From The News DESSC - Issue 5

Editorials

Keynote: The 6Cs: Developing Character

Keynote: Striving for Greatness

From the Front Desk

Keynote: Information, Advice & Guidance Beyond the Curriculum How to Achieve Your Dreams

DESSCares: Supporting Pakistan DESSCares: Building a School in Cambodia

Keynote: It’s Good to Talk Future Aspirations To Verbier and Beyond... Keynote: A Sense of Belonging A Life Less Ordinary Sharing Dreams For the Love of Art The Growth of ESports Why Music Education? Fine Dining

DREAM BIG AIM HIGH

Living in this city of endless opportunities and permanent sunshine certainly promotes a positive mindset, allowing you to be brave, aspirational and to ‘Dream Big.’ Being fortunate enough to be running one of the best schools in such a favourable environment is not just an incredible honour and privilege but also a great responsibility. The goal is to strengthen the legacy of this great school as it is about to embark on its 60th year, embracing opportunities and to set the course for its next exciting chapter, continuing to dream big for our DESS children.

Last year we published our new ‘DESS Direction,’ our school improvement plan, for the next three years, built around the aim of growing ‘Flourishing children,’ ‘Flourishing staff’ and a ‘Flourishing Community.’ The first year of that plan, last year, focused on ‘Recovery’ and ‘Bouncing Back’ from the restrictions of the past two years and, thankfully, we are now moving on to bigger and better things.

So, this year, the second year of our plan is entitled ‘Aim High: Dream Big.’ Encouraging children to have a growth mindset, to be as aspirational as the city in which they live and to reach for the stars, is very much part of our philosophy here at DESS. In his interview with the new DESS Junior Leadership Team, Mr Clarkson asked the students to share their dreams for both themselves and DESS’ exciting

60th Year, as well as offering a little bit of advice for those wanting to aim high and achieve something special this year. I’m sure you will agree, the wisdom in their responses is astonishing.

“My advice about aiming high would be that you have got to persevere and be resilient if you want to do something in life because giving up is not an option if you’re really determined. As well as this, you should do things that you love because if you do things you love, you won’t be chasing success, success will be chasing you.”

Jumaanah Year 6.

To ensure we are equipping DESS children with all the skills needed to meet the diverse challenges and to be successful in a brave new world, we have launched ‘The 6Cs: Developing Character’ across the school, from FS1 to Year 6. The original DESS 4Cs of communication, collaboration, creativity and critical thinking have now been enhanced by the addition of compassion and curiosity. In her article, Mrs Sewnauth, explains how this was kickstarted with our DESS promise to our children, the 6Cs Manifesto, outlining our commitment to developing each child holistically. This pledge to the children can be seen in this beautiful video. Mr Adams has been focused on equipping our DESS children with the oracy skills needed to communicate and collaborate successfully. He explains about our new Oracy Project in his article, ‘It’s Good to Talk.’

This year is all about building new, rich and exciting opportunities to enhance and enrich children’s learning experiences. Nothing could encapsulate this more than the range of trips, ECAs and fixtures happening this year. February even sees the return of overseas trips as described in ‘From Verbier and Beyond.’ The value of enrichment and the way in which these opportunities allow our students to grow, thrive and flourish is expanded on in Mr Hall’s article, ‘Beyond the curriculum.’

When Mrs Mead and Miss O’Hare came to me with their proposal for teaching an orchestral instrument to 130 seven and eight year olds, (having checked that they were still of sound mind) we decided to embrace the craziness and go for it. Read more about this brand new, unique music programme in Mrs Mead’s piece, ‘Why Music Education?’

Finally, one key person at DESS who certainly did follow her dream, is our very own, Mrs Shakeela Khan, our wonderful DESS receptionist. Read about her journey to Dubai and experience, ‘From the Front Desk’ for the past ten years here at her beloved DESS.

I will leave you with more wise words from Eva Grace, another member of our Junior Leadership Team,

“To aim high, you must not be afraid of your dreams. Dreams can never be too ambitious because anything is possible if you put your mind and heart into it.”

There are countless stories of famous people – music and film stars, sportsmen and women, entrepreneurs – who at some stage in their school days had been told that they would not be successful in their chosen fields. Imagine if the most famous person you know had not pursued their ambition of making it big in the areas they now excel in, if they had not believed in their abilities and chased that dream, then clearly they would not have achieved their goal and become who they are now.

Conversely, there are many more examples of people who did, in fact, harbour ambitions of being famous and successful, but never quite made it. Perhaps, this is the story we can all relate to more easily, dreaming of being an astronaut, world leader or some other position of major significance when younger, only to look back now and realise that, on reflection, that was never really going to happen.

Achieving the balance is key. The ability to ensure one’s goals are

aspirational yet realistic and potentially achievable is the challenge. Walt Disney, for example, was famously once told that his ideas lacked imagination. Just think of the number of classic films we would have missed out on had he heeded such advice at the time and adjusted his goals. At College, we appreciate the impact of quality Information, Advice and Guidance (IAG) and Laura Reidy explains in her article how we approach this vital area of provision.

Of course, when it comes to big dreams, arguably Dubai is the best place to be on the planet. There cannot be many cities that have developed as much in such a short amount of time and that have the level of ambition that we see in the city we live in. Ellie Winstanley and Elliott Flood, two new members of staff at DESC, discuss the excitement, challenge and everything in between on how they have found settling in to DESC.

There may not be a better example of so many people aiming so high knowing that only a few will

ultimately experience the thrill of being able to say that they made it, than the Dubai Rugby Sevens. Our netball and rugby players participate annually in different competitions over the course of the tournament, wanting to do their best but knowing that not everyone can win everything all of the time. The emphasis on character development we place on our athletes, above everything else, is what makes our youngsters stand out before they even get onto the pitch or court. The student perspective of this occasion can be seen through the eyes of Emily Eglen in her article with George Cliffe on what the whole occasion and preparation is like with the emphasis on Girl’s Rugby.

Some would argue that the SSLT (Senior Student Leadership Team) have the recipe for success, but they outline the challenges they face now they are in this role alongside some tips on how to prepare for these positions should you aspire to be a leader yourself.

I hope you enjoy our latest edition.

Catherine Dando | Headteacher, DESS

Chris Vizzard | Headteacher, DESC

The future belongs to those who believe in the beauty of their dreams. - Eleanor Roosevelt

“I want to be an Astronaut, a Doctor, an Olympic Swimmer, a Lawyer, a Pilot, an Entrepreneur!”

These might be just some of the phrases that you hear from your child throughout the years, as they grow, evolve and adapt both their mindset and understanding of the wider world around them, whilst exploring which career they wish to eventually pursue. With high aspirations at DESS, we always encourage our children to DREAM BIG and AIM HIGH, however, with a competitive job market, a forever evolving fast-paced modern world, in addition to potential new and exciting careers that do not even yet exist, we are faced with one question: how will we ensure to fully equip each and every one of our students with the necessary skills to be fully future-ready?

Future Ready

With a holistic approach towards education, we have always been fully committed to developing and nurturing the whole child. Whilst we place the utmost importance on academics and ensuring each child succeeds in their individual attainment and progress journey, we equally pride ourselves on providing our DESS children with invaluable learning skills that we know and believe to be so crucial in building their character, grit and resilience.

THE 6C S : DEVELOPING CHARACTER

Yvonne Sewnauth & Victoria Atkinson Assistant Headteachers, DESS

As a result, ‘The 6Cs: Developing Character’ was launched across the school, from FS1 to Year 6, and was kickstarted with our DESS promise to our children, The 6Cs Manifesto, outlining our commitment to developing each child holistically.

Our 6Cs ‘why?’

Having returned to face-to-face learning and with eventual removal of COVID-19 protocols, as a school, we identified the need to prioritise our focus on learning skills that would allow our DESS children to flourish.

