bulliesout.com/anti-bullying-week/antibullying-week-2022-reach-out/
GET IN THE ZONE
To support our primary students in developing skills to manage their own wellbeing, leaders from the primary school have rolled out a school-wide strategy called the Zones of Regulation.
The Zones of Regulation strategy is a proactive, skills-based approach to helping children understand, talk about and regulate their own feelings. By grouping feelings into four common zones students can help to understand the physical manifestations of different feelings, why they are helpful and how they may hinder us, as well as how to move back to a comfortable emotional state.
The benefits of emotional regulation are many and varied and include improved mental health, developed emotional intelligence, improved chances of academic success, increased empathy, improved behaviour, greater resilience, and greater problem solving and critical thinking.
February 2024 Wellbeing
The way in which this is approached evolves based on our students’ ages. In Foundation Stage and Key Stage 1 students use the text ‘The Colour Monster’ to help identify their feelings through the feelings personified as characters found within the book. In Key Stage 2 students will learn using the language of the Zones of Regulation, which in Upper Key Stage 2 moves to ‘Window of Tolerance’ once their initial ZoR learning is secure.
Through Positive Education lessons students learn about the four different zones and identify different behaviours that belong to each. They then move on to practice strategies for each zone and personalise their wellbeing toolkit with what works best for them in each zone. Primary classrooms have the Zones of Regulation on display along with suggested strategies for each zone.
Mrs Davidson, Assistant Headteacher overseeing Pastoral Care for the primary school can see the benefit of this strategy already after only a few weeks of its implementation:
"The Zones of Regulation is a remarkable tool that enriches children's emotional vocabulary, develops confidence when articulating feelings and empowers them to ask for support when they feel dysregulated. It enables children to connect changes in their bodies with emotions and already we can hear the children identifying which zone they are in. It is also a fantastic tool for restorative conversations as it allows children to make connections between actions and the way they were feeling at the time, helping them to understand how to make a more positive choice when they experience that feeling again.”
‘WORKING WITH BOYS’ & ‘GIRLS ON BOARD’
Three years ago, Dubai British School Emirates Hills first implemented the ‘Girls on Board’ program by Andrew Hampton, in the Secondary school. The programme promotes solution-seeking inclusivity and enhances student wellbeing by empowering girls to resolve issues among themselves and look out for each other against a backdrop of sometimes dynamic friendship groups. Now we are continuing our commitment to nurturing supportive, inclusive and caring environments among our young people, and are thrilled to begin implementing the parallel program, ‘Working with Boys’.
The ‘Girls on Board‘ program has repeatedly shown its effectiveness in empowering our female teenage students, fostering selfconfidence, and strengthening relationships within each peer group.
By providing a platform for girls to navigate the complexities of friendships, emotions, and social dynamics, it has created a more cohesive and supportive atmosphere for all students.
As we embark on our journey with ‘Working with Boys’, we are aiming for similar benefits in enhancing the wellbeing of our teenage and pre-teen boys.
This program aims to address the unique challenges and pressures which boys may face in their personal and academic lives, especially regarding their interactions with each other, by providing them with the tools and support they need to navigate challenges effectively.
One of the key benefits of the program lies in its focus on promoting resilience, empathy and emotional literacy among male students. By encouraging open discussions about emotions, selfexpression, the impact of ‘banter’ and mental health, the program equips boys with valuable skills for managing stress, building healthy relationships, and coping with adversity. In doing so, it fosters a culture of emotional intelligence and empathy, which are essential components of overall wellbeing.
The program emphasizes the importance of positive male role models and mentorship opportunities. Through structured activities and mentorship programs, boys are provided with guidance and support from older students and teachers. This not only helps them develop essential life skills but also strengthens their sense of belonging and connectedness within the school community.
Additionally, ‘Working with Boys’ seeks to challenge biases and promote gender equality. By encouraging boys to explore the impact which their words and actions may have on friends and the wider school community, they expand their horizons of social responsibility. Student feedback from the first trial sessions was overwhelmingly positive and if the lessons learnt are ever forgotten, the framework has established common values and vocabulary which can act a swift reminders.
Wellbeing
The implementation of both ‘Girls on Board’ and ‘Working with Boys’ programs reflects Dubai British School Emirates Hills' ongoing commitment to enhancing the holistic wellbeing of all students. By creating inclusive spaces where students feel supported, valued, and empowered, we strive to foster a school community where every individual can thrive academically, emotionally, and socially. As we continue to embrace these initiatives, we look forward to witnessing the positive impact they will have on the lives of our students for years to come.
LET’S PLAY!
Consideration for the wellbeing of our students takes into account what happens both inside the classroom and out. Whilst ‘playtime’ in itself is structured into the day to give a much-needed brain break from the intensity of learning, as well as the opportunity to develop social skills in an unstructured setting we want to make sure our children are given the best possible opportunity to immerse themselves and become absorbed into truly gratifying play.
Lisa Smith, Deputy Headteacher of Primary, consulted with the Student Council to consider how to optimise these times and the answer came back loud and clear: they wanted more ‘stuff’. This very open headline gave way to some intense market research from our young leaders, who also sought the views of their peers via survey to identify play equipment that they could be confident would be well-received. With a budget, they have carefully considered the space that they have and the timeframes they have to play within, and procured a selection of new equipment including hoola hoops, sponge balls and ‘Scatch’ (children of the 90s will need no further explanation as to this Velcro-based catching game).
For maximum enjoyment and engagement our student leaders have led assemblies for their peers on the different ways in which the equipment can be played with, and in doing so have ensured the success of the carefully introduced new provision on offer. In doing so, students have been inspired to ask for further equipment, with French skipping and primary-friendly table tennis equipment coming in the new term once the weather has cooled back down.
As the weather has heated up and the heat index requires us all to remain inside now for the rest of the school year, the primary school has carefully considered how to continue to keep students engaged in play, with the introduction this year of class competitions, encouraging collaboration within classes to work for a common goal. Up first was the Lego tower challenge –where students had to work together to build the tallest free-standing tower, and now they’re onto bridge building, using intentionally limited resources to see which class can build the strongest structure.
It's clear that the students have the bit between their teeth in having a say on how to enrich their playtimes, and we’re keen to keep evolving the provision in response to their needs and interests, so that recreational time continues to bring enjoyment and positivity in their day to day school experience.
ASPIRATIONAL AMBASSADORS
The start of the school year saw our student body chomping at the bit to represent the school more than ever before. Whether it be a sports squad, cheerleading team, rock band, School Council representative or House Captain our students are clearly placing themselves in the driving seat of their school experience and demonstrating the courage and resilience required to ‘put themselves out there’ and take the jump, not knowing quite how they will land.
Undertaking trials and auditions for leadership roles can be both exciting and challenging. They provide students with an opportunity to step out of their comfort zones, face new experiences, and discover their hidden potential. The process of trials and auditions allows students to showcase their unique talents and abilities, while also learning valuable lessons about perseverance, resilience, and the importance of embracing failure as a stepping stone towards growth.
Of course, the benefits of student agency and leadership extend beyond personal growth. By offering a wide range of leadership positions, we create a vibrant and inclusive community where every student has the opportunity to contribute and make a difference. Through their leadership roles, students become role models, inspiring their peers and younger students to strive for excellence and actively participate in school life.
Having collected data over time on where our students’ interests lie we can see that demand for the opportunity to represent the school is increasing, and whilst this is a great metric for the school’s ever-growing success it also means that more students were left disappointed this term, with increased numbers of students trying out for the same number of positions as previous years.
I’ve missed more than 9,000 shots in my career I’ve lost almost 300 games Twentysix times I’ve been trusted to take the gamewinning shot and missed. I’ve failed over and over and over again in my life And that is why I succeed.
