From The News DESSC - Issue 4

FROM THE

NEWS DESSC

ISSUE 4: JUNE 2022

RITES AND RITUALS:

FROM PROMENADE TO #PRAHM

CREATING CULTURE, MAKING MEMORIES, ESTABLISHING ETHOS

ALUMNA TO AUTHOR

IT ALL STARTED WITH THE RED SHOES

EVOLUTION OF THE PROM

BEGINNINGS &

ENDINGS

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CONTENTS

Editorials

Keynote: From Promenade to #PRAHM Keynote: Our Very First FS1 Children Meet the Goodalls “This Place Has Something Special” Rites and Rituals

Alumna to Author Growth is Inevitable Keynote: Onwards and Upwards Keynote: Higher Education Exciting New Beginnings Project 12.5 ART: The Superhero

Class of 2022 Graduation Fond Memories

Meet Lee Cooper Project 6.5 DESS Endings

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FROM THE NEWS DESSC | EDITORAL

ENDLESS POSSIBILITIES

Tony Clarkson | Senior Deputy Headteacher, DESS

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n schools around the world, the end of an academic year stirs emotions within children, staff and parents as we begin to reflect on the year that has passed and look forward to what lies ahead (and I do not just mean the summer holiday!). Avid readers of From The News DESSC will remember our first publication; the theme of ‘Embracing Change’, which focused us on having a positive mindset and highlighted the silver linings and lessons learnt in what, at the time, was the height of the pandemic.

It is this positive mindset and resilient character strength that we once again need to call upon to help us frame these beginnings and endings as new opportunities. As Melissa Human puts it in the article on her PGCE year and qualifying as a teacher, ‘the possibilities can be endless and exciting.’

I challenge you to remember the words of Ralph Waldo Emerson who famously wrote, ‘Life is a journey, not a destination’ which can be interpreted as the healthy balance between doing and being, between planning and letting go, and between producing end results and going through the required processes. In many ways, allowing life to ‘flow’ rather than seeing it as being punctuated with stops and starts.

In his transition article, Max Lohe references how our Year Six children will have ups and downs as they move onto the next stage in their education. However, this is all part of their personal journeys and will serve them well as young people growing up in today’s fast paced and ever-changing world. Indeed, there will be surprising, unpredictable and unknown twists along the way, but we know we have the power and freedom to shape our own journey any way we wish.

Along the way, as beginnings soon flow towards endings, so many precious memories are made. Liz Miller writes passionately about the opening of Foundation Stage One in 2014 and how many of our current Year Six children were in that very first cohort. Making history as well as memories! They vividly recall past International Days, funny and supportive teachers, DESS reopening after Covid and of course, Mrs. Whiskers the old school cat! As Dr. Suess puts it, “Don’t cry because it’s over, smile because it happened.”

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Indeed, this was a quote used by Jo Campbell when I sat down to talk with her about her thirteen years at DESS; which are sadly coming to an end in July.

Debbie West’s inspirational piece will assure you, that once the STEM Room is relaunched next year, there will be a way to unleash a superpower in us all – through the vastly undetected superhero named: Art! And Ian McGarry outlines not just how talented our children are with a paint brush but also how they are becoming futureready with the development of several key learning skills through an innovative approach to Project Based Learning.

So, whatever beginning or ending you and your children might be experiencing at DESSC, I hope you can accept and embrace it positively as part of the rich tapestry of life and see it as the continuation of a journey with new and exciting adventures waiting at every turn.

Best wishes and happy reading.

FROM THE NEWS DESSC | EDITORAL

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ALWAYS BE LEARNING

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Matt Cotgrove | Senior Deputy Headteacher, DESC

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ver the last few years, during the various Graduation and Good Luck celebrations that we have had at DESC for our senior students, certain assemblies have been remembered and mentioned that have now taken on what can only be described as a legendary status. One was the now infamous “Mountains” assembly, where Mr Vizzard and I cunningly used the analogy of climbing a mountain to represent the struggles of completing either Key Stage 4 or 5, summitting at the point of sitting those final, public examinations. In fact, I remember being particularly proud of converting a phrase that I used to use when taking mountain walking trips to Scotland – “The ABC of Mountain Walking is Always Be Climbing,” into “Always Be Learning.”

The second assembly that often gets a mention by our departing students is the DESC Dash assembly, where we used the dash that sits between your date of birth and your date of death as a tiny punctuation mark that, when zoomed in on, contains all of the wonderful experiences that a person has crammed into their life, that makes them who they are and more memorable for the rest of the world. I suppose that this is the ultimate “Beginnings and Endings” comparison, however, this edition of From the News DESSC aims to focus on the time that our students spend with us on their School and College journey, from the very start at Foundation Stage, through to the very end when those young adults leave us to begin their independent lives.

You can also think of the transition from one school year to the next as a little like a relay race. Usain Bolt may have been the fastest person on the planet, but, Jamaica would not have been able to win a 4x100m relay gold medal without the foundations of the first three laps before the baton was finally passed on. Each year that passes in a student’s educational career at DESSC marks the handing of the baton from a younger to a slightly older version of oneself.

It is always one of the greatest pleasures of working in a school to witness the growth and development of our students as they mature from one year to the next. The baton may be dropped, but at DESC we always have the privilege of watching the final handover as we cheer from the sidelines, encouraging and pushing our students to race towards that finish line at the end of Year 13.

You will read in this edition about all of the wonderful milestones and markers, rites and rituals that have been put in place so that those students that complete that part of their own race are roared home with every step that they take.

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FROM THE NEWS DESSC | KEYNOTE

FROM PROMENADE TO #PRAHM Keely Vernon Ward|Head of Sixth Form, DESC

How proms have changed, and why they will always stay the same.

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he word ‘prom’ is taken from ‘promenade.’

Originally an elegant dinner and dance, prom was held for the graduating classes of American universities as a way of making sure that graduates not only had academic prowess, but social etiquette and maturity. It was, and

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still is, a ceremony that marks an end, and a beginning.

CLASS OF 2022 PROM Today, prom tends to be reserved for Key Stage Five leavers rather than those at the end of their degree. This year saw the return of the Prom at DESC for the class of 2022. I was thrilled to be involved in the planning and delivery of the prom, keeping it under wraps until we were 100% sure that it could go ahead. We were so excited to add

this to the celebration package at DESC. Despite hitting some small bumps in the planning stages, it was a fantastic evening, full of love, laughter, and dancing. I was struck by the difference between these wonderfully mature and wellmannered young adults, and my own prom, twenty something years ago.

PROMS OF THE PAST There was less expectation in proms of the past; for my Year 11 prom,

my dress was a hand-me-down from my older sister, and my friend’s dad had a brand-new Toyota Rav4 that we were taken in; this time, not ‘down the road mum, you’re so embarrassing,’ but right outside the front doors of the Epsom Downs Racecourse. My Maths and Physics teachers provided a live-set from their ‘band,’ (whoever thought that was a good idea for a bunch of sixteen year olds, I will never know), but these were the early days of prom in a UK setting, and

wow, how things have changed over the years.

PRE-PROM: FOR THE MUMS AND DADS Pre-prom is now a ritual of ‘promming’ that certainly did not exist in the UK in the nineties. Preprom parties celebrate friendship groups and bring their parents together for emotional support as the realisation dawns that this is the end of an era. These young people

at the cusp of a new chapter, line up by pools and down staircases, buttoned up, coiffured, and looking every inch the adult, as mums silently pass tissues and hearts swell with pride. Was this a thing for proms in the past? When did the pre-prom arrive? In the movies, we are accustomed to the scene: a simple knock on the door from an awkward teenage boy with slicked back hair and a corsage, promising the daughter’s safe return by 10pm The parents have precisely five

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FROM THE NEWS DESSC | KEYNOTE be booked, along with lights and visuals, venue information and permissions. Then there are the post prom-parties, hair, make-up and the outfits - yes plural! I was slightly jealous that a number of our recent Sixth Form students had three outfits: one for graduation, one for prom and one for the after-party. Talk about marking the occasion. The amount of photos that are taken in the twenty four hours of graduation and prom, must make our graduates feel like celebrities for the day. And so they should. This is a day (and night) to celebrate the end of their formal secondary education and freedom from the traditional educational

seconds to take a photo before the couple disappear into the night. Preproms certainly are a contemporary development and one that, as a mother, I certainly hope will stay. Something about pre-prom is ceremonial: parents standing with their children as adults. I have come to realise that the prom may be a rite of passage for the students, but pre-prom is a rite of passage for the parents.

