From the News DESSC - Issue 1

FROM THE

NEWS DESSC ISSUE 1; JULY 2021

THE IMPORTANCE OF PLAY: ADVOCATING FUN IN THE CLASSROOM

GETTING ‘TECHY’: UPSKILLING AND ADAPTING TO NEW WAYS OF TEACHING

STRENGTHENING OUR CHARACTER:

BUILDING RESILIENCE IN STUDENTS

EMBRACING

CHANGE

FROM THE NEWS DESSC | MESSAGE FROM THE PRINCIPAL

EMBRACING CHANGE

Andrew Gibbs | Principal / CEO, DESSC

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oth DESS and DESC, by way of now-familiar protocol necessities, embraced (if not warmly or easily) a whole raft of changes over the last 18 months that constituted a then-new set of realities for a future that is still very much our present.

So much unheralded change, but change taken in our stride, to the enormous credit of all involved at both schools.

Change, adaptability, progression and innovation have always been qualities we habitually and legitimately seek at DESSC, whether reactively or plotting new pathways in an ever-evolving world; essential components of any school or organisation worth its salt. And yet, as much as the future matters, like any ‘family’ or entity with a rich past, I am regularly reminded of the value of our history. Never more so than with the recent passing of David May and before him Bill Duff, founding forefathers of DESC and DESS respectively. Selfless custodians of 58 years of history.

DESS, founded in 1963, older than the UAE itself. Only one other international school has been here longer. This counts for something.

It gives us a past, a longevity, credibility and impetus to continue legacy-building; not by living in the past but ensuring that

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with a forward focus we strive to live up to, match and better the achievements and aspirations held by successive generations of DESSC alumni – current and past pupils, staff, parents and trustees alike.

It is worth noting that our oldest DESS alumni are now 62 years old. I had the pleasure of meeting one of them at the 50th birthday celebrations for DESS in 2013 at the same time as meeting Mr Harry Andrews, the first headteacher of DESS. He regaled me of how, as a post-graduate student he responded to a handwritten message on a noticeboard at his university, advertising for a teaching post in ‘Dubai, near Sharjah’! How times and points of geographical DESS Class (YEAR) reference have changed.

DESS Class (YEAR)

And so, imbued with a sense of deep respect for what and who went before and a collective commitment to carving out bright, ambitious futures for the schools that see us truly ‘kick on’, we will look forward to celebrating our next ‘significant birthday’ in 18 months’ time.

2023. When DESS turns 60. In doing so, both the School and College communities will, naturally, seek to mark this special occasion in a

manner befitting of reaching such a milestone. It seems a long way off, but time will fly, and so next term we will be inviting representatives of all our stakeholders, past and present, to be part of a ‘DESS is 60!’ planning group. Concurrent to the formation of such a task force we will also be launching new means and processes around reaching and engaging with our alumni; beginning with our alumni short survey. With 2023 in mind, we very much see this as an opportune moment to regather our efforts to reconnect, and connect with, as many of our alumni as possible, from 1963 onwards – former pupils, parents, staff and trustees. As such, we would like to encourage you to connect with us on alumni@dessc. sch.ae, with your suggestions for naming our alumni group.

Embrace the future? Absolutely - as we will, in all we do......without neglecting to treasure, celebrate and respect what went before. The bar has been set and raised over 58 years to date; our job and that of those who follow is to make sure it continues to reach new heights.

I wish everyone connected with DESSC all the very best between now and when we re-open for Term One of the new academic year.

Go well.

CONTENTS

Editorials

4 Keynote: The Importance of Play 6 From the DESSC Frontline 8 Keynote: Upskilling Our Way Through 10 Adapting to New Times 13 An Interview with the DESS JLT 14 Recovering Together 16 Making a Difference 18 Keynote: The Time for Resilience 20 Thanking the Medics 23 Reflecting on our First Year 24 Changing Professional Development 26 Back to Books and Beyond 28 Connecting Minds, Creating the Future 30 Embracing Mindfulness 32 Keynote: Positive Psychology in Schools 34 Reading to the Community 36 Ready for the Next Adventure 38 Life Beyond DESSC 40 Harnessing Opportunity 42 Thank You DESS 44 Opening Doors 45

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | EDITORAL

WHEN THE GOING GETS TOUGH Catherine Dando | Headteacher, DESS

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gility and resilience have been the two watch words for all schools since the start of last year. Building a sustainable school community, that can cope with whatever is thrown at it, is essential. Ensuring everyone is equipped with the necessary skills to not only survive but thrive through adversity, and the inevitable changes brought with it, is the new measure of success.

In other words, and forgive me for showing my age, in the words of Billy Ocean, “When the going gets tough, the tough get going.”

Thrust into this new reality last year, I felt hugely grateful that, at DESSC, wellbeing has always been at the very heart of our vision.

Our belief that happy children learn is underpinned by a strong and long evidence base.

Philosophers as far back as Aristotle have considered happiness to be the end goal of education and psychological interventions have been around in schools since the 1930s. Indeed, Maslow’s ‘Hierarchy of Needs’ showed the inextricable link between emotional wellbeing and the ability to learn. However, despite this, in the past this may have been seen in some circles as the softer side of academia. ‘Soft’ no longer. Finally, as a result of a global emergency, the true strength of an education with wellbeing at its core has not only been recognised but applauded.

This focus on mental, emotional

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and physical health has to start with our staff. Our long history of inschool coaching has recently been boosted by excellent and accessible professional development in order to cultivate a team with a positive and solution focused growth mindset. This has allowed us to reframe the challenges and to see the opportunities they could bring, as outlined in Tony Clarkson’s article regarding changing professional development.

Believe me, this mindset has been tested on numerous occasions this year. Finding the answers to such questions as, “How can I keep 25 six year olds socially distanced all day?”, or “How can I divide my class into bubbles and still ensure they have enough space to play and access to the right resources?” In her article, Yvonne Sewnauth highlights the indisputable importance of play.

Teachers have become masters at adapting and transforming environments and turning their hand to new roles way outside of their comfort zone. I recommend reading our librarian’s article for an entertaining description of this. Throughout it all, the genius ingenuity, creativity and resilience of our staff has shone through.

And the children? From the very first day that we reopened the gates we watched with amazement at how excitedly they bounded back in and they still continue to astound us with their energy, enthusiasm and inherent joy every day. Their ability to adapt to the new protocols, to

smile beneath their masks and to learn, despite the restrictions has been incredibly reassuring and humbling.

I firmly believe that they have been able to embrace these changes because they already had a toolbelt of strategies to use; daily mindfulness to ensure that they start the day with a calm new focus; Positive Education that enables them to recognise and build their own personal character strengths and a specialist Wellbeing team of both Student Advisors and our Medical team who have both written fascinating articles that explain their vital roles in greater depth.

However, the resilience and agility of DESSC lies even deeper than all of this. It lies in the extraordinary care that is shown by every individual to one another. In her article, ‘Fond Farewells’, Rebecca Eldred explains the life changing impact of this strong ethos. The trust, support, patience and understanding that our parent body have afforded us during the multitude of last-minute changes and communications reveals the inherent levels of strength and respect. The shared struggles of the past eighteen months and the inevitable adversity have not only seen us embracing change but have also served to strengthen the bonds between us all.

FROM THE NEWS DESSC | EDITORAL

THE MAKING OF A NEW WORLD Chris Vizzard | Headteacher, DESC

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hink back to when you were a child. Can you remember a single event that caused the most anxiety for you? I would hazard a guess that this negative experience involved some form of change. Having to move away from the normal, regular, expected, usual way of doing something often causes discomfort, worry, unease and apprehension. When you look at the adjectives used in the last sentence, it is no wonder that change is often seen in such an adverse way and why people often fear or avoid any change at all.

In Philadelphia, USA, a company called Heinz participated in an event known as an ‘EXPO’. The year was 1876 and they introduced a product known as tomato ‘catsup’.

The inspiration for this product was the ke-tsiap, or fish sauce, popular in areas in and around China. Interestingly, it took the perseverance and determination of promoting their product at other EXPOs (Paris 1889 and Chicago 1893) before it became a globally recognised brand, some twenty years later.

Arguably, ketchup, and in particular the Heinz brand, has changed the world but the combined impact of all Expos, since the first held in London in 1851, has accounted for so many changes, most of which would be considered to be positive. Like so many events, such as the Euros and Olympics, EXPO 2020 has perhaps

had to embrace its origins and ethos more than any other in order to adapt, re-invent and ultimately change for it to eventually provide the platform to celebrate, spotlight and promote the changes that are necessary to allow us all to, as they put it, ‘join the making of a new world’.

Our journey over the last few years has provided an incredible opportunity and foundation to improve and develop further. You can read about the interesting stories and perspectives of students, our medical team and DESSC staff on many aspects of our provision during this time and hopefully this will provide an insight into how we have operated and what changes we will be looking to make moving forward. DESSC, as an organisation, is looking forward to the future and we have been able to focus specifically on what the next few years will look like and what this means for education, our students and parents – how our new world will look, I guess. Two vital areas are given closer examination from Katharine Gracey and Eoghan Kerr.

Katharine looks at how we have used technology to enhance teaching and learning and how her team has developed and adapted throughout the pandemic. Eoghan examines the more psychological and personal aspects of developing character strengths and, for example, how we are helping children develop resilience in the face of adversity.

We also bid a fond farewell to

Stephen Green, who is leaving DESC after nine years and has some final thoughts to share with us.

A memory that stands out for me was when my resilience was tested as a teenager, faced with the prospect of changing school.

This change in my life stands out as one that caused much anxiety; it was also, looking back, one of the most positive changes my parents could have made for me. Although a change of school is probably one of the most worrying experiences a child can face, I think it is fair to say that collectively, our children have experienced change in the past eighteen months beyond anything we adults will have ever faced. In these extraordinary times they have been incredibly resilient and despite the hardships, they will now have the confidence and ability to embrace any future challenges head-on, of that, I am sure.