The 6Cs learning skills identified (Communication, Collaboration,

Critical Thinking, Creativity, Curiosity and Compassion) have often been deemed as ‘soft skills’; essentially those interpersonal attributes that shape and define our character. Historically, mainstream perception has often meant that ‘soft’ skills have had a negative connotation of being related to a ‘weakness’, however, given our DESS commitments in recent years to wellbeing and neurological research, as well as interweaving and embedding initiatives into our curriculum, such as whole-school mindfulness, Zones of Regulation and Growth Mindset, we understand that paradoxically these skills can be the hardest ones to master! Even more remarkedly, soft skills

are the number one skills sought and celebrated by international employers today, more so than academic achievement and success. Of course, it is vital that when undertaking a job role or embarking on a new career path, we require the knowledge and technical prowess to make an impact, but it is imperative that we provide our children with strategies to communicate effectively, build harmonious relationships with others and to think ‘outside the box’!

Our 6Cs ‘how?’

Our first step towards this has been our swift return to our cherished flexible learning spaces, allowing for ease of varied teaching and learning styles, further development of character strengths, as well as catering for additional support needs. Next up, we created teacher toolkits, as a staff body, alongside our Teaching and Learning Team, that would enable us to deliver 6Cs opportunities in almost every lesson across the school. Thirdly, our children’s involvement was key, and thus our 6Cs Logo Competition ensued!

“In fact, soft skills may be a deciding factor at a job interview, which is often the venue for an employer to test a candidate’s communication or interpersonal skills.

With our children’s creative and invaluable input at the forefront, they were encouraged to create innovative designs to represent each ‘C’. Once submitted, the winning entries were announced with much anticipation and excitement at our end of Academic Year Assembly. Over the summer, our children’s designs were given to a local Creative Agency, who then combined and transformed the winning ideas into the final 6Cs Logos that we see today.

New York Times, October 2022

Our 6Cs ‘what?’

To read about each area of our 6Cs, please visit our DESS Website.

Learning Journeys & Beyond

By exposing our children to opportunities where they can experiment, rehearse and hone these essential 6Cs learning skills, our eventual goal is that they will be able to confidently navigate, not only their learning journeys at DESS and DESC, but also every facet of their lives, from further education, to eventual chosen career paths,

build positive relationships and recognise their own capabilities and those of others, as well as master and cope with life’s challenges.

Nurturing these 6Cs skills from an early age, our children will have the opportunity to thrive and flourish in any avenue that they choose to take their lives, whether that be the Astronaut, Pilot, Olympiad or Lawyer, we want them to have the strategies and tools to not only be an academic success, but be wellrounded, confident individuals, who can demonstrate effective communication and collaboration

skills, provide creative and innovative ideas through critical thinking and curious minds, all whilst demonstrating compassion for themselves and others. An overly ambitious task? Perhaps! But one that we are certainly not afraid to strive for, as every one of our children deserves the very best that we have, not to ‘give’ them, but to provide them with their own tools and strategies to explore and discover the world for themselves!

The greatest gift we can give you, DESS, is the gift of opportunities; now go grab them with open minds!

STRIVING FOR GREATNESS

Emily Eglen | DESC Rugby Captain & Year 13 Student, DESC

DESC Sport has given so much to me over the years, making me realise that if I work hard and have discipline, I can achieve the goals I set myself. It has also given me a host of wonderful experiences that I otherwise would not have had.

When I first joined DESC I competed in mainly netball and athletics, as well as all the PE lessons and House Sports. I didn’t play Rugby in Year 7 although I did get involved in other teams such as the Fab 5 Athletics which I really enjoyed. I loved competing and getting the chance to represent my school. I got involved with sport at DESC because I found it really enjoyable and my friends played in lots of the teams that I joined. As I had played netball before, I had ambitions to be in the A team and win competitions such as the DASSA leagues and cups. More importantly, I love to challenge myself and compete against the best. Over the years this has taught me a lot about myself, and I’ve taken these lessons from the court, track or pitch and applied them in my studies as well as other walks of life.

Playing with my friends was the main reason I started rugby and coming from a multisport background where I tried to play as many sports as possible, I took to it quite well. Netball helped with my handling and awareness, and athletics helped with my speed and power. I also joined a Rugby club,

Warriors, where my older brother coached. He loved his sport as much as I do and was a big inspiration to me when he won the Dubai 7s with DESC. Spending time with him was really fun and it gave me an insight into what do you could do if you set your mind to it. I am probably better than he is at setting goals in the classroom as well as on the pitch!

This year I am aiming to get D*D* in BTEC Sport as well as representing the UAE in Rugby at both U18 and U20 levels. I have been working hard with my teachers to make sure that I get things right first time and also stretch myself to achieve top marks across all units. Similar to rugby, if you set a good pace early, it is amazing what you can get done; this approach can also help you to avoid running out of time at the end.

At the start of Year 11, I continued to enjoy lots of different sports and experiences at DESC and had set some specific goals in rugby and netball. For me, it helped prioritise my time and efforts, especially when I was busy with schoolwork

or going through tough sessions. Following this, last year I was lucky enough to represent the DESC A team at the Dubai 7s in both netball and rugby. We came pretty close in both competitions and this acted as a springboard for me to set goals for this year. A personal goal for me at the start of the year was to captain the school team, something I worked hard to do and am so proud to have achieved and now I would love to emulate my brother in winning the Dubai 7s, being the first DESC Girls team to do so.

We have had a really exciting build up to the tournament with the Sixth Form Sports Camp in Abu Dhabi, the BSAK7s and DC7s. In between all of these events, I represented the UAE U20s in Uzbekistan and I will go to Nepal with the UAE U18s, the weekend after the Dubai 7s. Setting my goals and aiming high has afforded me some incredible opportunities of which I’m extremely grateful. I couldn’t have done it without the support of DESC and all the provision they have given me, from the lunchtime training sessions, to recording the games, to gym sessions and our own DESC 7s.

Even with all these fantastic experiences, I’m jealous of the opportunities the girls lower down the school now have. Girls can do contact rugby during lessons in every year group, something we never had the chance to do; this is on top of all the other sports I was lucky enough to do like athletics, netball, basketball and water polo.

I would encourage every student, boys and girls, to try to take advantage of all the opportunities they have and commit to them with all the effort they have when they are there. For me, this meant stepping out of my comfort zone sometimes, making sure I enjoyed what I did after getting past that initial uncertain phase and reminding myself each day to

try and be the best I can be. When I look at this term as a whole and all the things going on, it can be quite daunting. That’s why it has been really useful to break my goals down into smaller bite-size chunks.

Life after DESC will hopefully involve me playing lots of sports! I want to stay connected with my friends as well as make new ones, ensuring I enjoy everything that

comes at me. I would love to get a sports scholarship to university and see how far I can stretch myself as both a student and player. I am grateful for the platform DESC has given me to strive to achieve my goals and the support they have offered along the way. I hope we can do DESC proud in all the events we are competing in and be able to look back on our time this year knowing we tried our best.

FROM THE FRONT DESK

When was the last time you were in the Headteacher’s office?

It was many, many years ago, back in primary school in the UK. I was not particularly good at Art, and so my mum did my homework of drawing a slice of apple. The teachers realised, and I was made to do detention, I was devastated as I was a good girl, and I still am! My mum never did my homework after that!

Tell me about your family.

I have one older sister who is a year older than me. She is a paramedic and has two children. I have a younger brother who is a doctor and lives in Wales with his wife, daughter and son. The baby brother of the family lives at home and works in production. I have been married and lived in Dubai with my husband, Idries, for the last 14 years. A big shout out to him.

What brought you to Dubai?

For love! I came on my first girls’ holiday with my best friend to Dubai, she loved it so much and moved out here and started working with my husband. I used to visit her regularly and fell in love and after

two and a half years we married, and I moved out to Dubai in 2008.

How did you end up at DESS?

I was looking for a job, after not working for a while, and looked on Expatwoman and saw the advert, googled DESS and it was one of the best schools in Dubai, and I thought this is perfect. I was previously an NHS Doctors receptionist in the UK and Security Officer at Heathrow Airport. It was so much fun, and no day was ever the same. A bit like a day at DESS. Paul McCartney’s ex-wife, Heather Mills, was the first person I had to do a security check and swab on.

What are your roles and responsibilties?