PERFECT PLANNING MEANS PROM PERFECTION The organisation and planning that goes into a prom starts months ahead. Mood boards are drawn up for the theme, a name for the night must be procured, table settings designed and sourced. DJs must 8

FROM THE NEWS DESSC

structures that they have worked within for the last 13 years.

TEENAGE ZEITGEIST Prom certainly reflects the teenage culture of the time. A trend ‘stateside’ on Instagram is #prahm, where people can tag their most proud prom moments, proms from across the country celebrated through forty-thousand posts (and counting). Another recent cultural shift is the amount of attendees that arrive in friendship groups, rather than couples. Although we love the ‘Promposals,’ it was refreshing to see that the anxiety that used to

stamp itself across the face of prom (how could you possibly go without a date?) had well-and-truly gone.

Young men and women arrive alone, in squads, teams, pairs and crews, with not much of a focus on the ‘couple’ standard that we again are used to seeing in films. This is the zeitgeist of youth culture today; it is OK to be different, or to be the same, or to be unique, everything goes. As a standard, the older generations often view teenagers as problematic, ruining ‘how it was in their day’ with unfathomable behaviours and trends. I have to

say, that looking at these graduating students, I do not feel that. Not only were they supportive and mindful of this being an ‘ending,’ but every single one of them said thank you to the Sixth Form Team as they left.

In a divisive and competitive world, perhaps we could look towards youth culture to teach us a thing or two.

The theme of this edition of From The News DESC is endings and beginnings, and I cannot think of an event that encompasses this more than prom. We may look back

at our own proms with a pinch of cringe, with a few bad decisions (my sister’s hand-me-down dress certainly stands out for me!), but the truth is, that it is a very special moment in time: a signpost in our journey to adulthood, a rite of passage. At the cross-roads, prom marks both an ending and the start of a new chapter. Childhood ends, independence begins. I wonder if in another twenty years, proms will change that much from what they are today? Undoubtedly, they will, but at their root, they will always be about being together, and sharing in a wonderful moment of change.

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FROM THE NEWS DESSC | KEYNOTE

OUR VERY FIRST FS1 CHILDREN

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Liz Miller | Deputy Headteacher, DESS

ife is full of many firsts and new beginnings, each potentially setting us on a different path or opening our eyes to new experiences and ways of thinking.

There have been many firsts in DESS’ almost 60-year history, from the first day at school for the thousands of children that have passed through the school gates, to the first day on our site in Oud Metha. Some of these firsts pass us by, others create memories that will last a lifetime.

One of the most memorable highlights of my career to date was the opening of our first ever DESS Foundation Stage One department back in September 2014, a project I was truly fortunate to have been involved in. This first will always have a special place in my heart as will the children in the very first cohort; many of whom are still with us in Year 6.

As we say goodbye to our Year 6 leavers, I have enjoyed taking a moment with the children, to pause and reflect on their journey through DESS. From their first day putting on their new school uniform and meeting their FS1 teacher to their last few weeks, preparing for their journey into secondary education, the past eight years have been crammed full of exciting, meaningful learning opportunities and memorable moments. They say that time flies when you are having fun. With ‘Irresistible Learning’ at the heart of all we do at DESS, this might explain why the journey from FS1 2014 to Year 6 2022 has passed in the blink of an eye!

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From Superhero days and teddy bears’ picnics in Foundation Stage, to theatre visits, meeting the Red Arrows, distance learning, trips, DESS factor, numerous International and DESStive days and taking part in global events such as the opening of the Paralympic Games and Expo.

Here is what some of our Year 6 2022 leavers remember about their journey through DESS:

‘Whenever you need support with learning the teachers always make sure that you get it. It has really helped me with my learning.”

“DESS has bought me good times and a good education, all of the teachers at DESS have made education fun.”

“I always remember the teachers greeting me in the morning, even when it is really hot outside!”

“Throughout all of DESS I have loved all of my teachers. I will always remember every single teacher I have had and what they have taught me.”

“I remember at the end of Year 5, I got the Year 5 achievement award for adapting to new things and growing in confidence and I will always remember that day.”

“I remember being a part of the FS1 opening ceremony and presenting flowers to Dr Abdullah.”

“I remember having a school cat, Mrs. Whiskers. Having the cat taught us how to care for and be kind and respectful to animals.”

“I remember coming back to DESS after a year of online learning and my reaction was priceless!”

Reflecting on the journey these children have been on, I am also reminded of the lead up to our

FROM THE NEWS DESSC | KEYNOTE

Our vision in 2014 for our brand new FS1 setting was simple: we wanted to provide the absolute best early years education and give our DESS children the best possible start to their school life.

We wanted to be at the forefront of early years education in the UAE and ultimately give the children a learning experience that would provide them with the absolute best foundations upon which to build. In the eight years that have passed, this vision has remained at the heart of our Foundation Stage provision and, as has been the case across DESS, the passing of time has also brought with it many opportunities for change.

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FS1 has gone from strength to strength. As each year goes by, we

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grand FS1 opening and how the FS team felt when they opened the doors for the very first time to a group of eagerly waiting children and parents. Firsts often bring with them a buzz of excitement and anticipation but also nerves and apprehension no matter what age you are!

have taken risks, made changes, reflected on what has worked well and been led by the children. Our mindset is about looking at what the children need to grow and flourish.”

Caroline Redford, FS1 Year Leader

‘Value added’ is a term often used to measure each child’s academic progress and attainment based on their unique starting point, but we can also look at this in relation to the development of their personal, moral, social and emotional skills.

In their journey through DESS our Year 6 leavers have benefitted from a curriculum underpinned by the development of learning behaviours and soft skills. With yearly themes introduced by Mrs. Dando that have permeated the curriculum, the children and staff areas of focus have included teamwork, integrity, responsibility, respect, resilience, gratitude, marginal gains, caring and most recently bouncing back. A collective effort from all of our DESS family, past and present, the Year 6 children speak enthusiastically about how DESS has supported their personal, social and moral growth:

“I have learned to respect other people, care and be kind.”

“To be positive as it helps you to succeed.”

“At DESS I have learned to be a team player and to collaborate.”

“One small thing to take care of others or the world can have a big impact.”

“It is important to bounce back when things go wrong.”

“I have learned how to be resilient and not give up.”

“I have learned to be wellmannered; I have learned to speak clearly and politely and make good eye contact. I have learned to be confident and the importance of smiling and saying thank you to others.”

With every ending comes a new beginning, and as we say goodbye to our Year 6 children and prepare to welcome a new cohort of FS1 children, we are incredibly proud of the successes of all the children who will be moving on this summer. From saying their very first emotional goodbye to their parents in FS1 to the amazing end of Year 6 performance of Mary Poppins the children have flourished and have a bright future ahead of them.

Without a doubt our Year 6 children are ending their DESS journey and beginning the next chapter of their lives with the fundamental attributes that will make them good people for the world and shining examples of a “DESS Child”.

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FROM THE NEWS DESSC | INTERVIEW

MEET THE GOODALLS Lisa Goodall, her husband Scott and their two children Olivia (Year 6) and William (Year 10) have been part of the DESSC family for 4 years.

This year, Lisa began a role in Sixth Form and Olivia ends her time at DESS. Let’s hear their thoughts on their DESSC journey to date:

Lisa, when did your family relocate to Dubai and what prompted the move?

