From The News DESSC - Issue 7

DESSC

BELONGING

AN INTRICATE TAPESTRY OF CONNECTIONS

Tony Clarkson | Senior Deputy Headteacher, DESS

The theme of this edition of FTND focuses on Belonging. Which, as widely reported, is a deeply ingrained human desire, an inherent need for individuals to feel connected, accepted, and valued but one that starts with us. It shapes our identity and fosters a sense of purpose and fulfilment.

Belonging to a nation is a profound aspect of our identity. In the UAE, a country built on tolerance, unity, and progress, Emiratis and residents alike take pride in belonging to this dynamic, forward-thinking nation. Dubai, the epitome of innovation and culture, stands as a beacon of belonging. From iconic landmarks like the Burj Khalifa to the multicultural experiences offered around areas such as The Creek, Al Seef and extending out into the desert, Dubai embraces residents and visitors, fostering a strong sense of belonging. This collective pride and shared identity fuel the UAE’s pursuit of excellence, as individuals contribute their unique talents to the nation’s growth and development. Ammar Shams, one of our Trustees, shows his passion and commitment to the development of his home country as he shares how DESSC and the UAE have developed and succeeded together.

Throughout this addition the different facets of belonging are explored. Mark Webster, Head of PE, reveals the transformative power of sport and the impact he has seen this have, not only on the children of DESS, but on himself as

he grew up back in the UK. Indeed, in the UAE, sport has played a pivotal role in fostering a sense of belonging and national pride. From hosting international events like the Dubai Marathon and Formula 1 Grand Prix to nurturing homegrown talent through initiatives like the UAE National Sports Day, sport has become a powerful catalyst for unity, inspiring individuals to come together and celebrate their shared passion.

Ben Hantonne, our House Leader, passionately champions the significance of being a Jaguar, Leopard, Lynx or Panther and how they provide a microcosm of belonging within DESS instilling camaraderie, healthy competition and a shared sense of identity along the way. In addition, whether it be through being part of a house or through sport, Ben and Mark would both agree, the DESS children learn the values of collaboration, resilience, and mutual support, forging connections that extend far beyond their school years.

As Olivia Tom so eloquently writes, belonging extends beyond schools and physical spaces. It lies in the deep connections we forge with others. Whether it is with family, friends, colleagues, or members of our community, these relationships provide a sense of acceptance and emotional support. In Dubai’s multicultural society, these connections flourish as people from diverse backgrounds come together, sharing their stories, traditions, and aspirations. By embracing cultural

diversity, fostering inclusive communities, and promoting dialogue, Dubai, and on a smaller scale DESS, has become a melting pot where children and adults can forge meaningful connections, enriching their lives and strengthening their sense of belonging.

Through this edition you’ll discover that belonging is an intricate tapestry of connections, woven through the power of sport, house systems, relationships, and national identity. In Dubai, this tapestry is vibrant and ever evolving, fostering a sense of unity and acceptance that transcends borders. As we recognise the significance of belonging, let us continue to nurture these connections, celebrate diversity, and build our inclusive DESS community, creating a legacy of belonging lasting for the next 60 years and beyond.

I hope you have a lovely summer and enjoy reading this edition safe in the knowledge that you belong to a great community at DESS...

BE WHO YOU ARE

Matt Cotgrove | Senior Deputy Headteacher, DESC

We often use words like “community” and “family” when describing our schools, for a very good reason. Many of us have left our own communities and families back in far flung regions of the world, to join the DESSC organisation here in Dubai. As humans, it is vitally important to our wellbeing that we form strong bonds with others in our immediate surroundings if we are to feel settled, comfortable and at home. Fortunately, by recruiting only the kindest, most friendly, compassionate and caring people, we have been able to create an environment where everyone is valued, welcomed and appreciated.

I have been a part of the DESSC family now for almost thirteen years. In fact, at the end of Term 2 in the next academic year I would have been at DESC for more time than I worked at my previous school, the only other school that I have worked at. This is a milestone that I never thought I would reach; most teachers spend between five and six years in a school before moving on to a new adventure. However, it is a

biological fact that living organisms spend more time in environments that suit them the most, so it comes as no surprise that so many staff at DESC reach ten years service or more.

It has been wonderful to see so many of our previous students returning to DESC this year to reconnect, to tell their story and to share with us the highs and lows of their journey through DESC and beyond. The sense of belonging doesn’t just switch off at the end of the Graduation assembly, when our Year 13 students leave us to begin their adult lives. It remains, glowing inside each of our students, waiting for an opportunity to nudge our alumni into returning to us to show us the great people they have become.

In this edition you can read articles from a host of different departments ranging from Arabic to Performing Arts, taking a route through BTEC and Vocational education. All the articles focus on the theme of belonging, the strong force that connects us to each other and to our supportive parent community.

Of course, the purpose of the DESC community is to provide outstanding opportunities and experiences to the young people who form the most important layer of our family. It has once again been a fantastic academic year, packed from start to finish with activities and adventures that have been carefully crafted and designed to provide the most useful opportunities for the development of character.

Returning to the quote that I used at the very start, at DESSC we welcome students from every corner of the globe, from a variety of backgrounds with a myriad of different points of view. Everyone is welcome, everyone belongs.

Enjoy reading this edition!

True belonging doesn’t require you to change who you are, it requires you to be who you are.

Brené Brown

CELEBRATION EVENTS

Sophie Barratt | Assistant Headteacher, DESC

As the academic year draws to a close here at DESC, we take the time to wish our Year 11 students good luck in their next steps, say goodbye to our Year 13 students as they embark on their exciting futures and show our gratitude to the hard work put in this year by our Years 7 – 10 students in our Prize Day ceremonies. These special occasions commemorate the accomplishments and achievements of both departing and continuing students. The ceremonies serve as memorable moments, celebrating the students’ journeys and providing them with a sense of belonging as they embark on the next chapter of their lives.

The Year 11 Leavers Assembly at DESC is a time for both reflection and celebration. It is an opportunity for students to reminisce about their time here at the College and acknowledge the challenges they have overcome. This year’s ceremony included speeches from Heads of House, good luck messages from Year 11 tutors, and the reveal of the Year 11 legacy video; the 2022/23 cohort embracing Elton John’s ‘I’m Still Standing’. The ceremony serves to congratulate the students on their accomplishments and also inspire them to pursue their dreams and embrace the future with confidence.

Our annual Year 13 Prom is an eagerly awaited event, marking the end of a long academic journey for graduating students. Whether or not their entire journey has been at DESC, the Prom week is filled with poignant moments and memorable events. Our Sixth Form Team plans this to encourage DESC students to embrace the transition to adulthood. Students are invited to participate in ‘A Morning of Sport’, read through the messages

and anecdotes in their leavers’ book and attend the ‘Grab a Gown’ morning before the final day which involves a heartfelt ceremony and a well-planned Prom celebration. The graduation ceremonies were attended by more than 600 parents, during which our Year 13 students enjoyed performances of ‘Teenage Dirtbag’ and ‘The DESC Rap’. The finale was our annual Prom held at The Westin Mina Seyahi, where students arrived dressed in ‘neon

vogue’ attire. The venue was adorned with decorations and the evening was complete with awards, a magician and the upbeat tunes of ‘DJ Shenon’. Although our Year 13 Prom signifies the closing of their DESC chapter, we hope students begin their next steps with an ongoing sense of belonging to the DESC community.