My main responsibilities are being one of the first people that all parents, children and visitors see. Having the day-to-day running of reception and knowing that no day is ever the same. I arrange the school tours and love welcoming new prospective parents and students to DESS, knowing they will all love it. I love being the Jibble (our online attendance system) police for all staff and am the voice of our bus announcements.

What are some of the changes you have seen in your time at DESS?

The main changes that come to mind are the addition of the FS1 building, and the new working week. But the biggest change was during Covid. Working from home was a hugely different experience for all those involved. I really felt that the DESS community pulled together during that challenging time and helped and supported each other to get through it. Wearing the masks was a huge change for everyone and was maybe the most challenging for everyone. Online learning also brought challenges, but as a community we got through it together. The one thing that has not changed is the special feeling you find at DESS. I would say that the DESS community is even stronger and close-knit now than it was before Covid.

What are some of your fondest memories you have at DESS?

I really love seeing the students on their first day at DESS and seeing them when they leave. The change in them from their time spent at DESS is incredible. Most children are shy and nervous when they first join, but by the end of their journey at DESS they have changed and grown so much. I have many lovely memories with the parents, children and with my colleagues.

What have you learnt during your time at DESS and what would you take away with you?

I would definitely be taking my memories, friendships, and a DESS Bear with me! I have learned that children and DESS are something really special and I am so glad to be a part of this.

Please tell us about your hidden talents.

One of my hidden talents that I was unaware of is playing rock, paper and scissors. I am the current DESS champion at this. I also did not realise how competitive I am. I am told that I am good at remembering names and faces but being at DESS for 10 years has helped me with that.

What would you say are some of your biggest challenges in your role?

I have to say that I am incredibly lucky and do not have to deal with many challenges. I have a wonderful team with me, and we always help each other with everything. As they say, “teamwork makes the dream work.” The one challenge that I do find hard is when our students and staff leave for their next exciting new journey. I am not very good at

goodbyes and am a mush ball for sure. It is always very difficult saying goodbye to our Year 6 students and parents every year. Most have joined us from FS1, and I feel we have been on this journey together.

Where do you see yourself in 10 years from now?

I would love to say that I would still be in Dubai and at DESS for another 10 years. I look forward to seeing what the future has in store for me.

I love welcoming new prospective parents and students to DESS, knowing they will all love it.

Shakeela Khan, DESS receptionist for the past 10 years, spoke to Mrs Dando about her role and experiences of working at the front desk in this candid interview.

INFORMATION, ADVICE, AND GUIDANCE

Laura Reidy | Head of IAG & Teacher of Science, DESC

It is often said that periods of change are swiftly followed by opportunity, and it is fair to say that change has been an integral part of all our lives in recent years. As an education community, the ways in which we teach, learn, and interact with each other have seen significant changes. Beyond that, the global impact on the ways in which we work, travel, and socialise have forever changed the world which we live in. As a College, we have seen our community rise above these challenges, prove their resilience and emerge even stronger. So, as we move forward, where do the opportunities lie? I am privileged to write this feature as the recently appointed Head of Information, Advice, and Guidance (IAG) at the College, a new and dynamic opportunity which I look forward to moulding into a onestop shop for careers, coaching and general guidance for our students, staff, and parents.

What does the role involve?

At our DESC Open Day earlier this term I listened to Mr Vizzard discuss the core values and ethos of the College. I am proud to say that the speech sounded just as it did the day that I was interviewed for my job at DESC in April 2018. Despite

a turbulent few years since then, our mission remains the same, to support every student’s wellbeing and individual needs during their journey to becoming well-rounded human beings. My role aims to make this journey smoother by linking together the support mechanisms available to our students such as form tutors, House teams, nursing staff and student advisors. I personally believe that the best way to achieve this is through using effective coaching to equip students with the skills they need to flourish independently in life beyond DESC.

As the world of work continues to evolve, the same question remains: what can we do to prepare our students for such an uncertain future? I believe the continued development of core transferable skills such as adaptability, problemsolving and innovative thinking are key to preparing our students. A skills-focused approach coupled with the effective support of both students and parents at key transition stages will underpin the vision of DESCareers as we navigate a rapidly changing society. DESCareers strives to provide students with opportunities to discuss their future dreams and aspirations, providing

pertinent information early in their journey – not a tick box interaction at the end of their time with us.

The final component of this multidimensional role involves the foundations of what makes it possible for us to lead such a rewarding life here in the UAE: the Emirati people. Having worked at an Emirati school for two years before joining DESC, I feel a strong personal connection to the rich heritage and sense of pride that Emirati students bring to their education. Working alongside Assistant Headteacher Mr El Taher and Deputy Headteacher Mrs Ford, we aim to make the transition to life beyond the College as seamless as possible. I also hope to highlight the diverse career portfolio of our Emirati parents across the College. Moving forward, DESCareers will shine the spotlight on the success stories that walk among us in our diverse community. Together we can inspire our students to dream big!

How will we achieve these goals?

As I reflect on the success of the initiatives which have already been put in place this term, I consider how we can continue to drive our aspirations forward. I strongly believe that placing our community at the centre of everything we do is the only answer. The utilisation of our parental body and wider connections to lead and inspire our students is both sustainable and practical. We all believe in rubberstamping DESC as a world class institution, and what better way to achieve this than by leading the way ourselves by providing home-grown exceptional experiences.

Why is this happening?

The DESCoaching programme was introduced in September, with approximately 50 students allocated

a coach for weekly sessions on topics such as homework organisation, study skills for assessments or discussions around friendships and social skills. Following its success, the DESCoaching programme has expanded to include a strand specifically aimed at Year 11 academic coaching. There are now 93 students on the coaching programme assigned to approximately 60 staff members.

‘Careers Conversations’ have taken place across Year 9 and Year 11 throughout the first half term. During these, students have completed careers assessments that have been followed by a conversation with their form tutor to discuss how this might inform their decisions for GCSE and Sixth Form subject choices. Additionally, Year 11 students have attended a presentation on future-proof employability skills during a recent GROW lesson to further strengthen their decision making. Both Year 9 and Year 11 students will have careers-focused GROW lessons over the coming weeks, to support them as they approach key transition phases in their journey as DESC students.

By the end of the year, all students from Years 7-11 will have engaged in a Careers Conversation. Students are encouraged to reflect on this through engagement with the Character and Careers Conversation Journal. Moving forward, we hope that students can build on this journal annually with the goal of accumulating a bank of reflections which map out their journey from Year 7 through to Year 11. Similarly, all year groups will engage in career lessons during GROW, providing them with the opportunity to discover and engage with aspirational career pathways.

During October, I had the pleasure of organising and hosting our first

Emirati student information session for Years 11, 12 and 13 students. During this session Mr. Flynn, our Academic Enrichment Coordinator addressed the students on the many super-curricular opportunities available at DESC and Mr El Taher discussed the EmSAT exams and academic scholarships available for our Emirati students. We have also welcomed a representative from NYU Abu Dhabi to talk to the students about exciting opportunities that they can apply for in the coming months.

Taking all the above into consideration, I feel privileged that my role provides me with the ability to work with such talented students and bring together the skillset of our staff and parents. With DESCareers and DESCoaching, combined with the plethora of other support networks we have at the College, I truly believe that every student will leave DESC with a clear sense of purpose and the skills to make their dreams become reality.

BEYOND THE CURRICULUM

Anthony Hall |Year 6 Class Teacher & Year Group Leader, DESS

At DESS, our commitment to providing the best educational experiences and irresistible learning underpins everything we do and creating opportunities to broaden our students’ educational experiences is widespread. Enrichment is a key teaching method that we as a school employ to enhance our curriculum.

A program of enrichment provides children with a rounded, rich education through activities that provide opportunities for students to discover interests and talents that lie within and outside of the classroom. It encourages students to try new activities that help develop character, resilience and motivation

that inspires them to pursue their goals. Whatever the activity may involve, the aim is the same, encourage further exploration, develop intrinsic curiosity, and a passion for discovery.

The rich diversity that makes up our school community ensures that our classrooms are filled with students who have a wide range of experiences, skills and talents. By enriching the curriculum, we provide our children with opportunities to develop their learning at a deeper level. Enrichment takes many forms. Its purpose is to expand learning by exploring in more depth or from different perspectives. It gives students the opportunity to

follow their passions and develop skills. By enriching our curriculum, we are able to stretch and challenge all of our students and provide them with breadth and depth in their learning.