- Michael Jordan
Whilst we know that failure is an important part of learning, as Michael Jordan makes clear in his quote, we also want to ensure that we are not extinguishing any embers of enthusiasm before they have had chance to turn into a flame.
Therefore, please be assured that this surge in demand has been well noted, students’ voices have been heard and school leaders are working hard behind the scenes to ensure that more opportunities are available to more students in the near future.
Watch this space…!
STUDENT-LED SHOWBIZ
A highlight in the school calendar, the secondary school production of High School Musical graced our stage at the end of November to great anticipation from primary and secondary students, parents and staff, with both nights a complete sell out from the beginning of the week that they were due to perform.
Mrs Williams, Drama Teacher and Director of the production began sowing the seeds of agency during last year’s production of Westside Story so students could see what was possible, and this year loosened her directorial reins even further by empowering students to co-direct, choreograph, technically direct and stage manage.
Such opportunities serve to support students in taking an authentic, high-stakes lead; there’s nothing more real than an audience of 220 expecting to be entertained! They also provide a chance for our young adults to develop their interests and skills in areas regarding which, as they move onto higher education destinations, even more opportunities will be ripe for the picking.
by Jamie Singh
What would you say was the most challenging part?
Will: Definitely dancing; there is a lot more choreography than last year, so learning how to do it was difficult.
Roya: Trying to ‘get our heads in the game’!
Deniz: Learning lines.
Amelia: Singing in front of people for the first time.
Marcus: The most challenging part w the lines I had to memorise, howe managed to get it in the end.
Zein: The most challenging part fo was mentally preparing myself to g stage, and playing my character believable way. Coach Bolton is extr angry in several scenes, and portrayin anger was extremely difficult for me.
What made you interested in pursuing the production?
Will: This is my fourth year doing the production – I have always loved it, and I think that it is so much fun.
Roya: I have a huge passion for the performing arts, so it really intrigued me.
Deniz: Mrs Williams recommended it to me.
Amelia: I do GCSE drama, so I thought it would be good to develop my skills.
Sophie: I have always been interested in the performing arts and I will hopefully pursue Musical Theatre for a career!
Marcus: I enjoyed it last year and I wanted to participate again.
Zein: I watched last year’s production, and I really enjoyed it. I therefore decided that I would audition for this one.
What has your favourite part of the production been?
Will: Definitely meeting new people – it’s nice to see everyone as a group.
Deniz: Friday rehearsals, all the dancing, and meeting some new people along the way.
Amelia: I think that it is just being part of the community - having fun and doing something that I enjoy.
Sophie: My favourite part of the production was meeting everyone, making new friends, choreographing dances, and forcing everyone to learn them.
Marcus: My favourite part of the production has been getting to work i h l I h
Do you have any advice for people auditioning in the future?
Will: I know it seems hard, but not as much as everyone thinks it is, and it is fun to do.
Roya: Just do it; it is fun. It is not just about acting, it is also about meeting new people and having fun, as well as discovering who you are.
Amelia: Do not be afraid to do it, because it might end up working out for you.
Sophie: As I was on the judging panel this year, I saw most, if not all the auditions, and one thing I saw was a LOT of nerves! Just remember to try and have fun and enjoy the process rather than worrying about what role you will land. Everyone ends up being in the play, whether as a l d l bl b
Agency
February 2024
Extended Project Qualification (EPQ)
At Dubai British School Emirates Hills, fostering student agency is a priority. When students are empowered to take ownership of their learning, they become active participants in their educational journey, driving their own growth and development.
One avenue which promotes student agency is the Extended Project Qualification (EPQ), a powerful opportunity for students to explore their passions, engage in independent research, and demonstrate their creativity and critical thinking skills.
The EPQ is an additional and optional qualification offered to students in Year 12 which is equivalent to an AS Level, or approximately ‘half an A Level’ and carries associated points, and kudos, for university applications. It encourages students to delve into a topic of their own choice, conduct independent research, and produce an extended piece of work, such as a dissertation, an artefact or a performance.
The open-ended nature of the EPQ provides students with the freedom to pursue subjects that truly interest them, thereby igniting their curiosity and intrinsic motivation.
Moreover, the EPQ encourages students to become independent thinkers and researchers. Through conducting their own investigations, analyzing diverse sources of information, and synthesizing complex ideas, students develop critical thinking and problemsolving skills essential for success in higher education and beyond. They learn to evaluate evidence, challenge assumptions, and form reasoned arguments, thus becoming active contributors to knowledge creation and innovation.
The EPQ also promotes creativity and innovation by allowing students to explore interdisciplinary connections and pursue innovative approaches to their chosen topic. Students have the freedom to express themselves creatively and showcase their talents in ways that align with their interests and aspirations. This emphasis on creativity not only enhances students' confidence and self-expression but also prepares them to adapt to the complexities of an ever-changing world.
In addition to promoting academic excellence, the EPQ also fosters personal and social development.
By engaging with real-world issues and communicating their findings to a wider audience during the mandatory concluding presentation of their work, students can develop empathy, cultural awareness, and communication skills.
The Extended Project Qualification serves as a powerful vehicle for promoting student agency at Dubai British School Emirates Hills. By providing students with the freedom to explore their passions, pursue independent research, and demonstrate their creativity and critical thinking skills, the EPQ empowers students to take ownership of this part of their learning, become active participants in their educational journey, and realize their true potential.
Agency
Inspiring Actors
Providing students with agency not only benefits the student as an individual, developing leadership and real-life problem solving skills, but it also sends positive ripples through the school community that seek to inspire and empower others.
Year 12 student Roya has achieved just that in the performing arts through leading a team of Year 9s to devise their own work as a submission for an inter-school showcase, with great success. Roya, an IrananianJordanian, fourth-generation Dubai resident is a talented actress herself. As a regular improviser at the Courtyard Theatre Playhouse, as well as undertaking scripted roles for film and TV, it is no wonder that she has been offered a scholarship for AMDA (Academy of Musical and Dramatic Arts) in New York when she graduates next year.
Roya saw an opportunity to support younger students by providing structure and thought to how the Year 9 group could devise a dramatic work to enter the JESS ‘Devising Box’ Showcase.
The piece focused on the issue of mental health awareness and, through Roya’s leadership, students researched a mental health disorder, then identified music that they felt best represented the illness they had been studying. From here Roya facilitated students to devise monologues where students assumed fictional roles and, inspired by music and informed by their research, they wrote about their character’s experience.
Agency March 2024
The music chosen was used as the backdrop for the final piece where Roya supported by directing a piece of physical theatre interjected with the 6 different monologues. ‘Physical theatre is different to dance, because it has a clearer narrative and intention, and a lack of rhythmic movement’ she explains.
The team of actors, plus Roya and Miss Williams, took the piece to the event which took place earlier in Term 2 with resounding success. The judges awarded the DBS Emirates Hills squad with the award for Best Upcoming Talent, with no suggested areas for improvement. Our performers came away feeling challenged and inspired, and as a result have committed to taking part in next year’s school production, the creation of which is also a heavily studentled affair.
The power that students hold to inspire one another is significant, and we look forward to continue celebrating those that share their talents to benefit the greater community.
LEGACY THROUGH CHARITY
‘Students initiate entrepreneurial projects that have significant social benefits’
This statement describes the ‘perfect future’ of agency in our school, and what we hope to see become common place as the agency agenda matures. The challenge with this, of course, is that we - ‘the adults’ - can’t nudge the students into doing so, because then the students aren’t ‘doing’ the initiating. What we must do is embed systems and culture that allow students to rehearse agency repeatedly in lower stakes contexts with the hope that they feel inspired empowered to do something ‘big’ that makes a difference beyond themselves.