Our DESC Prize Day ceremony is an annual event that acknowledges and celebrates the remarkable achievements of all students in Years 7 - 10. It serves as a platform to honour their hard work, dedication, character and excellence across the board. The Desert, Earth, Sky and Coast occasions brought together

students, teachers, parents and trustees to reflect upon another great year. The ceremonies were based upon the theme of ‘Top Gun’ and involved inspiring speeches, the giving of medals and outstanding student performances. Awards are presented to deserving students across subjects based

upon attainment, progress, values and character. The event fosters a sense of pride and motivation among students, inspiring them to pursue excellence in all their future endeavours. It is a cherished occasion that celebrates the brilliance and potential we have here at DESC.

BELONGING THROUGH THE EYES OF A CHILD

At DESS we celebrate the values of the UAE and enjoy the benefits of our culturally diverse community. In this article Deputy Headteacher, Liz Miller talks to some of our Emirati children from Years 1-6 about what belonging means to them.

What does belonging mean to you?

Yara: Belonging means that you fit in and that you are part of something. Belonging makes you happy, it also makes you feel proud.

Rheanna: I belong to many different groups, I belong to a sports team, I belong to DESS, I belong in my class and I belong in my family. Belonging makes you feel joyful.

Zayed: I belong in my family, I am also proud to belong to DESS. Outside of school I belong to a football team.

Essa: Belonging means you are part of a group, I belong to a football team outside of school.

Abdullah: I belong in the world, in my family, in my football team. Belonging brings you feelings of happiness.

What do we do at DESS to help you feel that you belong to the school community?

Yara: At DESS we have four Houses, Panther, Lynx, Jaguar and Leopard. I am in Panthers House. Our House teams are important as they are about working with a group of people. When we belong to a House it is a team effort, for example when we competed against each other and cheered each other on

Liz Miller | Deputy Headteacher, DESS

at sports day! This year we also did something new called penpals, where we wrote a letter to someone in the school that we didn’t know. This helped us to make new friends. When I feel that I belong it makes me feel happy, proud and like I am part of a community, it also makes me feel safe.

Rheanna: Everyone at DESS is kind and the teachers always help us if we are stuck or finding something hard. Everyone supports each other at DESS.

Essa: My teachers help me to feel happy at DESS by giving us great lessons. The teachers make sure that everyone can take part and that everyone is included. I belong to the Leopards House, the House points help us to work together and we feel proud and excited when our house wins!

Zayed: At DESS I feel like I am included in everything, this is important as it helps me to feel that I belong.

Mohammed: The teachers make sure that everything is so much fun!

Reem: I love being at DESS and I love the kindness and teamwork of the school. I love my friends. When people see me in my uniform I feel happy and proud. I think they think “I wish I went to DESS!’ When I put my PE kit on it makes me feel that I want to win the House competition and earn House points. I feel like I am working as part of a team and collaborating with others. When I get a House point I feel really proud and my team mates say “YAY!”

Alia: My PE kit with the House colours makes me feel excited. When I wear it, it makes me run faster because I want to win and do well for my House. When I get a House point I feel really happy. My teammates are happy for me too.

Mohammed: At DESS, I love my teacher Mrs Kaviani because she is very very very very nice!

What does it mean to be ‘Like a DESS child’ ?

Yara: You need to be a team player and work hard, you should always be grateful and have good manners.

Rheanna: You have to be a team player and be kind. This year at DESS we have been aiming high and dreaming big.

Essa: I am kind and a good friend. I am well behaved. I dream big and aim high and if something gets tricky I ask my friends and my teachers for help, I don’t give up.

Reem: To be like a DESS child I have to sit sensibly, stay calm and practice mindfulness. I have to listen to my teachers. If someone in my class is sad I try to make them feel happy, sometimes I hug them.

Alia: We have to have listening ears and put our hands up. We should be really kind to our friends. Be should be friendly.

Maria: We should always listen, and be kind to your friends.

Saeed: You have to behave, and care for others.

Mohammed: You have to try your best and be kind.

Apart from belonging to the DESS family, what other groups do you belong to?

Rheanna: Outside of school I belong to a football team, I feel like I really fit in there because we all love football. When someone scores, we all feel proud and celebrate. Scoring a goal is a team effort.

Yara: I belong to a swimming

club; it feels like a community as everyone is working together and helping each other. If someone wins something we all congratulate each other, we are proud of each other. When my teammates cheer me on it feels very motivating.

Abdullah: I am in a basketball team. I know everyone on my team, we know each other as basketball players but also as friends too and we support each other. We are proud of each other and make sure that we say ‘well done’ and high five each other during and after our games!

Zayed: I go to lots of different clubs. I know that I must go to my club with the right attitude, for example being joyful and being a team player. I remember scoring a goal once for my team, I chipped the ball with my foot, the ball went over the goalie into the net and people just started jumping on me to celebrate! It made me feel happy and the rest if the team were happy too. Before a match we practice, we do kick ups, shooting and passing, we must practice working as a team. We go and practice every week, this is important to be a good team player. When we score a goal or win a match we have worked as a team. I have been playing in the team for a long time and I have made lots of friends on the team because we all love football.

Essa: I belong to a football team and swimming team. I belong to my family; it is a very big family with many cousins.

What do you do to celebrate belonging to the Emirati community?

Essa: I wear my kandura which are the national clothes, I usually wear

them to events and celebrations. I fast during Ramadan, and I celebrate Eid. I go to the mosque with my family. I enjoy eating chebab, it is like a pancake or bread. I also really like to eat luqaimat.

Zayed: Every week I go to my grandma’s house with all of my family, we eat together. It is a tradition in my family.

Abdullah: Every Saturday I go to my grandma’s house with my cousins and my family. We eat food and have fun together. I always feel proud on UAE National day and I enjoy sharing the Emirati food with my friends at school.

Yara: We go to see our families at the weekend. I really enjoy eating all of the Emirati food.

Rheanna: When I go to my cousins we play football and they teach me how to play and get better at it.

Reem: I like to eat the food and wear the dresses. I also like to make UAE things like Ramadan lanterns and the UAE flag. My favourite food is luqaimat because it is so sweet and yummy! When the national anthem plays I like to stand still and sing.

Alia: I like to spend time with my entire family. I like to eat the Emirati food as it tastes so yum!

Saeed: I like to eat UAE traditional food.

Maria: I like to wear my Emirati clothes and wave my flag on National Day.

FINDING OUR TRIBE

Sarah Kelly | Director of Performing Arts, DESC

Belonging in the Performing Arts at DESC is more than simply being present or having a role to play. It is about finding a place where our students feel seen, understood and accepted for who they are as artists. We aim to create a space where every voice matters, where diversity is celebrated, and where collaboration flourishes. The collaborative nature of the Performing Arts at DESC across Dance, Drama and Music allows our students to build lasting friendships as seen in our most recent production of Blood Brothers where students from all year groups built friendships based on a shared passion, trust and mutual support. Within the Performing Arts

community, we find our tribe—a group of like-minded individuals who share our passion, who nurture our creativity and who celebrate our achievements from a student’s first solo performance in Year 7 to the final Year 13 examination composition. At DESC, we prioritise the wellbeing and growth of each student and we aim for everyone to feel valued, respected and supported.

In this community, our students are encouraged to take risks whether that be their participation in the many performance opportunities offered at the College, experimenting with new performance techniques in lessons or working with a range of

individuals to explore new ideas and to push the boundaries of artistic expression. It is through these endeavours that we believe that we discover our artistic voice and resultingly we have the capability to create a meaningful impact on the world around us. Belonging in the Performing Arts at DESC means having the freedom to express ourselves fully, to tell our stories and to connect with audiences on an often profound level. I believe this has been seen most recently in our winning Chamber Choir performance at the Young Musician of the Gulf competition and our Key Stage 5 Showcase.