However, it is important to recognise that enrichment opportunities are not exclusive to academic disciplines. Indeed, enrichment activities abound across all aspects of school life including but not exclusive to, sports, the arts and computing. All these activities empower our students to follow their passions and explore their talents. Through highly engaging experiences, we foster a deeply ingrained love of learning. A fundamental concept which is at the core of what we aim to do as educators at DESS.

Enrichment opportunities allow our students to grow, thrive and flourish. It encourages students to try new things, develop interests and creates a culture of continuous learning. Every time a student steps out of their comfort zone and tries something new, they are challenged. However, through that challenge students learn the benefits of persistence and resilience and the success that this brings. They learn that struggle is meaningful, and perseverance pays off. A program of enrichment not only enhances children’s learning but also provides meaningful opportunities to gain expertise and experiences in developing the skills

Education,

John Paul Caponigro

and attributes that they will need as they embark along their journey of lifelong learning. From creativity to communication, problem-solving to public speaking, enrichment activities present fun challenges that help learners improve their skills. Importantly, these skills are not left exclusively in the classroom, learners bring them out into the community.

Research into the effects of enrichment activities on academic progress is beginning to show real evidence of the benefits of such programs. Where students have a variety of enrichment activities that they can participate in, they can make gains in both social and academic contexts.

At DESS, we offer a wide range of enrichment opportunities across the curriculum. Academic enrichment is developed in the first instance through our quality first teaching. In addition to this, dedicated Mathematics projects are implemented as part of our provision at KS2. For our students

who demonstrate a love of language, our popular ‘Books and Biscuits’ ECA program engages and enhances our students’ learning in Literacy. Our ‘Super Scientists’ will get the opportunity to develop their knowledge and skills through our upcoming Science club. Across the school, there is a wide range of extra-curricular programs. These include a comprehensive sports program, coding and robotics clubs for students who show a talent and passion in computing. Children that show an interest in the creative arts have opportunities to enhance their skills and talents in our afterschool art program or a wide range of musical and drama activities. Alongside this, and the many other extracurricular experiences, our students regularly compete in competitions and events including sporting fixtures, Academic Olympiads, the Junior Mathematics Challenge, the Chevron Reader’s Cup and a host of other enrichment events where our children interact successfully with peers from other schools across Dubai and the BSME network.

By offering our students a varied, engaging enrichment program, we ensure that our children are provided with a rich educational experience that enhances learning.

It encourages our students to try new and varied activities that help develop character, resilience and motivations that empower them, encouraging the pursuit of wider goals as they continue on their journey of discovery.

or enrichment, is a dynamic, evolving, lifelong process.

HOW TO ACHIEVE YOUR DREAMS: AN INTERVIEW WITH SSLT

DESC Sixth Form students are acutely aware of their dreams; aiming high and making their time count. From The News DESSC catches up with the Year 13 SSLT (Senior Student Leadership Team), to discover what their advice is for Dreaming Big and Aiming High.

Name a time when you felt that you faced a challengehow did you overcome it?

Maisie: Making my way through DESSC, and coming to Sixth Form, I faced some unexpected challenges and changes. The most notable was the start of this academic year, my final year. Throughout my journey at DESC, all my friends had been in the year above and as they graduated in the class of ‘22, I felt lonely and stuck, as if they were starting a new life without me. Even though I still have continued contact with them, this was difficult to come to terms with and I spent a lot of time during the first few weeks of school trying to cope with that sense of loss.

However, DESC provides countless opportunities to socialise, and I took advantage of this. Being a part of the SSLT, the U19 Netball team and Chamber Choir have all allowed me to, once again, feel part of

the community I have loved for so long and I have quickly made new friends. I realised that to overcome this challenge, it was not about finding exact replacements, but new people I could surround myself with and be myself with. I have happily done so with the help of the DESC community.

Finding your passion; how did it happen?

Tayne: At an early age, I found my passion in sports. Growing up in a South African household that watched sport day in, day out, it was hard to ignore it. Being immersed in the sports scene grew my curiosity. Yet, I still found myself naturally wanting to go outside, run and kick a ball around. As a I grew older, I began thoroughly enjoying participating in team sports such as football and rugby. Being a shy kid, this was not easy, however it was an effortless way to socialise and make new friends while doing something I was deeply passionate about. Moving to Dubai, especially to DESC, created a spark of competitiveness within me. I began to play club and school rugby, building connections and friendships with people I believe I will know for life. My passions are still developing and

changing and will continue to do so as I experience different challenges within my life, but I do look forward to that future that holds potential new passions.

There is no clear path to success - agree or disagree?

Myra: I have always found success to be enigmatic; there is no one set way to be “successful”. As a result, I don’t think there is only one clear path to success. There are certain intangibles that can make each unique path easier.

Firstly, persistence, perseverance, and resilience in whatever you do is essential because unfortunately, life isn’t always on your side. If you give up easily, you are not only eradicating any chance of you achieving your goals, but you are also subjecting yourself to a lifetime of potential regret. Secondly, accepting that not everything is under your control. You could have worked to your capacity but still not achieved what you hoped, it may feel that you didn’t do enough. It is important not to dwell on it. Sometimes there are external factors, beyond your control, that interrupt your journey. Finally, being kind to those around you

and building connections. We don’t live in bubbles, and it’s helpful to have people on your side. It can be as simple as greeting a teacher in the corridor or joining some of the wonderful clubs and societies here at DESC.

You are coming to the end of your DESC journey – what is the next big thing?

Jay: The sight of planes soaring high in the baby-blue skies against the backdrop of wispy white clouds has always encapsulated my imagination. From the thunder and roar of the engines to the squeal of the tires landing on the tarmac, these details have fuelled my ambition to fly these marvellous machines. With my DESC journey coming to a close, new destinations and horizons are awaiting take-off. Next year, I aim to study aerospace engineering in either The Netherlands or Germany, to further my understanding of these intricate machines and learn their inner workings – while picking up some Dutch or German along the way! Once I have gained a better understanding of these machines, I will enrol in a flight school to earn my wings and then propel myself into the adventurous world of aviation. Many exotic lands and

cultures wait to be explored – look out for Captain Jay!

How can we achieve a growth mindset?

Moaza: As a psychology student, human behaviour has always been of interest to me. Looking at my own challenges and setbacks has given me the opportunity to be reflective about what I learn and my own habits. Through the topic of ‘Development’, I have come to recognise that failure is an opportunity for improvement rather than something to be avoided. Taking these small steps to change your mindset and behaviours can help adopt a positive mental attitude that encourages growth.

Pursue new challenges by pushing yourself out of your comfort zone and try things outside of your skillset. You may struggle, but your willingness to engage in the process could have a profound influence on your approach to encountering challenge. Seek support and feedback: criticism can be helpful if you approach it as an opportunity to learn something new about yourself. No two paths to success will look alike, so avoid comparing the achievements of others with your own

journey. Valuing the process rather than the result may be difficult in a results-driven environment but remember that you are in charge of your own success!

Do dreams come true?

Ali: Without question, through hard work and determination, any dream is within reach. However, dreams are just that, dreams, unless you do something about them. If you put an effort into anything, a result is bound to materialise. Whether it is getting a good grade because of studying or becoming stronger because you spent hours running, the result you get is directly proportional to the amount of effort you put in, sometimes it’s even better.

The most decorated Olympian of all time – Michael Phelps - said it best: “There will be obstacles. There will be doubters. There will be mistakes. But with hard work, there are no limits.” Dreams give us direction and purpose in life. The path can be sometimes treacherous, but the destination will make the effort worthwhile. We should all have dreams, big and high.

Maisie, Tayne, Jay, Myra, Moaza, Ali

SUPPORTING PAKISTAN BUILDING A SCHOOL IN CAMBODIA

The heavy monsoon rains that recently devastated Pakistan have claimed the lives of thousands of individuals, including children, and over thirty-three million people across the country are facing the detrimental effects of the resulting flooding. To aid the emergency relief appeal, DESSCares reached out to the Pakistan Association Dubai (PAD). With the support of parents, children and DESS staff, DESSCares collected donations for people living in areas severely impacted by the aftermath of the flooding.