After experiencing ex-pat life, traveling around Southeast Asia whilst living in Brunei from 2013 – 2016, an opportunity arose to relocate to the UAE. This appealed to us as William would have needed to board for his secondary education had we stayed in Brunei. After a brief time in Abu Dhabi, we moved to Dubai in June 2017. Borneo and Dubai could not be any more different. However, they both offer the most amazing experiences.

From swimming with sea turtles in Bali to travelling down river through the jungle on a long boat, both places amaze. Specifically, the diverse culture and being closer to home, made a move to Dubai an opportunity not to turn down.

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Olivia, what have you enjoyed about your time at DESS and what will you miss the most?

I have really enjoyed the school trips, especially the Adventure Camp to Hatta because it gave us a chance to be responsible for ourselves and take part in many fun activities. We also learnt about different animals and spent time in the water. I also enjoyed DESStive and International day! I am going to really miss all the fabulous teachers and staff at DESS but I am pleased that most of my friends are continuing with me to DESC.

Lisa, what made you apply for a role at the College and how are you settling in?

I have been a very happy DESSC parent for the past 4 years, so when the opportunity arose in the Administration Department at DESC, I decided to apply for the position as I knew this would fit in perfectly with my family. I also wanted a challenge for myself. I have settled

very quickly and thoroughly enjoy my role; this is down to the people who I am working with, both staff and students. They are such a wonderful team.

FROM THE NEWS DESSC | INTERVIEW Lisa, what do you most enjoy about the Sixth Form and is your son looking forward to potentially joining in Year 12?

We recently hosted the Year 13 Graduation and Prom and to see the students leaving as young adults, with such ambitious standards, having their whole life ahead of them, created such a warm feeling.

William is excited to progress all the way through DESC: starting in Year 7 onto completing his A-Levels in Year 13!

Olivia, have you heard about House Day? Do you know what to expect?

Yes! I think it is when the four Houses compete against each other in different sporting events. I am very excited about coming to DESC but also a little bit nervous because there will be a lot of competition, but I am looking forward to having lots of fun and meeting new people.

Lisa, how will life be different with both children at the College?

I am looking forward to us all being in one place, and not having to rush off down the Al Ain Road if Olivia has any ECAs! This will allow both children to participate in the fantastic ECAs both morning and afternoon that DESC offer as sometimes it can be challenging to juggle both! We also live close to the College, so the early mornings are made that bit easier!

Olivia, is there anything you are nervous or excited about in Year 7?

What has your brother told you about life at DESC? I am looking forward to making new friends and having access to more equipment such as the science labs.

Also, I am looking forward to all the sporting ECAs, especially Netball and Rounders. William has told me about the different house blocks so

I can find my way around without getting lost too much! I have also heard that the burgers and cookies are amazing from DESC café!

Lisa, where does your family see themselves in the next few years?

Our intentions are to remain in Dubai for a prolonged period. With William halfway through his GCSEs and Olivia starting her DESC journey, we would very much like to see Olivia complete Year 13. We all love the Dubai way of life, both socially and professionally, and have a wellestablished circle of friends who we consider as our Dubai family. With the sun always shinning, staycations on our doorstep, and a Saturday Brunch, why would you want to leave, given the choice?

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THIS PLACE HAS SOMETHING SPECIAL

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Jane Farrow | Year 5 Class Teacher, DESS

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s we approach the end of the academic year, I reflect over my first year of teaching at DESS and the predominant thought in my mind is, “this place has something special”.

In order to be successful, a pupil needs to develop and steadfastly retain a profound self-belief in their own abilities, coupled with an unbreakable confidence that anything is possible. To enable our young people of today to flourish, it is about harnessing the rigour of traditional education but, at the same time, allowing them to explore their personal thoughts and dreams as they prepare for our technologically progressive, fast paced and ever-changing world.

Some of our children, we must remember, will most likely be in careers that in 2022 have not yet been imagined, let alone created.

For almost all our children, resilience, continuous learning and creative thought will be a prerequisite for future success. In addition to all of this, many studies have shown that happiness is at the core of successful learning, and that happy children benefit from higher order thinking, creativity and overall educational achievements.

I am stating all of this because it takes a special educational establishment to enable pupils to harness the depth and breadth of academia, whilst nurturing them in a fun-loving, intrinsically happy

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and supportive environment where aspirations, however unique, are given credence. Within a few weeks of being at DESS, I realised that I was teaching in such a place. From the outside, I was aware of the school’s outstanding reputation, but it was only once ensconced within its warm, expansive community that I really began to witness its extremely special qualities.

It is evident that our pupils love the school by the way they bounce into the classroom in the morning, smiling, joyous and eager to start their day. Learning is fun, accessible to all and made relevant

to the outside world. But at the same time, teaching is thorough, standards are high and progression is marked, because children are invested in and valued. In addition to the teaching of established core subjects, which are always framed in a way that the children wholeheartedly embrace, the pupils are encouraged to become autonomous learners through project-based learning.

Year Five, this year, devised their own initiatives to tackle climate change and developed their own chocolate company which culminated in them creating a chocolate bar which they then marketed. Recently, having taken part in a live Zoom

FROM THE NEWS DESSC | ARTICLE

call with film actors from London, they are now in the process of making their own short films which will be presented during an Oscars afternoon, complete with red carpet!

When marking special events such as National Day, International Day, DESStive Day and others to boot, the school goes that extra mile. It is during these times that the whole extended community comes together to make these days memorable and special. A lasting memory for me was just before

winter break when watching some small children gleefully playing under a surprise snow machine as their imaginative winter wonderland suddenly became a reality.

Activities at DESS are geared towards developing and embedding important qualities within the children. The extensive sporting opportunities develop personal competitiveness as well as team co-operation. Residential trips, such as last term’s trip to Hatta, help the children to develop resilience, communication skills,

independence, confidence and selfesteem. In addition, the charitable initiatives through DESSCares enable the pupils to develop a social responsibility and to understand the importance of compassion and empathy.

As the children leave the classroom each day with goodbye greetings, happy faces and full of the promise of possibility, it is clear to understand why this is; they have been inspired and captured by a little bit of DESS magic.

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FROM THE NEWS DESSC | ARTICLE

RITES AND RITUALS Louise Ford | Deputy Headteacher, DESC

Creating Culture, Making Memories, Establishing Ethos.

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What do you remember about your school days? A wonderful teacher? A school trip?

An embarrassing moment? No doubt one of these prompts will have sparked an enduring memory, but

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what other events peppered your 14 years of compulsory education?

What mementos do you still treasure? When given the privilege of leading the Sixth Form here at the College, I was determined to create rites and rituals that would act as timestamped memories for every student, forever. Having

been inspired by the traditions held sacred by my own family, it was important to me that the students felt part of something bigger than themselves and that we were invested in their progress. Hence, the birth of Birthday Fridays and the ‘Driving Test Wall.’

FROM THE NEWS DESSC | ARTICLE together. When you turned 18 - we were there. When you passed that test – we were there. We noticed.

WHERE? So what can we do next? In short, please let us know. As a College, we are committed to improving the student experience each year. Yes, the small additions celebrated here have had a positive impact but, as restrictions ease, we want to do more. We want students leaving with a head full of metaphorical and physical memories. A box full of priceless keepsakes. And a heart full of love for DESC. If this article has inspired you and you would like to make a suggestion, please let us know.

WHAT? Turning 18 is truly a milestone and now it is marked with the ridiculously loud playing of Stevie Wonder, some truly terrible dancing from the Sixth Form Team and quite frankly an oversized yet coveted 18 Key adorned with the students’ House colour. Most students are not entirely sure what to make of the whole debacle. Whilst some revel in the spectacle, posing for the obligatory photographs and sharing the post on Instagram, others hide.