Belonging in the Performing Arts means embracing diversity in all

its forms. It means recognising that every individual, regardless of background, culture, or identity, has a unique perspective to offer. When we create an environment that values and celebrates this diversity, we foster a richer, more vibrant artistic community—one that reflects the beauty and complexity of the world we live in.

Belonging in the Performing Arts at DESC is not just a personal quest but a collective journey that involves friends, parents and the wider community of the College. Belonging is also not merely a buzzword, it is the cornerstone of our institution’s success. It is the sentiment that enables us to flourish as individuals, support one another and create an

atmosphere conducive to learning, collaboration and personal development. Together, we have the power to create a community that celebrates belonging, creating art that moves hearts, sparks imagination and brings us all closer together.

DESS’ MAGICAL AURA

Olivia Tom | Student Advisor, DESS

The recent school inspection report called it a ‘magical aura,’ but I believe it is the feeling of finding ‘belonging’, that makes DESS so special.

As another school year closes, and personally, as my family’s DESS chapter comes to an end, I have been invited to write about the importance of a strong sense of belonging in a primary school. As life whizzes my family forward into new adventures, the opportunity to stop and reflect on our belonging, to the DESS community, is a privilege. Research tells us that ‘belonging’ isn’t just a connection to other people, but also to place, power, and purpose. The experience of belonging is about connectedness through community, as well as rootedness in a place, a feeling of ownership in shared outcomes, and a sense of purpose and authenticity with others. A strong sense of belonging has been demonstrated to have numerous psychological benefits for both children and families.

Firstly, students who feel like they belong in their school community are more likely to have better academic performance (Espinosa & López, 2016). It is reported that students feel a sense of connection to their school, feel safe to make mistakes, secure in their vulnerability to try new challenges and are more motivated to learn and engage new activities.

Secondly, students feel a greater sense of belonging enjoy greater social competency and are more likely to develop stronger social skills (Temane & Wissing, 2019). When students feel connected to their

school they can be more welcoming to others as they are more secure in their own relationships. They have a greater self-awareness as they do not feel like they have to protect or be cautious in their own vulnerability. Children who feel safe in their belonging, are more likely to build more meaningful relationships with their peers and teachers, and reap the benefits of increased social-awareness to feel comfortable in new social situations and transitions. Importantly, with these benefits,

an increased sense of belonging has been linked to overall improved mental health outcomes for children (Vieno et al., 2013). Children who feel connected to their school are less likely to experience anxiety, depression, or other mental health challenges and are more likely to enjoy increased gratitude, selfesteem and self-efficacy (Ayub & Hussain, 2019).

Lastly, and with personal validation, research suggests that a sense of belonging can strengthen the

connection between families and their child’s school (Espinosa & López, 2016). When families feel like they are part of a school community, they are more likely to be involved in their child’s education, participate in school’s celebrations and community events, and feel a sense of ownership over their child’s learning.

Thankfully for my family, these benefits have longitudinal effects. I am reassured that with the foundations that have been laid, with DESS as the cornerstone, my family can withstand any future tremors that may wobble us along the way. The evidence suggests that a higher sense of belonging in primary school can promote positive emotional well-being, and reduce the negative effects of stress and anxiety, during times of transition. For those families with significant change coming, or for the children moving classes or mixing friends,

a study conducted by Jones et al. (2014) found that a sense of belonging was a key factor in the successful transition of students, and helped to reduce stress and anxiety during periods of change. Moreover, the increased social competency and social-awareness demonstrated from good belonging, can support children’s social skills and relationships, making children better equipped to form new friendships and social connections

in a new school environment (Goodenow, 2003).

However, over and above all the convincing evidence for the benefits of belonging, the finding that resonated the most with me, suggested that a sense of belonging can also provide children with a sense of identity and purpose, which can help them to navigate new and unfamiliar situations. According to research by Rutland et al. (2015), a strong sense of belonging can help children to feel valued and included, and to develop a sense of purpose and safe direction in times of change.

Why is this finding so important? For me, it is because we are always looking at ways to find this sprinkling of ‘belonging’ gold dust... But there it is. Belonging starts within - it is the aforementioned connection with our own identity first and knowing who we areand the choice to connect to the power, people, place or purpose. The truth is, as long as we are true to ourselves, and understand our unique combination of values and who we are - we belong anywhere, to anything, with anyone.

At DESS, we value the whole child on their journey. Mrs Dando opens our DESS manifesto with a commitment that DESS develops the individual child, every tiny little part. DESS supports children to explore their character strengths, flourish in their individual, unique personality, to develop an identify and to know their values. This authenticity to self is belonging. Children don’t need to change who they are at DESS - they belong at DESS as they are, and however / whoever they choose to be.

Personally, I have always felt a great connection to the people, the place and the passion of DESS. I take this opportunity to share special thanks to the DESS PE team for nurturing passion, self-belief, and healthy habits in my children and for providing our family with lifelong memories and magical moments. I’m grateful to the PA Department for the priceless production memories and joyful Christmas jingles throughout the years, and to all the teachers and support teams who make time to talk, connect and really see and believe the best in our children. And a special thanks to secret superhero, our DESS-magic-dust spreader, Holly Hadri, who brings everyone together with a sense of community and family connectiveness. A special someone who can’t walk across the playground without a thousand children accosting her for cuddles, and who turns everything she touches into a magical memory. Thank you, because of you all - we have felt part of this community, we have soaked up the ‘magical aura’ and have been proud to grow, find out who we are, and find joy in

belonging to the DESS community. Saying goodbye is heart breaking for me. It prompts a storm of difficult feelings, but I know a rainbow of opportunity for my family too.

But... it’s not ‘Goodbye’ - the DESS belonging will always stay with us, as long as we stay true to the lessons DESS has enabled us to safely explore, and as long as we align with the confidence to know who we are, and what we believe in. As I left DESS for the last time, Mr Clarkson’s parting words to me resonated....“our gates are open, and you are always welcome back..” - that’s the magic of DESS. Roots to grow and wings help us to fly.

I belong everywhere I go, no matter where it is, or who I am with, as long as I never betray myself. The minute I become who you want me to be, in order to fit in and make sure people like me, is the moment I no longer belong anywhere.

Brené Brown

VOCATIONAL EDUCATION

Matthew Davies | Director of Vocational Education, DESC

Why is Vocational Education an integral part of DESC Sixth Form?

Since its introduction in 2015, our vocational provision has become an established pathway through DESC Sixth Form. We currently offer eight vocational BTEC or RSL courses, which have been chosen by 139 students, representing approximately 28% of DESC Sixth Form. We strongly believe that our vocational BTEC/RSL pathway, in addition to A Levels, helps us to meet the needs of all our students ; we realise that not all students learn in the same way, and that some students prefer a more practical ‘hands on’ approach. Furthermore, not all students flourish during pressurised terminal examinationsBTEC and RSL are 100% coursework

based, meaning that this assessment approach is better suited to some students who prefer project-based learning. A major benefit of this is that students find their grade outcomes to be more controllable - evidently, last year, 85% of BTEC/ RSL students achieved a Distinction grade (or higher), equivalent to an A grade at A Level (or higherDistinction* = A*).

What really sets DESC Vocational apart, however, is the experience the students have on this pathway. Where possible, we try to contextualise their learning in three ways: by providing work-related hands-on tasks during lessons, such as running a small business on the College site as part of the BTEC Enterprise and Entrepreneurship course; by taking students on visits

by utilising local business links and lastly by inviting in visitors, such as trainers and guest speakers.

