Hartland International School Yearbook 2019-20 by hartlandinternationalschool

YEARBOOK 2019-20

Message from Chairman

Virtual International Day

Message from Fiona Cottam

Arabic

Message from Yasmine Dannawy

Islamic Education

Message from Shahida Ibrahim

Art

Design & Technology

Drama

Principal and Chief Academic Officer

Vice Principal & Head of Secondary

Head of Primary

Message from Aminah Evans

Foundation Stage

English

Primary Section

Gifted & Talented

Secondary Section

Humanities

Houses

Inclusion at Hartland

UAE 48th National Day

Mathematics

Head of Early Years Foundation Stage

FS1 and FS2

Year 1 to Year 6

Year 7 to Year 10

Creekside, Mushrif, Safa, Zabeel

YEARBOOK 2019-20

CONTENTS

Modern Foreign Languages

MUN 2019 - 2020

Moral Education & Social Studies

Ski Trip Switzerland

Music

Sports Day

Physical Education

Tolerance Project

Science

100

Foundation Stage Class Photos

Careers at Hartland

105

Primary Class Photos

Hartland Friends

116

Secondary Class Photos

Charity

120

Sports Group Photos

Enrichment

Happiness & Wellbeing

World Book Day

MESSAGE FROM CHAIRMAN

Dear Hartland International School Families, It has been five years since we opened our doors to our first students. We set out on a mission to “create a community of learning within a safe, secure and happy environment where our children are inspired, challenged and supported in all they do”. Through these five years the school community has reached new milestones and scaled new heights year on year while remaining steadfast on “The Hartland Way”. While AY2019-20 has posed seemingly unsurmountable challenges, I congratulate the school community for having done an extraordinary job of turning it into an opportunity for #ThrivingnotSurviving. Through the academic year it was encouraging to see the students demonstrate the various qualities espoused by “The Hartland Way”. They demonstrated leadership, perseverance, resilience, teamwork, innovation and a commitment to social responsibility through various sporting fixtures, community challenges, conferences and excursions. One of several examples I can recall is how our students gave up their mid-term break holiday to take up HRH Sheikh Hamdan’s Dubai Fitness Challenge. While the global pandemic brought new challenges, it was amazing to see the children adapt quickly to what became the new “normal”. Learning did not stop or slow for them. It just moved from the classroom to the living rooms and kitchens. Hartland students are quickly establishing a reputation for going beyond the ordinary and demonstrating the extraordinary. Mrs Cottam and the team have continued to build on their past work and have taken the school from strength to strength. For the very first time in our history, KHDA has rated us a “Very Good” school. They particularly commended the strong leadership team and the strong impact that teachers have on continuously improving students’ positive outcomes. Beyond the report, I am pleased to see how our teachers welcome and engage with our parents as well. Whether it is a weekend of Design Technology or a one-to-one conversation with a class teacher or Head of Year or attending a virtual concert from the safety of your home,, the school treats parents as partners in their children’s learning. If we did not know it already, the live Zoom lessons during the lock-down also gave us an inside look at the innovation and commitment that goes into nurturing our students within the class wherever the classroom may be. It is only fitting that the school was awarded the highest possible rating by KHDA for our Distance Learning Programme. I would like to thank all the parents who have supported the school. Your feedback and engagement make our Hartland community complete. While the impact of Covid-19 has meant that we have had to bid farewell to several families, we sincerely hope that their time with us at Hartland has given them something to cherish for a lifetime. For those who are continuing on the journey with us, we thank you for your continued trust. Chairman

YEARBOOK 2019-20

H.R.H Sheikh Mohammed Bin Rashid Al Maktoum once said, “I believe that positive energy and optimism help us to take up any challenge in life and to succeed in even the most difficult tasks. I also believe that positive energy is contagious: we can transmit it to others.” Year after year, I see how the power of positivity, optimism and resilience continue to develop the school into a strong community and a strong family. Despite headwinds, the school remains resolute in its drive to realise its vision of creating a leading British school that blends traditional values and innovative approaches to education.

MESSAGE FROM PRINCIPAL

The academic year of 2019-2020 is one that will most certainly go down in the pages of history as our world suddenly changed and our normality was interrupted and disrupted by the challenges of the Covid-19 global pandemic. Where we worked, how we worked and how we communicated changed overnight in March of this year and our school year came to a close with miles literally separating us. When others might have crept under the duvet, turned off the lights and given up, our Hartland community shone through. We knew that each day still really mattered and that being together, albeit virtually, was crucial to our wellbeing and our success. We never gave up. We showed resilience, perseverance and dedication in all that we did. We developed new skills and thrived in new opportunities. We accepted that our world had changed but we didn’t let that stop us from striving to be the best that we could possibly be. We showed compassion and kindness and had to listen closely to each other as we “Zoomed” and “Teamed” into our daily routines. Most of all, throughout this all, we were definitely #inthistogether, and together, we achieved great things. But the year did not start in March. There is still a story to tell of the six months prior when our corridors, our sports fields, our swimming pool, our theatre and our classrooms were alive with the sounds of our young people and our staff. Sounds that reflected the exuberance and inquisitiveness of our youth and the passion that they have for learning. It was six months in which we excelled and maintained our “Outstanding” outcomes in the National Assessments. We faced another KHDA inspection and we were thrilled that we moved up a judgement level to “Very Good”, firmly placing Hartland on the Dubai map as a school to be reckoned with. The list of achievements and opportunities is significant, from Shakespeare Under the Stars to DIDI accolades, residential trips to the desert and local museums and a Ski Trip that managed to get away and return before the planes were grounded. As always, but more than ever before, I thank the extraordinary staff of Hartland, teachers, administration, medical and support teams, for all that they have done in these difficult times. They are true professionals and I feel very humbled and privileged to work with each and every one of them. Many of them worked through the whole of the summer to ensure that our doors could safely open this September and we are indebted to those staff who went above and beyond to make this possible. To our owners we also express our thanks. They made so much possible that might have otherwise been a challenge and we remain forever grateful to the Sobha Group for their vision and unwavering support.