Our aim was to not only raise awareness of this humanitarian emergency but also engage the school community in supporting a local charity and educating children about the importance of being charitable. The DESSCares committee and DESS staff spent one morning volunteering with PAD. This included labeling boxes and also learning about how the association has been sending emergency relief packages to Pakistan.

PAD expressed their gratitude to the DESS community. DESSCares would like to thank everyone who volunteered as a part of this initiative and worked alongside our committee to educate children about the value of charitability and making a positive difference.

DESSCares has made phenomenal progress towards our aim of building a school in Cambodia, through our United World Schools initiative. We are continually striving to help others and are hoping to create opportunities for students in Cambodia, with a joint vision of ‘teaching the unreachable’ and allowing them to fulfil their potential. This is primarily through our links with Dubai Cares and their support with community projects, whole school events and awareness campaigns.

We ended last academic year having already raised more than 159,000 AED, an astounding amount! Throughout the first half–term, both DESS and DESC participated in fundraising non-school uniform days and actively promoted our

aim of creating school facilities in a Cambodian village where many children must walk long distances to school. Once the DESSC community fulfil this, the money raised will be used to build a school in Cambodia. This will provide a safe, purposeful, and welcoming space for children and will help to support United World Schools’ campaign of providing ‘life-changing education across the globe’.

DESSCares’ partnership with United World Schools has not only allowed us to fundraise for those in need but also encouraged us to consider our own place in the world. The discussions and activities have reinforced many of the character traits we champion here at DESSC. Reflecting and working towards a cohesive goal in the name of

helping others has developed our sense of gratitude, self–awareness, social intelligence, kindness and perspective. Furthermore, charity and service have been embedded within curricula, celebration events and themed weeks, allowing for students and staff to continually consider the positive impact they have on others. We strongly believe that caring for others is at the centre of developing a culture in which everyone can flourish.

Recently, DESSC participated in a further non–uniform day and completed a Walk for Cambodia. There is no doubt that, following the success of these two wholeschool events, we will celebrate achieving our final goal, initiating the journey to school for many Cambodian children.

Jasmin Padda | Class Teacher, DESS

Sophie Barratt | Assistant Headteacher, DESC

IT’S GOOD TO TALK

DESS

The sense of relief when Covid 19 restrictions were lifted in schools was immense; we were finally free to once-again organise our classrooms to best suit the learning and our children could interact and collaborate without masks or social distancing. Teachers could, at last, communicate with their classes, using the whole of their faces, rather than just the top half not covered by a surgical mask.

Fast forward twelve weeks and one could be forgiven for forgetting the incredibly challenging times that we, as a community, lived through day in, day out at DESSC. It is fantastic to see the ‘real’ DESSC thriving once again: the incredible range of ECAs available to children; the immense array of learning opportunities; the exciting environments; the smiling

faces! Indeed, a walk around the primary school would show the school is back to its bustling, joyful, purposeful best.

However, as much as we would like to, we cannot sweep away two and a half years of interrupted learning and high anxiety caused by the pandemic. Only now are educators beginning to measure how the COVID-19 years have affected the development of children’s learning, particularly those in the crucial formative years of their education. Fortunately, plans to ensure that our children’s learning was compensated were afoot even as the pandemic raged around us. In the classroom, we could see the effect that mask-wearing, social distancing and distance learning were having on the language

development of our children. It was also noted that some of our children were less confident in social situations and found it difficult to hold a conversation; the seeds of the DESS Oracy Project were sewn.

The DESS Oracy project is a major area of focus in this year’s development plan. Initially the project will be aimed at Foundation Stage to Year 1, with the aim of developing Oracy throughout the school in Terms 2 and 3.

Using the Voice 21 Oracy Framework and research from the Education Endowment Fund as a starting point, the aim is to teach our children the skills needed to become worldclass communicators, in addition to providing exciting and stimulating opportunities to practice Oracy throughout the curriculum. After all, research shows that all learning is enhanced by the development of language skills and carefully planned opportunities for structured talk.

Term 1’s theme is ‘Let’s Discuss’; we are teaching our children the essential skills of introducing, building or challenging ideas in discussion. Being a good listener by establishing eye-contact, showing appropriate facial expression and body language and taking turns are all tangible discussion skills that are modeled by our staff in school and practised daily by our children. We have launched the DESS Talk@Home books as a way of partnering with our parents to develop discussion

skills, as well as promoting the value of high-quality discussion at home. Future themes are ‘Let’s Act’ and ‘Let’s Present’. Our rebranding of learning skills (The 6Cs) ties in beautifully to the Oracy project as areas such as Communication, Collaboration and Compassion will only be enhanced by the development of Oracy at DESS.

We know that in order for our children to flourish, they need to become effective communicators who can draw upon a repertoire of oracy skills. Watch this space for more exciting oracy news as the year progresses.

Matt Adams| Class Teacher & Literacy Leader,

FUTURE ASPIRATIONS

Jessica Topp | 6th Form Student, DESC

My name is Jessica Topp, a current Year 13 student who has just submitted their UCAS application. Having joined DESC in Sixth Form, I am currently studying Biology, Chemistry and Mathematics. I applied to five universities, three in Scotland and two in England, one of which is Oxford University to study Biochemistry. I decided to apply to universities in the UK as there is a vast range which offer the Biochemistry course.

I decided to apply to Oxford rather late, but with help from the Higher Education Department, my application ran smoothly, despite the urgency. They helped me to enhance my personal statement, checked my UCAS application thoroughly and, moving forward, will prepare me in case I am offered an interview with Oxford (fingers crossed).

Originally, I intended to pursue Medicine. However, having undergone a research project on the effects of Human-Immunodeficiency Virus (HIV) on human bodies, I decided that my true passion lay in the field of Biochemistry.

The four-year Biochemistry course at Oxford University, involving rotations between rigorous laboratory work, lectures and tutorial papers, really appealed to me. In addition, the final year involves a research project in which you work alongside academic scholars. The invaluable experience would effectively prepare me to work towards new advances in Biochemistry and Biotechnology.

After achieving my Masters in Biochemistry, I hope to travel to Australia to gain further opportunities and experience,

working with research scientists and large-scale companies. My current end goal is to gain interconnections in the scientific community to specialise in genetics, specifically working on editing DNA in order to treat diseases such as cancer and diabetes.

TO VERBIER AND BEYOND......

Max Lohe| Director of Sport, DESS

As a child attending primary school in Brisbane, Australia, I remember dreaming of snow. At Christmas time, despite the 35 degree heat outside, we would always spray paint our windows with canned fake snow to try to give ourselves the impression of it being cold and frosty on Christmas morning as we opened our presents from Santa. Unfortunately, the closest we ever came to seeing frozen H2O falling from the sky on the 25th of December, was if an afternoon thunderstorm came rolling in and we would run around on the front lawn trying to collect as many hail stones as we could!

You can imagine my surprise upon arriving at DESS, when I was

offered the opportunity to go as a staff member on the 2007 DESS Ski Trip to Verbier. Despite having no idea where Verbier was I accepted without hesitation. As I sat on a brand-new Etihad airplane flying to Switzerland, I remember thinking how lucky these DESS children were (especially as it was vastly different from the 30 hours, I spent on a bus in high school driving to Falls Creek, only to find that most of the snow had melted). The opportunities that DESS students have to see the world as part of the school trips program is incredible and with the restrictions on travel due to COVID-19 finally being lifted we look forward to giving our children some unforgettable experiences again this year across the globe!

SKI TRIP

4th – 11th February 2023

Trip Leader: Mr Ian McGarry

DESS has always had a proud history of being a leader in Dubai for overseas trips, not just in the Middle East, but across the world. In fact, the first DESS ski trip ran all the way back in 1987 to Saint Gallen, Switzerland. Kelvin Catesby, a teacher at DESS for 30 years, was the original organiser of the first ever DESS ski trip and recently recalled to me the excitement and enjoyment of that first ever trip, where they had arranged to stay in a castle called Schloss Kasseg.