I hope you enjoy our first issue of ‘From the News DESSC’ and have a wonderful summer break when it arrives.

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | KEYNOTE

THE IMPORTANCE OF PLAY

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Yvonne Sewnauth | Phase Leader Foundation Stage, DESS

an I go play now?” As a parent, how many times have you heard your child ask this? Several, I am sure, and that is due to the simple fact that play is fundamental to a child’s development and is indeed, as Maria Montessori famously quoted, “the work of the child”.

But what exactly is play? In ‘Learning Through Play’, Peter K Smith and Anthony Pellegrini describe it as “an activity done for its own sake, characterised by means rather than ends (the process is more important than any endpoint or goal)” (Smith and Pellegrini, 2013:2) By engaging in active and play-based learning, our youngest students here at DESS are experiencing a whole range of skills that enable them to make sense of the world around them, as well as opportunities to experience setbacks and failures, which, in turn, allows them to develop problem-solving skills, emotional resilience, confidence and self-esteem. Play also teaches them ‘how’ to be a learner; during free-play sessions, children’s brains are filled with new information, thus they become completely engrossed in an activity. At this point, they are processing everything that they have experienced and figuring out how it can work for their lives.

also assists in laying the foundations for Literacy, as they learn to explore new sounds, attempt new vocabulary and exercise their imagination through storytelling.

Learning through play is more than simply learning academic skills, such as letters and numbers, indeed, it is providing our children with life-long skills essential for the 21st Century: collaboration, communication, critical thinking and creativity.

Prior to the 1960s, the brain was considered by scientists and medical professionals as unmalleable, thus resulting in a fixed intelligence.

However, Marion Cleeves Diamond, one of the founders of modern neuroscience who studied the brain of Albert Einstein, also conducted a landmark research experiment in 1964. Studying rats in boring, solitary confinement versus those in an exciting, play-filled environment, Diamond uncovered that the ‘enriched’ rats had thicker cerebral cortices (bigger brains!).

In addition, these rats were smarter and more able to navigate their way through mazes quickly too.

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Not only is play essential to cognitive, physical, social and emotional wellbeing of children, it 6

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Playful behaviour has extremely powerful and positive effects on the brain.

With 90% of a child’s brain developing before the age of five, it is vital that children have ample opportunities for free play to enable their pre-frontal cortex (the brain’s executive control centre responsible for regulating emotions, allowing decision making and problem solving) to enlarge and operate at a faster rate.

Interestingly, and on a side note, the pre-frontal cortex also grows with love, and when children feel praised and celebrated, they in turn are developing larger brains too.

This research by Diamond provided resounding evidence that playful behaviour has extremely powerful and positive effects on the brain. So powerful, in fact, that the amount of play a child does has a direct correlation to their ability to learn.

Whilst the brain grows with free play, the pre-frontal cortex can actually shrink and diminish with

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Learning through play is more than simply learning academic skills... it is providing our children with life-long skills essential for the 21st Century.

screen-time, and children can often present with sensory overload, lack of restorative sleep and a hyperaroused nervous system (electronic

screen syndrome). Thus, by limiting a child’s exposure to screens, for example, television or iPads, you are allowing them to be less impulsive, present with a sunnier mood, as well as have greater focus and attention skills.

With the new EYFS curriculum and the Birth to 5 Matters document coming into effect from September 2021, education policy makers are pinning the importance of getting it right for every child from day one – a vision that has always been our main priority here at DESS; whether that be in Foundation Stage 1 or 2 or indeed if your child joins us in later years.

Play remains deeply rooted in our philosophy, whereby we provide our youngest children with high quality, planned play experiences to support their learning, that is both enjoyable and challenging.

By recognising that learning is at its highest level when children are at play and allowing their imaginations to create their own objectives, not only are we allowing them to develop healthier brains, but we are laying the foundation for skills that are so vital for later in life.

So the next time, when your child asks, “Can I go play now?”, I hope you’ll know what to say!

FROM THE NEWS DESSC

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FROM THE DESSC FRONTLINE Regardless of whether there is a global pandemic, doctors and nurses are responsible for the holistic care of all types of patients. During the past twelve months, the DESSC medical team have undertaken the extraordinary role of supporting us with both COVID and day-to-day issues, whilst ensuring that both the School and College remain safe spaces to work and learn and for this, we cannot thank them enough. Despite their busy schedules, they found time to speak to us about their changing role.

Briefly describe your career before working at DESSC. Jackie: I previously worked for the NHS in the UK, specialising in ICU and pain management.

Jill: After finishing my degree in Nursing, I completed my post graduate course in Midwifery and Community Nursing. I ran my own practice for a while, hosting antenatal classes and well-baby clinics, including infant 8

FROM THE NEWS DESSC

developmental stimulation classes for parents.

Françoise: I always wanted to become a doctor, just like my grandfather. I studied to become a Family Medicine GP in the Netherlands, where I worked for a few years before coming here to Dubai.

Susan: In the UK I worked as a Junior Sister in the emergency and trauma operating theatre of a busy childrens hospital.

Perly: I came to the UAE in 2006 and was offered my first job in a Radiology Centre in Sharjah where I spent seven years working as a Radiology Nurse before becoming an OPD / Charge Nurse.

Anna: I qualified as a Nurse in 1998 with a First Class Honor’s degree in Critical Care Nursing, specialising in Intensive Care Nursing.

What are the most rewarding parts of your role here?

Françoise: Being part of a very professional medical team, seeing children open up and feel safe with

us and later wave at me when I pass by the play area. Receiving thank you notes from parents when I am just doing my job.

Anna: The most rewarding part of my role is being able to work with families to enable a positive change.

This might be with education around a child’s medical condition or supportive encouragement to make healthy lifestyle choices.

Sometimes just chatting through a problem can be all it takes to see things differently. I’m a big believer in the phrase, ‘it takes a village to raise a child’. At DESS we are a village, looking out for each other.

Where do you see your biggest challenges?

Susan: Keeping everyone safe and healthy in school is a big challenge during a pandemic. With everchanging guidelines we need to make sure that we are always up to date and following the correct procedures.

Anna: Unfortunately, every parent now dreads a phone call from the school clinic! Somedays I feel more

FROM THE NEWS DESSC | INTERVIEW

like a security guard policing who can and who can’t come to school because of the very strict COVID-19 restrictions that all schools have to comply with. I do find it difficult that outside of the school environment lots of the restrictions seem to have relaxed but in school we still have to comply with very strict protocols.

This can be quite confusing for children. We do have a huge amount of admin work to do relating to the reporting of COVID-19 cases and tracing close contacts.

Anna: Part of my role at DESSC is Health Education. I really enjoyed visiting the children in class to help them learn about a healthy diet, how to look after our teeth and how to take care of ourselves when we are unwell. We had great puppets that we could borrow from a local dentist so that the children could practice and gain some hands on experience in caring for their teeth.

I’m really looking forward to being able to visit the children in person in their classrooms again soon.

In what way has your role changed because of the pandemic? ​

What positives have you taken from the past 18 months?

Jackie: With fewer students onsite and students encouraged not to attend if unwell, the clinic has been quieter at times. We are also involved in fewer sports and after school activities due to the current restrictions, but hopefully that will change when it’s safe to start up again. We have had a huge increase in paperwork, however, which has kept us very busy!

Perly: Assessing and treating students has become more challenging, especially as we must keep distanced as much as possible.

Jill: We can make it through as long as work together.

Susan: The resilience of our DESS community and the way we’ve all supported each other during the pandemic has been amazing. It has not been easy for anyone to adapt to the changes over the last 18 months, but I feel that here at DESSC, we’ve done an amazing job this academic year. I would like to see us continue to support and care about each other, as we have always done.

What would be your one wish for DESSC in the future? ​ Jill: To see our students filling all of the sports fields!

Françoise: To be the healthiest and happiest school in Dubai!

Perly: To remove the masks and see the bright faces of the staff and students.

Anna: I can’t wait for the day that we can safely welcome all of the children back to DESS without their masks. I want to see the happy, smiling faces of your beautiful children!

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | KEYNOTE

UPSKILLING OUR WAY THROUGH

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Katharine Gracey | Teaching & Learning Leader, DESC

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istory has taught us that as humans we are incredibly resilient, and we operate most effectively when we form strong communities that have a shared purpose and a common set of values. Never before has this been more relevant than in the past 18 months, when the pandemic threatened to prevent students from accessing the rich diet of learning experiences our College offers, which we feared could have potentially had a significant impact on learning and progress over time.

Yet we have instead adopted an agile and adaptable approach to the effects of the COVID-19 pandemic by maximising the use of technology to enhance and extend our teaching and learning provision here at DESC. Here is our story of Teaching and Learning through the pandemic.

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More than anything else ... we wanted to reignite our students’ love of learning and provide fun, engaging lessons in the classroom, following many months at home alone.

Our first challenge occurred in March 2020, when we were given short notice that schools were closing for two weeks. Teachers were able to plan lessons and upload them, using the platform most of us were familiar with: Show My Homework. Two weeks then became several months and it became clear that online learning was here to stay until the end of the academic year and we realised that a change of direction was needed. If we wanted to provide the best education possible in this time, we needed to explore other online teaching methods and start to consider both the functionality and security of these platforms too.

At that time, Webex offered us the best solution, so by April we had pushed this forward and presented the concept of Live Lessons, bringing back classroom discussion and introducing virtual, face-toface teaching for the first time in DESC’s history.

We then established a team of teachers who were up-to-speed with technology and had a real flair and passion for Teaching and Learning to help support and guide staff through this challenging time. The DESC Distance Learning Team (DL Team) was born - a group of colleagues from across the curriculum: Miss Malone, Mrs Bennett, Miss Wright, Mr Treble and Mr Murtaza, and me as T&L Leader. Our first task was to rapidly upskill ourselves in several new platforms to provide immediate and ongoing support across the College. We worked many hours over the summer to put plans in place and get tech-ready for the new academic year. We were hoping that students would come back onsite for the new term, but we knew that other restrictions were unlikely to have been lifted, so we faced an even greater challenge of balancing students onsite and in-class, with those at home in quarantine. We needed to ensure that this did not turn into a logistical nightmare!