Enter Year 12 student, Nicole. Nicole met with myself and Mr Potts towards the end of Term 2 with a really inspiring idea that we hope will take off. She’d like to utilise the tools offered by Dubai Cares to raise money to build a new school for children in less fortunate than our own.
Her idea? Build a student-led charity committee to generate a host of enjoyable events across the course of the year to raise funds. However, as a Year 12 student she only has one year left before she leaves us, and that’s not a lot of time to raise hundreds of thousands of dirhams…
Agency
So, Nicole is hoping that she can inspire the next wave of budding leaders from further down the school to take the reins once she leaves to continue to unite the school through ongoing charity efforts, leaving a legacy in her wake.
I’m reminded of one of the principals held by the All Blacks rugby team, ‘Be a good ancestor - plant trees that you’ll never see grow’, and I’m delighted to see our students behave with such maturity. I wish Nicole the very best of luck–watch this space at the start of next term for the official launch of the new charity project, and to find out more.
YOU SAID: WE DID
Since returning to normality last year, the first academic year of undisrupted learning since 2018, we worked hard to bring back ‘Joy’ in a big way; this meant we focused on doing all we could to provide every single student with something to look forward to during their school week. These opportunities came through the weekly timetable, the ECA programme, day trips and residentials – both in the UAE and overseas, and sure enough, we have a lot of happy students as a result.
Opportunity
In the secondary school – where logistics around consultations become particularly challenging - we have disaggregated professional development days for staff to allow time for parents to come into school with their child to facilitate a powerful three-way dialogue between teacher, student, and parent, while still offering online learning opportunities throughout the day.
In the primary school the Term 1 consultations have evolved to offer face to face meetings as well as online meetings, which we know are still important to support many of our working parents. In Term 2 we had an assigned face to face consultation day at the end of the first half term, which also engaged with students directly as agents of their own learning.
We will review the impact of the changes we have made to parent teacher meetings at the end of the year and will once again welcome your feedback. As with the introduction of any new element to school life, we can’t add more in without taking something away. The balancing act required of leaders must ensure that the ingredients which create a successful school year all directly contribute to supporting students in achieving their potential. We are hopeful that the support parents will be able to provide to their child as a direct result of greater opportunity to engage with the academic team will make this impact clear.
SAIL GP
In the last week of term, 29 of our Year 8 students attended the Sail Grand Prix STEM Learning Programme workshop for the second year running at P&O Marina’s Sailing Academy ahead of the prestigious global racing event taking place on the 9th and 10th of December. The workshop, founded upon the SailGP belief that ‘Sailing can be a force for good, transforming the lives of communities around the world, educating the next generation about the power of nature’ aims to inspire the next generation of sailors and engineers.
Our students were introduced to the technical challenges of designing worldclass racing yachts and the exhilaration of competitive sailing. They enjoyed an exclusive behind-the-scenes tour of the SailGP Technical Site coupled with hands-on STEM education modules focused on the natural elements (Wind, Water, Sun and Earth) allowing our students to build their own turbines and helping them to understand how to harness the wind's power. They also took part in a water buoyancy design challenge and were thrilled to experience an introduction to sailing on RS 21 boats.
Opportunity
“I learned something new and perhaps even found a hobby for the future. I really enjoyed the boat design and testing activity because it was experimental, creative and very competitive. Then we took turns to actually sail the boats. It was fun and unusual - something you don’t get to do every day. My advice to Year 7 students for next year is you have to do it – it’s a must!” Eesa, Year 8
December 2023
A key focus of the day was the diverse skill sets required by the range of specialists involved boat building and racing with particular emphasis on problem-solving, communication and collaboration.
The initiative is part of a wider programme designed to encourage more young people to consider careers in the exciting sport. Following on from this the Inspire Careers program will provide older individuals with the opportunity to join SailGP's boat building, hydraulics, sustainability, media services and shore teams. Designed to showcase the variety of different career pathways that are available within the sailing industry, the programme’s selection process prioritizes a mix of skills and backgrounds.
Pippa Kenton-Page MBE, Olympic gold medallist from Beijing 2008 and Inspire Coordinator (UAE), said: “The Inspire program is such an amazing part of SailGP and something really unique to the championship. Engaging young people in the sport is something I’m particularly passionate about, especially those who may not otherwise have the chance to try sailing and get involved.
SailGP offers this opportunity for young people all around the world to try sailing and be inspired by the amazing boats and athletes involved. For me, this part of the global league is really incredible, and I can’t wait to see the young people of Dubai and Abu Dhabi getting on the water and hopefully introducing them to a lifetime of sailing.”
Opportunity December 2023
Take a look at more of the wonderful opportunities our students have enjoyed this academic year including day trips, Duke of Edinburgh expeditions and the Secondary Sports Day.
MOVING ON UP
Our wonderful Year 6 students had the opportunity to experience life in Year 7 earlier on this term. They spent the whole day following a typical timetable of a student in the secondary school as part of a carefully planned, year-long transition process.
We place great value in spending time providing students with opportunities to help them feel prepared and confident for the next phase of their education, whether that is from FS to Year 1, from Year 11 into the Sixth Form, from the Sixth Form to university, or this transition from Primary to Secondary.
Nurturing a culture in which healthy and positive working relationships are key drivers of enabling each child to achieve the best outcomes they can, this transition day provided students and teachers the opportunity to begin to build those great relationships which will be at the heart of their future success. In addition to getting to know some of their likely teachers for next year, students also experienced the normal secondary school dynamic of moving between classrooms every period, and the associated learning which goes with that regarding independence, collaboration and individual and collective responsibility.
Opportunity
Each student participated in 6 authentic secondary lessons during the day, sampling from English, Mathematics, Science, Geography, History, French, Spanish, Art and Drama as distinct academic subjects. Many thanks to all the students for their curiosity and eagerness to learn, in what was a thoroughly enjoyable day for both students and teachers alike.
Throughout the rest of this academic year, there will be several more opportunities for our Year 6 students to learn more about ‘life in Secondary’ and ensure they start their Secondary School career on the best possible footing, feeling positive and secure about the next phase of their school careers.
Opportunity TRANSITION DAY: STUDENT FEEDBACK February 2024
I thought I wasn’t a year 6 anymore; I thought I was more mature and more focused. It made me feel like I was special - Lujaine
It was so much fun walking to different classes and the teachers were nice. I loved the fact that the pH paper changed colours. - Ryan
We were asked to do a piece about surrealism, glueing the pieces and pictures of objects together was very fun!Zitong
I felt quite worried because I didn’t know the rest of the school building and there would be much older kids. After I felt relieved because it was so much fun and now I know there is nothing to be afraid ofJacob
It made me feel more prepared because I realised it was quite fun and not as scary as I thought. - Chase
It made me more confident. - William
JAPAN 2024
‘A frog in the well knows nothing of the great ocean.’ This proverb, originally from Chinese literature and later adapted by the Japanese considers the hazards of holding a narrow perspective and the importance of broadening your own horizons; an apt starting point for reflecting on the school’s first overseas trip to Japan that took place in Term 2.
Mr White and Mrs McGurk took 13 students from Year 10 and 11 on this incredible 7day extravaganza. Although the students were offered the trip in relation to their Business, IT and Geography studies, the trip also provided opportunities to learn in so many more areas including Art, Science and History.
“We wanted the students to take away key learning points to support their academic studies of course, but really we wanted them to have the opportunity to experience another culture that contrasts so much to our own, familiar setting” explained Mr White.