In terms of progression, it’s been incredibly satisfying to observe students flourishing on this pathway and then move on to the next stages of their lives. The outstanding results achieved by DESC Vocational students have allowed them to make strong applications to universities. Over the past few years we have seen students access some excellent universities, such as University of Bath, University of Southampton, Loughborough University and University of Surrey. We have also seen students progress through more vocational routes and some have even entered the workforce or set up their own businesses. BTEC/ RSL students who return to College to catch up with their teachers after graduating often say that they feel well-prepared for later life having followed the vocational pathway as they have developed strong independent working skills.

What do the teachers say about DESC Vocational? What does BTEC/RSL offer students in your subject area?

Nicola Barber - Head of Food Preparation and Nutrition - Subject Leader for BTEC Hospitality:

BTEC Hospitality gives students an insight into one of the largest industries worldwide, offering a host of exciting job opportunities to students post DESC. The course is comprised of optional and mandatory units to make the 60-credit subsidiary diploma. Hospitality has been running for 6 years now and DESC has formed strong industry links with the Marriott Business Council who have provided students with an array of hotel visits, workshops and experiences to allow students to interact and question top level industry professionals. Our strong tie with Marriott enables students to thrive as a result of hands-on industry experiences.

The classroom offers a flexible learning environment where students further develop their practical cooking skills. A highlight of the course offers students the challenge of planning, organising

and delivering a high-class event within the College. This really brings students together and highlights the importance of collaborating to achieve their team goal. The curriculum also covers Environment and Sustainability which is very much at the forefront of building a greener future for tomorrow.

Whether students choose to continue into the hospitality industry or an alternative path, the course offers them an excellent base on which to build their future.

Sam Wormald - Head of Curriculum Performing Arts (including RSL CAPA & MUSPRA):

Both CAPA and MUSPRA are Level 3 practical subjects that instil confidence, self-worth and a sense of belonging in our Sixth Form students here at DESC. The vast amount of unit choices help students to create their own bespoke learning journey tailored to their skill set, helping to prepare them for a future in the music and performing arts industry. Students are nurtured in both CAPA

and MUSPRA and learn how to respect and appreciate the work of their peers in an environment without barriers. Opportunities are boundless in CAPA and MUSPRA and the nature of the course means that students are exposed to performing live and representing DESC inside and outside of College giving them a sense of pride and belonging. The results speak for themselves in both CAPA and MUSPRA meaning that not only do our students enjoy the courses but they thrive in them also. Our cohort have gone on to study at the most prestigious conservatoires and acting schools in the UK leaving DESC as confident students ready for the wider world.

Charlotte Roxburgh - Second in Charge PE Dept and Subject Leader for BTEC Sport:

Due to the flexible nature of the course, students are able to present their assignments in a number of different ways. This has allowed for several key skills to be developed amongst the group, such as co-operation, teamwork and communication, particularly in practical and collaborative tasks. Students have also developed an understanding and appreciation of time management and reflecting upon feedback, from teachers and peers alike. This has created an environment in which students feel comfortable presenting their research and key findings in front of others, particularly at the front of the classroom when required to do so. Many students have preferred BTEC Sport due to the wide range of topics covered, continuous assessment approach which they have then utilised as further motivation and the small teaching groups with the consistent teaching approach across all units - this has promoted a sense of togetherness and confidence to do well.

I am incredibly grateful for having taken the BTEC Enterprise course as it has had a profound impact on my personal development. Throughout the course, I had numerous opportunities to present ideas, which greatly boosted my confidence. It was a transformative experience to witness my ideas come to life, especially those that were a result of my own initiative. I’m especially referring to my absolute favourite aspect of the course, which was the time I spent with my friends, running our business and selling various products. This handson experience taught me the value of teamwork, communication, financial analysis, and problemsolving skills. The course not only equipped me with practical knowledge in entrepreneurship but also fostered a sense of independence and initiative within

me. As I embark on the next stage of my life, I firmly believe that the confidence and skills I gained from the BTEC Enterprise course will enable me to integrate smoothly and excel in the workplace. Instead of pursuing a university degree, I am determined to utilise the valuable skills I acquired to venture directly into the professional world and hopefully establish my own business in the near future. The BTEC Enterprise course was undoubtedly the right choice for me, laying a strong foundation for my future endeavours and I highly recommend it.

Alice Farrow - Year 13 CAPA student:

Throughout the past two years my peers and I have grown as individuals and performers. We have been privileged to have two amazing teachers that believed in us and gave us the tools to harness our creativity and flourish as actors and actresses. We have explored a

variety of units, including ‘Creating and Leading an Acting Workshop’, ‘Solo Music Performances’ and ‘Acting Through Song’. Each unit taught us new skills and techniques that can be applied and used in our futures. In addition, they have forced us to think outside the box and take ourselves out of our comfort zone, which in turn has enabled us to improve, bloom and thrive. As a CAPA class, we have formed an extremely tight bond. As individuals we are very different, yet we are all united through our love for the performing arts. Through workshops and group work, our small class has become a little family, who respect and value each other’s thoughts and opinions. Over the past two years we have been exceptionally fortunate to have been provided with many opportunities and experiences, including being able to meet and work with the Dune Theatre Company, as well as current West End performers in collaboration with ArtsEd International and Urdang.

Jacob Stansfield - Year 13 BTEC Enterprise and Entrepreneurship student:

What do the students say about DESC Vocational? Why was BTEC/RSL the right choice for me at DESC Sixth Form?

Moreover, as a CAPA cohort both Year 12 and 13 went to watch Footloose at Dubai Opera. Each week both Year 12 and 13 have shared one lesson together, this enabled us to focus on creating pieces for the CAPA showcase. Furthermore, it has been a great platform that has encouraged teamwork and creativity and allowed our Year 13 class to provide the Year 12s with knowledge and advice that we have gained throughout our CAPA journey. During the CAPA showcase, the diversity of our individual talents was demonstrated through our strong solo performances. In addition, the amalgamation of our personal strengths and skills meant that we could springboard ideas amongst ourselves and come

together to create powerful group performances.

Caden Poulton - Year 12 BTEC Sport student:

When choosing between A-Level PE and BTEC Sport, the thing that helped me make my decision was the coursework assessments. I’ve been able to take my time, ask questions and have more independence when producing my work, something we didn’t always get at GCSE and wouldn’t have been able to do in A-Level exams. Being able to go into such detail on the different units has given me a great level of understanding, and seeing how the different topics come together has made lessons really

interesting and engaging. I loved doing a practical on Sports Injuries as this showed us what it looks like in real life and made me think about physiotherapy as a possibile area of study at university. We’ve also done lots of collaboration in class and been assessed in different ways, from umpiring badminton to writing reports on Formula 1. The skills I picked up and the relationships I’ve built with my teachers pushed me to go for Earth House Leader. BTEC Sport has been great for me, and I’d definitely recommend it to younger students at DESC.

FATE WORKS IN MYSTERIOUS WAYS

Manaf Afyouni:

Fate works in mysterious ways. The first time May and I had set foot in DESS in 1993 was a few years before we had our three kids. We were taking scuba diving lessons at DESS’ swimming pool. There was something special about the campus; the dark wood pergolas, the single-story white buildings and the red roofs that blended perfectly with the simplicity of “old” Dubai. I was charmed.

The last thing on my mind that night was having children or enduring the pain of another long education journey, I had just finished a twenty-year journey of my own. I would like to say that a light bulb went on in my head, or that I had an epiphany, that one day our kids will go to school here. Nope, the water was too cold that evening!

A few years later, May and I were taking our first dive into selecting the right primary school for Nader and Amal. Dubai had grown by then and there were so many new schools with shiny facades, modern sports

facilities, and large auditoriums. As a young and dreamy couple, we wanted to see our children grow into well rounded and confident individuals. Our main criteria were a school with a balanced curricular and co-curricular program.