Principal and Chief Academic Officer

To you the parents, a simple thank you seems not enough for all that you have done. You have stayed by our side throughout these times and you have helped your children when Distance Learning became the norm. Maybe you have even gained a little insight into the work of the class teacher along the way, but more than anything, you have strengthened the foundations of our community and our Hartland family. There are many who have left us this year, not by choice, but because of the impact of Covid-19 and you and your children will be truly missed. Always remember that once a part of the Hartland family, always a part of Hartland, so do please keep in touch and tell us of all your new adventures wherever this new world has taken you. Finally, to the children, we say a super well done. This year has not been easy, but you have been extraordinary in all that you have achieved and we could not be prouder of you. I am so grateful that I am a part of this special community. So once again, wherever you are in the world today, sit back, relax and enjoy the reflections that you will see in the pages that follow. This “half-year book” is a collection of memories of a time before Covid and is a gift to you from us, one that I hope you will enjoy in the days and weeks ahead. My thanks and warm regards Go raibh míle maith agaibh go léir

YEARBOOK 2019-20

MESSAGE FROM VICE-PRINCIPAL

As Head of Secondary I have been honoured to work alongside my colleagues to deliver the best curriculum we could to our students. I have loved seeing the students grow and thrive in our care the past 3 years of our secondary school and go to great heights with performances, art competitions, music talent shows and performances and sporting achievements. I am very proud of the dozen GCSEâ&#x20AC;&#x2122;s we have on offer and the variety we are able to give our students to meet their interest and needs. I am so gratified that we continue to be the school of choice for students moving across the city or from across the globe. Our community of students, our vibrant student council, and our wonderful peer mentors have certainly always made everyone joining our community feel so welcome. I have been honoured to serve you as your Head of secondary. May you all continue to thrive and grow and be the rainbows of our lives and our hope for the future.

Vice Principal & Head of Secondary

MESSAGE FROM HEAD OF PRIMARY

This quote truly represents how our exceptional students have embraced each learning opportunity with enthusiasm and commitment. It has been my pleasure to lead an exceptionally creative academic team who have encouraged our students to achieve and exceed their potential. Three years ago, I embarked on an exciting journey as the Assistant Principal of Hartland International School where our students have continued to be inspired by our teachers who have utilised the outstanding facilities to enable them to excel in their learning. In my third year, it has been a privilege to be part of the continuing success at Hartland International School in my new role as Head of Primary. The joy and enthusiasm with which all our students have engaged in their learning has been a pleasure to oversee over these three years. A genuine ethos of positive learning has been instilled across our flourishing Hartland Community. An inspiring educational experience is the greatest gift we can give our students. Our students will go out into a globally competitive world with skills, attributes and behaviours for twenty-first century living. Our students engage in lessons with passion and show a genuine love of learning. This has translated into the relevant skills required to empower them to be motivated and fulfil their potential. Most of all, we have taught our students to understand that success is in each and every one of them as a result of their own effort and hard work. It is evident that all our students at Hartland International have been delighted in their learning journey and are proud of their many achievements and successes. This Yearbook reflects the varied curricular and enrichment programmes, the amazing events and learning opportunities during this academic year. We have witnessed some awe-inspiring events and achievements in the academic, performing arts and the sports arena. In the academic and performing arts arena, many congratulations to the students for their achievements in the Maths Challenge, KS2 Monologue Slam, Master Chef, Creative Writing, Chevron Readers’ Cup, Emirates NBD performance poetry competition and LAMDA exams. A particular highlight for me was the Peter Pan performance, where we have had the privilege of showcasing the wonderful talent of our students. They performed with great confidence in their amazing attire, whilst parents and teachers watched with pride and happiness. Words could not express the warmth, happiness and the abundance of excitement that was in the air!. In the sporting arena, congratulations to all our teams and the individual students who have represented their school so confidently in football, rugby, netball, swim squad, biathlon and cross country. Well done to all our students and their coaches for putting Hartland on the map. There was no stopping Hartland International School when it came to the Dubai Fitness Challenge 30x30, all 30 days were full of exciting and challenging activities. Head of Primary

I want to take this opportunity to thank our amazing teaching staff for the wonderful work they do in crafting lessons that lead to a genuine passion for learning from our students. We could not do without our support staff and administration team who work tirelessly to keep Hartland at its best. Together we have accomplished so much! Once again, our students, staff and parents have created some magical moments, memorable occasions and events that we will cherish forever. I am continually humbled by the dedication and hard work of all our students and staff. It is also important to note and celebrate the crucial role that parents play in their children’s success, without their support and engagement in their child’s learning much of the success outlined in this Yearbook would not have been achieved. It truly has been another amazing year despite the challenges we have all faced during Covid-19, as our students continued to demonstrate many of the Hartland attributes and together we continued to create many unforgettable experiences and memories. A heartfelt thank you to all our primary students for their extraordinary learning and achievements displayed over the 15 weeks of distance learning. I have been impressed at their positive attitude to learning, their enthusiasm and energy throughout our distance learning journey. A sincere thank you to all our Hartland Community for creating a genuinely warm and happy school that is truly dynamic and full of opportunities to develop and explore new talents. I believe the flame of learning is well and truly lit at Hartland International School and I look forward to seeing it glow ever brighter. Our journey continues……. Kindest regards to you all,

I am sure we can all agree that this year will be one we will never forget! We started the year at school, learning how to play and work together. Watching the childrenâ&#x20AC;&#x2122;s confidence blossom in performing was a personal highlight for me during the Winter Show. I remember seeing the wonderful Mr Men costumes flooding the corridors and above all the laughter and smiles that filled each room. Throughout all the challenges and new concepts, the children have shown how creative and adaptable they all are. They have continued to build effective communication through face to face and distance learning models of learning. Most of all, the children have shown great resilience and connection. Even though we are not physically together, the Foundation Stage journey has carried on successfully and friendships have continued to grow. All the children should be proud and celebrate their own personal achievements and the progress made. On behalf of all the Foundation Stage Staff, I can say how privileged we have all been sharing these precious first memories of school life together.

Head of Early Years Foundation Stage

Below is a poem I have adapted by Stacy Anne Bax that reminds me of all the FS children

Busy Buzzy Bee What do you see? I see my Hartland friends social distancing like me. If you look very carefully you will see, The busy bees are staying home with their families. Inside their hives, Their safe place inside. Birthdays are celebrated, zoom calls are made, Books are read, And new games are being played. Baking, crafting, gardening and dancing, Thatâ&#x20AC;&#x2122;s what they like to do, Some like exercising with the Hartland PE Team too! Rainbows have been painted, Drawings through stories have appeared, Spreading the love for all the Doctors and Nurses they cheered!