Opportunity
The students were afforded a wealth of excursions, including a trip to the Anime Museum where students were invited to interact with the software and create their own animations, a ride on ‘Shinkansen’ (more commonly known amongst English speakers as the bullet train), and a sobering visit to the site of the 2011 Fukushima tsunami.
A highlight for both staff and students was a trip to the Cup Noodle factory where students were taught about how the company applied entrepreneurial skills and business development strategy to successfully take the Cup Noodle to a global stage. But the real fun was where they could design and make their own Cup Noodle product, and bring it back to the UAE to enjoy as a tasty souvenir!
“We couldn’t have hand-picked a better group of students, they were brilliant” shared Mrs McGurk who reflected on what mature and considerate learners the students were. Having dedicated their focus and energy all week on the serious stuff, the group were treated to a trip to Tokyo’s Disneyland on the final day and from there headed directly to the airport, not wasting a minute.
Our Year 10 and 11 students have done us proud in broadening their horizons, and were such excellent ambassadors for the school Mr White and Mrs McGurk are looking forward to offering the trip to even more students next year.
Being the Boss
One of the many benefits of being part of a nationwide schools group is the group-wide opportunities it affords our students.
Back in February our female sixth formers were made aware of a competition organised by fellow Taaleem school American Academy for Girls in collaboration with Igloo Ice Cream and IFFCO. The competition, named ‘Boss Lady Business Grant’ aimed to inspire female entrepreneurship through a competition, the winner of which would receive AED50,000.
Year 12 business student Alisa entered the competition with the hope of getting far enough to benefit from the weeklong internship, which was offered to the four finalists, and ended up getting much further!
The first part of the competition was to generate a business plan and present it via a video to a panel of judges. Submissions were reviewed remotely and the four successful finalists contacted to spend a week at the IFFCO offices, working alongside key team members including areas such as HR and Finance, to refine their ideas ready for presentation and scrutiny in front of a live panel.
Opportunity June 2024
‘My original idea was an app that helped young people find internships, but it also had communication and entertainment features,’ explains Alisa, ‘however, after spending time with the IFFCO team I had the opportunity to focus in on the refining the product and removed the other features to focus solely on the internship element.’
Although to most the thought of a formal presentation to IFFCO representatives and AAG leaders would be very intimidating, Alisa said that she felt quite comfortable. ‘The finalists were all really supportive of one another and gave each other positive feedback’, she explains.
Alisa was awarded first place and received the very generous Boss Lady Business Grant as her prize. She says that although she learnt about business planning in her lessons, the opportunity to apply it in ‘real life’ and get such quality feedback from business leaders was really valuable.
While Alisa works out how she wants to invest her well-deserved grant she says that she is considering pursuing an undergraduate course that would allow her to continue to nurture her entrepreneurial spirit. We wish her the very best of luck in doing so, and encourage all of our young female entrepreneurs to keep an eye out for the competition next year!
Everyone is Different. Everyone is Welcome
The tagline from our school Inclusion Week this year struck a chord with so many of our community members who used it as a starting point for courageous conversations around their own vulnerabilities, most notably Miss Poneskis, Head of Year 7 who shared with the school community the challenges she faces as a person with dyslexia.
As has been written in these pages before: ‘Inclusion, put simply, is about everybody’. From a staffing perspective this is incredibly important – our students need to see themselves in the staff role models around them, so what implications does this have for the systems we have in school?
Launched this year our academic staff are utilising bespoke teaching and leadership standards for Emirates Hills staff. These standards are aligned to the outstanding criteria found within the UAE inspection framework, and informed by the considerable experience of outstanding school settings both in the UAE and internationally amongst our leaders. Teachers self-evaluate and set challenging targets for themselves with the support of a coach or mentor to guide them; the nature of such practice means that we recognise everyone as having a different set of skills, challenges, and starting points, but that everyone is working towards a goal that inspires them, at a level that ensures the school continues to operate at the highest standards.
“It's estimated that as adults we spend about 1/3 of our lives at work, and so this should be a place where everyone feels included, valued and part of something With this in mind, I started the staff social committee to help foster the idea of community and belonging, especially with all of us being so far from home. I wanted to create a happy work environment where teachers don't feel confined to their classrooms or departments and could connect with teachers and staff from across the school We are offering a range of different activities and so far, it has been a very positive experience with quite a lot of staff engaging in one way or another. Hopefully it continues this way, and more staff feel comfortable to come along and join in the fun!”
This takes care of our staff’s professional needs on an inclusive basis, but how do we support staff in feeling content and settled in coming to work every day, and being in the best place to provide your child with first-class pedagogical expertise?
Sarah Flockhart, Achievement and Progress Leader in the secondary school could see that while the school provided many avenues of support she felt that more could be done to promote relationships across the school between staff who may not otherwise interact.
Consequently, Ms Flockhart established the Staff Social Committee, a group of staff members who provide multiple opportunities for staff to get together to share common interests.
Amongst the many offerings so far have been a Sunday evening walking series – to enjoy the last of the weekend, dog hikes - to benefit our staff and their furry friends, a staff band (debuting on the last day of this half term in the foyer before school –don’t miss it!) and a sports afternoon series for staff to enjoy some healthy competition and sweat off the strains of the day, amongst many other one off events.
All of these aim to support our staff in feeling included, valued, and wellsupported both professionally and personally so that they are best placed to help your child thrive, and uphold the incredible community spirit that continues to bring so many people through our doors.
Poetry for All
The Emirates Literature Foundation partnered with Emirates NBD as part of the Emirates Literature Festival to provide students of determination an opportunity to perform competitively in their ‘Poetry for All’ competition.
Three of our students; Ozan (Year 5), Laila (Year 8) and Yasmina (Year 8) bravely took to the stage at Al Mawakeb school in Al Khawaneej and successfully secured positions as semi-finalists thanks to their clear and articulate performances in front of a live audience.
Public speaking is, of course, a crucial life skill and one which can be made even more daunting for a student with additional needs, where communication, confidence and courage are attributes which can be commonly compromised. Ozan, Laila and Yasmina demonstrated incredible mettle and tenacity in holding their nerve during their performances, not only to deliver the poems with accuracy but also expression and emotion.
Clearly something of a natural, Laila took to the stage again a week later as a member of the cast of High School Musical. This, as well as all three students’ performance in the Poetry for All competition was much to the pride of Miss Katie, the ASDAN Pathway coordinator:
“To see our students handle so many unfamiliar elements; a long bus journey, a new setting, an enormous auditorium with stage lighting and no rehearsal, and then independently get up on stage and perform with such confidence and enthusiasm was incredibly impressive. What made me even prouder was seeing our students congratulate each other, and cheer on students from other schools, clearly demonstrating a generosity of spirit for the benefit of everyone involved.”
Access All Areas
Students in Year 11 and Year 13 have been busy over the past few weeks sitting mock examinations, or ‘mocks’ as they are affectionately referred to, as part of their preparations for their GCSEs and A Levels coming up in the Summer Term.
For all students, these formal sessions require students to perform at their best for a sustained period of time and are sat in carefully managed conditions to give every student the best chance of success; but what this looks like for a neurodivergent student may look different to a neurotypical individual.
‘Access arrangements’ is the term given to how exam conditions may be adapted to ensure equitable access to a formal exam sitting for students who face challenges in their learning. Access arrangements can include the provision of: additional time supervised breaks a personal scribe a laptop
To ensure these special provisions are utilised equitably, strict identification procedures are listed by the exam board which must be evidenced by the academic team prior to the student sitting the exam and be ready for invigilation at any point. This ensures that no student is unfairly advantaged or disadvantaged against another. The identification process may involve Educational Psychologists, medical professionals or other specialists who are recommended by the school, after which an application is made to the necessary exam board for approval.