We were far more interested in a school’s true foundation: its vision, values, and guiding principles. The idea of a not-for-profit school where every dirham generated is invested right back into the school’s continuous development of the academic programs, facilities, students, and staff was very appealing to us. I listened carefully to DESS’ enthusiastic leadership prioritising students and staff over bricks and mortar. By engaging on the Open Day with teachers, students, and parents, I could feel a strong sense of belonging among them echoing the values of respect, diversity, and clarity of the vision.

Over the years we have attended many excellent Parent/Teacher evenings, and some, oh let’s NOT go there!! A few years later, Nader and Amal graduated from DESC,

now equally boasting unrivaled facilities, and Rayan is in the state-of-the-art Sixth Form about to follow in his siblings’ footsteps. No journey is complete without its ups and downs. The end results are three well rounded and confident children.

Thank you DESS and DESC for helping us realise our dream. I cherish every moment we spent with you. We made many friends here, both staff and parents. The schools’ facilities have changed over the years, but the guiding principles have not. I thought then, and I am convinced now, that we belong to a caring community. If I had to repeat the journey and make the choices again, I would choose DESS and DESC in a heartbeat.

Finally, I have a confession to make. During the scuba lesson I tried to get out of the pool with the oxygen tank on my back and I broke the ladder!! I never told anyone my little secret... I trust that the school fees that I paid over the years compensated DESS for the cost of buying a new ladder, plus some change!

The Afyouni family have been a part of the DESSC community for almost five decades.

May Khawaja:

Fate does indeed work in mysterious ways! Little did Manaf know on that scuba diving evening, my connection with DESS goes further back. My father’s company took part in the construction of the white buildings and red roofs that charmed him. On DESS’ inauguration day, my older sister Mona presented the late ruler of Dubai, HH Sheikh Rashid Bin Saeed Al Maktoum, with the bouquet of flowers at the ribbon cutting ceremony. I briefly attended DESS for two years in 1975, and while sadly I don’t remember much, I have created my own memories through the eyes and experiences of Nader, Amal and Rayan.

I can personally testify to the DESSC commitment to its students and staff as many years later I joined both schools as a member of staff and became part of this remarkable and unique community. The school is fully committed to the wellbeing and continuous development of all staff members. Every one of us participates in one way or another in the development and achievement of the vision and objectives of the school. I was personally involved in crafting the College motto: Dare, Excel, Share and Create among many other initiatives.

In addition to being a staff member, I was privileged to be a member of the fundraising body of the school, FDESS and FDESC for ten years. As a member of this amazing group of volunteers, we organised many successful school events. It meant the world to me to see the smiles and feel the joy of the students, parents and staff at the Festive Fayre every year and the countless events that took place throughout. The memorable photos say it all.

I genuinely love the vibes at both schools. I feel “Like a DESS Child” every morning I come to work at this happy and cheerful “Home of Irresistible Learning”. My

family at DESS and DESC make the daily commute well worth it. My experiences as a child at DESS, a mother of three students, a member of staff for 13 years and an FDESS / FDESC member have instilled in me a deep sense of belonging in these two great educational institutions.

I have fond memories of the drop offs, pickups, the warm morning coffee, and the chats outside the school gates. And just when I thought I was getting used to daily Dubai-Al Ain Road commute dropping off and picking up Nader and Amal from DESC, Rayan started FS2, and there I was trying to keep sane driving between both schools.

I recall the days when Sports Day at DESC was just a three-row seating. I have witnessed both schools grow while maintaining a remarkable reputation.

I don’t how to put this; as happy as

I am to see Rayan going on to Year 13 in September, I am dreading the thought of my journey as a parent at DESSC coming to an end. It is a bittersweet feeling closing a chapter of 25 years. Where did all the years go? Time just whizzed by.

I am blessed to have created many memories and made lifetime friends over the years. I have built such a special bond with students, parents, and colleagues. It is heartwarming to see how my kids love their teachers and are still in touch with them and ever so grateful for their years at DESSC.

Nader Afyouni:

Education, at its very essence, embarks us upon a profound and transformative journey. It beckons us to confront the unfamiliar and embrace the discomfort that accompanies growth. Unlike a conventional voyage, the pursuit of learning knows no final destination but rather consists of a series of cherished waypoints. At each juncture, we scrutinise our own perspectives, rejoicing in the beautiful diversity that defines us as individuals.

DESS and DESC have cultivated a culture steeped in challenge and personal development. They instill within students an unwavering refusal to settle for complacency or stagnation. Inquisitive minds flourish within their halls as they relentlessly inquire “why,” seeking nothing short of deep understanding. I am proud to belong to DESS and DESC, for they have nurtured a boundless curiosity within me and embodied an unwavering commitment to intellectual growth. Year after year, I return to the campus that

has shaped me, witnessing the transformation of a mere building block into an impregnable fortress of knowledge for aspiring scholars.

Equipped with exceptional educators, state-of-the-art facilities, and an enduring philosophy of learning, DESS and DESC have etched an indelible legacy of ceaseless discovery through the hearts and minds of their students.

Amal Afyouni:

It was within the inviting brightly decorated classrooms where I formed lasting friendships, discovered my passions, and began to shape my identity. Through collaborative projects, extracurricular activities, and shared learning experiences, my peers and I fostered a strong bond that transcended grade levels and backgrounds.

The teachers I have met along my educational journey at DESSC are the foundation of many of the successes I have celebrated, past and present. The support and

encouragement I received from them and my peers gave me the confidence to explore my interests and grow academically and socially.

Even though it has been over a decade since my time at DESSC came to an end, when I connect with old friends and teachers, I am reminded of the fond memories and lessons I learned during my time at school and the power of belonging to such an institution.

Rayan Afyouni:

I have been a part of DESS and DESC since FS2. My earliest memories were clinging onto my mother out of fear and nervousness. These nerves continued for several years but as time went on, it became more of a feeling of excitement towards meeting my new teachers, and experiencing new challenges and opportunities.

This excitement was highlighted by my involvement in many activites including reciting the Quran at the age of six uninhibited next to Mr Gibbs in an auditorium with three hundred people during the annual Iftar, winning the Dragon’s Den in Year 5, and reaching the regional finals of the F1 competition in Year 6.

This level of enthusiasm made the transition from DESS to DESC much easier where I built strong relationships with my teachers, prepared well for my exams, represented DESC as Environmental Ambassador, won the F1, again, joined the school’s Psychology Society and was a member of various sports teams.

As I transition into Year 13, I am truly grateful to be a part of the fantastic DESS and DESC community where I have learned so many valuable life lessons, made amazing friends and created so many meaningful memories.

ARABIC LANGUAGE

Hani El Taher | Assistant HeadTeacher, DESC

Learning a foreign language is essential in the preparation of the current generation for life in a global environment. Although it can be a daunting task, it brings numerous benefits to children, both academically and personally, especially if done at a young age. It provides young people with valuable skills, a more thorough cultural understanding and expanded opportunities in an increasingly interconnected world.

Given that DESC plays an integral role in shaping the educational landscape in the United Arab Emirates and that Arabic is one of the world’s most spoken languages, DESC has made a strong commitment to become the leading British Curriculum School in the provision of Arabic Language. We strongly believe that the teaching of Arabic Language resonates very well with our vision and the ethos of British Education in general.