YEARBOOK 2019-20

Things are different they say, But its not all that bad, We are safe and well. That makes me happy, not sad. We listen, we care, And to show that we do, We are being safe busy bees, And I hope you are too. So, wash your hands, stay at home, We are all in this together, You are not alone. When all this is over, and the virus has gone away, I will see my Hartland friends again, Please come and play! For now, I will send them my love, with honey, hugs and laughter, Till we meet again my Hartland friends, Stay home, Stay safe, We will live happily ever after

Foundation Stage

The FS1 experience this year has truly been remarkable. Whether it has been in the classroom or learning from home, each child has grown in confidence and personality. The children were motivated and curious to explore our first topic ‘Why do you love me so much?’ Through meaningful experiences the children discussed what it means to belong in a family and to the Hartland community. “Is it shiny?” topic brought numerous occasions for exploration and investigation in the classroom. Both the indoor and outdoor space enhanced the children’s learning opportunities when they explored light. The children thoroughly enjoyed “Can we explore it” topic. Open-ended and loose materials were provided for the children to promote critical thinking, problem solving skills and to build wonder. ‘Why can’t I have chocolate for breakfast?’ The children’s observations and ideas provided many valuable speaking and listening opportunities about healthy eating and what foods are good for growth and development.Our final topic ‘Why is water wet’ has opened the children’s imagination’s further. They have enjoyed the various experiments from home and creating their very own mini aquariums too. It is clear to see that the children are independent, kind and resilient learners that we feel exceptionally proud of as they move forward to future learning in FS2. We will miss you greatly, but know you are ready for the next challenge!

Foundation Stage

Foundation Stage 2 have had had a wonderful year exploring our engaging indoor and outdoor provisions as well as continuing their learning from home, connecting together daily on zoom live lessons. The children’s smiles remain infectious and their ideas to support learning have been so creative: We welcomed our FS2 children with the question, ‘Do you want to be friends?’ Through games and activities, learning all about our new friends. ‘Will you read me a story?’ exposed the children to a range of stories and meaningful opportunities for storytelling, drama, writing and technology. ‘Why do Zebras have stripes?’ enhanced the children’s knowledge on safari animals and enabled the children to develop a range of creative skills such as drawing and joining and assembling to create their own role play safari. As part of our learning for ‘Who lives in a rock pool?’ the children became fascinated by sea creatures and had fun buying and selling ice creams whilst developing our maths skills for counting and money. During online learning, the children have explored our new question ‘Are we there yet?’ As part of our Literacy, our parent pilots joined our live online sessions and answered questions prepared by the children. Although we want to keep the children in FS forever, we know they are ready to fly the nest. Their confidence and abilities are strengthened and friendships are now formed for life with each other. We are so proud of the children you have become filled with love and kindness. Remember to wave and say hello as you pass by next year!

Foundation Stage 1

TRIPS

This year, our FS. 1 children continued their learning outside the classroom while participating in two, fun-filled field trips. In conjunction with our topic ‘Can we explore it’, FS1 ventured out to Mirdiff City Centre for an exciting adventure at ‘Little Explorers’. Here, the children consolidated their fantastic STEAM learning through participation in a wide variety of activities while exploring the ‘Space’, ‘Water’ and ‘Play’ zones. They investigated the different ways in which water behaves, had fun developing their hand-eye coordination and then blasted off on their imaginative space adventures! Prior to our very exciting ‘World Book Day’ this year, FS1 went to watch a fantastic production of ‘The Mr. Men’ show. The children thoroughly enjoyed the animated stories and this was reflected in the vast array of amazing ‘Mr. Men’ costumes which were created and worn by the children on ‘World Book Day’.

YEARBOOK 2019-20

Foundation Stage 2

TRIPS FS2 have been very lucky to attend two great trips this year. We were extremely excited to be invited to ‘The Al Jalila Center’. They learned great African tribe songs and sang at the top of their voices and even got to use their very own African drum. The highlight of the trip was making their very own African clay mask each and they all can’t wait to see what their masks will look like when they are ready for collection. Our second trip to see ‘Mr Men’ in the Mall of Emirates Theatre was superb! FS2 watched the puppeteers with awe and delight. All the children giggled and joyed in with glee throughout the performance and the whole bus ride back to school was filled with chatter about the colourful characters and funny storylines. Luckily, the excitement continued after the trip as the children got to dress up as their favourite ‘Mr Men’ character for World Book Day too!

This year has been a tale of two halves. However, despite that, it has been another fabulous year of learning in Year 1, filled with questioning, problem-solving and innovations. The children have grown into independent, responsible, creative, resilient learners who have often led their own learning and continued to wow us!

1 YEAR

Whilst we were in school, there were never two days quite the same in Year 1. From the moment our children entered through the doors in the morning there were always new adventures and exciting discoveries. One day we could be busy being crime scene detectives, on the hunt for who stole the Giant’s golden harp, the next we were scientists, exploring ‘how to catch a rainbow’. However, one thing that remained consistent each day was the children’s wonderfully positive attitude towards their learning!. Some of our favourite adventures this year have included a trip to Dubai Miracle Garden, where we got to discover some of the beautiful gardens and saw some of our favourite characters made from flowers. We also had great fun at Green Planet, where we were taken on a journey of discovery through the layers of the rainforest and learned about the different animals that lived there. During our Year 1 assembly, we had great fun sharing our learning with visitors ‘Bob’ and ‘Moonbeam’. We were so proud of the children’s hard work and the confidence that they displayed on stage.

YEARBOOK 2019-20

Ms S Brady Ms A McGirr Ms N Moran Ms S Nazarian

During our online learning, our Year 1’s have been nothing short of incredible! It was a new way of learning for everyone and their positive attitude remained throughout. They adapted and continued to work incredibly hard. They have worked collaboratively, invented stories together, wrote traditional tales with a twist, filmed weather reports, performed poems, baked cakes, sang songs, made clocks and used anything and everything when learning in Maths, proving that Mathematics really is all around us! The list could go on and on. We would like to thank all our parents in Year 1 for their continued support and commitment over the year, working in partnership with the Year 1 team to best support the children’s learning. We wish all our fabulous Year 1 children the very best in their future adventures in Year 2.

This year has been an incredible year in Year 2! It has been a year filled with wonderful memories. It is a year which will surely go down in history! Year 2 is a crucial year in the life of a young learner. This is the year where the children consolidate all their learning from Year 1 and prepare themselves to transition into KS2. It has been an absolute pleasure preparing our motivated, eager and enthusiastic learners for their journey into Year 3.

2 YEAR

This year, our wonderful Year 2 students continually displayed the Hartland attributes. With our move to distance learning in Term 2, the children displayed adaptability, resilience, responsibility and independence as they embraced the challenge which they were faced with. Our children flourished and impressed us as they showed commitment and dedication towards their learning. They thrived through this experience gracefully and continued to make amazing progress throughout the year. We could not be prouder and more honoured to have worked with such amazing, positive and contentious individuals. We also thank you all so much as parents for your incredible support this year. Our year started with ‘Who Makes History?’ Year 2 stepped through our very own time machine and they stepped back in time to learn about significant people, who have shaped the world that we live in. A firm favourite across Year 2, was learning about Neil Armstrong and comparing him to Hazza Al- Mansouri. ‘What Lives on Earth?’ saw us learning about the amazing world that we live in. Our learning, went from the habitats, to food chains to various animal life cycles.