Nevertheless, returning to the College in September was an exciting time for everyone; teachers were back in the classroom doing what they love and students were back reconnecting with their peers. Finding and embedding a platform which suited the needs of all students - those onsite and those at home – was still very much a priority. Following our summer of research and testing, we made

the decision to move to Microsoft Teams. We created an online professional development course for all staff on the effective use of Teams plus a separate student course to ensure they had the skills required to excel in their lessons.

Staff and student confidence in using Teams was essential, and so we ensured that everyone had the same basic level of knowledge and understanding of how Teams worked before integrating Live Lessons into our provision fully. We were so impressed with the way in which staff and students embraced this change and adapted their skillset once again. It was a tough start to the year but the normality of being in a classroom environment - albeit with single desks, masks and sanitiser wipes – made it all worthwhile.

The risk of staff being asked to quarantine at home while the College remained open required a new approach altogether in the way we delivered lessons. To ensure our students did not miss out on vital

learning experiences, teachers at home were ‘broadcast’ into the classroom via Microsoft Teams to deliver their lessons virtually (if they were well enough, of course!).

Each lesson was facilitated by a covering member of staff, but we were confident that even in these uncertain times, loss in student learning was kept to a minimum.

However, our journey was not always focused on technology. We were also keen to embrace the new socially distanced classroom environments and get creative in how we taught in this new space. We led sessions which encouraged teachers to rethink the way they taught in a positive and productive manner and in a way which still resulted in excellent student progress. The team created video guides and shared top tips with colleagues on various areas of pedagogy, including strategies to increase collaboration and engagement in a socially distanced classroom, paperless marking and feedback, virtual support and much more. More than

anything else, however, we wanted to reignite our students’ love of learning and provide fun, engaging lessons in the classroom, following many months at home alone.

Despite the challenges, the past year has also been an extraordinary time for Professional Development (PD) in the teaching community.

The pandemic has not only forced an upskilling in technology, but has also provided a time to get creative and rethink the way we teach, as we mentioned above. At DESC, we have a wealth of excellent practitioners who are always willing to share their expertise and learn from their peers, continually pushing themselves to get even better, even in the hardest of times both professionally and personally.

It is important that PD in Teaching and Learning is personalised to each member of staff, so therefore we launched our very own ‘T and L PD Route Map’. In other words, it is Professional Development for DESC,

by DESC.

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | KEYNOTE This map currently consists of four different strands: Observe a DESCpert – observing a member of staff who has been highlighted as an excellent practitioner in a particular area of pedagogy Menu of Choice – short group sessions to share good practice and discuss what works in our setting at DESC Professional Learning Conversation – a discussion with a colleague to draw upon their experience and expertise Peer Development – informal observations and feedback with colleagues to develop strategies in the classroom With regards to technology, our journey at DESC started four years ago, but it is incredible to see how much progress we have made in the past year alone. Our staff have upskilled and risen to the challenge of embracing technology in such a short space of time and to great effect. One of the most rewarding times during this year was observing colleagues who continually pushed themselves outside of their comfort zone to make their students’ learning experiences as engaging and interactive as possible. As we look forward to next year, we are excited to introduce the ‘DESC Tech Passport’ – a series of events and development opportunities for staff on the theme of technology.

We will also continue to provide opportunities to engage with PD as previously mentioned, and we have no doubt our teachers will relish the opportunity to get involved.

The DL team could not be prouder of the DESC community in these times.

DESC staff have gone above and beyond in their commitment to their 12

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students and have proven to be an exceptional group of practitioners who can embrace change and rise to even the greatest of challenges.

Our students have continued to be the best DESC students they could be, despite the restrictions and change in routine. We are also proud of our parents, who have supported us in ensuring their children stay motivated and engaged and given us the time and patience we have

needed to get our provision just right. One day, our COVID journey will draw to a close, but our use of technology in the classroom to transform teaching and learning is only just beginning. We are ending this year feeling positive and excited for the times ahead and, if this year has proven anything, our strength as a community gives us the ability to tackle any challenge thrown our way.

ADAPTING TO NEW TIMES

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…most people in Dubai are past masters at adaptation and certainly not afraid to tackle something new.

Vince Cook | President of Trustees, DESSC

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iven the turmoil of the last year and a bit - the way we have all been forced to reconsider what is most important to us and what we can live without - bringing the need to adopt wholly different ways of living our daily lives, it is fitting that the first theme of this new DESSC publication should be “Embracing Change”.

Whilst it may not always feel this way, I think most people in Dubai are past masters at adaptation and certainly not afraid to tackle something new. We are fortunate to be in one of the most dynamic environments in the world right now and, for the vast majority, the decision to move here away from family and friends and our native countries is clear evidence of our inclination to see change generally, at a time when new and exciting opportunities open up.

Nevertheless it is also one of the great paradoxes in human nature that we are all creatures of habit and take great comfort from routine

to varying degrees. So it is important during times of the most extreme change that we understand and accept that all of us will need help from time to time to make the best of the emerging reality. The rather less attractive alternative is to leave people feeling paralysed when the supportive things in our lives that have been taken for granted are no longer available or appropriate for the new circumstances we find ourselves in.

From the perspective of the Board of Trustees of DESSC, it is fair to say that from the outset of this recent crisis we were extremely concerned that the School and College represent a safe and comforting environment in our community of students, parents and teachers during the current period of immense change, whilst ensuring we were all equipped to get through it in good shape. Whilst easy to say, it is something to pull this off when the management teams and teachers are also having to manage the day to day practical challenges that lockdowns, social distancing and all the other related responses to the evolving pandemic

expected of us.

Despite this, it was extremely encouraging to see the level of positive comment and support coming from the different elements of our community throughout this period and I could see the joy radiating from both students and staff when we were able to get back to having physical lessons. This recent experience has highlighted for me quite how powerful it can be to have a supportive group of people around you, a clear sense of why something remains important no matter how the surroundings are changing and how daunting the immediate challenge and the immensely galvanising effect, immediate and spontaneous feedback – such as a child’s smile, can have on our ability to embrace change. Bring it on!

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AN INTERVIEW WITH THE DESS JUNIOR LEADERSHIP TEAM

We caught up with the Year 6 Junior Leadership Team, fondly known as the JLT, who will be making the big leap to secondary school next term.

Here they reflect on their favourite memories of DESS and share what they are most looking forward to next year.

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Tell us about a fond memory you have of DESS. Hugo: My fondest memory at DESS is achieving my dream goal of being Head Boy and representing our school. The day that I discovered I had been chosen was honestly one of the proudest moments of my life so far.

Erin: When I went to Hatta in Year

5, I had a wonderful time with my friends on the slip and slide. The food was yummy and I got to try new foods such as hash browns and samosas. I feel very lucky that we got to go and experience this trip before lockdown.

Rocco: My memory is when I joined DESS and when I won the DESS Factor twice. I am very grateful for that!

Bella: A fond memory I have of DESS is going to Hatta in Year 5. I’m sure that this memory will stay in my mind even when I grow up, it was very fun.

What challenges have you had this year and how have you overcome them?

Zach: I have found social distancing hard because I have been so used to playing with my friends without keeping a 2-metre distance the whole time. Talking wearing masks is tricky, especially if you talk a lot like me, and it can be difficult to hear your friends without getting too close.

Daisy: This year there has been a lot of challenges because of COVID such as social distancing, wearing masks and doing a week or two online. But overall, I feel I have overcome and accomplished many challenges.

Alexa: Social distancing has been tough. COVID in general has limited what we can do with friends and family so this has made my last year at DESS harder. Although it has been a challenge, we have learned from the experience.

What have you enjoyed about being on the JLT? Daisy: Being on the JLT has been

hard because of COVID and social distancing but I have learnt how to speak confidently and work as a team. I enjoyed being a part of DESS Has Talent and advising Mrs Gibson on ideas to improve the school.

Mihira: I have enjoyed everything, from hosting DESS Has Talent and speaking as a newsreader for the Safe Driving Campaign. I think I have improved my independence skills by participating in many JLT activities. Altogether it has been an amazing experience.

Bella: I have enjoyed all of the projects this year. I have learnt to keep pushing myself, by coming up with new ideas and getting everything done in time.

What are you looking forward to next year?

Mihira: Next year I am looking forward to learning new subjects, meeting lots of new teachers and people and using all the facilities they have at DESC. Rocco: I’m looking forward to moving to DESC. We will be treated as older students and this means we will have more independence.

I’m excited to meet new friends as people come together from different schools.

Zach: I am looking forward to making new friends and maybe

taking on a leadership role again.

Hugo: I am very much looking forward to moving to DESC. I hope to meet many more like-minded friends, learn lots of new and interesting subjects and continue to enjoy the many sports that I love.

What will you miss most about DESS? Daisy: I will really miss my teachers, friends and being at DESS. Primary has been so fun and I will miss it so much. All the memories and achievements I have made are all thanks to DESS. Arhaan: I’m going to miss the teachers because they have all been really supportive. They make learning engaging and fun so all students are included. Lessons at DESS are exciting and amazing!

Hugo: It’s going to be tough to leave and move on from DESS, which is a place I hold very close to my heart.

I will miss walking through the gate each day and being welcomed by such a great team of teachers and site staff, who have guided me so well throughout my days at DESS. I will particularly miss all of my awesome teachers who have supported me and have been a great inspiration to me.

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FROM THE NEWS DESSC | ARTICLE

RECOVERING TOGETHER WITH OUR DESSC STUDENT ADVISORS Olivia Tom | Student Advisor, DESS

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he Green Paper, “Transforming Children and Young People’s Mental Health Provision” (UK Department of Health & Department for Education, 2017) outlined the pivotal role of schools and colleges in tackling the growing tide of support needed for the social-emotional wellbeing of our students. Add in the small ingredient of a pandemic, and our schools and the sense of community they provide have become a lifeline to so many families.