First and foremost, incorporating Arabic, the language of our host country, into the curriculum supports the academic, social and emotional development of our students. It reinforces ties between native speakers of Arabic and the rich linguistic and literary heritage of their mother tongue. It also promotes cultural understanding and facilitates integration into the local community. Furthermore, students thrive and are well prepared for future opportunities through learning such a unique language as Arabic, particularly in a more inclusive and cohesive educational environment like ours.

So, the question is: what areas does the learning of Arabic help improve?

Below are a few examples.

1. Cultural Understanding: Learning Arabic exposes children to different cultures, customs, and perspectives. It promotes cultural awareness, empathy and tolerance by allowing children to understand and appreciate diverse ways of life. It opens their minds to different world views and encourages respect for other cultures.

2. Personal Growth: Learning Arabic can boost self-confidence and selfesteem. It gives children a sense of achievement and broadens their horizons. It encourages them to step out of their comfort zone, overcome challenges and embrace new experiences. Language learning fosters personal growth and helps children become more adaptable and open-minded individuals.

3. Career Opportunities: In an increasingly globalised world, knowing a foreign language such as Arabic can provide a competitive advantage in the job market. Many

employers value language skills as they facilitate international business and communication. Proficiency in a foreign language can open opportunities for careers in translation, interpretation, tourism, diplomacy, international relations and more. Research published recently in the UK has shed light on the growing need for Arabic speakers in markets stating that “Arabic’s importance was determined by analysing job adverts, export markets and language on the internet to determine the most important languages of the future. They found the proportion of companies citing Arabic and Mandarin as useful for applicants had risen.”

Arabic, listed as one of the top five languages for the future, holds significance in the UK due to various factors, including historical connections, cultural diversity and economic ties. Therefore, Arabic language learning has gained attention in UK schools and educational institutions. Whilst not as widespread as some other languages, there has been a growing interest in Arabic language education, both as part of the curriculum and through extracurricular activities. Some schools offer Arabic language courses and Arabic GCSE and A-Level qualifications are available for students. UK universities and Colleges often offer Arabic language programs and courses, that cater for students interested in studying the language at an advanced level. These programs may include a focus on Modern Standard Arabic (MSA), as well as various dialects used in different Arab countries.

BELONGING IN SPORT

Mark Webster | Head of PE, DESS

Sport has given me a lot. In addition to the profession I have chosen, sport has given me a sense of belonging. As a child in the Scottish Borders, belonging for me came as part of school and club rugby teams. Being immediately welcomed, trusted and relied upon by others as well as the mutual understanding that things won’t always work out as intended, gave me that belonging. Moving to various parts of the UK, Australia and the Middle East as an adult would have been much more difficult for me had it not been for sport and the ability it has to help enhance the feeling that you belong. You are not out of place.

Belonging is a fundamental human need, and when it comes to primary schools, fostering a sense of belonging is essential for the holistic development of children. Sport, with its unique ability to bring people together, plays a crucial role in creating a sense of belonging among students. By promoting inclusivity, teamwork, and a shared sense of purpose, sport in primary

schools has the power to positively impact students’ physical, social, and emotional well-being.

As adults, we know that being part of a sports team can be a fulfilling and rewarding experience. Children can benefit hugely from this same sense of belonging and it is imperative they are given that chance at school and beyond through clubs and external providers.

Participating in sports activities can have a powerful impact on how students view themselves and their peers. Children who participate in sport have a stronger sense of collaboration and communication, which is essential for building positive relationships with others. Sports activities provide an opportunity for children to work together towards a common goal. This fosters a sense of community and helps students learn new ways of communicating with each other.

Parents often note improvements in their children’s self-esteem and social skills after participating

in sport. Sport can be a valuable tool for students to develop social connections, physical fitness and self-confidence.

The importance of fostering belonging in sports is paramount. Sport has the ability to draw the students closer together as they contribute to a greater cause as a team, whether it’s through a match or playing catch with friends. To be a part of a team; to contribute to the team’s success, to feel part of the team, it goes beyond the game. It creates life-long friendships, healthy competition, a work ethic and teamwork skills that can be valuable throughout life.

Multiple studies have found that girls who participate in sports have higher levels of self-esteem and confidence in their abilities as compared to those who do not. Also, boys who engage in physical activities show lower levels of depression and stress. This is not only due to the obvious physical health benefits of exercise, but also the less visible emotional and

mental benefits that being part of something enhances. Belonging.

All in all, promoting and encouraging belonging in our students through sport is crucial in their development and overall wellbeing. It is the responsibility of the school community to ensure that these opportunities are available to all children; creating a positive and encouraging atmosphere for them to thrive in and become wellrounded individuals. As parents, teachers and members of the DESSC community, it is important to support and promote an inclusive and welcoming sports program that facilitate a sense of belonging for all children.

So, whether it is football, swimming, rugby, netball, cross country or any other sport, getting involved can be a transformative experience for primary school children. As they learn to collaborate, communicate and develop a growth mindset, they will also build a sense of belonging that will stay with them for life.

Giving the students at DESSC the skills for a life ahead of them is the reason we are here. To equip our young people fully, we need them to ‘belong’. Sport is, in my opinion, the best tool at our disposal to help in this quest.

TEAMWORK & UNITY

Matt Mills | Second in Charge of Sport, DESC

In a showcase of teamwork and unity, the highly anticipated Teaching Staff vs Site Staff cricket game took place on the 19th June, 2023. The intense match served as a fantastic opportunity to bring our staff closer together, forging stronger bonds and fostering a deeper appreciation for the site staff.

A daunting challenge from the start, it soon became clear that the site staff were determined to secure victory. Opening the batting with an array of well-timed shots and boundaries scored, the site staff set the standard and kept the spectators

on the edge of their seats. In line with their very methodical and tactical planning, the site team put up a tenacious fight, contributing to a very respectable score of 148 off 20 overs.

Smiles all around, the site team opened their bowling with the same determination and skill of their batting. However, the day belonged to the Staff team, whose stellar batting eventually clinched the win by scoring 150 runs by the 19th over. The display of sportsmanship and strategy exemplified the spirit of cricket and that of DESC sport as a whole.

In the grand scheme of things, the real victory was the camaraderie shared among all of the players. The match brought everyone closer, reinforcing the values that we encourage at DESC and on the sporting field. It also shone a spotlight on the invaluable contribution of our site staff, whose relentless efforts often go unsung. Their participation and sportsmanship were commendable, and we extend our deepest appreciation for their unwavering commitment and dedication to the site, students and wider DESC community.

SITTING WITH THE MAN WHO NEVER SITS...

Ihad the pleasure of sitting down with a true DESS legend. A member of staff who has been with DESS for 14 years and is there when everyone arrives and still there working hard once everyone has gone. In fact, I think it’s fair to say in his whole time at DESS this interview will be the longest time he has sat down! I am of course referring to our wonderful School Caretaker; Grenville…

Tell us a little bit about yourself…

I am from Bangalore in India and my family, my wife and 16 year old daughter, are all still there. Every year I go to see them for my vacation and then back to work.

What did you do before you worked at DESS?

I worked for a school in India. It was an ICSE School. I was a Lab Attendant in the school for Biology, Chemistry and Physics. I would help the teacher out and work with the students. I spent time in the classroom with the teacher and students.

How did you end up moving to Dubai and working at DESS?

It was recommended by my Uncle who brought me over here, and since then I have worked at DESS. I arrived at DESS on 29th May 2009.

How did you feel about having the chance to move country, from India to Dubai?

Where I stay in India it is very cold and at the time it was raining. Then I came to Dubai and it was 42 degrees! It was so hot! From that day until today I am using a hat! When I first left India my family were sad, but when I started bringing gifts for them and surprising them sometimes, they soon became much happier! Overall it has been a positive experience for both me and my family.