YEARBOOK 2019-20

Mrs A Olayiwola Ms H Pearce Ms L Reseigh Ms AM Somers Mr A Stenhouse

We took a trip to ‘The Butterfly Garden’ where we discovered an array of beautiful butterflies and we further developed our knowledge of the life-cycle of a butterfly. In Spring, we were finding out ‘How Does our Body Work?’. We learned about the key organs within the body and how these work as well as looking at why a balanced and healthy diet combined with exercise is important to keeping our bodies working. In English, Year 2 have been focusing on the four types of sentence; statement, command, exclamations and questions. We also focused on using commas in a list, adding adjectives, expanded noun phrases and similes to our descriptive writing. We used an apostrophe for contraction and for possession. Some of the children were even able to add inverted commas for direct speech! We have all developed our writing by remembering to include these objectives in our independent writing along with full stops and capital letters. We spent time looking at a range of engaging and fun texts to help develop our writing including ‘The Day the Crayons Quit’, ‘The Monkey With The Bright Blue Bottom’, ‘Fantastic Mr Fox’ ‘Funny Bones’ and ‘Smelly Peter’.

When reading these texts, we engaged in role playing activities to understand the emotions and the feelings of the various characters. We wrote a range of genres including letters to Duncan from the crayons, non-chorological reports about various animals, diary entries in role and recounts to tell the stories we had read. During our Smelly Peter text, we wrote our own versions of the story using ourselves as the main character. We included what colour we turned after eating too much of the same food! In Year 2 we were also able to develop our poetry writing skills as we wrote acrostic poems and began to develop our rhyming poetry too.

This year in Maths we have delved deep into the heart of problem solving and fluency and our Year 2 Mathematicians have excelled. We have enhanced our place value knowledge and learned new methods for all four of the operations, as well as becoming confident with recalling the two, five and ten times tables. The children learned how to present and interpret data they collected into tables and graphs. They really enjoyed carrying out a survey of the most popular ice cream flavour in the class! The year saw the children progress in using all four operations to solve calculations and problems. We gained a deeper understanding of the various calculation strategies we were introduced to and applied them in different real-life contexts. The children explored fractions and enjoyed the practical aspect of sharing objects to represent various fractions. This year the children have thrived in their understanding in mathematical concepts and they have impressed us with their amazing attitude and positivity towards the subject.

Science has seen Year 2 learn about materials and how these can change shape and why some materials are better suited to be used for different objects than others. They developed their learning of habitats and how animals adapt to the habitats they live in. During Spring, Year 2 found out about animals including humans and how they all have basic needs which without we couldnâ&#x20AC;&#x2122;t survive. Before the online learning, Year 2 found out about plants and how they grow, as well as the life cycle of different plants. It was clear Year 2 loved completing Science Investigations during our Online Learning! From water staying in the glass whilst upside down, to colour mixing in milk and friction causing tissue ghosts to float. It has been such a pleasure watching the children develop into young scientists making predictions and drawing conclusions from their observations. In Moral Education the children have learned how to be deal with emotions and their feelings. The children understand the concept of what fair and unfair means and they came up with various scenarios depicting each. They enjoyed debating events and justifying if the outcomes were fair or unfair. Moral Education saw the children develop their understanding of how to care for themselves, their friends and families. Through the introduction of distance learning, the curriculum was adapted to meet the needs of the children. Rather than the children learning about how to care for their school environment, they focused on taking care of their home environment. The children really enjoyed carrying out chores around the house and they impressed us with the range of household chores they engaged in. We learned about the qualities of a good friend. The children were amazing at identifying what makes a good friend and sharing their experience of what their friends have done for them, Through Moral Education, the children developed their social skills, emotional wellbeing and their understanding of what attributes an honest, caring and responsible person should have. We must admit, all the children in Year 2 possess these phenomenal qualities! 19

This year has certainly been eventful and unlike any we have experienced before, however it seems to have flown by just as quickly. As we started our journey this September in Year 3 we were lucky enough to gain a fourth class and welcomed Ms. Hevehan to the team, who has been a most welcome addition. Furthermore, we were delighted to welcome two new wonderful Learning Assistants in Ms Cindy and Ms Francoise, who joined Ms Nilusha and Mr Barry from last year.

3 YEAR

They really do go above and beyond every day to ensure they support the children to achieve their absolute best. It is always a pleasure to witness the transformation of our students, from infants to increasingly independent and risk-taking Juniors. We really feel honoured to work with such determined, inventive and inspirational young people. There have been so many highlights this year it is difficult to choose which ones to mention. There have been several sporting victories for our Year 3 teams, amazing performances in our Hartland Musicals and Performing Arts Picnics from our promising young actors, and awards galore (to mention only a few). In the classroom, we have covered various topics including: The Ancient Egyptians, The Stone Age and Chocolate. The children have learnt through a range of hands on and practical tasks, presenting their learning in a variety of ways. In English, the children have developed their reading, writing and speaking and listening skills through exploring inspirational texts.

YEARBOOK 2019-20

Mr S Cordelle Ms E Heveham Mrs M Hulme Mr J Maynard

The children delved into the stories of ‘Charlie and the Chocolate Factory’ by Roald Dahl, ‘The Iron Man’ by Ted Hughes, ‘Pebble in my pocket’ by Meredith Hooper and ‘Gorilla’ by Anthony Browne. They used these stories to create dramas and explore the character’s feelings, emotions and actions in more depth. The children also took inspiration from these texts to write diary entries, letters, stories, reports, descriptive texts and poems. Our texts have also been interwoven with other areas of the curriculum, when we learned all about chocolate and explored the early civilisation of man. When online learning, the children used this as an opportunity to write balanced arguments, about whether computers could ever replace schools. This year in Mathematics, we have worked towards a Mastery curriculum with a greater focus on Problem Solving and Reasoning. We have developed our strategies in the four operations concentrating on formal addition and subtraction methods, and formal multiplication and division methods. They have then applied their mathematical skills to solve real life problems.

We have also covered other areas of Mathematics, including measurement, shape and space and statistics. As always, the learning does not just happen in the classroom. We have been lucky enough to enjoy three trips this year. Our first trip was to Mleiha Archaeological Centre in Sharjah, where we saw the Faya Caves, and walked up into the hills to see where some of the earliest humans resided after travelling from Africa. The children enjoyed searching for fossils and seeing the ancient artefacts in the museum. Our second trip to the Sheikh Mohammed Centre for Cultural Understanding built upon the childrenâ&#x20AC;&#x2122;s knowledge of local history. They learned about how traditional housing was constructed and shared Arabic coffee and dates in the Majlis. Our final trip took place virtually as we were lucky enough to visit the Great Pyramids of Giza in Egypt and take an interactive tour around the tomb of Queen Meresankh III, which brought to life our topic of Ancient Egypt.