The last eighteen months have not been an easy ride. Our stories and experiences are all unique with different interpretations and perspectives; this can create division but can emphasise the importance of our community and belonging, pulling together when times are hard and uncertain. We have socially distanced, embraced the online world, and covered our faces, blocking 80% of our non-verbal communication and social cues.

This in turn has created isolation and anxiety towards our strongest primal need; to connect and feel safe. Yet, somehow, we have found a commonality in this crisis. Whilst the world pushes us apart, we have understood that it is better together. At DESSC, we understand that we are in this together, and we will recover together.

Research suggests that more than

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half of all mental health conditions in adulthood are diagnosed before the age of 14 and that early intervention is key to effective support. At DESSC, we are not reacting to the pressures of young people and patching over problems but instead creating a holistic, ‘whole school’ proactive approach to the attitude of mental health. We understand that emotions are much like data, informing us about our feelings and we encourage curiosity to explore ways to express, manage and find support for our ‘big’ feelings, thoughts, and behaviours.

We understand that the pressures students face from FS1 all the way up to Year 13 are evolving, complex and increasing due to many factors, including the impact of COVID-19, social media, and the increased use of technology. However, the consequence in the current circumstances has meant their

exposure to some of life’s burdens has become even more pronounced.

At DESCC we listen without judgement but with compassion and empathy to support students through their journey, working holistically to find provision with the best interests of the student in mind.

Our role sits with the Wellbeing Team, supporting the DESSC culture of ‘being well’. We actively promote conversation where no problem is too big or small. This may be a conversation to calm and ease worry; a time to regulate and provide a safe space, whether it be from forgetting to feed the hamster, a trouble or upset amongst friends or managing adjustment to a big change in a young person’s life; all the way through to mental health, exam preparation and stress, getting ready for university

and teenage issues going through to early adulthood.

We explore the why beneath the why, helping to connect and understand what the student’s subjective world feels like and how we can reframe, support or guide with taught strategies. Sometimes students walk in with an isolated event to process, or sometimes we look to commit to a regular time to chat. We offer ‘low intensity’ evidence-based interventions for mental health and psychosocial difficulties, including those relating to anxiety, stress reduction, low self-esteem and more. We maintain that, whilst these feelings can be scary, sharing them need not be.

At DESS, our children have been seen leaving with a skip in their step, proud to show off their handmade worry dolls, mindful counting beads, calming glitter-jars and more. We have also researched effective practice and realised that the value of peer-to-peer group support is also significant. Together with the consultation of teachers and parents, our children have been invited to enjoy out-of-class circle time in group-based interventions (universal and targeted) with selected friends. As a group they discuss weekly themes such as empathy or trust, as well as build awareness and learn strategies to develop their taught skills of emotional intelligence.

These ‘Lessons for Living’ follow a syllabus of social skills - understanding and developing self-awareness, social awareness, emotional regulation, and interpersonal skills. To see the relief in a child as their shoulders let go of tension, as shame lifts, and they realise they are not alone in challenging times is a truly golden moment. They learn that their feelings are normal and they can listen to another experience to gain ideas on how to manage a similar situation. This has been hugely

effective at DESS. At DESC we build supportive relationships whereby students feel able to have open and honest discussions about their feelings or any difficulties they may be facing in their lives. We also acknowledge the need for quiet time and reflection, allowing students to lead conversations based on their needs at the time. We work collaboratively with the students, their teachers, parents, and external specialists to promote positive mental health and wellbeing. This may include providing a calm safe space to regulate, talk and process situations; providing affirmation and reassurance; discussing and implementing solutions and positive strategies and generally encouraging students to flourish.

We aim to develop healthy young adults who are equipped with the psychosocial tools needed to form meaningful relationships and thrive both during and after their time at DESSC. We also guide our teaching staff in promoting and understanding a child’s psychosocial needs and encourage collaborative interventions, including ‘team around the child’ meetings.

Acknowledging the needs of the teachers and DESSC staff themselves is also an essential part of the Student Advisor Role. It is easy to forget when they are disguised in their superhero capes every day that they also have a home life, professional demands, and personal feelings. Our staff are pillars of the community and their wellbeing is essential to enable them to bring their best self to school and deliver to students - especially during these challenging times. We work closely with the Senior Leadership Teams to ensure we provide the correct support for our staff.

Lastly, but most importantly, our partnership with parents is key.

Whilst respecting any information shared by our young people, we recognise that we are a trusted link to the important adults in their life. The safety in the trust of this relationship is pivotal and we offer support to all parents who seek guidance and ideas. We aim to be the thread that weaves in and out of academia, family life and day to day school and we hope to embed a positive outlook on mental health as well as physical health. We all get lost sometimes, but at DESSC you need not feel alone.

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FROM THE NEWS DESSC | ARTICLE

MAKING A DIFFERENCE

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Seeing them smile was the greatest prize of all.

Zayaan Ansari, Fayrouz El Gharabawy and Jana Abdel Aty | Year 12 Students Kindness, Gratitude and Humanity are three values which underpin our DESSCares ethos and are three concepts we can all appreciate and adopt. But to take things one step further and ‘make a difference’ amongst some of the poorest communities in the world is something to really be proud of. A team of Year 12 students recently entered the Race4Good initiative which sought to significantly enhance the standard and quality of life of a family in Nepal. Not only did their project win the competition, but their ideas also became a reality. Zayaan, Fayrouz and Jana tell us more…

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ace4Good is a Global Youth League that enables like-minded students to collaborate and engage in high-impact learning and develop practical problemsolving skills. Students are given the opportunity to solve some of society’s most critical issues and see their plans come to fruition.

Through fast-paced, online race formats, teams were given a specific number of days to develop an uplift plan for chosen communities. These included complex issues such as healthcare, infrastructure, design, education and water harvesting.

Our team was made up of fifteen students who worked hard to significantly improve the lives of numerous Nepalese villagers who experienced financial hardships.

Our winning idea was to teach two young orphans how to make

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a traditional Nepalese delicacy “achar”, a side dish comprised of pickled vegetables and a combination of spices. This idea was personally funded by a member of the generous judging panel and is being successfully implemented and developed right now! This idea has positively changed the lives of the two young orphans as they now have a sustainable source of income, enabling them to attend school to receive a formal education.

Ram Jali and the Rai brothers were also positively impacted by the efforts and creative thinking by the participants of Race4Good. We devised a detailed plan with cost and feasibility analysis, allowing for the implementation of a medicinal plants business. It has allowed the Ram Jali family to gain a stable source of income and therefore a

better quality of life. The project also promoted healthy habits within the community, which is crucial during the COVID-19 pandemic. The Rai brothers suffered immensely after several family circumstances and the added pressure from the pandemic. Their small-scale pickle business has provided them new opportunities and hope for the future. They are now able to buy adequate food and avoid malnutrition and their youngest brother Gayan can afford to attend school. As a team, we enhanced our problem-solving and evaluation skills, as well as our ability to work efficiently together. We are happy to have been able to use our privilege in a way that benefitted these wonderful people. Seeing them smile was the greatest prize of all.

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“

A child’s development cannot be left to chance and must be monitored carefully.

THE TIME FOR RESILIENCE Eoghan Kerr | Head of Earth House, DESC

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esilience really is a buzz word at present.

In the past, we may have used other words – toughness, hardiness, grit or, my personal favourite, ‘bouncebackability’ – the concept of failing one year to come back fighting strong the next. Regardless of the word, learning to bounce back is tough but so crucial for life and success. At DESC, we have been exploring a range of character strengths to help equip students with the knowledge and understanding they need to be successful, courageous and resilient learners – and ultimately, great people.

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There is no denying that our DESC community live in a privileged society. Dubai is an amazing place to live, having the opportunity to experience many of the modern wonders of the world as part of our normality. DESSC has been voted as the Best School in the United Arab Emirates, meaning our students’ educational experience is second to none. So, you might wonder, how much resilience can our students develop, given that they have, relatively speaking, very little hardship to endure?

Giving your children the best opportunities in life is one of the main goals of parenting and it is often the parents’ own resilience

and hard-work that enables this to happen. But by working so hard and putting everything in place, are we as parents hindering the development of our own children’s industry and persistence?

Sir Alex Ferguson is the most successful football manager of alltime, winning 38 major trophies in 26 years at Manchester United. One of the questions that gets directed his way most is, ‘how did you continue to motivate your players?’

Bearing in mind that he managed superstars such as David Beckham and Cristiano Ronaldo, who were of course multi-millionaires with the world at their feet by the age of 20, Sir Alex always claimed to have

FROM THE NEWS DESSC | KEYNOTE asked them what their grandparents did for a living, and made sure they appreciated that their elders worked very hard to provide for their family and played a huge part in them being where they are today.

Another way in which we can ensure our children remain grounded, whilst also fostering teamwork and independence, is through household chores. Children doing chores helps instil a basic work ethic and acceptance that completing the small tasks is important. The bonus is, if they do so, research claims that they will also be more successful. In one of his most famous speeches, US Navy Admiral William McCraven advocated that if you want to change the world, start by making your bed.

around children’s mental health in general, is a stark reminder that a child’s development cannot be left to chance and must be monitored carefully. There are many variables and distractions available to young people, who may not be mature enough to determine what is helpful or healthy.

At DESC, we have adopted an approach that identifies, tracks and develops the various components that make up a person’s character.

This is based on the work of the VIA Institute on Character, whose research suggests that using your character strengths effectively helps to: Improve your relationships

students, both in and out of lessons everyday, enables our staff to reward students based on them exhibiting any of the aforementioned elements of character. We track these rewards and acknowledge students who really live up to their strengths. For consistent awards, commendation letters are sent to parents and the students are nominated for our respective House prizes - DESERT Demeanour / EARTH Ethos / SKY Stars / COAST Culture, or even a “Student of the Term” award.