It doesn’t matter. What’s important is that we celebrate. We mark the occasion. We care. Same with the driving test keyring. Yes, it’s just a piece of clear plastic shaped into a car I can only dream of owning (a Mercedes G Wagon) but it’s important. It recognises that yet

another important moment has been reached. A life skill has been accomplished. And we noticed.

WHO? Notice that for both rites of passage explored so far, the focus has been on everyone. The community. The College. No-one is left out. Noone is forgotten. Everyone, if they choose to, can take part. A sense of collective celebration is what ties and bonds communities together and what was most missed during the pandemic. As humans, we are naturally social beings, drawn to each other and linked to one another. Wanting to create a culture of care and wellbeing, the new rites and rituals flatter this human trait and, over the terms they have been in place, have, I believe, bonded us FROM THE NEWS DESSC

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FROM THE NEWS DESSC | INTERVIEW

ALUMNA TO AUTHOR

beloved pet sidekick, and usually a blonde-haired, blue-eyed character.

Ironically, I am now a successful copywriter and looking through the pages of my children’s book series Alfie & Oak, it seems not much has changed in terms of character development.

It all started with the red shoes.

Except the feeling and emotion of the story.

Giselle Onanian | DESS Alumna

Royal red shoes with a jingly gold buckle.

Shiny red shoes that could turn the whitest of socks pink with the tiniest splash of water.

Shiny, royal red shoes on the first day of school.

I think I remember them so vividly as they are what I mostly stared at on my first ‘drop off’ at DESS. Don’t get me wrong, it didn’t take me long to look up, get stuck in and

start my primary-school career as the “cheekiest child in the class”.

But, on that first day, age five, in my freshly ironed red and white striped uniform, I tightly gripped my mum’s hand as I was led to my new class, in my new school, in my new ‘home’, and it was the red shoes that gave distraction and put my fresh-offthe-plane-expat worries at ease.

Like most children at the school now, I grew up an ‘expat’. Moving to a new country, following my father and his job, leaving friends and extended family behind as we began our journey to make a home away from ‘home’. What an upbringing and what a privilege. I have been so lucky with the life I’ve led and the opportunities I’ve had here in Dubai and with DESS. Writing was never my strong suit at school. In fact, when sharing my work at home, my mum always used to comment on the lack of diverse imagination. My stories were apparently always the same; a sun shining in a clear blue sky, a

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Wholly inspired by my life as an expat, the Alfie & Oak series of children’s picture books features Alfie, who sets out, with the help of his dog Oak, to learn about the world around him as he grows up as a third culture kid in a country that isn’t his own. Each book in the three-part series tackles significant moments in the expat journey; moving to a new country and the anxiety the upheaval brings, missing grandparents and not understanding why you can’t just ‘pop’ over to their house, and returning to school after summer and realising that at least one of your classmates has left, and is likely never to return.

For me, it was Hollie, between Year 5 and Year 6, who left. I still don’t know why or where to. We were still in the home phone and fax machine days, so staying in touch wasn’t easy.

The books are perfect conversation starters between children and their parents, who are either on their

expat journey or just about to begin, reminiscent of the conversations I had with my parents as a child and, no doubt, the ones I will have with my two children, Frankie and Izzy, as they themselves grow up as third-culture kids here in Dubai.

Returning to DESS a few weeks ago to hold a reading with Year 1 and Year 2 was a wonderfully surreal experience. It has been almost thirty years since I first entered those gates. The memories came flooding back on my tour hosted by the Head Boy and Head Girl. Call it ‘same, same but different’ as I tried to piece together my time there against the upgraded classrooms and facilities. Still, as much as the puzzle pieces didn’t exactly fit, what long remains is the friendly and familial feel of the leadership team and teachers, the children’s charisma and confidence, and the humble and homely feel of the school grounds.

Still buzzing from my visit a week later, it was at my daughter’s birthday that myself and a handful of friends, also DESS alumni from the 90’s, laughed as we remembered some of the best bits of DESS school life: there was grazed shins from running too fast up the giant concrete step back to class from the sunken central sandy playground; the muffled giggles in anticipation of jumping out from hiding in the

cubby holes to scare our 5 Blue teacher on April Fool’s Day; the pride and self-importance felt playing the lead in the school plays whilst mums and dads moaned about having to figure out how to make the costumes (Latifa Hall felt a lot smaller from when I was dressed as a cracker on the Christmas stage); the blue carpeted tiles of the library that no longer exist to have their corners picked at during story time and, a firm favourite from us all (and one I am sure isn’t still a swimming lesson staple), being told that it is Mat Day as our PE teacher unravelled the floating mat across the width of the school pool as we egged each other on, hurtling towards each other from both sides and seeing who would belly flop into the pool first with the winning push.

dressed in red and white, and friends who are now considered family, ‘aunties’, ‘uncles’ and godparents to each other’s children, it is clear that DESS has had a significant role in my journey. And as I near 30 years in the UAE, my time at DESS fondly made up the first six years from the moment that little girl walked in those school gates. It gave me the educational framework, the lifelong friendships and the personal freedom (as much as headteacher Mrs McCarthy would allow, of course) to grow into the woman and author I am today.

It all started with those red shoes.

From One Yellow to Six Green.

From Alumna to Author.

Go Leopards!

As we sat laughing together; friends who had met 30-odd years ago FROM THE NEWS DESSC

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GROWTH IS INEVITABLE Gracie Eastwood | Year 13 Student, DESC

S

aying goodbye to your school years is never an easy task. For some, it’s liberating, whilst for others, it’s an overwhelming period that solidifies the uncertainty of what’s to come. But as the Class of 2022 say goodbye, one thing is for certain, it is this chapter of our lives which will prove unforgettable - through all the highs, and the lows, of our formative years. Whilst some may have joined the College in Sixth Form, others, like me, have had the pleasure of being a student at DESSC for over 14 years.

Growth is inevitable, but for many of us, we owe a large degree of our character to our experiences at DESSC, and for that, I will always be grateful. I started at DESS in 2008, when I was just four years old. I had just moved to Dubai from a small town in England, excited at the

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simplistic prospect of making new friends and spending time in the sun on the weekends. For my parents, the value of the education that I would receive was irrefutable, but whilst this has been integral to my attitude towards learning and my proceeding gratitude, it has been the little moments that have proven to be the cornerstone of my appreciation. The relationships that I have built over the years have been indispensable to my growth, and as Year 13 draws to a close, they are a facet of reflection that have forced me to recognise the value that DESSC holds both in, and out, of the conventionality of education.

From gathering in a circle to sing songs with our teacher on his guitar in Year One, to swim galas and sports events, school plays and dress up days, the competitive spirit and drive to flourish that was always

encouraged never fell short of the importance of friendship, of working hard, and of cheering each other on down every avenue - no matter the circumstance. This school values more than just grades on a sheet of paper or trophies on our shelves. It promotes a student body of caring characters who are well-rounded yet humble, supporting one another every step of the way.

Growing up in Dubai, it can often feel like we are in a constant state of flux and instability, with students and teachers coming and going as each year passes by. With that, though, comes a degree of more than just tolerance, with an international community of different languages, religions, and cultures promoting a level of diversity that is unparalleled in its value. I have kept in contact with many of the individuals that I have met along the way, and it is our memories at DESS, or DESC, that serve as the foundation of our enduring bond. School is not always easy, and as quickly as college came around the corner, so has university.

Here at DESC, we have always been reminded of not only the importance of studying, but of taking time to ourselves. Most

FROM THE NEWS DESSC | ARTICLE recently, I, like many others, have learned that the level of satisfaction that we feel, whether that be in terms of grades, or otherwise, should never be the be-all and endall of our sense of achievement.

Throughout our GCSEs and further qualifications, there has been more to learn than what fills the pages of our textbooks. We have learned how to respond to adversity, how to manage our time, and how to retain a sense of positivity throughout our most stressful periods. It is these attributes that will propel us into the joys, and turbulences of adulthood, and I cannot wait to look back on these pages in future years with an awareness of just how much each of us will have gone on to achieve.