As a school, we have also taken a step into the unknown and finished our year with Online Learning. We have been so impressed with how our Year 3 students (and parents) have adapted to this and we have seen so many wonderful examples of creativity, independent learning and resilience, to name but a few traits. Some of our highlights from the Online learning include; the fantastic balanced arguments based on zoos, the incredible videos on Flipgrid (performance poetry springs to mind) and of course, the amazing home projects on building a pyramid. Luckily, at Hartland International School we have the most amazing community. You have always been there every step of the way, supporting us in all manner of ways, such as making amazing efforts on dress up days, organising community events and much much more. However, due to the pandemic, you have had to take on an even greater role and we really appreciate all of your hard work and support during these uncertain times. For many of us, we are a long way from home and knowing that we have such a caring and supporting community has really made a huge difference. Thank you all again, from the bottom of our hearts. This year we will have to wish our students farewell from our virtual classroom and we are saddened that we will not be able to do so in person. Nevertheless, we are so proud of their achievements this year and of the maturity that they have shown in directing their own learning from home. We are confident that they will continue to shine and to exceed expectations. Thank you for a remarkable year, Ms Hevehan, Mrs. Hulme, Mr. Maynard and Mr. Cordelle.

Year 4 has been a year that the students will never forget. We have seen our students mature, show great resilience and passion for their learning. Throughout the year, the students of Year 4 have impressed us through their kindness towards each other, solidarity together and enthusiasm for learning. Although part of our year has been through Online Learning, in many ways this brought us even closer as a year group as we really saw our students shine. They will be sorely missed when they move to Year 5. We know that they will have yet another successful year.

4 YEAR

Throughout Year 4, a holistic approach to the teaching of English reading and writing has been achieved. Through weekly spelling, dictation, punctuation and grammar lessons, students develop skills for composition. To provide the students with opportunities to rehearse these skills, a range of units have been explored. Students have been exposed to a variety of text types including recount, exposition, discussion, persuasive, procedural and explanation texts. Students have an understanding of how to write for different audiences using specific criteria. Emphasis has been placed on editing and improving their writing using both teacher and peer feedback. During Guided Reading sessions, a range of fiction, non-fiction, poetry and play scripts have been read to develop a passion for these text types. We have used comprehension skills, such as drawing inferences to predict the outcome of stories and discussing the intent of the authors. Through a variety of class texts which have included, ‘The Green Ship’ and ‘The Miraculous Journey of Edward Tulane’ students have been able to discuss the meaning of words in context as well as ask questions to further develop their understanding. This year in Mathematics, the students have been able to build on their skills at a deeper level through the Maths Mastery approach. Within each strand of Maths, students have revised their understanding and then applied their knowledge to reasoning and problem solving questions. These have required the students to explain in detail their methods for reaching an answer. Students have been solving real life problems throughout the year including totalling the cost of items for International Day, calculating the area and perimeter of the playground and devising line graphs to display their data.

YEARBOOK 2019-20

Mrs I McFadden Mr A Sandhu Ms L Wainwright

The students have worked hard this year on their mental maths skills, enjoying playing games involving quick recall, to consolidate their learning. In Topic this year we began by tackling our Big Question: Can we survive without rainforests? The students unearthed the complexity of our planet’s ecosystem and discovered how we all rely on each other for survival. The students debated whether deforestation should be stopped and analysed this question from different viewpoints. The students also considered a way forward, how we can live in a more sustainable way.

The second topic of the year, On Tap, was all about the significance of water. The topic was introduced with students building aqueducts out of recycled materials. The students also learnt about how water travels to our taps through role-play, something we often take for granted. Our class also thought about those less fortunate than us and investigated the impact clean water can have on our health and safety. Our final topic of the year, Adventurers and Explorers, saw the students explore the Americas and Galapagos Islands and those who ventured there. They also learned key skills such as using a compass. Tackling each of the big questions that have come with each topic has given students greater awareness of the complexities of the world around them.

Social Studies has been a student favourite this year. Students enjoyed learning about how humans have impacted the world around them, and particularly the changes made to the UAEâ&#x20AC;&#x2122;s economy, technological development and environment. The students also learned about key institutions in our community as well as significant figures in UAE history. We have been very fortunate this year and have had some memorable and fun-filled trips. On our visit to Green Planet, the students were able to see the different layers of the rainforest and learn about many exotic animals. It has been a pleasure for the Year 4 teachers to witness the students grow into confident, independent learners throughout the year. They have become more resilient when faced with new challenges. They have demonstrated the importance of having a growth mind-set and they have supported each other through the learning journey. What a fabulous year we have had.

Year 5 has been a time a great growth and development for our students. We have watched and supported them as they matured into the responsible, and resilient children they are today. They have taken ownership of their learning, always seeking to challenge themselves, and showing commitment to explore their subjects in an open-minded and reflective manner. During the transition to Online Learning, as teachers we learned a lot from our students as we witnessed the adaptability, the perseverance, and above all, the positivity with which they faced every day. We will miss their enthusiasm and their willingness to learn, but we wish them all the best in Year 6.

5 YEAR

TRIPS

Year 5 were lucky enough to go on two trips in a short space of time in Term 2. The first was “Tom Gates Live on Stage” at the Mall of the Emirates. Many of our students were fans of the Liz Pichon’s Tom Gates series before seeing the show, but by the time the show ended they were all fans! Of course, this event was made even more special when Liz Pichon herself came to the school a few days later to give an inspirational session. A week later Year 5 then had the opportunity to be taken on a ‘Grand Tour of the Solar System” by Dr Maggie, a space physicist, professor, television host, and now children’s author. This tied in perfectly with our Mission to Mars Topic lessons, and Dr Maggie’s excitement and expertise gave us a new insight into everything from the speed of light to plans to build a base on Mars.

MATHEMATICS Collaborative learning was the ‘order of the day’ this year in Year 5 where the children worked together to solve problems involving fractions, decimals, percentages and various other elements of the Math curriculum. Throughout the year, the children honed their problem solving and reasoning skills and tackled Math challenges enthusiastically and confidently. Distance learning provided the children with the opportunity to take more responsibility for their learning and to engage in innovative methods of assimilating their learning in Math. They rose to the challenge and succeeded in making impressive strides on their Math journey, as a class, but in their own homes. 24

YEARBOOK 2019-20

Ms G Dineen Mr T Walsh Ms C Williams

ENGLISH During English lessons this year, the children in Year 5 had the opportunity to enter the world of ancient Greece through the eyes of ‘Odysseus’, explore the mystery of Kensuke’s Kingdom, traverse the passage of time with Tristan in ‘The Viewer ‘and hypothesise about Matilda and her mysterious powers. All of these novels succeeded in providing many opportunities for thought provoking discussions in class where all the children enjoyed debating, predicting and responding to the events and messages embedded in these wonderful stories. Through creating their own alternative endings for the characters in these novels, the children took on the role of the author and stimulated and fostered their own creative narrative skills.