What has been the best part of working at DESS?

The children - I like to work with children and see their happy faces. The teachers are also very good and show such lovely manners and respect. I learnt manners and

respect by coming to DESS.

What have been the biggest challenges in your role at DESS?

The traffic duty at drop off and pick up, controlling the traffic especially during the summer when it is very hot. I enjoy all my duties though, I genuinely love my job.

If you had one wish for the future of DESS what would it be?

I wish I could work at DESS until my retirement then after retirement I would like to be back with my family.

Tony Clarkson interviews our dedicated DESS Caretaker, Grenville.

BELONGING TO A SCHOOL HOUSE

Ben Hantonne | Class Teacher / Head of House, DESS

As humans, it is true what they say that no one individual is an island. We are innately social beings, and a sense of belonging is something that we crave. We wish to belong to a physical space, where emotional and psychological connections can be fostered. Through this, we find acceptance, understanding and can allow for our true selves to be embraced. At DESS, we use our House system to help grow our school communities’ sense of belonging, encapsulating core values of our school within our House teams: Jaguars, Panthers, Leopards and Lynx. Belonging is something

that is at the heart of our school’s identity and our Houses have helped to build small team communities within the larger school. Our House system fosters a sense of belonging for all students and staff alike, whilst encouraging camaraderie and healthy competition. At DESS, our Houses contribute to developing the holistic development of our students whilst also creating lasting memories for all.

All of our students have a distinct sense of identity, belonging and pride when it comes to their House. Each carries its own colour that the children associate themselves

with throughout their DESS journey and this helps them to understand their place within the ecosystem of the school. Belonging to a House creates a supportive environment that DESS harbours and places at its core. Within the House, students establish a support network with their peers as they navigate similar challenges, set goals and share experiences. This isn’t just restricted to children; teaching staff also find themselves connected to a House and it is an environment that promotes empathy, collaboration, and resilience. This atmosphere allows pupils to encourage others and celebrate achievements

together, fundamentally creating a chain of support throughout their DESS journey.

Much of what we do incorporates friendly inter-house competition. Through various activities, such as sports, academic contests or artistic events, students develop that sense of team spirit by engaging in various activities that achieve points for their team. These competitions are celebrated through House videos and school assemblies, where children get to see how their efforts have been rewarded. Belonging to one of these teams, offers the opportunity

for leadership and responsibility. House Leaders provide avenues for students to develop their leadership skills across the school. The additional responsibilities that a House Leader can have nurtures a sense of ownership, accountability and once again pride in representing the House to which they belong.

Whilst our children journey through school, we want to create lasting memories and build lifelong friendships. Shared experiences, occasions and traditions form strong bonds that often extend far beyond the school years. Opportunities

that our House system provides encourage these connections to flourish and creates a sense of nostalgia for years to come. Belonging to a House comes hand in hand with the education provided at DESS and feeling a sense of belonging is paramount in shaping a student’s educational journey. Belonging to DESS comes hand in hand with belonging to a House and we truly believe ‘sticks in a bundle can’t be broken, but sticks taken singly can be.’

BELONGING & SUCCEEDING TOGETHER

Ammar Shams | Trustee, DESSC

As the UAE prepares to host the COP 28 later this year, the concept and challenge of sustainability will rightfully take centre stage. For humanity to survive and thrive, it will have to design a lifestyle that could continue into perpetuity without compromising any of its component parts.

That approach is true when it comes to the environment, but is equally true when it comes to society and how we choose to live our lives as a collective. The cornerstone of any society is how it chooses to educate its next generation, and it is with that outlook that I have committed my life to the development and delivery of sustainable and excellent education in the UAE.

As a child, I would look over the wall that separated my school (I was at St Mary’s in the late 1960’s and 1970’s) and DESS which besides its role in educating its students, was playing a primary role in creating the future ecosystem of Dubai. The small town I grew up in in the 1960s would not have evolved into the metropolis it is today without the existence of dedicated teachers and administrators at schools like DESS which provided expatriates who would play an indispensable role in building Dubai with the perfect environment to educate and raise their children. From the country of 230,000 inhabitants in 1971 to being home to over 10 million people from almost 200 countries today, the UAE continues to attract the best the world has to offer by offering them the best education and lifestyle they would wish for their children.

Over the past year, I have had a chance to work on events related to the school’s upcoming 60th anniversary, a testament to the durability and sustainability of the DESS model, and I have seen first hand that over the last 60 years, DESS has graduated phenomenally successful politicians, philanthropists, and business leaders.

My own personal journey has allowed me to have taught at undergraduate and postgraduate level, and to have sat on the advisory boards of several universities in the UAE. When I was offered the opportunity to sit on the Board of Trustees at DESSC, I jumped at the chance to help position the school as a fundamental piece of the essence of Dubai. My approach to my role is holistic, in that I see DESS as something that is a living being that goes beyond the school, and its responsibility

stretches beyond the current and past student and parent body. The school is an integral part of the story of Dubai, and is a fundamental element within its fabric.

Besides its unique and exceptional historical heritage, the quality of education that all of our teachers and SLT strive to deliver day in and day out will set the benchmark for the other schools in the Emirate.

For the country to build on the strong foundations that we have inherited we will need a school of DESS’ quality to shine a light on the future, and to show the way forward. It is through our continued commitment to excellence that we will keep the school in the position that it deserves to hold.

JOURNEYS ABROAD

Adam Pennington | Deputy Head of Coast House & Teacher of Geography, DESC

Battlefields:

In May, our annual Battlefields trip for Years 9 and 10 took place, visiting incredibly important historical locations around France, Belgium and the UK. We began our tour in France, where we met our tour guide, Jacques Ryckebosch. Jacques is an expert in WWI History, and it was a pleasure to see how engaged our students were all week. One of our favourite parts of the tour in France was the Wellington Quarry. The Quarry is a complex arrangement of deep tunnels dug under the French city of Arras. We discovered how important the role of tunnellers was and had an insight into the months they spent living

and working there.

After France, we travelled to Poperinge in Belgium, where some of our group stayed at Talbot house; a living museum which was used as a respite house for soldiers during the war. Throughout our time in Belgium, we were able to see sights such as Vimy Ridge, the famous Canadian memorial; Tyne Cot, the largest commonwealth cemetery in the world and Essex farm, the place where James McRae penned his famous poem ‘In Flanders Field.’

A highlight of the trip was our visit to the Menin Gate Memorial. Every night, at 8.00pm, a moving ceremony takes place under the

Menin Gate, during which the Last Post is played. Three of our students, Aryan, Charlie and Anahita, laid a wreath, while Ida was chosen from all those in attendance to read the exhortation taken from ‘For the Fallen’. It was a truly emotional experience felt by all.

After six exhilarating days in Belgium and France, we spent our final day in London, visiting the London Dungeons, Tower of London, and a visit to the theatre to watch Wicked. Both staff and students found this a truly memorable trip and one that will stay with us for a lifetime.

Iceland:

This academic year, sixty five DESC students embarked on two thrilling school trips to Iceland, each spanning nine unforgettable days. With students from both Years 8 and 9 taking part, both groups eagerly experienced the trip of a lifetime, with one trip taking place in May and the other in June.

Both groups of students were treated to an array of aweinspiring experiences amid the stunning backdrops and cavernous tranquillity of Iceland. The iconic Golden Circle tour was an absolute highlight, allowing the young explorers to immerse themselves in the country’s natural wonders. They had the privilege of visiting several mesmerizing waterfalls, with an extraordinary twist at Seljalandsfoss. At this location, the students had the rare opportunity to walk behind the cascading waterfall, witnessing its breathtaking beauty up close.