In addition to praise and rewards, DESC ensures that each student is given one-on-one time with their tutor, at least once per term. The aim is to make sure every student is listened to and feels supported

Enhance health and wellbeing Buffer against, manage and overcome problems (resilience).

This process begins in Year 7, during our GROW (Getting Ready for the Outside World) lessons, where students complete the VIA survey which helps them discover their greatest strengths out of the total of 24, which are divided between six Virtues. The Virtue of Courage containing the characteristics Bravery, Perseverance, Honesty and Zest - is the most closely aligned to resilience.

How many times have you heard yourself say, ‘back in my day, we didn’t do/have/say that’? As educators and parents, we must appreciate that growing up in the modern world is different.

In many ways it is an easier and more efficient place but living in a fast-paced environment with high expectations, brings its own set of stresses. Research on the cumulative stresses faced by ‘first-world’ children, compared to those in wartorn countries, brought about very surprising results. Shockingly, the effects of both stresses were broadly similar in terms of the physical and mental impact on the children affected. This, together with facts

Upon completion of the survey, students are provided with the 24 character strengths in rank order (1-24) and are encouraged to reflect on whether they feel this is an accurate portrayal. They are then asked to explore school subjects, extra-curricular activities and even careers which are aligned to their natural character composition.

Students complete the survey each year, to monitor if there have been any changes and explore how their strengths are developing.

In the background, teachers are actively ‘strength spotting’.

Interacting with and observing

in their journey from childhood, through adolescence, to becoming an adult. Staff will ask questions about the child’s likes and dislikes, friendships and things they are struggling with and present them with thought-provoking scenarios to get an idea of their decisionmaking process and potential reaction to adversity. All of this is done whilst referencing their character strength portfolio, hence we call these meetings “Character Conversations.”

Developing resilience is therefore firmly within our curriculum. We value the diversity amongst our students and appreciate that some FROM THE NEWS DESSC

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FROM THE NEWS DESSC | KEYNOTE have a greater natural capacity for resilience or have had more exposure to its development.

Knowing that other students struggle to persevere and selfregulate can also be beneficial, as we can help teach them ways to cope and overcome moments of difficulty when they arise. Knowing and accepting that we all have a unique character composition is what is key to allow those innate strengths of our children to flourish, as well as addressing areas for development in the correct manner.

Netherlands, recently recounted a great conversation he had with his own 14-year-old, which helped alter his own mindset as well as that of his son. Taking the time to really find out about your child’s understanding of character, strength and resilience will not only benefit them, but will encourage your own awareness of character too. Next time you have these conversations, allow yourself to be proud as you realise the strong and resilient young adult your child is growing up to be.

As parents, you will often have ‘character conversations’ with your child, whether formally or in an informal setting. We appreciate that as children become teenagers, dialogues can become rather less fluent but this doesn’t mean that the advice passed down cannot have a big impact. Robin Van Persie, former footballer for Arsenal, Manchester United and the

If you want to change the world, start by making your bed.

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FROM THE NEWS DESSC | ARTICLE

THANKING THE MEDICS Maria Vitoratos | Careers Coach, DESC

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nteract at DESC’ is our in-house DESCareers Business Networking Club, which is led by myself and a team of seven DESC Sixth Form students. Interact is a part of Rotary International which is the largest service society in the world. Locally, this forms part of the Rotary Club of Jumeirah. The team get involved in a variety of charitable initiatives and one of their most recent projects focused on showing gratitude and kindness towards those on the frontline.

The team put together a GROW lesson for Year 10 students which invited them to consider gratitude and what it really means to say

‘thank you’. Students then wrote a letter to over 250 medical professionals across Dubai, thanking them for their service and efforts during the pandemic, which they recently received via email.

Although the purpose of this project was to thank the medics, we would also like to thank the Interact at DESC group – Anish, Soumya, Ahan, Fareeda, Nadia, Jana and Minaal – for taking the time and initiative to put this together and putting a big smile on the faces of medical professionals across the city.

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This year has not been easy on any of us, but your dedication to treating the unwell is simply amazing and we know that you will grow and succeed to become a wonderful, loving and caring doctor, to treat our world.

- Year 10 Student

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FROM THE NEWS DESSC | INTERVIEW

REFLECTING ON OUR FIRST YEAR We asked two of our Year 7 students, Ethan and Kiva, to share with us some of the fond memories they have of their first year at DESC.

How easy did you find the transition from primary to secondary school?

Ethan: The transition was quite easy after the teachers explained everything and helped us get used to how our classes were going to be and how we were going to move around the school, as well as having a couple of transition days in primary school where we would go to DESC and experience lessons.

Kiva: I think because of all of the transition days I had experienced at DESS, I felt comfortable yet excited about moving. This made it a smooth and easy transition for me.

Tell us about a fond memory you have of Year 7.

Ethan: A fond memory of Year 7 is coming back to school after doing online learning for a while and seeing my friends and teachers face-to-face.

Kiva: Although I have many great memories, one of my favorites has to be the Year 7 Morning of Sport.

Being able to collaborate with my fellow classmates outside of the classroom and having lots of fun, even with the restrictions.

What are your favourite things DESC?

three about

Ethan: One of my favourite things about DESC has to be the amazing teachers and departments here, who make learning a fun experience.

We also have great lessons and teachers plan fun learning games, which gives us students something to look forward to.

Kiva: Overall DESC is a great school inside and out, but I really like how the teachers are so welcoming. There are also plenty of opportunities here such as leadership roles, sports events and more.

What are you looking forward to next year?

Ethan: I am looking forward to hopefully not having to wear a mask and being able to work more collaboratively in groups, if the restrictions allow us.

Kiva: There are many things that I am looking forward to, but I’ve heard there are usually lots of fun trips for students, so I would love to go on school trips next year.

What advice would you give a Year 6 student getting ready for DESC in September?

Ethan: I would tell them to not be afraid of anything and that starting secondary school is not as terrifying as it seems. The teachers will get you used to the school during the first two days, as Year 7 have the College to themselves, so it’s OK if you make mistakes or have any questions.

Kiva: Stay focused throughout your lessons. Also, try to meet as many new people as you can and not just stick with the people you know because there are some really nice people out there.

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CHANGING PROFESSIONAL DEVELOPMENT Tony Clarkson | Deputy Headteacher, DESS

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FROM THE NEWS DESSC | ARTICLE

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he outbreak of the COVID-19 pandemic forced the world to be innovative and act in often unconventional ways. The range of learning models adopted within the education sector - online, blended, distance, recorded, live lessons - demonstrated the ability of teachers and school leaders to respond to, and implement change, at rapid pace.

At DESS, we embraced change and pioneered a new approach to Continuous Professional Development (CPD). An effective CPD programme is vital in any school to encourage teachers to develop their practice and ultimately learn new ideas to take into the classroom. Getting it right would increase teachers’ efficacy and motivation but would also ensure the best possible outcomes for our children.

Change can bring about much excitement and creativity, however, it can also have a negative impact on staff health and wellbeing if not managed correctly. In addition, CPD may not have been top priority for many staff, which is why we were careful to plan this programme with wellbeing in mind. We partnered with the Art of Brilliance, an organisation which specialises in positivity, motivation and developing ‘brilliant people’.

What followed was a series of online workshops, with titles such as ‘Gritted Teeth’, that were rooted in scientific research and Positive Psychology.

Another significant change was the way we delivered CPD, due to the new restrictions we faced. We required a programme which was flexible and personalised but still

ensured we were maintaining high standards and allowing our staff to grow. Thus, ‘Online and Ondemand’ became the new theme for our CPD provision – CPD which was available anywhere and at any time. In-house training videos were developed and content shared via our internal Microsoft Stream Channels; webinars and online courses were made available, links to articles and inspirational TED talks were shared all via our in-house DESSflix guide. We even entered the world of Podcasts which enabled collaboration with colleagues at DESC via our joint ‘Podcast PD’ initiative. Colleagues were challenged to listen to various podcasts on a particular theme over a set number of weeks. Following this, staff were invited to join online forums to discuss ways in which the new ideas they listened to could be implemented at DESSC. We also arranged keynote speakers

for these meets, including leading practitioners such as Tom Bennett and Lucinda Powell. Constantly striving to be innovative, we ventured deeper into the podcast world by recording our own ‘DESS Irresistible Learning’ series, with the aim to share ideas, staff stories and connect with each other in new ways.

The pandemic has accelerated change across all industries and education has truly felt it. The need to think differently, act quickly and maintain morale has certainly given us the incentive to develop new initiatives and practices which, despite being born out of the chaos, will perhaps stick with us for many years to come. At DESSC, we will continue to strive for the very best ways to invest in our staff and of course, provide the best learning experiences our children deserve.

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FROM THE NEWS DESSC | ARTICLE

BACK TO BOOKS AND BEYOND Tracy Ammoury and Rachel Hunton | DESS Librarians

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very famous children’s author, Eric Carle, passed away last month, leaving behind a lifetime’s worth of creating incredible children’s books, the memory of which will be preserved forever in our homes, bookshop and library shelves. His most famous book – The Very Hungry Caterpillar - is a great analogy to use when thinking about the last year in the library. The Caterpillar metamorphoses through various stages to miraculously come out completely different, but even more beautiful than before. It could be said that everyone, including the library, has undergone its own transformation in the past year.

The abrupt end to face-to-face learning in term three of last year prompted a complete re-think of our library service and provision.

Overnight we became tech wizards, Zooming and Teaming, Seesawing and Clipping. We recorded books online (abled by the softening of literary copyrights for children’s books) and linked the children to online book recommendations and resources. And here shines out the first of many silver linings. Across the world, publishers and authors came out in their droves to provide free online book resources, readings and activities. There was a camaraderie

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in the literary world that had never been seen before. Publishers and authors’ websites sprung up, bursting with book activities and extracts. Twitter was alive with the buzz of new resources and book readings by so many amazing children’s authors. The book world pulled together, supporting and helping our children who were suddenly found themselves locked in their ‘home schools’. Reflecting the mood of this time, authors turned their pens to writing about what children were feeling and experiencing.