Success is subjective, and it is up to you to decide what constitutes it.

But regardless of whether you feel as though you have it all figured out, what I know for certain, is that DESC has equipped us with the tools that we need to accomplish all that we set out to. I truly wish everybody the best of luck, but most importantly, I will miss this school immensely.

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FROM THE NEWS DESSC | KEYNOTE

ONWARDS AND UPWARDS

A

Max Lohe | Director of Sport, DESS

t 2.30pm on 5th July 2022 there will be celebrations and joy as the school year finally finishes (and not just from the teachers!). But for one group, it will be the last time they leave DESS as students, the last time they may see some of their friends and the last time they set foot on the DESS campus. I am of course talking about our amazing Year 6 students…….

During my 16 years at DESS I have seen around 2000 students walk out through the gates of DESS at the end of Year 6. Whilst there is always huge sadness at seeing them leave,

there is always the excitement of knowing that in front of them is a whole lifetime of experiences and opportunities which DESS has prepared them for.

The transition from primary to secondary school is extremely exciting as it marks a new phase in children’s lives. Most children will navigate the journey to secondary school successfully. However, there may be ups and downs. It is easy for children to go from feeling happy and confident one minute, to feeling nervous or anxious the next.

This is all part of the process as they begin to settle into their new environment.

Those students who have chosen to continue their education at DESC have been very busy preparing for their move throughout Key Stage 2 and exposed to a wide range of transition activities during the school year. The transition calendar is carefully planned out by DESS and DESC staff to build familiarity and confidence, and ensure aspects of your child’s wellbeing are catered for.

These are just some of the fantastic transition activities that have taken place this year:

• •

• • • • •

•

•

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FS2 visit by DESC Science staff Year 4 and 5 Parents Transition Information morning at DESS Year 5 Mathematics / PE Visit to DESC Year 5 and 6 Performing Arts Visit by Miss Aldred Year 6 House Day at DESC Year 6 Science / IT / PE Visit to DESC Information Sharing Meeting between Year 6 staff and college staff DESC Student Leaders Visiting DESS to work with our Junior Leadership Team DESC Tours run throughout the Year for DESS parents to visit the College

FROM THE NEWS DESSC | KEYNOTE Enya and Dylan talking to DESS Parents

As part of our recent parent information morning for our Year 4 and 5 parents, two of our past students returned to talk with parents about their experiences at DESS and how it helped prepare them for secondary school. Enya spoke about the positive impact DESS had on her and how supported she felt going to DESC and Dylan spoke about how having a support network of friends and staff around him gave him the confidence to explore and develop new talents at DESC. Hearing such positive words from such inspirational young adults re-affirmed to me that the transition process between School and College is not only vital, but life changing for many children.

What can parents do to support children through transition?

What are the benefits of successful transition program?

Looking ahead….

a

A successful transition to secondary school can have positive impacts such as;

•

• •

•

There are many things that parents can do to help their child and themselves with the school transition. One of the most valuable things is to encourage your child to explore their thoughts and know that they can talk openly about their feelings. Whilst children are resilient, they cannot be expected to understand the changes that are about to happen without having a conversation about it. Talk to school staff and familiarise the whole family with new routines, new expectations and new support systems that are in place at secondary school.

transition calendar and next year will see some exciting additions to the DESS-DESC transition calendar, with the widest range of experiences on offer to date. We are very much looking forward to providing our students and their families with exciting and enriching transition opportunities.

And to our Year 6 students who are leaving us on 5th July 2022, we wish you all the absolute best of luck in your new adventures wherever they may lead you. We just hope that the transition experiences you have had this year give you the chance to succeed and flourish, but we do also hope that one day they bring you back to DESS for a visit to where it all started. Perhaps you can be the inspiration for the next generation of Year 6’s.

Student and parent voices play an important part when creating the

An increased sense of independence and accountability New relationships with peers and teachers A boosted love of learning due to the new environment, subjects and experiences on offer An increased feeling of pride in their work and achievements DESC Science Teacher, Mr. Parsons, working with FS2 FROM THE NEWS DESSC

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FROM THE NEWS DESSC | KEYNOTE

Mitchell Burke| Sixth Form Transition Manager, DESC

And the end of all our exploring Will be to arrive where we started And know the place for the first time.

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-T.S.Eliot

When invited to contribute an article on the theme of ‘beginnings and endings,’ my initial thoughts were relatively prosaic. After all, my role at DESC has afforded me the opportunity, indeed, the privilege, of offering advice and guidance to young people contemplating the end of their school days and the beginning of a university journey.

This being the case, I thought that I could quite easily write about how the pathway from dependent high school student to autonomous undergraduate would be one likely strewn with obstacles, yet bearing the promise of freedom and fulfilment. Or, I could comment on the utilitarian value of a university education and of how the practice of deferred gratification would likely result in increased earnings FROM THE NEWS DESSC

I could have written an article along those lines.

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NEW BEGINNINGS AND THE CULTIVATION OF CHARACTER

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and material satisfaction in the future. Hadn’t I read somewhere that on average, a person with an undergraduate degree is likely to out-earn a non-graduate over a lifetime to the tune of about 300,000 pounds? It would be an uncomplicated task, I was sure, to present an argument, bolstered by germane facts and figures, to support the simple proposition that sending your progeny to university would be worth it in the end.

But I haven’t.

Time present and time past And both perhaps present in time future And time future contained in time past -T.S.Eliot

“

“

ON THE TRUE VALUE OF HIGHER EDUCATION

As our recent Year 13 graduates, your sons, your daughters, complete their examinations, hopeful, yet apprehensive about the new beginning awaiting them, it’s perhaps apposite to consider what we mean when we talk about

the value of a university education and contemplate what we hope our students truly gain from the new experience that awaits them.

Rather than focusing exclusively on the economical and professional benefits of university, I would like to draw your attention to the less tangible advantages of the experience; effects more connected to character formation than resume building.

ADAM ONE AND ADAM TWO The work of the writer Joseph Soloveitchik is instructive here and allows us to consider an alternative conception of character formation.

Soloveitchik writes of the ‘two Adams’ in his beautiful 1965 work, ‘The Lonely Man of Faith’. Adam One is concerned with his place in the world as it is perceived by others.

He fixates on what Soloveitchik calls the ‘accomplishments of the surface-personality’. This focus manifests itself in the (mostly admirable) quest for success in the world. In contrast, Adam Two, according to Soloveitchik’s

FROM THE NEWS DESSC | KEYNOTE with the world. Confronted then with a multiplicity of approaches to existence and finding themselves a long way from the sanctuary of hearth and home, young people invariably develop a more capacious understanding of life and a robust tolerance for difference.

So, as you contemplate the departure of your child and worry about how they will negotiate the turbulent waters they are sure to encounter, take comfort in the certainty that they will be expanding the limits of their imaginative horizons and cultivating those ‘Adam Two’ virtues. And don’t be surprised if your son or daughter returns from university more empathetic, kinder and with an appreciation of the true value of a liberal education.

Adam Two’s quest is for a new kind of fellowship. There, not only hands are joined, but experiences as well. Joseph Soloveitich, The Lonely Man of Faith.

“

Admittedly, the hope that a university can be the crucible, where the individual will begin to accrue essential theoretical and practical knowledge: the Adam One attributes, whilst the Adam Two side of a personality simultaneously develops the skills to encounter the world in a more qualitative fashion, could be considered quixotic.

However, I would contend that university is exactly the place most likely to help young people gain the character building experiences necessary to thrive. For example, they could well be confronted with views that are somewhat unsettling; free speech is an exhilarating, yet sometimes disconcerting aspect of the university seminar and campus life. But crucially, freedom of expression, fostered in a civil atmosphere, will lead to an understanding likely to cultivate empathy in a receptive mind. Further, the diversity found on the university campus has the potential effect of opening students to a broad range of perspectives, helping them develop the Adam Two attribute of emotional engagement

-T.S.Eliot

“

typology, seeks to fully realise his humanity through relationships and service to others. Adam Two seeks out happiness not in utilitarian profit, but in conversation, friendship and love, in ‘every beam of light, every bud and blossom’.