Additionally, they ventured through a dark cavern to reach Gljúfrabúi, an enchanting hidden waterfall that left them in awe.

Whale watching was another exhilarating activity shared by both trips. The students were delighted to spot magnificent Humpback Whales and graceful Minke Whales, creating lifelong memories of these majestic creatures in their natural habitat. Walking on a glacier was yet another unforgettable experience, as the students donned crampons and armed themselves with pickaxes to explore the icy terrain, gaining a first-hand understanding of the country’s geological wonders.

Both trips offered students the opportunity to witness the sheer power and candescent beauty of nature. They marvelled at real lava during the Icelandic lava show, an educational and almost hypnotic display. The black sand beach and basalt columns of Vik Beach provided a striking contrast against

the landscape, leaving an indelible impression on the students.

In May, the lucky adventurers of the first trip had the privilege of visiting Jokulsarlon Glacial Lagoon, where they were greeted by breathtaking icebergs and charming seals in their natural habitat. In June, the students of the second trip set foot on Heimaey Island, encountering adorable puffins and exploring a town that had been buried under a volcanic eruption, offering a unique glimpse into the forces of nature.

These incredible journeys to Iceland allowed our students to connect with nature, witness extraordinary sights, and gain a deeper appreciation for the world around them. The memories forged during these trips will undoubtedly be cherished and revisited throughout students’ lives, serving as a testament to the power of experiential learning and the value of exploring our natural wonders.

SUPPORTING THE COMMUNITY

DESC Parent Liaisons come from various backgrounds, with some even being former or current parents of students in DESSC. Because they understand the challenges families face, they can offer support and resources to help families navigate the educational system. In essence, they serve as translators, helping families understand school policies, curriculums, expectations and events. They also work closely with the House Teams to assist with any communications, both academic and pastoral.

Meet the Team:

Candice Gerber - Desert House Parent Liaison & ECA Co-ordinator

Aisling Creaney - Earth House Parent Liaison

Ben Wormald – Sky House Parent Liaison & Duke of Edinburgh

Julie Arnup - Coast House Parent Liaison & Team Leader

Tell us a bit about yourself.

Candice: I hail from the beautiful country of South Africa. I have been fortunate to experience the vibrant cultures of different nations. I spent 9 incredible years living in Italy before embarking on our new chapter in Dubai, a place I have called home for the past 7 years. I am thrilled to share that my fouryear-old daughter, Roma, is about to embark on her own educational adventure at DESS.

Aisling: I am from Ireland and have lived in Dubai for the past 13 years. I have been the Parent Liaison for Earth House for 3 years and am the mum of two boys, one of whom will be coming up to DESC this September!

Ben: I’m originally from the North of England and moved to Dubai and DESC in 2018 with my wife and two children. My children are 16 and 17 and are now both in DESC 6th Form.

I have a 1st class degree in Product Design and digital modeling from Liverpool John Moores university. I really enjoy the weekends with my family and friends exploring various parts of the UAE.

Julie: I originate from the UK but have been an expat for the last 30 years. Having lived in the Republic of Panama, Indonesia and now Dubai, I have experienced many exciting cultures. I have two sons, now both living back in the UKone is a teacher and the other is studying Physics at Nottingham Trent university. In my spare time, I teach horse riding and compete in dressage on my own horse.

How does the House system benefit DESC Students?

Candice: We help parents navigate the school system, address concerns or challenges, and ensure that students’ needs are met. By supporting students within the House Team, we contribute to their overall success and wellbeing within the school community.

Aisling: It gives students a sense of home-from-home and being part of a team. The Form Tutor is like their school “older sibling” and the Head and Deputy Head of House are like

their school “parents”!

Ben: I think one of the things the House office really helps students with is the safe and open place it provides so that they can go for a chat to ask questions or express concerns they have about their life at DESC.

Julie: I believe that the House system helps students understand the feeling of belonging, not just to DESC, but to a smaller family within a community.

What is the most rewarding part of your job?

Candice: The most rewarding part of my job is building strong relationships with the parents, students, and school staff.

Aisling: The positive feedback from parents and staff following wholeschool events. It’s nice to receive appreciation for all the effort that goes into the events behind the scenes.

Ben: It’s just really nice to be able help families with their children’s DESC journey.

Julie: Simply helping parents or students in every aspect of their

DESC experience.

What have been some of your favourite moments at DESC?

Candice: The first was Prize Day, the joy in celebrating the achievements and milestones of students throughout the year. The Year 11 Graduation Ceremony: this is my first year in the role and witnessing the students graduate was a proud and heartwarming moment for me.

Aisling: Having the opportunity to attend the fantastic Performing Arts productions over the years - the talent of the students, staff and parents that goes into making them come alive is incredible.

Ben: Amongst many, I really enjoyed being part of my children’s Year 11 graduation ceremonies. My son started in Year 7 and is now in Sixth Form. It’s been nice to see how DESC has helped him grow into the young man he is now.

Julie: Too many to mention, why did we include this question? I guess, the end of every year is happy and sad, but always seeing the progress of the students throughout their time at DESC is just the best.

‘MI GENTE’

Louise Ford | Deputy Headteacher, DESC

I honestly never thought that I would have a plausible reason for putting myself and Beyonce in the same sentence. However, as I pen this article with only a few weeks to go before I move on from DESSC, we actually have a few things in common. Unfortunately, not her billions, wardrobe or ability to twerk but her understanding of the importance of ‘Mi Gente.’ Mi Gente, which loosely translates from Spanish to ‘My People’, is more

than just a fantastic remix of an old J Balvin and Willy William hit song. It’s a homage to a feeling that I have been lucky enough to experience every day of my wonderful eleven years here. A feeling that will not be easily replicated. A feeling that no-one should take for granted. A feeling that will stay with me long after I am in a ridiculous new time zone. Because to truly feel that you are around ‘your people’ is a sense of belonging like no other. Many

people stop and ask me how I feel about leaving after such a long time here and I really don’t know how to answer. Maybe I should just tell them that I’m excited to be moving closer to Beyonce’s hometown of Houston, hoping to help her reform Destiny’s Child and leave it at that. Knowing DESC the way I do and knowing it’s filled with ‘Mi Gente’ they probably won’t even question it. Man, I’m going to miss this place!

FILLING THE VOID

Michelle McGinty | Principal’s PA & Office Manager, DESC

Belonging - Noun:

An affinity for a place or situation.

“we feel a real sense of belonging”

Little did I know when I came to DESC in September 2010 for an interview for the Headteacher PA position, how much the word belonging would mean to me.

Being in my early 40s when I left the UK, leaving behind my family, which I had only ever been away from for a few weeks at a time, I never thought I would fill the void of belonging that a family gives you.

It soon became apparent what a special place DESSC was and still is. Obviously, in 2010 the College was a much smaller place and my role as Andy Gibb’s PA, pretty much meant I was HR, Parent Liaison,

Communications, basically, ‘jack of all trades’ but I absolutely loved it and still do. The sense of belonging was felt on day one and thirteen years on, I still feel part of a very special family and always will. DESSC has filled that void of missing my family by giving me a real sense of belonging.

Over the years I have interviewed so many of the admin team and I always said to them at interview, how special DESSC is and how everyone feels like they belong. Many of them who are still here agree with this sentiment.

I have seen many students come and go over the years, and I have seen many that flock back, and they all have an affinity with DESSC. Anyone who has been a part of DESSC has and always will remember belonging to a very special organisation, and I am very lucky to have been one of them.

WISHING ALL OF OUR FAMILIES A RESTFUL SUMMER BREAK

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