Lockdown prompted a realisation and recognition of the importance of books and reading in children’s lives. The role of reading goes far beyond AR quizzes and schemes – it is a safe haven, a quiet corner for the mind, and a much-needed relief from blinding screen times.

Whether it be the last book at bedtime, something to do together or a bit of special, quiet, alone time, reading can provide comfort and security in an otherwise confusing and scary world. Books leave wide open spaces for our imaginations to fill. Perhaps we also reached for something familiar and comforting during these times, a return to the past, before technology and highspeed reels and trends.

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The role of reading [...] is a safe haven, a quiet corner for the mind, and a much-needed relief from blinding screen times.

Back to school in September and back in the library, we were unable to open fully to the children.

We passed through what we call

FROM THE NEWS DESSC | ARTICLE our Amazon Warehouse stage, delivering bespoke boxes of books to each class, which the children selected from a questionnaire or via our online reservation system. We fondly, (or not so fondly) remember the library with sanitised boxes up to the ceiling, quarantine zones marked out in tape on the floor and lists upon lists of books.

Into term two and a slight shift allowed us to introduce tiny bubbles of Year 5 and 6 children into the library, with a ‘no touch’ policy.

The children adapted to selecting their books with the shadow of us librarians with them at all times. We also launched our Littlest Libraries

scheme – setting up baby libraries in Years 2, 3 and 4. Children’s bubbles remained intact again with the ‘don’t touch the books policy’ and it was a giant step forward to begin to have face time with the classes.

And here lies another silver lining.

With these new situations began a flurry of ‘booky’ conversations with the children; healthy conflabs about likes and dislikes, discussions about new books and old, with us making book suggestions and recommending the next read, the restrictions of the situation actually opened the door wider for us to promote reading for all.

We are still a long way from the library we knew before, our themed book days of igloos and flashlights, cozy blankets, twinkling stars and London landmarks. But we are lurching in the right direction. We continue to promote reading and nurture a life-long love for books.

In the outside world, the literary train is gaining momentum; for the first time in ten years, on both sides of the Atlantic, book sales are up, with children’s books leading the way. In England, Cressida Cowell (author of How to Train a Dragon and The Wizards of Once series), is pioneering a Libraries Change Lives project, lobbying the government to give an extra 100 million pounds to education, to ensure that there are gold standard libraries in every school. Books have reached a new high. This is more than a silver lining; this is a glittering lining!

And so, we librarians and children continue to adapt and change every day, rather like expert caterpillars, aiming to become the next better version of ourselves.

As Eric Carle said, “The Very Hungry Caterpillar story is about hope. You, like the little caterpillar, will grow up, unfold your wings and fly off to the future.”

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FROM THE NEWS DESSC | ARTICLE

CONNECTING MINDS, CREATING THE FUTURE Patrick Thompson | Head of UAE Social Studies, DESC

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FROM THE NEWS DESSC | ARTICLE involved creating a prototype of an innovative feature for a Pavilion.

The ‘Exhibition Expert’ was tasked with creating a 3D or virtual model of an entire Pavilion. Finally, the ‘Marketing Master’, produced an informative resource to advertise a Pavilion to a select group of visitors.

From tomato ketchup and the icecream cone, to the touchscreen and telephone, EXPOs have provided a space for millions of people to share ideas, showcase innovation and celebrate human ingenuity.

In October 2021, Dubai will be the first city in the Middle East, Africa and South Asia to host this highly prestigious global event. Although it will take place in 2021, Dubai has decided to keep the title ‘EXPO 2020’ – road sign workers, rejoice!

The theme of this year’s EXPO, ‘Connecting Minds, Creating the Future’, remains as pertinent as ever. Reflect momentarily on our most recent scientific collaboration and medical advancement, which is paving the way to an increasingly promising decade.

As we are currently unable to visit the site, the UAE Social Studies team, working alongside the Geography and History Department, decided to bring EXPO 2020 to the College. Our students in Years 7, 8 and 9 have been delving deep into the heritage of some of the participating nations, investigating their past, present and future.

With this, we have explored each country’s EXPO Pavilion with the aim of creating an ‘artefact’ that ties together the EXPO 2020 themes of sustainability, opportunity and mobility.

Two weeks of Geography, History and Social Studies lessons were dedicated to the project and students were given the choice of three roles to work with. One option was the ‘Design Guru’ role, which

The focus was very much on process as well as outcome with students completing a reflective Production Log outlining the tasks they had completed and challenges they had overcome in each session. Students worked creatively and many used resources such as Minecraft and TinkerCad to design their Pavilions.

Some students went as far as building models and sculptures as well as prototypes of their artefact.

The two-week project culminated in the ‘DESC EXPO Exhibition’ – a showcase of the best pieces from across all three year groups, on display in the Desert House Atrium. There were some fantastic models and designs which really engaged with the original brief and represented the three themes of EXPO admirably. However, despite tough competition, the judges awarded the ‘best in class’ title to Diane Piniau in Year 9. Mr Vizzard described her work as “a project which exceeds every objective, combining the wow factor with a considered process”.

Congratulations to Diane and all of the students who were involved in the Exhibition.

On a final note, legacy in a global event is always a challenge, but it is claimed that 80% of the EXPO 2020 buildings will form a new business zone called District 2020. We hope that our students appreciate the significance of hosting such a globally recognised event such as EXPO and that, as a College, we embrace our own legacy in the form of a Design Week such as this each year.

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EMBRACING MINDFULNESS Matt Adams | Literacy Leader, DESS

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he greatest danger of using the term ‘the new normal’ is that we actually start to believe that the current situation is normal when it is anything but.

Children and teachers wearing face masks all day long is not normal; asking them to sit at a socially distanced desk all day is not normal; asking children to remain two metres apart at break time is certainly not normal.

Despite all the obstacles placed in front them, students at DESS have adapted and coped incredibly well with the challenging circumstances that have been imposed upon them.

What are the factors that have enabled students, and staff to cope so admirably? DESS prides itself on its sense of community and this has undoubtedly only grown stronger as we have relied upon each other more than ever. It turns out, however,

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that DESS has been preparing its children to cope with change, and all of the anxieties associated with it, for quite some time. By building mindfulness into our curriculum, we have undoubtedly provided our students with skills that have helped them to cope so admirably.

What is mindfulness? It is a term that is so overused now, appropriated by websites, book sellers, mug manufacturers and many other businesses that have managed to make a tidy profit from disingenuous promises of an instantly happier life. At DESS, mindfulness is taught as a tangible, practical life skill which can be practised daily.

At the heart of mindfulness is a very simple principle; if you are aware of your thoughts and feelings, then you can make more measured decisions about where to focus your attention.

For a primary school child, this simple idea has powerful implications. For example, if Sammy in Year Three realises that she is daydreaming about a movie that she saw yesterday, she can return

We have undoubtedly provided our students with skills that have helped them to cope so admirably. her focus to the maths problem she is working on. Similarly, if David in Year Two is aware that he is becoming angry, he is then able to use a calming strategy that will help him to defuse a conflict at break time. Through daily exercises, DESS children learn and practise the basic meditation techniques that enable them to make more mindful choices about their behaviours. This has become even more essential when placed into the current context.

For example, how could a Year Two

FROM THE NEWS DESSC | ARTICLE student be expected to stay socially distanced when walking in a line, if he isn’t even aware that he is caught up in his thoughts about something else entirely?

Just as adults have been learning to deal with all sorts of anxieties brought on by the pandemic, children have been experiencing many more anxious thoughts than previously.

Fortunately, DESS prides itself on developing emotionally resilient youngsters.

Through mindfulness sessions and assemblies, children are taught the basics of the ‘freeze, fight or flight’ response and the mechanics of what is actually happening to their bodies. Adapting Steve Peters’ ideas, children are aware of their ‘chimp’ - the emotional part of their brain that responds to danger, often in totally inappropriate ways. For example, a child who has a negative attitude towards spelling may feel extremely inflated feelings of anxiety when they are about to complete a spelling test.

Our students are taught strategies to recognise when the ‘chimp’ has taken over and how to switch to their ‘computer’ brain – the part of the brain that can rationalise fear and think in a more logical way.

Additionally, by teaching children about their character strengths, children are able to see themselves as unique and worthy individuals who can measure their selfworth through their personal qualities, rather than by comparing themselves to others. By drawing on the character strength of gratitude, children and staff are able to appreciate the privilege of being able to come to school each day when others around the world have been less fortunate.

One thing is for certain, the ‘new normal’ will change rapidly over the coming months. Fortunately, the DESS community will be well equipped to face the emotional uncertainties that will inevitably arise.

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FROM THE NEWS DESSC | KEYNOTE

POSITIVE PSYCHOLOGY IN SCHOOLS

I

frequently reflect back, feeling grateful for the opportunity to have begun my journey at DESS back in early 2015. From the moment I entered this warm, community environment, I felt a sense of belonging and a desire to contribute to the vision and the ethos of the School.

From a young age, my family upbringing has nurtured me with benefits of a holistic approach to health and wellbeing, nourishing the mind, body and spirit. As a result, I have always viewed social-emotional development as paramount in education. In my early experiences as a class teacher, I recall my fascination in exploring neuroplasticity; how the brain can form new neural pathways and change our thought patterns. I took a great interest in learning more about growth mindset, grit, and the benefits of mindfulness in the classroom. As I became involved in developing our culture of growth mindset and mindfulness throughout the School, my inherent lure toward self-development allowed me to strive and take on the role of Moral Education leader in 2017. In this role I had the opportunity to attend workshops and seminars that shone the spotlight on Positive Psychology and its value in education.