This year, led by Mr McGarry, a group of students from Year 5 and 6 will again venture to Switzerland for another memorable trip filled with laughter, excitement and hopefully lots of snow! This year they will be at a new venue called La Tzoumaz where 400km of ski trails await them!

CYPRUS TRIP

18th – 25th March 2023

Trip Leader: Mr Anthony Hall

The DESS Cyprus Trip is now in its tenth year, with the focus of the trip being on Science, Geography and Environmental studies. Mr Hall, who has led the Cyprus trip since 2015, recently said “On the Cyprus trip, the children have the opportunity to immerse themselves in outdoor learning by taking part in activities such as mountain biking, rock climbing, studying water life in freshwater creeks and rockpools, building shelters, visiting Roman Mosaics (Tomb of the Kings) and studying a Volcanic Island.” On top of that, they also manage to squeeze in a Cypriot night with local food and dancing – sounds like an amazing trip!

BAHRAIN BSME FOOTBALL TOURNAMENT

2nd – 4th February 2023

Trip Leader: Mr Liam Kehoe

This year our Year 6 Boys and Girls Footballers will board a plane to Bahrain to represent the school at the 2023 BSME Football Tournament.

During this trip, DESS students can play against teams from all over the Middle East. The girls will kick off the tournament first on Friday 3rd February, with the boys hitting the pitch on day two. As an extra bonus, on their day off they get to go to an indoor water park, the cinema and even the beach. Mr Kehoe and Mr Cuddihy are looking forward to leading the trip this year with Under 11A and B teams taking part in both competitions. We wish the DESS teams the best of luck!

BRITISH SCHOOLS IN THE MIDDLE EAST GAMES (ABU DHABI)

3rd – 5th March 2023

Trip Leader: Mr Max Lohe

Despite only being up the road in Abu Dhabi this year, the BSME Games trip always provides students with lifelong memories. 40 DESS children will compete in Football, Netball, Athletics, Swimming and Basketball over 3 days, with previous tournaments held in Egypt, Qatar and Bahrain. DESS has been phenomenally successful at the BSME Games over its 17-year history, being crowned champions in 2011, 2013 and incredibly for three years in a row from 2016-2018 making us the most successful school in Under 11 BSME history. The team will be named over the coming months and undertake extensive training in the lead-up to the tournament to try once again to bring home the Champions’ trophy!

The DESS Trips program provides the opportunity to bring subjects to life and can also support cultural enrichment and wider social development. With school trips flourishing back to life this year, we are so pleased to give these amazing opportunities to our students and look forward to increasing and expanding our trips in years to come. I just hope that one day I get another invite to go back to Verbier to see the snow .......

A SENSE OF BELONGING

Flood Second in Charge of English, DESC

Setting our sights

Dubai is a city of superlatives: the hottest weather, the biggest malls and the tallest building in the world, but what was most important for both of us, after working in Dubai for 5 years, was teaching in the best school in Dubai. Whenever DESC was mentioned, it was met with hushed reverence. Parents, students, other teachers would always comment on the prestige of the school, its place as one of the city’s premier educational establishments and the respect many held for the professionals that helped build this reputable institution. We both knew we wanted to further ourselves and our careers and there was only one school to apply for: DESC.

Background

Though we had not met prior to DESC, we shared many similar experiences in our teaching careers and hold similar visions for the education we wish to see in the world, something that is reflected in the wider teaching body at DESC. As Teach First Ambassadors, we spent the first years of our teaching careers working in some of the toughest, most challenging and deprived schools in the UK. As a charity, Teach First aims to transform the

educational landscape of the UK and ensure that all children have access to a first-class education that opens doors to them throughout their lives. Though we experienced a vastly different context to DESC and Dubai, the principles instilled in us throughout our formative teaching years still stay with us: quality education should be available for all; education should be a force for good in the world; schools should be safe places where students learn to become responsible, informed and empowered global citizens. This could not be truer of DESC. The focus on character, on kindness, on

Ellie Winstanley Teacher of English, DESC

journey of improvement, and all heading together on the same upward trajectory. As an escalator continuously moves upwards, so do the expectations, the knowledge and the professional development of DESC staff; when all cogs in the machine work together, the escalator seamlessly runs and aims for the top. In the induction week, and every week since, it has been clear that DESC makes informed, evidence-based and impactful decisions surrounding Teaching and Learning. Teaching and the student experience is at the forefront of every decision made. As teaching practitioners, we dream big for our students, and our teaching must be finely tuned to the needs of the curriculum and the needs of our individual learners. We have enjoyed how our developmental sessions at DESC are both wellresearched and justified within the context of the College.

Empathy

integrity and rigor in the academic process is at the forefront of everything that we do. We truly believe it would be a wonderful world where all students could experience an education like that provided here at DESC.

Development

Upon arriving at DESC, it was evident that the standard of the teaching professional was incredibly high, and the Senior Leadership Team had equally high aims for us. We were introduced to the DESCalator – the idea that we are all on a continuing

Arriving at a new school is a daunting prospect, but it proved to be an incredibly positive experience and we were made to feel immediately welcome. The kindness, courtesy, and manners we expect of our students was shown to us from day one. It was encouraging to be welcomed into a staff body where it felt like a family and where our leaders took a genuine interest in who we are, both as people and as professionals. As tutors, we have enjoyed the character conversations that are an integral part of the role. It is a great way to truly understand our students, know what makes them tick and model the beliefs, priorities, and values we uphold at DESC.

Stability

In the post-Covid world that we

currently live and operate in, stability is more essential than ever. It is clear that this is understood by the College and is a key priority. Working at DESC has its own rhythm, its own flow, and this is helped by the structure of the terms and the planning leading up to the Red and Grey Weeks. Our first experience of this was extremely positive as we could see how each week’s learning was reliant on the last and enabled the students to understand the building blocks of learning that needed to be in place for success in assessments. This enables both students and staff to understand the direction they are heading in, when they need to get there, and the steps they can take. For students grappling with multiple subjects, multiple deadlines, sporting and social commitments – and not to mention the daunting prospect of adolescence – this clarity is essential and helps them to see the path ahead. Alongside this, our use of Teams and OneNote enables our students to access all the prior learning materials and consolidate their learning, providing stable ground from which they can grow.

Community

Above all else, the element most important at DESC is community. The culture of the College is one of politeness and of warmth, with understanding that we all row together for greatness. The sense of belonging which we both feel has led to renewed pride in what we do, where we work, and what we represent. They say it takes a village to raise a child and here at DESC, students are surrounded by happy, positive and motivated rolemodels each and every day.

Future plans

Though we have only been at DESC a few months, we could not imagine working anywhere else. DESC is a school in which we wish to play an integral role and hope to progress further in our careers, with Ellie having a passion for pastoral care and Elliott enjoying the intricacies of curriculum design. The theme of Dream Big, Aim High is relevant at DESC today and it is clear that it will be for many years to come.

Elliot

A LIFE LESS ORDINARY

Ammar Shams | Trustee, DESSC

What are your memories of growing up Dubai?

My childhood in Dubai, Deira in the 1960s, was probably very different from what anyone can relate to. As a comparison on size, at the time of the UAE’s creation in 1971, the population of the entire country, all seven Emirates, was about 200,000 people compared to the 10 million or so now, so you can imagine 1960s Deira was very small.

The neighbourhood I grew up in was very Arab and we all knew each other. It was probably the quintessential childhood you would expect; running around the streets barefoot playing in places that had sand everywhere. We made our own goal posts, our own perimeter for football pitches, and now if you were to go back to where I used to play as a child, there’s probably not a lot

more than a couple of square feet of sand left. So, my memories are of running around the neighbourhood, all of us Emirati, playing indigenous games that have, more or less, disappeared now. It was a carefree, relaxed childhood.

Tell us a little bit about your education from early school until now.