For access arrangements to truly benefit students with additional needs Jackie Baxter, Head of Inclusion, explains that it is important for students to have plenty of opportunity to practise exam technique with these arrangements in place, so early identification of need is crucial.
“As an example, it can actually be to a student’s detriment to have a scribe if they don’t have a good understanding of what the scribe can or cannot do. For example, in some exams when using a scribe, you also have to articulate all the punctuation you expect and so need to be ready to do that when dictating If you are not experienced at using a scribe in that way students can actually risk losing marks unnecessarily.”
Her advice? Engage with the school as early as possible so that there is plenty of time to work out what works best for your child long before they get to an exam. Teachers from the primary school through to the secondary school will work with you and your child to help them in their day to day learning, and build systems and practices that will ensure their success when it comes to crunch time.
END THE STEREOTYPE
Back in Term 2 we marked World Down Syndrome Day, a time for us to reflect on the beautiful diversity of our world and to challenge the stereotypes that often overshadow the unique individuals among us. This year's theme, ‘End the Stereotype’ calls for a deeper understanding and appreciation of those with Down syndrome, fostering inclusivity and acceptance within our community.
Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. It impacts individuals differently, both physically and intellectually, but it is important to note that it does not define a person. People with Down syndrome are unique individuals with their own personalities, talents, and aspirations, just as are those without it. By focusing on a person’s abilities rather than their disabilities, we can create a more inclusive and supportive environment where everyone can thrive.
Imagine a world where differences are not seen as limitations but celebrated as strengths. This is the world we aspire to create for our children, where diversity is embraced, and every individual is valued for who they are. World Down Syndrome Day serves as a reminder of the importance of promoting inclusion and breaking down barriers that hinder the full participation of individuals with Down syndrome in society.
Education plays a vital role in challenging stereotypes and fostering understanding. As a community, we have the responsibility to teach our children about diversity and inclusion from a young age. By encouraging empathy, respect, and kindness, we can instil values that promote acceptance and celebrate differences.
As we reflect on the theme of ‘End the Stereotype’ let us commit to challenging our own preconceptions and biases. Let us strive to create a more inclusive world where individuals with Down syndrome and all disabilities are empowered to reach their full potential. Together, we can make a difference and build a brighter future for all.
If you wish to learn more about Down syndrome, then please do refer to some of the following websites:
As students transition from primary to secondary school, the challenges they face can be particularly pronounced for those with unidentified neurodiverse needs. This critical period, moving from Year 6 to Year 7, brings about significant changes in the educational environment, social dynamics, and academic expectations.
Among neurodiverse students—those with autism, ADHD, dyslexia, and other conditions—there's often a phenomenon known as "masking." Understanding masking and its implications during this transition is essential for fostering an inclusive school environment that supports all students.
What is masking?
Masking refers to the behaviours and strategies that neurodiverse individuals use to hide their differences and blend in with neurotypical peers. This might involve suppressing natural responses, mimicking others, and adopting behaviours that are socially expected. While masking can sometimes help neurodiverse students avoid negative attention, it often comes at a significant emotional and psychological cost.
The Impact of Masking
Masking can be exhausting and detrimental to a student's well-being. For young people, especially those whose neurodiverse needs have not yet been identified, masking could lead to some of the following:
Anxiety and Stress: Constantly trying to conform to social norms and expectations can be incredibly stressful. This ongoing stress can manifest as anxiety, impacting a student’s ability to engage and learn effectively.
Mental Health Issues: Over time, the strain of masking can contribute to more serious mental health challenges, including depression. The feeling of having to hide one’s true self can be deeply isolating.
Loss of Identity: When students spend considerable energy on masking, they might lose touch with their own identity and preferences. This can affect their self-esteem and confidence.
Educational Impact: The cognitive load of masking can detract from a student’s ability to focus on learning. Instead of concentrating on their studies, these students are preoccupied with maintaining their mask.
The Transition from Year 6 to Year 7
The move from primary to secondary school marks a pivotal stage in a student’s educational journey; increased academic demands, navigating new parts of the campus, new routines with greater expectations of independence, and a shift in social dynamics as students move into their pre-teenage years present challenges for all students.
With each of those elements already presenting possible difficulties to a neurodiverse student, we must be mindful of handling transition with great care and thought to their vulnerability at this time.
How can you help your child?
Keep an eye on your child after the school day ends. Dysregulated behaviour upon returning home is an indicator that your child may be masking in school. Dysregulated behaviour is an inability to control or regulate one’s emotional responses and can include strong emotional reactions or outbursts, mood swings or conversely becoming more withdrawn and anxious. If you are noticing this in your child, we strongly encourage that you come in and meet with us to share your observations.
Additionally, if you or your child have any concerns about the transition at home please share these with us so that we can, at the very least, reassure you, or if needs be adapt planning to meet your child’s needs. This might include additional orientation sessions, buddy systems, and opportunities to meet new teachers and classmates.
While your child is still in Year 6 it is best to share these concerns in the first instance with your child’s class teacher. Upon joining Year 7, Mrs Henderson (Head of Year 7) supports all Year 7 students’ pastoral needs and is ready to work with all our new Year 7 students and their families.
With so much change we want all of our students to feel confident in their own skin, and to put down the mask, so that they can enjoy embarking upon this exciting new chapter in their education. We look forward to continuing our partnership with you to ensure a successful transition from primary to secondary for your child.
VARSITY GAMES
PE & Sports Heads of Department from DBS Emirates Hills and DBS Jumeirah Park wasted no time at the start of the school year in igniting our students’ competitive spirit. Looking for an opportunity to compete ahead of the official DASSA sports league commencement, Mr Houghton collaborated with JP’s Ms Rooney to design an interschool Varsity event that saw our school communities come together in an impressive display of sportsmanship.
Over 110 students from Year 3 to 13 battled it out in football and netball against their Jumeirah Park peers. Over the course of the day the match wins and losses were continuously tallied to establish who, if anyone, was in the lead. The day drew to a close with an equal number of winning netball matches for both schools, but with one football match hanging in the balance to decide who would be taking home the Varsity trophy.
In a nail-biting final match, Emirates Hills U19 footballers secured a crucial goal in the final moments that secured our lead and led us to victory.
"The Varsity Games was an incredible day, which celebrated sporting prowess of all ages. Everyone displayed a mutual level of respect and sportsmanship which made the occasion even more special. The level of support shown by students from both schools was also outstanding - what's a rivalry without the fans, right? I know I, and many others, cannot wait for the next one in Term 2"
-Tom Christon Senior Sports Leader and Head Student
Community
Thomas Christon, Senior Sports Leader and Head Student was presented with the Varsity trophy that now stands proud on our reception desk for students to enjoy as they arrive at school of a morning. October
Not only was this a great opportunity for our young sportspeople to get out and about, but it facilitated a rare opportunity for staff, students and parents to get together during the school day. Our PTA kindly provided the squads and their supporters with flags in the school’s blue (JP are red), emblazoned with the #PTAPowered tag line.
With parents, teachers and peers cheering the teams on, Ms Donavan was delighted with the event, “It’s been an amazing start to the season, and great to see parents, students and staff members come together to make some noise so early on in the term – we can’t wait to host it next time!”
The Varsity series continued with Emirates Hills hosting volleyball and swimming tournaments back in January, and welcomed many of you through our doors to enjoy the spectacle!
MAKING CONNECTIONS
Connection is being increasingly recognised in the medical world as crucial to upholding mental and physical health, with loneliness being most recently linked, by the US department of Health and Human Services, to serious medical conditions such as diabetes, heart disease and dementia, to name but a few.