Reflecting on my own prior experiences of Positive Psychology (PP) I recognise that, like many others with an interest in the pursuit of ‘happiness’, I had

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Sarah Curran | Wellbeing Leader, DESS been inadvertently engaging in Positive Psychology interventions for a number of years. As part of my habitual practice, I had been counting my blessings, doing random acts of kindness and grounding myself through yoga and mindfulness in attempts to find contentment and enhance my own wellbeing. The defining line between personal and professional interest in the field of PP no longer existed and I began to embody the practices I was preaching. The contours of happiness and wellbeing can differ widely for individuals and their circumstances but one of the fundamental and universally accessible resources of PP that captivated me, was the concept of Character Strengths. I refer to Character Strengths as traits which are positively valued, enabling individuals to thrive and allow them to achieve optimal psychological functioning. Once I began to explore the use of strengths in my own life, I understood the value that this could bring to the DESS community.

I began to teach the students about these trait-like characteristics and created opportunities to practise using them, just as we would exercise a muscle or take the time to learn a new skill. With a thirst to learn more and solidify my knowledge of PP, I decided to pursue a path to acquire a greater, richer understanding of the field.

In September last year, I embarked upon a distance learning Masters in Applied Positive Psychology

and Coaching Psychology with the University of East London. One of the many reasons I chose to do this course was to delve deeper into the scientific, evidence base behind Positive Psychology and Coaching and become more proficient in mastering the theory and techniques to further enrich the DESS community’s experience.

Paying particular care and attention to mental health and wellbeing, I wanted to demystify the idea that one should exude a constant attitude of positivity and an image of poise and perfection, the unrealistic expectation that often plays constantly on the minds of many individuals, particularly in the region we are living. As we are showered with spectacularly high expectations set by social media, we often use it as a barometer against which we measure our opportunities and decisions. While

FROM THE NEWS DESSC | KEYNOTE living in a transient, materialistic culture, where everything can be mass-produced, edited, enhanced and outsourced, I believe that grounding ourselves through simple, effective PP practices, we can create protective factors to buffer, bolster and build our mindset and enhance our wellbeing resources.

Although the concepts of wellbeing, self-development and self-care have become commonplace vocabulary in 2021, I believe that by empowering children with an authentic awareness of how to manage and navigate through this world, we can give lifelong nourishment to their minds and bodies.

By being in touch with my own worries, fears of failure and indecision, I too have experienced bouts of anxious feelings. I cannot overlook the current reality we face, in dealing with unprecedented challenges, a global pandemic, economic uncertainty and rapid technological change. It continues to be a time of turbulence and uncertainty for all. To manage my anxieties, I began adapting strategies derived from Positive Psychology, Cognitive Behavioral Therapy (CBT), mindfulness and reflective journaling and decided to use my knowledge and experiences as a transformational opportunity to grow, learn and share. From my personal and professional insights to date, I am driven to encourage individuals to explore their values and strengths, develop robust self-belief strategies and become psychologically empowered in whatever their pursuit may be.

With a great interest in the human’s ‘will to find meaning’ in life, along with my developing coaching skills, I firmly believe that helping another to succeed and thrive in any area of life is one of the most incredible things I can hope to do. With this in mind, I also believe that the students at DESS are capable of anything and by implementing evidence-based strategies to support them through the highs and lows that they will

equip our students with the ability to experience and accept the full range of human emotion; to draw upon their tools and resources to embrace and relish moments of joy and triumph and to understand

and overcome sadness, worries or disappointments. Taking a PP approach, I endeavor to align my practice whole-heartedly with the School’s vision where we, as a community, can flourish together.

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FROM THE NEWS DESSC | ARTICLE

I

READING TO THE COMMUNITY

n the DESC Library this year we have had the privilege and pleasure of taking part in the Wanna Read initiative run by local charity, Circle of Hope. Wanna Read encourages reading amongst young children in local hospitals, who will be missing school – and potentially vital reading time - due to their treatment.

In previous years, our Sixth Form students have supported the Wanna Read campaign, brightening up a child’s day with some wonderful story telling by their bedside. Unfortunately, face-to-face contact like this is not possible, especially in hospital environments, and so the charity has instead created an online library for children to access remotely. The DESC Library is proud to be part of this online library, with students recording stories for the children to enjoy.

A group of Duke of Edinburgh participants and Sixth Form students have been recording a mix of audio stories, iMovies and videos which have all been added to the Wanna Read Online Library.

They have been reading a broad range of stories to suit young children, including The Cat in the Hat, by Dr. Seuss and The Magical Snowman by Catherine Walters, as well slightly more advanced stories such as those from the Goosebumps range by R.L Stine and Dead Locked by Tom Palmer.

Students have found the experience rewarding and they were delighted to have been able to contribute despite the pandemic.

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Michelle McAnena | DESC Librarian

“

I enjoyed participating in this initiative, I felt a sense of fulfilment in recording stories that young children could enjoy.

- Alanah Bunch, Year 12

“

I think this experience has expanded my vocabulary and increased my confidence to speak in front of others.

- Jael Quartey, Year 10 FROM THE NEWS DESSC

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CYDNEE HOWARD YEAR 13 DESC has, undoubtedly, been a defining feature in my growth towards adulthood. The sheer amount of time spent on campus, on top of the level of close engagement with my learning, meant that I can credit a large part of the person I am today with my education.

Moving onto university, I will miss the security blanket of the teachers and staff who I trust and know will be able to help me no matter what. I will also miss our amazing Sixth Form Centre, which was such a phenomenal spot for students to study, eat, and socialise, and that we were truly lucky to have.

READY FOR THE NEXT ADVENTURE As always at this time of the year, we say goodbye to our Year 13 cohort who leave us for their next adventure. Most will be heading to university, ready to embrace a new lifestyle and enjoy everything the next chapter has to offer. Whatever their plans, we wish them all the very best and hope they immerse themselves in all opportunities which come their way. We asked Cydnee and Owain to share some of their fond memories…

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DESC has taught me not only to be resilient, but to strive to be better. The endless constructive criticism from teachers meant that my work was constantly improving across the board. The sense of satisfaction from a job well done was instilled in me from Year 7, and this academic drive encouraged me to develop healthy study habits for all my subjects and allowed me to adapt my methods to better suit my needs.

“

Moving onto university, I will miss the security blanket of the teachers and staff who I trust and know will be able to help me no matter what.

Moving onwards to university, where I hope to study Theatre and Performance Studies at Warwick University, I carry with me the legacy of a student who has completed her entire education at one school. With that comes skills in adaptability – for example, changing friendship groups as others left and joined, and a solid foundation of my identity and who I want to be.

My dream is to become an actress, and the outstanding Performing Arts department at DESC has equipped me with the critical thinking and devising skills needed in order to succeed in my desired career path.

With these skills, I look forward to my life at university as an opportunity to excel and develop, not only as an actress but as a member of society. I look forward to where the future takes me, and I hope to do DESC proud in my career.

OWAIN GREEN YEAR 13 The first thing anyone ever notices about DESC is its vibrant student body and one thing which struck me when I first arrived was the diversity within the College. Every student has a different tale to tell and both students and staff come from a range of different backgrounds. Joining the College in Year 7 was daunting, but I still vividly remember my first day at DESC and talking to older students who provided a warm welcome and who had already integrated into the school culture. As I prepare for a new experience as a student at Tokyo University, I believe that the unique education provided by the “DESC experience” is what pushed me to pursue a rather unusual university location.

The thing I have enjoyed most at DESC is the House system. I have been involved in House Leadership for over half of my school career.

I still fondly remember the Sports Days which were hosted in Sports City – the long journey early in the morning to get there and the stadium which was hugely exciting for a giddy Year 8 student; my friends and I always went right to the back of the stairs to chant for Sky House at the top of our lungs. Perhaps one of the best moments during a Sports Day was when I tripped in the relay; pretty traumatic in theory for a young student just starting to enjoy his school life, but what I always remember is the support I received from the crowd.

I picked myself up after my fall and everyone was chanting for me, despite the fact that I was so far behind it was impossible to win. To somehow have come third in that race was a testament to the House spirit and sense of community which students at DESC really embrace.

And of course, I managed to make it into the leader photo, which

has now been used in every House leader assembly I have attended, much to my embarrassment. Our Head of House, Mr Foster and our Deputy, Miss McNamee, have been brilliant role models for students in Sky House, always encouraging us to be involved in House events and teaching us how to collaborate to create the best community spirit.

As I move to the independence of university life, I will particularly miss my teachers at DESC. The passion, expertise and knowledge of teachers such as Mrs Lee have inspired me to pursue a Geographybased course. At A Level, I have enjoyed lessons with inspirational teachers such as Mrs Sturt, Ms Davies, Mr Oakley and Mrs Page, who have furthered my passion for learning and pushed me to develop my abilities and independence.

For me, gaining a place at Tokyo University is a testament to the teaching ability of all of my DESC teachers. I will have a little cry when I head to the airport this summer, leaving a brilliant school in Dubai behind but excited to pursue new opportunities.

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FROM THE NEWS DESSC | ARTICLE

LIFE BEYOND DESSC

I

t only feels like yesterday that I was frantically cramming for one of my final A Level exams outside the DESC Auditorium.

How time has flown! To tell you how I got here, I should start at the beginning.

My seven years at DESC were full of incredible teaching, endless opportunities to grow and develop, and an extensive list of amazing memories, ranging from performances onstage to reviving the College’s Eco Club with all kinds of new ideas and sustainability initiatives. Not to mention exams, tutor time and the usual things you’d expect to go through whilst at secondary school!

I faced my fair share of challenges, as all students do. I went through many dilemmas – what to study at GCSE and A Level being the big one, but genuine support and guidance from teachers and peers got me through. Managing A Levels with university applications, Deputy Head Girl responsibilities and other ECA commitments in Year 13 was also challenging, but I learnt many skills, from multitasking to working under pressure, which prepared me well for university.

The support did not stop there.