So, I’m from Deira, originally from a place called Freej Al Murar. The nearest landmark now is probably the Hyatt Regency, although the Hyatt is built on reclaimed land, so the water used to come up much closer into our neighbourhood. I went to Saint Mary’s Catholic School from 1968 to 1980, located beside DESS in Oud Metha. I then went off to the UK in 1980 to do my A levels, and then my undergraduate degree in

Economics at Canterbury University in Kent. I came back and worked from 1986 through until 2005, then went back to university for a year to complete a Masters in International Comparative Law. I returned to the UAE and worked again from 2006 through to 2018 and then went back to the university again in 2018 to do a PhD in gender issues in Islamic law and was just awarded that PhD this summer.

What career opportunities have you had as a result or your studies and qualifications?

I worked across several industries, employed to do very different jobs.

I worked for the oil and gas industry for about 17 years, primarily in HR. I worked in various roles with HSBC over about 8 years, HR for a couple of years, and corporate sustainability for about 4 which was very rewarding. I worked for the Federal Government organising our first elections in 2006. I worked for the Film Festival twice, which was phenomenal fun. The job was essentially attending a range of film festivals, watching movies, going to after-parties, rubbing shoulders

with the good and the great of the industry and trying to convince them to come to Dubai to join our festival which was in December every year.

It’s fair to say you are an academic, you enjoy studying!

I enjoy academia, I value academia. I love learning and a certain arrogance in me loves teaching, especially amongst our own community. I think those that have been privileged enough to have seen the transformation from what we were to what we are owe it to the next generation to share our experience with them. Anyone who comes to Dubai looks around and says “oh, this is rather impressive”, but they’re impressed at the destination. The destination is nowhere near as amazing as the journey. The journey we took to get here is the one that I think we need to share.

What led to your role as a trustee at DESSC?

Besides having gone through my own academic journey of studying, I’ve also been involved in the delivery

of education. The first time I taught was in 1993 at the Higher Colleges of Technology, and I was still in my 20s. I sat on their Advisory Boards and then chaired the Advisory Board for all Business courses for about 10 years. I sat on the first Advisory Board for the British University in Dubai when they were setting up the university, and that was with the view towards building an institute of higher learning in the UAE that would help the UAE eventually be a leader in at least certain spheres. I sat on the Advisory Board for the University of Strathclyde for about 8 years and I’m going to start teaching again from January onwards.

This is my 7th year on the DESSC Board of Trustees, and I couldn’t have put my hand high enough when given the opportunity to join. Of course, I’ve known DESSC my whole life, literally from the 1960s. I could peer over our school wall and see the DESS playground, so I’ve always known the school as one of the oldest schools in Dubai, one of the best schools in Dubai. Who wouldn’t want to be associated with it?

I love being involved in education. It gives me an insight into what’s coming down the pipeline and I get to see what the next generation looks like, what they have to go through, what their challenges are. They’re very different, it’s changed so much.

What goals or dreams do you still have?

I think I would probably like to write a book. My wife kept on telling me I should write because she thinks I could. I wrote an article once for The National newspaper and they liked it. They published it and then they asked me could I write more, and so I ended up writing a series of articles for the National. I think I gave myself a target of 10 and I ended up writing 12 and that was fun

while it lasted. I thought it would be fun to write a book focussing on a historical, cultural narrative about Dubai; the journey so to speak, taken through conversations with strangers. I probably still will, it’s just a question of when all the ducks are in a row.

Not many countries have had to go through as phenomenal a change as we have in two generations. When I reflect on how my parent’s childhood was, living in houses made of palm tree leaves, having never gone to school and then having kids like us who could probably walk around London blindfolded. Even in one generation, my mother has her little iPad, she speaks, reads, and writes four languages, having never gone to school. It’s amazing to me, and it needs to be shared. People need to know that where they live today, outside of their own little bubble, there’s been an amazing story that’s happened around them. Maybe someday I’d like to share that story.

SHARING DREAMS WITH JLT

Eva: Firstly, I can’t believe DESS is 60! We have so much history here at our wonderful school and that’s why DESS’ sixtieth year will be the best year in our school’s entire existence. My hopes for this year are for DESS to flourish in a nonCovid environment without masks and as free (and if not more) as it used to be. I can’t wait for school plays, concerts and seasonal events to be back in full swing!

is important to keep working hard as there will be setbacks along the way. With the right attitude and work ethic setbacks can be overcome and anything is possible.

my love for electric guitar after all those years listening to rock music from a young age. I’ve performed in many concerts both in and outside of school and in the future, I hope to continue with that passion.

We caught up with the new DESS Junior Leadership Team as they shared their dreams for both themselves and DESS’ exciting 60th Year, as well as offering a little bit of advice for those wanting to aim high and achieve something special this year...

How are you planning to aim high as a member of the JLT?

Eva: The ultimate goal for me, as a part of the JLT, is to help other children younger than myself to find their brave and not be afraid of challenges they are more than capable of achieving. I want to lead the school with empathy and compassion and to step forward and help others achieve their goals.

Jumaanah: I am planning to aim high as a member of the JLT by helping as many students and members of staff at DESS as I can. I

want to help people feel confident by setting a good example and letting people know that they are amazing no matter what.

Murdoch: I am going to try my best every day to help everyone but not to do everything for them but to explain and help so they are then able to do it for themselves. I also want people to find their brave and take risks like I did when applying for the JLT.

Yusuf: My plan to aim high is to set targets and try to challenge myself with new goals that I have never achieved before. I will practise at home and put as much effort into my education and anything that I commit to. I will do my best and never give up no matter what the obstacles are.

Sahar: I am planning to aim high as a member of the JLT by introducing

DESS to new things such as a wider range of ECAs and helping it to grow into a place where everyone has something they excel at and enjoy.

What are your dreams for DESS in its 60th year?

Yusuf: My dream for DESS’s 60th year anniversary is for everyone to know how amazing this achievement is and to join the celebrations and really make it the best year that DESS has ever had. Being my final year at primary school, I want to make it memorable, exciting and fun for myself and for everyone that’s part of the DESS family.

Sahar: I want DESS to be regarded as the number one primary school in Dubai and I want it to be recognised as an innovative place where its students lead the change and everyone is able to shine.

Oli: My dreams are to celebrate DESS’s 60th year in style by showing the world what an incredible school DESS has been for the past 60 years and will continue to be for the next 60 and beyond! I am planning to aim high by helping DESS make our 60th year the most memorable in its history.

Murdoch: I want DESS to go from 60 to 70 to 80 and keep getting stronger as it gets older. I want DESS to grow beyond being the best school in Dubai to being the best in Asia and then the world: the school everyone has heard of!

What advice would you give to your fellow DESS children about aiming high?

Oli: My advice would be try to set yourself targets throughout the year and work hard to achieve them. It

Jumaanah: My advice about aiming high would be that you have got to persevere and be resilient if you want to do something in life because giving up is not an option if you’re really determined. As well as this, you should do things that you love because if you do things you love, you won’t be chasing success, success will be chasing you.

Eva: To aim high you must not be afraid of your dreams. Dreams can never be too ambitious because anything is possible if you put your mind and heart into it. Failure is a sign that you are trying and that is what counts as success.

Yusuf: Have confidence in yourself, stay strong minded and know you can do anything you put your mind to. If you don’t understand something or find a subject difficult then don’t worry, just give it a little extra time and know that you can do it.

What dreams do you have for your future?

Eva: Performing is my passion and to say that is an understatement. My dream is to become a singer. I have always loved singing and gained

Oli: My dream is to become a professional footballer for Liverpool and represent England in international tournaments.

Murdoch: I want to qualify as a pilot and then become a pilot that helps and trains others.

Jumaanah: In the future, I hope to go to Harvard, Yale or Oxbridge and study international humanitarian law for my LLB. For my LLM, I want to study in either The Hague or Geneva. Eventually, I want to become a human rights lawyer specialising in war crimes and international tribunals. I want to speak for people who can’t speak for themselves, and I want my voice to be heard.

Yusuf: My dreams are to study medicine and also have my musical hobby on the side. I want to help people in any way possible and take care of my family. It’s important to me that everyone is having a good and fabulous day.

Sahar: When I grow up I want to be an author and write fictional fantasy books.