You would be forgiven for thinking that loneliness couldn’t possibly be a challenge for members of a ready-made community such as a school. However, with loneliness being defined as perceived isolation, everyone is vulnerable. Therefore, schools must take proactive measures to build community, facilitate connection, and provide opportunities for students, staff and parents to connect. Our cultural celebrations aim to achieve just this.
In term 1 parents from our British and Indian communities supported leaders in ensuring that the Festival of Light and Hope brought the school together to mark a key festival in their home cultures. Navya (Year 4) started the day off for the primary school by delivering an information session to the whole of Years 1 to 6 in their assembly and Annika (Year 13) provided slides for staff to deliver the same to the secondary school during their tutor time.
Parents and children kindly gave their time to decorate the foyer and outside entrance with flower wreaths and rangoli patterns, as well as host an incredibly popular food stall so that all students, from 3 to 18, could come and sample some traditional Indian food throughout the course of the day, while watching celebratory dances provided by more of our student body.
Community
Towards the end of term 1 another key celebration punctuated the school calendar: National Day. Again, a feast for the senses was prepared by our wonderful Arabic staff to engage all students in the vibrant culture of the UAE, with food, henna, a camel, and a falcon on display along with learning sessions in assemblies and lesson provided for students to understand the cultural significance of these interactive elements. December
As we moved into Term 2 we celebrated International Day; another opportunity for our students to learn more about the cultures of others and enjoy strengthening our community spirit while doing so, and parents were once again a key feature of the event’s success.
One of the most popular areas of feedback in the parent survey last year was the Extra-Curricular Programme. Utilising that feedback and based on student engagement numbers from Term 1 we made some changes we hoped would optimise the student experience. Below are responses to common sentiments that were fed back from our community.
HOW IS THE ECA PROGRAMME DESIGNED?
The ECA Programme aims to help students identify, develop and refine their interests, skills, and talents in a wide range of areas including sports, the performing and expressive arts, and critical thinking. It is a termly challenge to provide students with exposure to a range of experiences, as well as honour those who would like to continue to follow their interests in one specific area.
The ECA Programme is designed based on the expectation that every academic staff member will lead an ECA, with members of the PE team leading multiple sports ECAs to meet the needs of the programme. The programme is built termly and begins with the consideration for which sports leagues are running that term across Dubai, run by Dubai Affiliated Sports Schools Association, or DASSA.
Community
Staff members with specialist sports skills, both from the PE & Sports Department and across the school, are assigned to a squad and the facilities are booked to ensure that all competitive sports have adequate training space and time.
Once the programme can ensure that DBS students are provided with the opportunities to compete in the external sports leagues, the School ECA Coordinator looks to match remaining staff skills with students’ interests and ensure that access to all facilities are provided to students of all ages. Analysis of previous club enrolment data influences which ECAs remain on the programme and may require more provision, and which are not renewed.
The programme is then built to ensure that a range of disciplines are made available to different age ranges on different days, so that on any given day a student has a range of extra-curricular areas that may appeal to them. Across the week the student should be able to find at least one ECA that they would like to join.
WHY CAN’T SPORTS SQUADS RUN FROM TERM TO TERM?
Sports squads change depending on which leagues are available that term. This year, in response to greater demand, we have added more recreational sports opportunities in terms where leagues are not running. Additionally, training will take place in the term preceding the competitive league, either via an ECA or in curriculum time.
WE NEED MORE SPORTS!
We have increased our offering this year – below is the incredible list of sports that our staff provide via the ECA schedule.
Other sports we facilitate coaching and opportunities for include: gymnastics, golf, skiing, aquathon, athletics, tennis, karate, and kickboxing.
Opportunities outside of the DASSA league include: DC 10s (rugby) BSAK 7s (rugby) BSAK 7s (football) BSME Games (athletics, swimming, netball, basketball and football), BSAK 7s (netball), BSME volleyball.
WHY AREN’T THERE SPORTS SQUADS FOR YOUNGER STUDENTS?
The school day is designed to be intentionally shorter to support the needs of Foundation Stage students’ age and developmental needs. The school introduces ECAs from Year 1 where students are more able to positively engage with an extracurricular programme. Childcare is available through ISM, an external provider.
WHY DO SOME PEOPLE GET ALLOCATED MORE ECAS THAN OTHERS?
The software used by the school aims to ensure that all students are allocated to at least one ECA, which it does by shuffling all options made by all students to maximise the chances of all students receiving a place on at least one of the ECAs they have chosen. It is not carried out on a first come, first served basis.
Once this is done the ECA coordinator tries to maximise engagement with every ECA and manually ‘fills’ the session, so that as many opportunities are offered to as many students as possible. However, this is only possible where parents have selected multiple ECA options for different days, and where minimal options have been selected this does result in variation between the numbers of ECAs different students have been successful in securing.
If you find your child has not been allocated an ECA at all, please email: ecas@dubaibritishschool.ae and we will do our best to rectify the situation. This may happen where only one club has been selected, and we cannot guarantee that a space in the ECA will be provided. Where this is the case, we will work to find an alternative with you.
Community
Once the system has allocated ECAs and the ECA coordinator has manually filled based on all families’ first priorities, we then share any available remaining spaces in any ECAs, so parents can log back into the system and request to join additional ECAs.
To receive more ECA allocations, parents should select more than one activity per day. The system allows parents to choose up to three activities each day which will maximise the chances of confirming multiple ECAs across the week.
WHY AREN’T THERE MORE ECAS?
The programme each term includes over 90 ECA opportunities for students across the school (not including squads), which is more than a typical offering of a school our size. All Teachers and Learning Assistants contribute to the programme, which is not typical of other schools, and students have the opportunity to lead ECAs throughout
CONTINUOUS COMMUNITY IMPROVEMENTS
The cooler weather means the time of year tends to be jam-packed with events that bring together our staff, students and parents, and this half term was no exception with a Spring Fair, International Day and Community Iftar squeezed into the last 5 weeks. Each event carefully drew on the success of previous years and made adaptations to raise the bar even further.
Spring Fair
Our Spring Fair, organised by our ever-dedicated PTA, was extended from 3 to 4 hours this year to ensure that families could enjoy the offering for as long as possible. Although we don’t have an official figure for numbers of attendees the ticket sales of the ever-popular tombola suggest that even greater footfall was enjoyed this year compared to previous years. Highlights of the day include performances from the Cheerleading eam, Desert Dancers and Absolute Gymnasts, as ell as the distribution of incredible tombola izes including an Apple Watch and a 5-night oliday in Greece.
International Day
International Day 2024 saw increased numbers of parents getting involved to represent their home cultures. Our day started with a parade by the Primary School, much like the Olympic opening ceremony(!), with children grouped together by home countries. This year, as an additional enhancement, we were delighted to welcome the Police Marching Band to join the festivities and lead us in celebrating our host nation, the United Arab Emirates. Palestinian dancers were a highlight of the day-long cultural exhibition with murmurs from the Indian stall of bhangra dancers being introduced next year….watch this space!
Community
And finally, as we drew term 2 to a close we welcomed over 300 community members to the DBS Emirates Hills Iftar. Improvements this year included a ticketing system to ensure that we could better manage numbers at the planning stage, divided buffet stations to provide more streamlined access to food with shorter queuing times, and clearer expectations on the contribution expectation from those joining us, with many happy faces (and full tummies!) as a result.
Opportunities to help us shape these events come as feedback forms shared via our weekly notices on the Friday after an event, so please make sure you continue to give us your take on what worked well that we should keep, as well as how we can make things even better, so that we can ensure everyone can enjoy the sense of belonging that every member of our community deserves to feel.
Unsung Heroes
Term 3 was off to a flying start this year for one whole day before we were interrupted by historically unprecedented storms, which moved our whole school community online. What started as a two-day hiatus quickly turned into four as the nation realised the challenges we all faced in trying to return to normality.