Soloveitchik’s writing is replete with wise apothegms, but he is far from the utopian dreamer a cursory reading of his work might have us think; he is aware that a successful personality combines elements of both Adams. Soloveitchik is adamant (sorry!) both that the worldly, material aspirations of Adam One and the more bountiful, altruistic, and liberal inclinations of Adam Two can coexist in a healthy dialectical relationship and, crucially for our concerns here, that the values necessary to develop both aspects of these personality types can be cultivated through education.

And the end of all our exploring Will be to arrive where we started And know the place for the first time.

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FROM THE NEWS DESSC | ARTICLE

“ EXCITING NEW BEGINNINGS Melissa Human | Year 2 Learning Support Assistant, DESS

Starting something new is both exciting and terrifying. “Can I do it? Is now the right time? Is it too late?” The uncertainty surrounding a new beginning can be daunting.

Questions of doubt fueling the internal back and forth debate between, “Yes I can, I should” and “Maybe not now, maybe next year”.

This is exactly how I felt when I was deciding whether to commit to doing my PGCE at the end of last year.

Fortunately, I am part of a supportive community which empowers. DESS, to me, is more than just a place of employment, it’s an environment that fosters creativity, curiosity and growth.

Similarly, my job is more than just a career. It’s an opportunity to make an impact, to learn something new, to stay curious and to continuously 26

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improve. Being part of this community gave me the courage to overcome the uncertainty, to trump all the questions of doubt and to commit to enrolling for my PGCE. I have had the privilege to have experienced many new beginnings at DESS, starting in Administration where I was welcomed into the DESS family by colleagues who quickly became friends. As my time in Admin came to an end, I moved to the PE Department where I started my teaching journey as PE Support.

Soon after that I moved into the classroom as a Learning Support Assistant (LSA). At the end of last year, after three years of being an LSA, I decided I was ready for more responsibility. This year has been tough. Completing a degree while working full time has had its challenges, but I would do it all

over again. I realised that although new beginnings are daunting, the possibilities from a new beginning are exciting and endless. My journey as teacher has only just begun and I am so thankful to DESS for providing the stepping stones along the way.

“

FROM THE NEWS DESSC | ARTICLE

THE DIFFERENCE BETWEEN TRY AND TRIUMPH IS JUST A LITTLE UMPH!

Here at DESC, we encourage all our students to enhance their Personal Statements to stand out from the crowd during the University/Job application process for life after the College. We are delighted to see the return of enrichment week, the perfect opportunity for students to explore the world of work.

“

Fiona Gibbs| Student Manager, DESC

(MARVIN P HILIP S)

College after the summer break, the focus for the first term will be the completion of their post-DESC applications; a clear idea of which universities are their preferred choice will prove indispensable.

There is also the option for students to complete internal workshops for Oxbridge and medicine, as well as start the EPQ (Extended Project

Qualification), if they have not yet done so.

Thus, we encourage every student to engage fully in Project 12.5; in doing so, the rewards are hugely enriching. Angus added that little ‘umph’ and is going on to study Air Transport Management.

When asked to write this article about Project 12.5, I was reminded of my own work experience at my father’s Doctors’ surgery. I enjoyed my time there, with my only slight regret that I definitely took the easy route and spent the week with my dad filing patient records and making tea for the doctors and nurses. Talking amongst the Sixth Form Team, all those who took part in work experience through school had a story to share, good and bad, but the consensus was of the valuable lessons learnt: responsibility, accountability, communications skills, timekeeping, and an insight into the ‘real’ world. We all, regardless of the tasks we undertook (including my tea-making), gained an initial and significant appreciation of the machinations of working life, and of what it meant to be a ‘proper’ grown-up!

This is also an opportune time for students to explore their university short-list, either virtually or in person. When we return to FROM THE NEWS DESSC

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FROM THE NEWS DESSC | ARTICLE

Why does art matter? This deceptively simple, four-word query has been high on the agenda for discussion and debate by many great artists, creators and philosophers since Plato. When British street artist Banksy opened his online store Gross Domestic Project in 2019, this was the question customers were challenged to answer before being permitted to buy any items on sale such as a brick handbag, a Banksy-branded aerosol can, or a vest worn in concert by the rapper Stormzy. Even those not looking to make such an elaborate purchase should ponder this question though.

As educators and parents, we must consider why art matters for our children.

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ART: THE SUPERHERO Deborah West | Year 1 Class Teacher Art Leader, DESS

I have come to personify art as being a superhero; a superhero with many powers. Even a global pandemic could not stand in its way. When lockdown made it feel like the walls were closing in on us, art’s doors to other worlds remained firmly open. Whole school projects such as Ramadan art and the #strongertogether rainbow creations provided a space for the children to connect and come together as a community, albeit online. We welcomed the return to face-to-face learning and, despite the strict protocols in place to keep us all safe, art enabled us to still collaborate as a whole school to create a piece of art together; an interactive bunch of balloons that every child and member of staff contributed to.

Always wearing its inclusivity cape, art opens its arms to every child and provides them with a free passport to travel anywhere they choose.

In turn, its powers begin to reveal themselves as it helps to develop self-confidence, self-discipline and resilience in our young artists.

In the (slightly adapted) words of Picasso, our whole school mantra of ‘Every DESS child is an artist’ builds on the confidence most FS artists arrive with, to ensure self-belief remains consistently high in every year group and a strong message of there being ‘no right or wrong’ is embedded in every art lesson.

As a result, children feel free to explore their ideas and are more at ease with the uncertainty of not knowing how something might turn

FROM THE NEWS DESSC | ARTICLE out. They develop a confidence to experiment, to try out innovative ideas and are less likely to give up when things do not end up as they planned.

With art being less prescribed than many other subjects, children have more choice in the direction that they take. Inevitably, this forces them to naturally question themselves and their decisions and solve problems as their art progresses. The end product does not need to be a masterpiece; what matters are the skills learnt along the way and the experience of the journey to get there. Here, another power kicks in; the development of imagination, self-expression and creativity.

I urge you to watch a child who is completely absorbed in drawing or painting; it is a beautiful sight. Their full concentration is on creating something from nothing, using only their imagination and creativity to express their thoughts, feelings or ideas. Art fosters experimentation more than many other subjects do.

It gives children the freedom and choice to create something that is unique to them. Not only is this a healthy outlet for self-expression, but in the ever evolving world of work, skills like creativity and innovation are highly valued by employers and crucial to career development.

Our skilled teachers here at DESS

weave creativity through all areas of the curriculum, but we are privileged to have a dedicated art room which provides a space away from the classroom setting; a zerojudgement zone, where every child enters as a respected artist.

During sessions, art’s power to aid relaxation and well-being is seen.

Our young artists can release the stresses, pressures and challenges that busy, everyday life brings. It is a calming activity that the children are in control of. They can explore their individual identity and develop a sense of self. The more they do this, the more content they become within themselves.

Art enables children to visually communicate how they see, experience and feel about the world. For some children, this may be too difficult to do verbally, but through art they can achieve this.

In the words of a previous Year 5 DESS artist, “Art is like a whole new, wonderful language without any words”.

The power of art is not limited to creativity and experiences though.

Art also enables our children to develop as critical thinkers. Walk into an art lesson at DESS and you will often find our children respectfully discussing the artwork of fellow classmates or famous artists. It helps them to look at the world around them through different eyes. It teaches them that not everyone’s idea or view of something is the same and, most importantly, nor does it have to be.

have ever been fortunate enough to attend the annual exhibition of their projects, you will undoubtedly agree that the pieces created have been breath-taking.

However, as with all art projects, the process is as important, if not more so, than the end product.