Sahar, Eva, Jumaanah, Murdoch, Oli, Yusuf

FOR THE LOVE OF ART: LOUVRE

Clare Hall | Director of Creative Arts, DESC

within this truly global mindset that our students thrive the most. Having the opportunity to independently appreciate the collection was vital and students completed a range of tasks whilst in situ.

THE GROWTH OF ESPORTS

Rawat | Head of Computer Science & ICT, DESC

The Louvre, Paris, is the ultimate manifestation of dreaming big. It showcases the many artistic expressions of Arts and Crafts from around the world, charting humanity’s fascination for the visual and decorative. These big dreams are also captured in the collection at the Louvre, Abu Dhabi and it is this appreciation of curiosity and expression that we wanted to promote with our DESC Art and Photography students.

During the visit, our students had the opportunity to look at artefacts in a context of the time of production. Works from Classical Greece, Egypt, Mesopotamia, China and Japan could be seen first-hand. Spanning from pre-historic to the modern, chapters of the collection evolved as we progressed through the gallery. The purpose of the objects, whether economic or decorative, was explored at length. The expression of cultures throughout the ages, was appreciated. And it is

Our DESC students exhibit their work at the end of the academic year and it was intriguing to see how the display of work was undertaken by professionals. Sixth Form students were asked to consider the following whilst thinking about their own vision: how was the work physically displayed? How did people interact with the work? How did people move around the gallery? Did the viewer seek further information about the art? How did the works on display create a flow between the gallery spaces? The aim of these questions – to encourage our students to Dream Big, Aim High with their own upcoming exhibitions. We encourage our students to be like artists and to think about their very own vision and concepts in the production of their work.

Our students also had the added benefit of viewing a temporary collection of over 100 Impressionist art works. As part of our A level programme, students study a range of artistic movements, French Impressionism being one of them. It was a delight for staff to witness our students seeing these works ‘in the flesh’. Students were bubbling with excitement at having previously studied those very pieces, as they rushed to tell their teacher what they had seen.

In addition to the collection, the architecture and beautiful spaces created at the Louvre were really appreciated. Designed by Pritzker prize-winning architect Jean Nouvel, the building balances water, light and built structures to create both grand and intimate spaces. Many students every year choose to study Architecture at university and this visit was vital to their ongoing intellectual development.

In summary, it was a joy to travel to see real artwork displayed in such a magnificent building. Dreaming big and aiming high; Louvre, Abu Dhabi, we hope to see you again soon.

I am 12 years old. It is 8am in the morning and I sit down to have breakfast with my family. I am waiting for the doorbell to ring so that I can walk to school with my friends. On our way we talk about our dreams and aspirations for the future. Some of us want to be professional sports players, some rockstars and some of us dream about becoming millionaires! I always dreamt of being a footballer.

The pursuit of our dreams is filled with highs and lows. For me to be a footballer, my first target was to get into the school squad. I would have to be fit, eat well and train hard. Once I was picked for the squad, there were other challenges that I had to contend with to stay in the first team. If I had a bad game, I could be dropped. If I was selfish on the ball, my teammates could become agitated with me. If I made a mistake which cost us the game, I felt the weight of the world on my shoulders for letting my team down. On the contrary, if I scored a winning goal, the feeling of ecstasy was incomparable to anything I had every felt. There was something about competing that drove me to maximise my performance and harness energies that I did not know I had.

Students who dream of becoming esports professionals must contend with lots of challenges. They play in teams in a competitive environment. Team activities teach them valuable skills such as collaboration, leadership, communication, problem-solving

and strategic thinking. These are transferrable skills that are essential in both their personal and professional lives. Furthermore, there are links to a whole host of career paths in the digital world.

At DESC, the esports hub has been running since April 2022. The hub has been utilised for House competitions, primary transition days, competitions between schools and as an ECA. Currently, the ECA runs twice per week and is open to all Key Stage Three students. On average 50 - 60 students will attend the ECA weekly. The most popular esports include:

Overcooked: Students run a delivery kitchen and must work together in a team of four to prepare and serve increasingly complex dishes in a given time frame.

Minecraft: Students will collaborate in teams of four to build something

within a given time frame.

Rocket League: Students play car football in teams of two.

Globally, esports is currently one of the biggest growth sectors in education. In the UK, exam boards have teamed up with the BEA (British Esports Association) to design esports qualifications that have been running since 2020. In 2021, 140 different UK schools competed in an annual esports competition run by the BEA. In the further education sector, the University of Warwick became the first Russell Group university to open its own esports centre. In November 2022, the UAE will host its first ever esports festival and by 2023, esports is on track to exceed $200 billion in value. I expect, in the not-too-distant future, there will be an expectation that schools have esports teams just as they have football, rugby and netball teams.

Ebrahim

WHY MUSIC EDUCATION? FINE DINING

There have been numerous studies around the world demonstrating the huge importance that a music education has on our children. Music, primarily, is a way to expand upon what has been taught in school through activity and application. Playing an instrument requires mental focus, discipline and hard work. Reading music incorporates comprehension skills and Maths.

The ‘6Cs’ learning skills were introduced to DESS this year and are a splendid example of why learning an instrument is so important.

Creativity: Practising music and learning an instrument is amazing for the creative side of a child’s brain.

Compassion: Music helps to bring balance to life and children who learn to play an instrument have a wonderful outlet for their emotions.

Curiosity: Music reflects the culture it was composed in. Learning new pieces of music in different genres exposes children to different places and eras and makes them curious to learn more.

Communication: Music is an amazing form of communication. It is a language that is spoken around the world, and once learned will never be forgotten.

Critical Thinking: Learning an instrument takes patience, perseverance and a great deal of problem solving and critical thinking.

Collaboration: Nobody understands

collaboration better than a musician. Working together as part of a band or an orchestra to produce a magical performance.

“Music is about communication, creativity and cooperation. By studying music in school, students have the opportunity to build on these skills, enrich their lives and experience the world from a new perspective.” Bill Clinton

One of our main objectives as a department has always been the instrumental education of our students. Each year group has an instrument to focus on, with the final aim being children that leave DESS competent on several instruments.

This year at DESS we went a step further and introduced an Orchestral Instrumental Program for our Year Three children. The children receive an instrument at the start of the term which is theirs to keep for the duration of their learning and they take part in small group lessons with one of our teachers. The instruments offered included violin, flute, clarinet, saxophone, trumpet, and trombone. Seeing the joy on the faces of the children as they come to their lesson is immense, as is their sense of achievement when they play their first piece as a group. One child summed it up when he exclaimed during a lesson “This is epic”! Every child has the right to learn an instrument, what they might not have is the means. This is our way of ensuring that every child gets to play an instrument and discover a passion that they might not have known existed.

Where to after the program?

Once the children have received their initial training there are many different options such as, joining a music ECA like Training Band, or Beginner Strings, or taking private lessons as part of our DESS Peripatetic Music program. Children who progress will then be able to join our Advanced ECA classes and our Orchestra.

As primary music educators our ultimate goal is to instill a love of music in our students that they take with them into their secondary school lives and beyond. And there is no better feeling than hearing stories of our former students that have joined a band or taken a music exam or even furthered their music education in university.

Tuesday 8th November was a highlight of the College calendar as the BTEC Hospitality students hosted the 6th Annual Bistro lunch. With a fine dining menu, dishes featured Salmon en-croute and Beef Wellington, both served with fondant potatoes and glazed vegetables. Dessert gave guests a choice of Chocolate Fondant, Apple and Cinnamon crumble or Pavlova all of which featured a contemporary twist.

Students had been working on the lunch as part of their ‘Events in Hospitality’ unit and following the initial client brief, worked collaboratively to produce an invite

list, plan, test and finalise a menu, devise a seating plan with a table set up and manage a given budget. The unit culminated with students working together to prepare, cook and serve all the guests on the day. The event was a huge success and despite being exhausted at the end of the day students displayed an overwhelming sense of achievement and pride with providing an outstanding and memorable experience for staff, parents and Trustees of the College.

If you would like to take a peek at how the event turned out click here.

Niamh Mead | Performing Arts Leader, DESS

Nicola Barber | Head of Food Preparation and Nutrition, DESC