While parents and teachers had the unenviable task of balancing the pull in the different directions of their day jobs, parenting, distance learning, and home restoration, our team on site committed all their attention to the school campus, ensuring that the moment schools were given permission to reopen, that we would, and we would do it without compromising provision.
The day the storm broke, Tuesday 16th April saw our facilities, security and housekeeping team manage initially minor leaks. As the storm reiterated over the course of the day the teams worked to keep standing water to a minimum to stop it spreading and mitigate lasting damage. The school lost power to its outbuildings creating even greater challenges for the team and as the day came to an end there was another blow when we discovered that they were unable to get back home. What many of our younger students dream of became a reality for our incredible site staff: a sleepover in school.
The security team particularly deserve a mention at this point as security staff must be on shift around the campus 24 hours a day. Typically the school has a night team and a day team, but with the roads impassable the day team had to also be the night team, and slept in shifts to ensure the security of the site.
The following day the teams were able to get home and what followed in the days afterwards was a testament to their passion and commitment to our school community. Debris was cleared, ceilings painted, power restored, sails replaced and when our families returned to us the following Monday we were greeted with the humbling sight of ‘business as usual’.
Unsurprisingly, many of our school community, parents, staff and students, wished to express their gratitude and so a collection was organised and presented to the team a few weeks later. I cannot thank our site staff enough, led by our incredible Operations Manager Mohammad Alshouli, for what was a humbling display of determination and resilience, and the perfect illustration of the strength of our school community spirit.
Mohammad Alshouli, Operations Manager
Our Year 11 students celebrated their historic achievement of producing the school’s best GCSE results ever, with 63% of grades awarded being at 7-9 (the equivalent of A-A**), dramatically bucking the downward trend in achievement across the GCSE system globally.
Unsurprisingly, this led to an exceptionally high proportion of our students choosing to continue onto A levels and BTEC study at our sixth form, which coupled with high external demand for places has led to one of our biggest ever Year 12 cohorts.
A level achievement remained largely in line with our last set of comparable results in which no Covid concessions were applied in 2019 – a trend which was seen globally across the A level system. Again, impressive achievements abound with 62% of grades awarded at A*-B, slightly up on 2019, leading to 98% of our Year 13 students successfully gaining admission to their first-choice universities and courses, both in the UK and globally. Yet again, BTEC achievement was exceptional, with 98% of grades awarded at A/A* equivalent.
From these brief headlines it is clear to see why our Year 11 and 13 students had so much cause for celebration after a particularly difficult and uncertain period of study overthepasttwoyearsasschoolsandtheexamsystemstrivedtoregainpostpandemic stability.
READY, SET, ART!
It is a pleasure to welcome student authors to The Journal. This article has been shared with kind permission from the school newspaper team
“This work is themed around the change of seasons. The natural environment of the white tiger relates to winter, with the contrast of summer seas within the image of the tiger.” - Deema Belal
“This is a mixed media piece to represent the movement through the loss of opacity”
- Bernadett Nagy
Kaleah Nicholson and Bernadett Nagy
“This artwork is inspired by aging and the emotions connected to memories of life events” - Kaleah Nicholson
“Millions of years ago the UAE was underwater. This painting depicts the evolution in history through different changes of the landscape from seabed to desert” - Vasilisa Konovalova
“This large-scale painting is inspired by the desert landscape, with an applique of sand creating the texture of the dunes. Native American pattern work adorn the skull of a large mammal, showing us there is beauty still to be found.” - Amira Higginson
Above: “This painting looks at the idea of being physically locked in an environment, along with the emotions that come with it. The figure’s face pressed against a glass surface is brought to life with hypnotic lines and swirling brushstrokes.”
-Evie Ellis
Top Left: “This artwork is a commentary on sexism and stereotypes of this world—linking to how people are ‘locked’ in who they are meant to be and already defined as who they should be before their life has properly begun. This piece explores this within the context of domestic violence as there is very little awareness for the voices of male victims that have yet to be heard.”Ruby Vela
Left: “This mixed media artwork blends the world of the living with the relics it leaves behind. Graphite has been used for the detailed shading on this gazelle skull, juxtaposed with the animal’s natural hide and flowers to represent beauty.” - Sama Hasan Al-Amin
As term 1 drew to a close, we were proud to invite our Year 12 students and their families into the school for their GCSE certificate presentation. With the strongest GCSE results in the school’s history in which 43% of all grades awarded at Grade 8/9 and in a year when all grade boundaries were raised back up to the more stringent 2019 standard, it is clear to see why this group of students felt such need to celebrate.
And if that wasn’t enough, we were incredibly proud to have students who achieved marks that ranked highest in the United Arab Emirates, and the World, in three different subject areas:
Manuela - Highest Mark in United Arab Emirates - IGCSE Spanish
Addam - Highest Mark in the World - GCSE Geography
Tiya - Highest Mark in the World - IGCSE English Language
Our sincere congratulations to all our students for their incredible accomplishments.
Tiya earsonAward2023
easonAward2023
Addam
Manuela earsonAward2023
THE DBSEH LEGACY: A Journey to Excellence
Dear DBS Editor and Year 12 Student Yonita Saggar examines how the 6Cs underpin excellence in her article written for the global educational publication ‘Education View Magazine’.
A journey of excellence. It is what all students aspire to achieve, and Dubai British School Emirates Hills is one of the few schools that truly embodies this sentiment, by nurturing the aspirations of every one of its students. The values instilled within students through the implementation of the school’s ‘6 Cs’ (Communicators, Caring, Courageous, Cooperative, Creative, Critical Thinkers) only make up one aspect of the school’s holistic representation of skills and morals that shape a student’s experience at Dubai British School Emirates Hills and beyond. This is compounded by each one of the 6 Cs being specifically catered to through multiple school events as one progresses through the key stages, which is vital when a student wishes to embark on their journey of excellence, due to the synthesis of characteristics within the 6 Cs that undoubtedly create well-rounded individuals.
illustrations of the school’s dedication to its students is through its multiple yearFirst introduced in primary school, Anti-Bullying Week highlights the caring, courageous, and communicative in the face of adversity. The tightknit community of the school perpetuates a sense of belonging that is felt by all students, which enables them to be the best versions of themselves. Although a week-long initiative, the assemblies and activities associated with Anti-Bullying Week make a lasting impact on students, inspiring them to remain conscientious individuals with compassionate dispositions. Furthermore, another initiative that embeds the 6 Cs into itself is the Eco Committee. Open to all secondary year groups, this committee stresses the importance of protecting the environment, thereby inspiring students to enjoy giving back to the planet. This is perpetuated through regular beach clean-ups, planting trees, and hosting assemblies to inspire other students. Not only is this an example of student agency, which is another notion the school values, but it also creates awareness and consciousness amongst students, and prepares them to act in the face of adversity, whether it be on a social or environmental level. Therefore, this committee embodies the values of being critical thinkers, creative, and cooperative.
Another reason why these initiatives are so important is because they embody the idea that students must not only focus on academics in order to embark on their journey of excellence. Initiatives that create inquisitive and driven students with skills that can be developed outside of academics are crucial for personal growth as an individual. Consequently, the skills derived from these initiatives coupled with those obtained from academics result in a versatile individual, who is more than capable of facing the realities of the world that is their oyster.