TOPIC Throughout the year, Year 5 have explored a vast range of topics, investigated other ways of life and identified features of different cultures and countries. From the hidden secrets of ancient civilisations, the causes and effects of climate change to the infinite wonder that is Space and the solar system, the children have immersed themselves enthusiastically in all areas of Topic learning this year. Our Topic journey continued with gusto during distance learning where the children engaged in a more inquiry, project based style of learning. Year 5 even evoked their Drama skills and took on the role of a meteorologist when they recorded themselves presenting an adverse weather episode caused by the effects of climate change. I am confident that we have some budding actors in our midst!

Year 5 Residential Trip to Ras Al Khaimah The residential trip to Challenging Adventure is always among the highlights of the school year for our Year 5 students, and this year was no different. Collaboration, Perseverance, Commitment, Leadership and Risk-Taking, among others, were just a few of the skills that our students developed during their trip. On November 5th 2019, a group of excited 9 and 10 year olds waved goodbye to their parents and set off for their residential camp in Ras Al Khaimah. The excitement on the bus was palpable as the students sang songs, played games and discussed which activities they were most looking forward to. A sleepover without parents was definitely high on that list!. On arrival at the camp, the students were assigned their tents and their responsibilities to the campsite by the camp leaders. This was followed by some lunch and then finally, the fun part â&#x20AC;&#x201C; activity time. The students were informed about the wide range of activities they would be taking part in over the next 48 hours â&#x20AC;&#x201C; archery, rockclimbing, abseiling, desert survival skills and a trek to a local majilis to learn about the traditions and customs of the Al Habsi tribe. We were incredibly proud of the perseverance and risk-taking displayed by our students when they attempted the various activities and overcame their challenges and fears. The students even encouraged Ms. Dineen to tackle her fear of heights by taking part in rock-climbing. She never would have been able to do it without their encouragement and support! The evening treat for the students, was being able to refresh themselves in the campsite pool, which was filled with warm, natural spring water from the local area. After dinner, the students roasted marshmallows, played games and went stargazing. They were very impressed by how bright the stars were in Ras Al Khaimah, compared to Dubai, due to the lack of bright city lights. The students had an incredible two days at the camp and the bus journey home was a far quieter experience for all involved, with many boys and girls catching up on some of the sleep they somehow missed during the camp! All students agreed that the trip was nothing short of amazing. They developed new friendships and strengthened existing ones and from what we have heard, they are already looking forward to next years trip!

Year six is an exciting yet challenging year for many reasons: expectations are higher, tasks can be more demanding, and the prospect of graduating to secondary school looms large at the end of the year. This, however, has not prevented the children in 6H, 6R and 6T from having a truly memorable year, one which is sure to be remembered fondly as they move on to pastures new. Most striking is how unified this group of young people have become. Despite the lighthearted inter-class rivalry that has developed this year (mostly between us teachers), it is clear that we are one group.

6 YEAR

Within the classroom, we have enjoyed some fantastic topics which have produced extremely high quality outcomes. In English, we have written setting descriptions, persuasive travel guides and diary entries, all inspired by rich literature closely linked to our topic. We have even showcased our work online! In Humanities, we have explored our own personal histories through family trees, learnt to use geographical language, and have delved deeply into global issues such as migration, climate change and endangered species. Closer to home, we have learnt about the cultures and traditions of the UAE as part of our Social Studies curriculum, as well as the rich history of the place we all call home. Educational visits are a highlight of any school year, and this year is no exception. Our Ecoventure trip to Ras al Khaimah was an unforgettable visit for those who were able to attend. Many children developed skills that they never knew they had, and everyone made memories to last a lifetime.

YEARBOOK 2019-20

Ms S Coyle Ms Nugent Mr D Slack Some of our year group were fortunate enough to visit Switzerland on Hartland’s annual school ski trip! We even had a virtual visit to Etihad Museum to look at how Dubai has changed and developed over time. This alternative but innovative visit allowed us to ‘travel’ through the museum with our own private tour guides. This cohort is positively brimming with talent, and our Enrichment programme has enabled pupils to shine. Be it on stage, in the DT room, in the Computing suite, or on the sports field, our children have not only relished the opportunity the develop their interests and talents, but they have positively thrived. Congratulations to everybody who has represented Hartland during interschool competitions this year, or taken external exams. Your achievements have put Hartland on the map! We couldn’t be more proud of everything our children have achieved this year, and of the mature young students they have become. We wish them every success as they move forward into secondary school.

ECOVENTURE YEAR 6 After weeks of anticipation, Year 6 set off with their backpacks and suitcases to Ras Al Khaimah for three action-packed days of activities at Ecoventure. Set against a backdrop of rugged mountains and still waters, this adventure getaway provided pupils with the opportunity to experience a wide range of activities in the great outdoors of the UAE. Limits were pushed and knuckles were whitened on thrilling activities such as abseiling, kayaking, canoeing and rafting. These gave many children the opportunity to push themselves in ways that were not entirely natural for them and, in some cases, extremely unfamiliar. Resilience, problem solving, decision making, collaboration and leadership were some of the many Hartland attributes on display. Furthermore, the levels of maturity shown by the children as they helped, supported and encouraged each other provided moments of real pride. Many special memories were made â&#x20AC;&#x201C; memories that we are sure will last a lifetime.

Year 7 can be daunting for all students, at Hartland, it means moving up to the second floor, a rite of passage for our Year 7 students. They arrived full of promise, looking slightly swamped in their new blazers, laden with new supplies. It certainly didnâ&#x20AC;&#x2122;t take them long to adapt to new routines, new teachers and older students.

7 YEAR

Almost immediately the Year 7 group became part of the secondary community, volunteering for Charity Committees, Student Council and Leadership positions. They have embraced everything on offer and contributed to school life immensely. They have built positive relationships with all their peers throughout the secondary school. Our Year 7 group are certainly active and have participated in a range of enrichment activities this year including the whole school 30 x 30 challenge, DIDI, F1 in Schools and Sports Day. A group of Year 7 Boys and Girls also made up a large part of the Tolerance Project in collaboration with Rashid and Latifa Schools. They have also proved that they have a flair for the dramatic arts, and many had roles in the annual Shakespeare Under the Starsâ&#x20AC;&#x2122; performance of Romeo and Juliet. During the online learning weeks, the year 7 group have certainly proved that they can adapt to a different learning situation and become creative in their learning. They took part in one of the first virtual sporting fixtures against Kings School Al Barsha. Many arrived to their online learning platform, dressed in their national dress to celebrate our first virtual International Day. The Year 7 group have had an incredible year; full of adventure. They have grown, gaining new skills and most importantly learning to take responsibility for themselves, their learning and ultimately the impact that they can have as a year group.