Throughout the project, the children apply their mathematical knowledge and literacy skills. They demonstrate critical thinking and mature verbal skills. Integrating art into the curriculum in this way allows it to release another of its many powers: it provides the oxygen that makes all the other subjects breathe.

As we ‘Bounce Back’ at DESS, our superhero subject is ready to fly higher and stronger. In September, the STEM room is back in business and I cannot wait for the chaos of dirty brushes, the horror of nonstick adhesives and the never ending pile of palettes to be washed. If it means our superhero can fly high once more and inject its powers into every child, then bring it on!

The IQ180 project for Year 6 children highlights this. Through independent research and exploration, they respectfully analyse and critique their chosen artist’s work. They consider the artist’s approach, style and possible thoughts behind their work which inspires them to explore their own.

Not only are their ideas and opinions valued but they learn to listen and appreciate the differing opinions and ideas of their classmates. If you FROM THE NEWS DESSC

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FROM THE NEWS DESSC | ARTICLE

CLASS OF 2022 GRADUATION Helen Cooper | Senior Student Manager, DESC

For those of you who attended the Class of 2022 Year 13 Graduation Ceremonies, THANK YOU! It was indeed a very special day.

The final week was one of mixed emotions, with goodbyes, an energetic morning of sport, shirt and yearbook signings, leading up to graduation and prom.

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This year’s graduation was an unprecedented and important event for the school with almost 700 participants across both ceremonies! An exciting occasion packed with emotion. A day devoted to celebrating an important milestone in our students’ lives, that could not have taken place without the unwavering support of

our students, parents, teachers and support staff.

We felt so fortunate that, after two years of not being able to accommodate parents on site, we were finally able to invite the students’ families and friends in to celebrate with us. It really was a memorable experience which

FROM THE NEWS DESSC | ARTICLE

perfectly captured the meaning and emotion of the occasion.

Meeting so many families in person after having only met online or via telephone was fantastic for staff as well as families. Some parents commented that they hadn’t seen other families that in previous years, they had been used to meeting beside the netball court or

rugby pitch, for over two years.

Both ceremonies were a culmination of ongoing team-work. Speeches were filled with optimism, uniforms were replaced with fancy clothes, performances made everyone glow and students beamed with selffulfilment. Parents admired their children for reaching the finishing line of a long marathon, realising

that their assistance — both financial and emotional — was worthwhile! Freezing this moment in time would be emotional, knowing that every individual who walked across the stage will go on to have a life of both positive and negative experiences.

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | ARTICLE

Advice was given and memories shared. We reflected on how far they had come and their ‘Everest, Moment in Time’. We hope parents felt immensely proud, as we did, of the young adults sat with them in the auditorium that day.

While the graduates threw their caps in the air and the moment was captured to the sound of flashes, the realisation that they were at the end of one chapter and a new

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one was about to begin was also tinged with sadness. Over the past two years, and even longer for most, our students have formed indestructible friendships with their peers and staff, knowing that they are about to head off in different directions, yet confident with the reassurance that no matter where they go, they were a part of the DESC family. Every one of them will be sincerely missed.

What will the lasting memory for these DESC students be? We sincerely hope it will be a fondness for a community who pulled together and supported one another during extraordinary times. We wish our graduates from the Class of 2022 every success for their future endeavors, but most of all, we want them to live in the present and give it their best.

FROM THE NEWS DESSC | ARTICLE

FROM THE NEWS DESSC

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FROM THE NEWS DESSC | INTERVIEW

We caught up with someone whose time at DESS is sadly coming to an end. A teacher who is going to be missed by the children, staff and parents alike. A member of staff who was recently described as ‘a truly wonderful team member who has a beautiful soul.’ Here, Jo Campbell reflects on her time at DESS as a teacher and a parent...

When did you first join DESS and what attracted you to come and work here?

I joined DESS in January 2010 when my husband was offered a job at the University of Dubai. We had heard amazing things about DESS so I felt very lucky to be offered a position in Year One. I was my son’s teacher for two terms, so he had to get used to calling me Mrs Campbell instead of mummy! It was an exciting time to arrive in Dubai to witness the opening of the Burj Khalifa.

How long have you been at DESS and what roles and areas have you been involved in?

I have been at DESS for 12.5 years. I first taught in Year 1 and have very fond memories of Mr Catesby playing his guitar. I then moved to FS2, followed by three years in FS1, then back to FS2. I have been involved in many different ECAs and activities 34

FROM THE NEWS DESSC

FROM THE NEWS DESSC | INTERVIEW

FOND MEMORIES Jo Campbell | FS2 Class Teacher, DESS

with children from across the school including: Computer Club, Cookery Club and Sewing Club. More recently I have really enjoyed being part of the Staff Book Club and getting the opportunity to mix with staff from across the school.

What have been some of your favourite memories of your time at DESS? I have so many amazing memories!

International Day, National Day,

Sports Day, Swimming galas, DESStive Day, Festive concerts, dressing up days, World Book Day and Year 6 concerts, especially The Lion King and Charlie and the Chocolate Factory which my sons were part of. It is always wonderful to see the whole DESS community come together to celebrate special occasions. I was lucky to be involved in DESS’ 50th birthday celebrations in 2013 when we dressed in 1960s clothes. The list could go on...

FROM THE NEWS DESSC | INTERVIEW

With Mrs. Dando’s arrival in 2014, we have seen so many positive changes which have all made DESS the outstanding school it is today and led us to be awarded Top Schools Award for Best Primary School in the UAE, and most recently Best Primary School in Dubai. I feel so proud to be a small part of these awesome accolades.

So many changes have occurred which have had a positive impact on staff, children and their families, such as the inauguration of the DESScafe and the central playground re-vamp (no one was sorry to see the sand go!). When the FS1 building was established we could welcome the littlest members to our family. Stepping into the amazing new library for the first time was also certainly a ‘Wow’ moment.

What will you take away with you from your time at DESS? I will always be incredibly grateful to the school for the way they looked after the staff and families during the COVID 19 pandemic. Health and wellbeing were a priority, not just our physical health but mental health too. Special thanks here to the governors – especially Mrs. Thorne – and Mr. Gibbs, whose son I had the pleasure to teach in FS1.

I hope that in years to come, the children I have taught have fond memories of DESS and their first teacher.

so helpful. The SLT, who look after us so well, making coming to school every day a pleasure. The list could go on...I will miss everything and everyone but in the words of Dr Suess:

“

What will you miss most?

The children, their laughter and the way their faces light up. It’s wonderful to be told “I love you, Mrs Campbell every day!” Of course, my exceptional colleagues, many of whom have become close friends over the years. The incredibly hardworking site staff, who are always

Don’t cry because it’s over, smile because it happened

“

How do you view the changes that have happened at DESS over the time you have been here?

You are also a parent of two boys who have been through DESS and DESC. How was experiencing the DESS community as a teacher and a parent?

I feel very privileged to have experienced DESS as both a parent and a teacher. Sam and Leo have had a phenomenal education at both DESS and DESC and I truly believe they would not have had that anywhere else in the world.

If you could sum up your time at DESS in three words what would they be? #TEAM ABSOLUTELY AWESOME!!

What’s next for you?

We are returning to Derbyshire, England. Sam is hoping to study Engineering at the University of Nottingham and Leo will study for his A levels. I will remain committed to children and their education, hopefully venturing into tutoring.

I am looking forward to spending time with my family, especially my twin sister and walking in the Peak District.

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FROM THE NEWS DESSC | INTERVIEW Lee, you’ve had two children go through DESSC and one currently in Year 8. How is the experience different now that you work as part of the organisation?

The convenience of travelling to the same school as my wife and my son each day does have its benefits, along with some challenges! Even bumping into them in the corridor is pleasant. Becoming a part of the organisation that has played such a huge part in our family’s life has been fascinating. Now, I am hoping I can give something back.

It has been great to get to know my children’s teachers through working alongside them. I can honestly say that wellbeing really is central to everything we do at DESC, and it is a pleasure to work in an environment where everyone feels valued.