Another key component of the journey of excellence that Dubai British School Emirates Hills embodies is the transition between key stages. For example, the transitions between Year 6 to 7, 9 to 10, and 11 to 12 are astounding in terms of the new environment, new subjects, and new methods of learning. To counteract potential dismay about the jump between key stages, Dubai British School Emirates Hills prides itself on its Transition Days. These days, like any other, truly focus on students’ needs to achieve their aspirations. This is compounded by a nuanced method of teaching that stresses the importance of exploration on behalf of students, in order to find subjects that they truly enjoy, paired with the guidance of teachers who aspire to help them realise their passions. The latter is especially important when it comes to GCSE Taster Days as well as A-Level ones, as students will be committing to a two-year course. This, of course, evokes the values of critical thinking, cooperation, and creativity.
There is always meticulous consideration when it comes to GCSE and A-Level options, which can be seen through the diversity in the GCSE and A-Level Options Blocks. There is careful consideration put into the arrangement of each block, as Dubai British School Emirates Hills truly aims for students to utilise the widest range of skills possible. A vast majority of students are able to walk away happy, knowing the subject blocks have been designed in a way that allows them to pursue their first-choice options. Therefore, as Dubai British School Emirates Hills’ motto is ‘Enjoy, Aspire, Achieve,’ the amalgamation of taster days and subject blocks allows for exactly this; students are able to aspire to do what they love, enjoy the subjects they pursue, and therefore achieve a stellar set of results, thus compounding their journey of excellence.
Excellence December 2023
It is important to note that, whilst there is a vast amount of support given during these taster days and periods of transition, Dubai British School Emirates Hills prides itself on providing constant support to its students in times of academic prosperity and public exams. For example, teachers do not shy away from providing unconditional support to students who are studying for GCSEs and A-Levels, and they tirelessly provide extra reading and resources in order for students to develop a true understanding of the subjects at hand, rather than doing the bare minimum.
This level of commitment and dedication on behalf of teachers and students alike can be reflected in the school’s most recent GCSE results, where the class of 2023 achieved the best set of GCSE results in Dubai British School Emirates Hills’ history. Subsequently, the school creates an environment where students love to learn and learn to love their subjects, which is reinforced by passionate teachers. This therefore exudes the importance of the 6 Cs for both teachers and students, in which the care that teachers reflect in their guidance is appreciated by the students, through their abilities to critically think and be creative with the vast number of resources they are given. Therefore, the nurturing environment created by the teachers aids greatly in a student’s journey of excellence, as students are provided with all the skills, they need in order to progress beyond education.
In short, Dubai British School Emirates Hills perpetuates the importance of a socialacademic balance, through the various initiatives it hosts as well as the learning environment it creates, urging students to become well-rounded, successful individuals. Having consistently been rated ‘Outstanding’ by the KHDA since 2017, it is clear that the success of students not only lies in their own marvellous capabilities, but also lies in the beholder of their education – Dubai British School Emirates Hills. In the immortal words of John Dewey:
“Education is not preparation for life; education is life itself.”
February 2024 Excellence
There are many yardsticks by which the success of a school might be measured and those we choose to focus upon say much about what we value about the developmental journey of young people.
The onward endeavors and achievements of a school’s alumni by virtue of their knowledge, skills and developed character traits indicate the extent to which it may have fulfilled its core purpose of preparing them for adult life. Furthermore, the ongoing relationship a truly outstanding school nurtures with them demonstrates its commitment to creating a enduring sense of belonging to something special and creating a legacy which furthers its distinctive ethos.
With over 17 years of service to our community we have an extensive alumni body representing a wide array of academic, personal and professional success. We are very fortunate that many of our alumni return to visit us on a regular basis to reminisce and to share their experiences with our current students.
Last term we heard from Elena (Class of 2020) who is reading environmental studies at Leeds University. Elena told us about her current work placement as well as reflecting on the aspects of her DBSEH experience that prepared her so well for her next steps towards realising her aspirations.
Excellence February 2024
Christina, currently in her second year studying law at Oxford, and Jia Wen, studying Computer Science at Monash University (both Class of 2022), kick-started the new term for our Sixth Form students with an assembly on university applications and tips for settling into undergraduate life. Shortly afterwards we were joined by former Head Boy (2019-20), Dami, and fellow former student, Tahia, now a PE teacher, who dropped by to tell our students about their university experiences and the importance of developing personalised organisational and study habits early on in school life to make the transition to undergraduate study and painless as possible.
Cyrus (Class of 2013), a law graduate and entrepreneur, recently spoke to our Secondary and Sixth Form law-school aspirants about the importance of networking, extra-curricular interests and soft skills for professional success. His wisdom was very well received, with many students left even more inspired by the success of someone to whom they could so easily relate.
More recent alumni, Jacob, Srishti, Daniel and former Head Girl, Laila, from the Classes of 202123, also took time out from their winter break to come along and say hello to their former teachers and younger students and to regale us with their experiences of starting university life in the UK. They had lots of great practical advice for our sixth formers who are in the process of making their applications.
We hope to see these wonderful individuals and their contemporaries back at DBSEH again to tell us about the next chapters in their exciting personal and professional journeys. Moreover, we look forward to building a bigger, stronger and even more interconnected network of alumni across the world who continue to extend our legacy and play a leading role in guiding the next generation of DBSEH learners.
“A candle loses nothing by lighting another candle.” Father James Keller
The value of community is well-known and well-loved at DBS Emirates Hills, and more often than not the community that springs to mind is in our immediate locality; our students, staff and parents. However, as part of our values of both community and excellence, staff at Emirates Hills are regularly challenged to take their exceptional knowledge and understanding of our profession in their specialist areas and share them with the members of the wider educational community.
Back in Term 2 Nichola Fisher hosted a training session for science coordinators from across the Taaleem group, both in Dubai and Abu Dhabi, to share an approach to teaching Science to primary students that helps to promote and develop their understanding of investigation skills. As our specialist STEAM teacher, Primary Science Leader, and business-owner of a STEAM home-kit company, Nichola is well-placed to lead the field in this regard. Over 30 teachers and leaders attended the training hosted at the school, and left inspired and ready to apply the approach back in their own settings.
Additionally, the school works closely with the University of Birmingham to help train the next generation of teachers by providing closely supported teacher placements in school, as well as provide subject expertise to undergraduates to enrich their course. Katrina Blackstock, from our Year 2 Team, provided lectures on best practice pedagogy in phonics to the PGCE students to help them understand how best to develop early literacy skills in younger learners. This term Mike Edwards, Year 6 Teacher and Leader of Ed Tech took to the lectern with the university to provide guidance on the effective use of educational technologies.
Excellence March 2024
Our highly engaging and successful approach to teaching Arabic, innovated by Rania Reda our Head of Arabic Subjects, has made waves across the emirate and we are working with schools both inside and outside of the group to support other schools in raising their standards through visits, observations, collaborative moderation and training sessions.
Additionally, the facilitation of the National Professional Qualifications (NPQs) continues, with Senior Leaders from Emirates Hills supporting aspiring leaders from across the Middle East in gaining formal accreditations from University College London in Leading Teaching, Senior Leadership and Headship.
Although the notion of giving time and energy to support other schools in raising their standards can cause anxiety about lowering our own, there need not be this concern. In sharing best practice our teachers and leaders refine and improve the systems and practices that take place with our own students, as well as make our name known to professionals across the region as a centre of excellence, attracting high quality teachers and leaders who are keen to join us. As the opening quote suggests, therefore, a candle loses nothing by lighting another candle, and in fact, it is our students who end up benefitting from the additional light and warmth the flames bring.
June 2024 Excellence
As the school year draws to a close we want to wish our graduating class all the very best as they commence a new chapter in their lives. Over the following pages you will find the pictures of our graduating cohort, and newest batch of DBS Emirates Hills Alumni.
Good luck, Class of 2024, we are very proud of all you have achieved and the wonderful young adults you are becoming; we are excited to see your bright futures becoming realities.