A conversation with Mr Hall in a GCSE History lesson, where he encouraged me to apply to the University of Oxford, ended up in countless hours of interview preparation with the Science and Sixth Form departments. I can still vividly remember opening my acceptance letter in the Sixth Form

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Ameena Malak | DESC Alumni office, heart racing as everyone peered over, and seeing the word ‘congratulations’.

Oxford was not at all what I initially expected. I was thrown into a rigorous degree from day one and sat in lectures with some of the brightest minds of the world, literally a ‘small fish in a big pond’. My schedule was intense as I juggled daily lectures, labs and tutorials during the day and spent most nights in libraries until the late hours with my new best friend, coffee. Around Oxford I joined many societies – the Bhangra dance team was my favourite – and connected with amazing and inspirational people, including Malala Yousafzai.

FROM THE NEWS DESSC | ARTICLE I co-founded a virtual reality social impact project (Project Dastaan) centred around the 1947 IndiaPakistan Partition, and I joined a campaign to incorporate this history into the UK education system, which I am still working on today.

Job hunting during the pandemic was certainly not easy, but after more than fifty applications and countless virtual assessments and interviews, I secured a place with Johnson Matthey UK on their Commercial Graduate Programme.

Working on the commercial side of a global science and sustainable products company was exactly the balance I was looking for in my career and so I am very excited to get started in September.

“

My seven years at DESC were full of incredible teaching, endless opportunities to grow and develop, and an extensive list of amazing memories.

If there was one piece of advice I could give to the Year 13s leaving for university, it would very much be to embrace and enjoy the forthcoming changes. Capture all opportunities that come your way, no matter how out of the box they are, and network with as many people as you can. But more importantly, learn to cook something more than just pasta – trust me, you’ll get bored of it!

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FROM THE NEWS DESSC | INTERVIEW

HARNESSING OPPORTUNITY Earlier this year, we were excited to announce Harness Foods as our new catering service at DESC. Starting out as a small team of three, Harness were committed to serving top quality food to top quality schools. Now a 24-strong team, Harness founders and father-son duo, Rob and Chris Riding, share their story and plans for the future…

C

hris is an ex-student of DESC. Having studied Economics at university and with a strong passion for entrepreneurism, he is excited to be back at the College pursuing a career in catering.

“At Harness, our purpose is our people and our goal is to create a welcoming, family-orientated environment. When referring to ‘our people’ this goes beyond our Harness employees. Our people are our customers, our clients and all our stakeholders who help make our company one that you want to be a part of.

The environment that DESC creates is so unique and we are excited to be a part of its operation. It is a bustling school with nearly 2000 people – staff and students – yet it still has the incredibly warm, welcoming feel to it which it had when I started at the College back in 2009, when there were only 500 students and far fewer facilities.

It is truly an amazing environment to work in. From the friendly receptionists who greet everyone with a smile, to the hardworking site staff who work tirelessly to keep the College spotless, the fact that DESC has not only grown to be the top school in the region but done so in such a humble manner, proves it’s still firmly connected to its roots. This has given me huge inspiration on how a company should

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be run and serves as an important reminder that as a business, people will always be at the core of its success.” – Chris Riding, Co-Founder Previously an Airbus 380 pilot for Emirates, in May last year, like many others, Rob lost his job after 18 years working in the region. Despite this and the added pressures of a global pandemic, Rob decided to reinvent himself by launching a company founded on one of the very values that allowed for its conception: adaptability.

“At Harness we are firm believers that the College belongs to its students, which is why we have designed the next chapter with their needs in mind. One of the most

“

FROM THE NEWS DESSC | INTERVIEW

“

At Harness we are firm believers that the College belongs to its students.

exciting things coming up is the Harness Athlete program, which we are hoping to launch this October.

This will be the first nutritionally focused, meal plan programme that is specifically designed for student athletes in Dubai. Complimenting the world-class coaching and facilities that DESC has to offer, the Harness Athlete programme will not only aim to provide high quality, individualised meals to DESC students while they are in College, but will more importantly educate them on what fuel is needed to power both their bodies and minds going forward.

We will also be improving and enhancing our affordable ‘afterschool dinner’ service which has been available thus far only to DESC staff. This concept aims to provide convenience to your busy day. We have a weekly menu, where you will be able to pre-order meals, ready to collect at the end of the College day. Simply reheat and eat once you are home. We hope to roll this out to all parents and staff members from January 2022.” – Rob Riding, CEO and Co-Founder If you would like more information, please follow Harness Foods on Instagram or take a look at their website: https://www.harness-foods.com

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FROM THE NEWS DESSC | ARTICLE

At the end of the academic year we are always sad to say goodbye to several students and staff who move on to new adventures. This year we say farewell to two long-standing members of DESSC who are taking up positions of Headship.

We wish them the very best and hope you enjoy a final word from them below.

THANK YOU DESS Rebecca Eldred | Assistant Headteacher DESS

“

The courage of leadership is giving others the chance to succeed even though you bear the responsibilty if they fail.

- Simon Sinek

U

nconventionally, I am writing this from a very personal perspective because over the past six years, I have given DESS my all and in return I have received DESS’ all; I am sure there aren’t many organisations who can attest to doing that for their employees.

In essence, this is a thank you letter.

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In the true sense of the word, DESS as an organisation has nurtured my career development. Now, as I teeter on the threshold of leaving to embark on my first Headship in Spain, amidst the anticipation and trepidation, I am both eagerly looking forwards, and reflectively looking back with immense gratitude. It seems pertinent that I now pause and unpick how I got here.

So, why has DESS invested in me so wholeheartedly? I would still have come to work every day and done the best job I could, even with much lower levels of investment.

Every day, I hear phrases at DESS such as, ‘love your staff’ and ‘leaders love their people’, and many leadership authors also echo this. After much contemplation the answer to my why question is obvious really. DESS creates an immensely rewarding and personal environment because that creates the right environment for the children. Enabling your staff to be the very best versions of themselves translates into their work and ultimately into the best opportunities for the children.

An inspector once joked that she wished we could bottle what we have here at DESS; if I could, I would be taking it with me!

The how I was developed, will be the component that stays with me forever. My first answer to this resonates with what I have taken from authors such as Brené Brown.

My uniqueness was embraced; I felt ‘seen’, ‘heard’ and ‘valued’.

This meant I opened myself up to changes I hadn’t even recognised I needed. At DESS, who we are matters. The environment at DESS has been right. The right amount of challenge, encouragement, support, trust and care, with a culture of continuous feedback and the deep-rooted knowledge that discomfort is part of growth. Yes, DESS is just a school, just a place of work, but it is also a place mostly filled with love, sincerity and a place where people are genuinely invested in as individuals.

Now six years on, my ability to interpret, receive and embrace change and the way that I actively seek opportunities for personal growth has evolved to the point where I am now ready to bear that responsibility, as Simon Sinek says, to give others the chance to succeed.

A great leader is… any one of us could finish this sentence based on our wants, needs and experiences, and there are a plethora of worthy endings. I am confident that I will continuously change to fine tune the leader my staff need me to be and the kind of leader I want to be.

“

You can carve your own path.

Be your own kind of leader.

- Jacinda Ardern

FROM THE NEWS DESSC | ARTICLE

OPENING DOORS that would otherwise remain firmly shut. About embracing change.

Stephen Green | Assistant Headteacher DESC

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hen leaving my office, many students will often ask ‘Shall, I close the door?’ Quite often I will answer ‘No, you can leave it open’. With this being my final message at DESC, it strikes me that after nine years of advising, guiding, nurturing, coaxing, pushing and the occasional stern word, that in all that time the door has always been open to you all. You’ve never had to struggle to open it. You’ve never had to go searching for a key.

You’ve never had to physically force the thing down.

The end of the year is usually characterised by examinations, but as I write this during these strange times, I am reminded that education must never be confused with examination. Our College should never be measured in A or A* grades or the 7 to 9. Our education should be about drawing the best out of individuals; about the provision of opportunity; the setting of challenges to seize those opportunities; opening those doors

As I embark upon my next adventure, I do so proudly, knowing that I am embracing change. I leave with my own challenge to the students (and staff) who I leave behind. You are talented, fortunate, privileged young people. Determine now to make a difference. I promise you that in opening doors for others, both now and in the future when you will be the leaders in our society, you will discover the true meaning of privilege.

The past eighteen months have had both ‘ups and downs’ and sometimes, no matter how hard you knock, the door won’t open. That’s life. Sometimes the door seems so strong, so secure, so firmly locked that there seems to be no point in trying to open it. Sometimes it’s slammed so forcefully in your face that you hardly dare try the handle again. As a teacher and a father, I believe implicitly that we must seek to give young people the confidence to face such failures. I urge you now, have a go. Fear of failure is the greatest impediment to opportunity that I know.

you never settle for it. Open the door. Embrace change.

Make no mistake; this College is a special community. I am conscious of the support and goodwill that comes from so many of our extended family both in and beyond the College, and I am grateful beyond expression. My nine years at DESC have been wonderful. You have been the reason that I’ve loved coming to work every morning - the reason that I will always feel proud and privileged to have been a teacher at this outstanding College.

I have no doubt that the College will continue to take advantage of the open door ahead of it. DESC belongs to everyone. It is your College. It will always embrace change and as such will continue to provide opportunity and nurture the independent, confident and resilient learners who respond to challenge and aspire to reach their potential.

“

I am reminded constantly of this and of the special individuals who grasp this concept with both hands and renewed vigour in the face of adversity. Looking to individual students there are many who have achieved so much. However, there are some among us who feel safer with the door firmly closed. Safe in their own little world, who take no risks, run no dangers. No matter how confined, no matter how restricted, a narrow world is preferable to the wide-open spaces beyond the bars.

It’s a safe, sad world and I hope that

My nine years at DESC have been wonderful ...

I will always feel proud and privileged to have been a teacher at this outstanding College.

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WISHING ALL OF OUR FAMILIES A HAPPY AND HEALTHY SUMMER.

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