YEARBOOK 2019-20

Mr T Lappin Mrs M Naylor Mrs L Rogers

A school year like no other for our wonderful Year 8 students. During our time in the physical building the students accomplished so much and took every opportunity that was available to them. They continue to impress us during online learning, demonstrating maturity and a strong work ethic. As form tutors we are proud of every student and look forward to their continued development in Year 9. Below, the students have shared with us some of the highlights from Year 8.

8 YEAR

Ms K James Mr G Rodgers

DIDI by Alisa Tsurkan 8R

DIDI by Samuel Mendonca 8R

DIDI was a great opportunity for us to be involved in. We were part of a company and needed to create a design or improve the current design. This competition developed many skills, for example, teamwork, leadership, decision making and being organised and on time. I have enjoyed brainstorming and seeing the animation slowly come together.

DIDI was an amazing experience for me as I was able to work like a designer and I acquired many new skills through my involvement. I really enjoyed it because it helped me to understand how being a designer works and it also helped me to work as a team and collaborate. I am very proud that my team made it through to the final.

Our team still managed to communicate and talk about how we can improve the work even through online learning. I am proud of our team for continuing to work on the project and I am grateful for still being able to continue with DIDI even though we are learning from home.

Continuing DIDI through a screen also made it more unique because we had to figure out how to make something impressive, within our own houses which was a new challenge for us. Overall it was a great experience and I am glad I selected it as an enrichment.

Shakespeare under the stars by Isobel Hulme 8R

Sports Day by Valentina Salgado 8R

Shakespeare under the stars was an amazing experience for me to be involved in. It allowed me to study a variety of Shakespeareâ&#x20AC;&#x2122;s plays and the history of when Romeo and Juliet was set. I was also doing one of the things I enjoy most, which is drama. I enjoyed getting into character and making the scenes while making new friends and spending time with the ones I already had. The whole thing was very well thought out, the costumes were beautiful and so was the staging. When it got to the night of the performance I was so nervous because we had been practicing for months but all that hard work paid off, the show was beautiful and the audience thoroughly enjoyed it. Make sure to keep your eyes out for next yearâ&#x20AC;&#x2122;s performance.

YEARBOOK 2019-20

Sports Day was an amazing event with many different athletic events that everyone from Year 7-10 took part in. It was very enjoyable since there was a big variety of events and you could decide which one to do and take part in. This gave students the option to show off their skills or improve on them. This was a day to enjoy ourselves, not only to compete but to support our peers from our classes and houses. Sports day involved teamwork and collaboration since every point you achieved affected your house. Sports day was a bit challenging for some students as performing in front of people can be uncomfortable, however it gave us the chance to stretch ourselves and see how much we could achieve. It personally gave me a chance to cherish time spent with friends and I was proud of what I accomplished during the day. Overall, it was a great day where everyone got to enjoy themselves.

Sobha Academy Trip by Nicola Parsons 8H The Kerala Trip was a great experience for us girls. Our wonderful hosts took care in making sure that we all enjoyed and learned from their beautiful culture. One of the outings I personally enjoyed was visiting one of the dams located near the Sobha school, the views were breath-taking and the nature that surrounded it was gorgeous. One thing that really stood out about the trip was the phenomenal hospitality and kindness the locals showed us. Lastly, I’ll always remember the amazing dances that were performed on Kerala day and at one point they invited us on stage to join in on their dance (which was very difficult but really fun).

My MUN experience by Elizaveta Soboleva 8H I enjoyed MUN (Model United Nations) a lot. We had to do things like write speeches and position papers, work in groups on writing resolutions on big topics, and then present them to our committee. I was really nervous about speaking in front of so many people, especially those many years older than me, but then I got settled and it wasn’t so scary at all. I acquired many skills such as cooperation, collaboration and improved my public speaking and confidence.

History Competition by Gautam Nambiar 8H While working on the presentation for the History competition, I did in depth research on World War Two, the history of the atomic bomb and its significance in today’s world. Besides gaining rich knowledge, I developed problem solving skills and resilience as well as improved my communication and presentation skills. The experience was challenging yet exciting. I look forward to the competition next year.

Tolerance Project by Alime Bakhshish 8H This year we had the chance to participate in the Tolerance Project with Latifa School for Girls. This tolerance project lasted about 5-6 weeks where the first steps consisted of brainstorming ideas of what we wanted to do, there were many choices; a recycled fashion show, colour run and cooking; afterwards creating a cooking recipe book. Under voting conditions, we then all decided on cooking as groups of 4 - 2 girls from each school. Each group picked out a recipe for each week. What I personally learned in our regular discussions is that we all had something in common, we were all around the same age, had similar interests and all co-operated, no matter where we came from or what language we spoke.”

Year 9 is always a key year for students, as we see them change and develop. In particular, they begin to focus on their futures, as this year marks the end of key stage 3 and the beginning of GCSE years. The students have had to consider the individual journeys that they will embark on next year; for some itâ&#x20AC;&#x2122;s an exciting prospect and for others itâ&#x20AC;&#x2122;s a little more daunting, however, all of them have stepped up to face these challenges head on and I am so proud of each and every one of them.

9 YEAR

It has been an awesome year for our tutor group. I feel so privileged to watch these students grow and become mature, independent young adults. The number of activities we have taken part in has been huge. Some of the highlights include; the girls trip to India, Sports Day, Shakespeare under the stars, DIDI competitions, Student mentoring and multiple assemblies. Even though itâ&#x20AC;&#x2122;s been an extremely different year to anything any of us have experienced in the past I still feel that students have continued to progress in both their academic and social education. The resilience this group of amazing people have is outstanding and they have constantly kept my spirits high. Overall what makes this group special is the friendship and kindness that we show each other on a daily basis, as well as the constant laughter we all share. Thanks for giving me one of the best school years yet.

YEARBOOK 2019-20

Ms J Haugh

Student memories!!! ‘When the girls netball team won all of our games in the league’ Maria Oganesyan

‘when i went to my first conference at MUN’. Heelan Adour

‘National day’. Alicia Segovia Barrios

‘Different types of school holidays’. Jack Pan

‘When we got 5 fire drills in a WEEK CUZ OF MISS HAUGH’. Karim Tarek

‘Going to Kerala’. Chaeli-Jade Pienaar

‘The Switzerland trip’. Sakina Fakhruddin

This year students in Year 10 started their GCSE/IGCSE courses in the core subjects, along with the option choices they made in Year 9. Last year students chose which subjects to study in Year 10. The selections made were subjects that they enjoyed and suited their abilities. Careful consideration was taken before students made their final choices.