MEET LEE COOPER Lee Cooper, his wife Helen Cooper (Sixth Form Student Manager) and their three children Elly (22), Alex (19) and Oliver (Year 8) have been part of the DESSC family for the past 9 years, having relocated from Kuwait in 2013. Lee joined us this academic year as Procurement Manager.

Having only been in the role a few months, how are you settling in?

Really well. Everyone has been so welcoming and supportive. It is such a positive culture at DESSC; the team spirit is excellent. I am enjoying meeting and working with various departments and immersing myself in the procurement and finance 36

FROM THE NEWS DESSC

processes within the organisation.

My previous experience has been within the commercial world of business management and operations, so it’s been very interesting and refreshing to work in the educational sector for a notfor-profit organisation.

How is your eldest, Elly, who graduated in 2017, finding life post DESC? Elly initially left Dubai to study Psychology in the Netherlands.

Having studied internationally for most of her education, she felt that she wanted to continue her studies abroad. However, she did not settle easily in the Netherlands. I think the natural feeling of homesickness that students feel when they first leave home, along with a different approach to their studies, meant that she did not settle. Elly transferred in her second year to Northumbria, where she flourished and completed her degree in Psychology. Last year, she started her Master’s in Business and Occupational Psychology, which she is due to complete this summer.

Elly has recently been offered a graduate position as a Psychologist with the UK College of Policing, which will put her in good stead to reach her career goal of becoming an Occupational Psychologist.

What does the role of procurement manager entail?

In short - developing cost-effective strategies for the purchasing of materials used in the School and College.

Specifically: • Maintaining and building relationships with suppliers • Exploring opportunities with new suppliers • Evaluating spending • Improving the quality of products purchased • Managing the timelines of deliveries • Benchmarking and analysing costs • Managing risk to mitigate loss • Ensuring favourable contracts • Managing an efficient flow of goods and services.

DESC is a large organisation. How do you ensure that everyone has everything they need?

Yes, DESSC is a large organisation, just finding my way around and learning everyone’s names has been a challenge! DESSC is an established institution with an excellent team

FROM THE NEWS DESSC | INTERVIEW of support and administrative staff With Oliver in Year 8 and here to assist the academic team. two children already There are some well-founded graduated, you have processes and procedures in place committed many years to and we consistently strive to DESSC. What have been improve ways of working to enhance your highlights as a parent? our approach. In my role, effective planning and communication are key to ensuring that I understand the needs of the team and department.

Organisation and following up on orders are crucial to maintaining standards and relationships.

Excellent knowledge of local and international resources goes a long way to ensure we can source the right products at the right time, along with strong relationships with our suppliers.

Do you ever have procure any weird wonderful items?

to or

It really does range from paper clips to housing! You would be surprised by some of the requests I get.

Only this week we have purchased a remote-control power boat, 60 teddy bears, 15 rubber chickens and over 1,000 new chairs. Some items are locally sourced, while others come from overseas. Every dirham spent ensures all departments have top quality resources to support our students’ learning experience.

I have so many fantastic memories for each of my children during their time at DESSC. Sporting events, school productions, even parents’ evenings! I suppose the biggest highlight has been that they have all been so happy at DESSC, which, it goes without saying, makes us incredibly happy as parents. I always really enjoyed being able support my child’s sports teams whether playing home or away. I genuinely believe that the team spirit and atmosphere nurtured at DESSC is unrivalled. The importance of building friendships and loyalty that comes from being part of a team is paramount to a child’s development. The awards my children have celebrated throughout the years, from ‘Star of The Week,’ ‘Student of The Term’, to becoming a ‘Prefect’ have filled me with pride.

Where do the Coopers see themselves in the next five or ten years?

We would really like to see Oliver all the way through DESSC which would entail five more years. With Oliver having started in FS2, going all the way through to Year 13 would be an achievement and certainly set him up for success. As Helen and I really enjoy working at DESC, we both see ourselves continuing as part of the team that sees the development of both the School and College over the coming years. Post five years, there has been talk of buying a mobile home and travelling, starting with Europe and after that... who knows?

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FROM THE NEWS DESSC | ARTICLE

PROJECT 6.5 DESS ENDINGS Ian McGarry | Year 6 Class Teacher, DESS

For the final part of the third term, the Year 6 pupils were set a ‘Project 6.5’ – a challenge that would help them transition into Year 7. The ‘6.5’ suggesting a point between the two year groups.

their own writing. So if words such as ‘cubism’, ‘perspective’ and ‘impressionism’ were used, the pupils would have to be able to explain the definitions as well as use them correctly.

Last week, we showcased our artwork and research posterboards to each other’s classes and to Year 6 parents, who were invited in to view both the poster boards of information and the ‘masterpieces’ created by the Year 6 pupils themselves. The quality was exceptionally high; both teachers and parents were extremely proud. This was the culmination of the ‘Artist Study’.

It was our final Project-Based Learning (PBL) challenge – one that many pupils commented that they learned a lot about themselves, their learning styles and habits.

Some children found it a challenge to know what to filter-out in the biography; the advice was to really focus on the key events that affected their artist’s career rather than the wealth of irrelevant/semirelevant information that can be found online. As they were limited to 5-6 slides of A4 PowerPoint printouts, sent using their 365 accounts,

The teachers deliberately made the task one which the children would have to manage their time effectively for, meet set deadlines, be organised and follow certain criteria to produce a ‘mature’, well researched and written project.

The text was to be split into three components: an artist biography of their own individual chosen artist, two art analyses and a ‘What I have learned’ slide. All text was word-processed with the very strict policy of no cutting and pasting, no plagiarism, and that all technical and unfamiliar vocabulary would need to be understood and defined if they chose to use the terms in 38

FROM THE NEWS DESSC

FROM THE NEWS DESSC | ARTICLE it an easy task (perhaps on the practical side) when recreating their own piece in that style – but trying to critique or explain the piece proved more challenging than other more tangible or less abstract pieces with more obvious subject or political messages such as a Da Vinci or a Banksy.

Most of the learners enjoyed the main focus of the PBL topic – creating an original piece in the style of/inspired by their chosen artist. I asked my class to create the best piece of art that they had ever created and I was extremely proud by the level produced. Some pupils had taken photographs of the process, others had shown drafts, practices and rejected first efforts or mistakes.

The Project 6.5 PBL Artist Study was a great success. Teachers and parents were delighted by the mature nature of the study and the timeline and reflection components, the DESS children (many soon to be DESC students) learned a lot about themselves and had a real first taste of what is to come for Year 7 and beyond. they needed to consider font size, type and contrasting colours to attract the audience, whilst allowing the text to be read from a poster board from a metre away or so. All the pages were backed and stuck on perpendicularly to give the impression of neat, minimal presentation, so that the focus was not drawn away from the pupils’ actual artwork.

Perhaps the most telling page was the ‘What I have learned’ slide where children were very open and honest, with some expressing that they had left some tasks to the last minute and felt pressured towards the end of the four week preparation time.

Others commented on how they avoided plagiarism, which was: to read – make notes or jot keywords from the original text – then turn the notes back into sentences.

Proofreading was also a key part of the challenge; some pupils asked family members to take a look and were open to suggestions from home.

The most rigorous part for most was trying to analyse the famous artist’s work. Each pupil had to analyse two pieces by responding to eight questions based on criteria from the GCSE Art curriculum, including form, mood and context.

Those pupils who were already adept at turning questions into the standalone sentences, that included the key information in the answer, found this a relatively straight-forward task. However, for some it depended on their chosen artist. At first glance, a child who had chosen Jackson Pollock, famous for his erratic splashes and chaotic splodges of paint, may have thought FROM THE NEWS DESSC

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WISHING ALL OF OUR FAMILIES A HAPPY AND HEALTHY SUMMER.

WWW.DESSC.SCH.AE desc_parentvoice@dessc.sch.ae