10 YEAR

As a result of such careful consideration of option choices at the end of Key Stage 3, the transition to Key Stage 4 has been relatively smooth. The majority of students quickly adapted to the extra rigour and demand that the GCSE/IGCSE require. Students have experienced new subjects such as Business Studies, Media Studies, Psychology and Computer Science. Other students have studied Key Stage 3 subjects in greater detail and have enjoyed the courses in Geography, History, Music, Art, Physical Education and Modern Foreign Languages. There were obstacles along the way, but the determination of students to overcome new challenges and excellent relationships with staff resulted in pleasing attainment and progress across an array of subjects. The move to remote learning in March was always going to be difficult. But the fantastic attitude and effort of students in Year 10 was recognised early on by subject teachers. Students in Year 10 were not prepared to allow the changing of lesson delivery and content to impede their learning. This approach is testament to their maturity and academic independence. Moving forward, I look forward to welcoming the students back to school in September and continuing the fruitful journey to the end of key Stage 4.

YEARBOOK 2019-20

Mr G Brown

DUKE OF EDINBURGH INTERNATIONAL AWARD

This year Hartland International School embarked on the Duke of Edinburgh International award adventure. Our Year 10’s were enrolled onto the Bronze award with weekly enrichment sessions to support them completing their physical, skill and service section alongside developing the skills needed for two days trekking and one night camping in the dessert. This was a self-sufficient expedition which required the student to demonstrate map reading, compass navigation, teamwork, leadership and many more valuable life skills. Students prepared for the expedition with an afternoon of tent building, camp craft, navigation practice and guidance of how to pack a rucksack. This was held at school with the leaders from Challenging Adventure. In their four groups students decided on who would bring the shared equipment and what and how they would cook food during the two days. The practice expedition was a great success. Our Year 10’s showed dedication, commitment and resilience throughout the expedition. Each day the students walked 12km over difficult rocky terrain. On day one students had the support of the Challenging Adventure leaders and staff to guide them through the navigation, on day two students had to direct themselves using the skills they had learnt. The students were in charge of cooking their own dinner on gas stoves and thoroughly enjoyed the camp fire toasting marshmallows under the Ras Al Khaimah night sky. The students acquired many skills on their practice expedition and have learnt from mistakes they made. I am looking forward to the students completing their assessed expedition in Year 11. Below are some quotes from some of the students. ‘DofE has been a great journey so far. The expedition has really helped me become more independent and it made me more open to experiencing new things. I developed navigation and compass skills which I had never done before. I also improved my painting skills and became more creative while working on my skill section.’ Jana Khalifa ‘The DofE expedition this year was a great experience; we all had a lot of fun spending two days with our friends and being outdoors. We also learned and put to practice a lot of new skills such as using a map and compass. I am looking forward to the assessed expedition as it was such a fun and rewarding experience.’ Peter White ‘DofE was a wonderful experience. I learnt a great deal from this experience. During the expedition process, I learnt to use the map and the compass. I developed my netball skills, participated in MUN and taught Year 7 and 9 children Maths. The entire expedition encouraged me to get out of my comfort zone and do things that I would otherwise never have done.’ Nandini Nambiar

CREEKSIDE Inclusion, excitement and engagement are the first three words that spring to mind when I think of my wonderful house, Creekside. What a year we have had! It has been a privilege to once again lead Creekside in what has been a most memorable year. The sense of identity, belonging and camaraderie have been at the forefront throughout this time, even with our transition to online learning. It has not stopped any Creeksider getting fully behind their house, working to the best of their ability and stepping up to the mark. Every House needs a captain and a vice captain to help steer the ship and this year we have had two exceptional ladies. Nicola Parsons, year 8 put herself forward immediately once the position was announced and it was no surprise when she was voted in. Anna Sobek, year 5 was voted as vice- captain and has also portrayed every element a vice captain should have. No job was too big for either of these young ladies, thank you girls for your time, dedication and your trust. We started the year with a Wednesday enrichment for all students from 2:15-3:15pm. The buzz in the corridors, seeing students form friendships with their House mates and supporting each other was just marvellous. Students alternated from House quizzes, to House dance routines and to sporting activities which was thoroughly enjoyed by all. The energy and enthusiasm in Creekside is just infectious, with students forming new relationships with other year groups and even with teachers. Putting our dance routine to our House anthem, ‘Eye of the Creekside’ was a highlight for me, students who perhaps would not be keen dancers but trying their very best is what any House leader wants to see. Stronger bonds and connections were so evident which all add to that sense of House belonging. Hartland’s got Talent is for sure a favourite event of mine!! What music teacher does not love seeing students coming to them weeks before hand to discuss their instrument or their act, or what piece they are practising or for ideas?! The talent in Hartland is phenomenal and this year was no different. Between our school edition and then our transition to our Home Edition, students still portrayed that sense of participation, effort and growth in their talent. Darvyn Tan and his brother performed a beautiful duet on violin and marimba, Leonid on saxophone was very sleek and cool and David White’s creative and clever

YEARBOOK 2019-20

Lego animation is just a small sample of the amazing talent we have at Creekside. Perseverance is also a word that I must include and collaborating with Climb for Rio just showed this trait in all of its glory. The story behind climb for Rio is just mind blowing and for Creekside to win this challenge just showed to me how persevering our Hartland students really are. We climbed a total of 1,702 flights stairs – awesome!! Special shout out to Adam PappBudavari in year 3 and his Dad for contributing 374 of these flights, what an achievement! Also, thank you to Layla and Ameli Balt, Louis and Gabriela McAlpine and to everyone who has helped Creekside to continue to shine. I look forward to leading Creekside to another exciting and challenging year ahead. Thank you to everyone for all of your hard work in earning these highly sought-after House points! Please continue to keep up the amazing work and I am very much looking forward to the months ahead!

Ms E Egan Creekside House Leader

MUSHRIF Mushrif have had another successful year! I feel very lucky to have led such a passionate, determined and collaborative House along with the Primary and Secondary House Captains, Robin Scheunert and Cameron Fisher. The two Hartland values that I believe define Mushrif are resilience and leadership. Throughout the year, there have been ups and downs in the different House events and there have been major changes in the world that we live in; through all of this, the students in our House have been resilient and have been leaders. The students have picked themselves up quickly when an event has not gone their way, used it as a learning experience, and have showed great competitive spirit by recognising the successes of their friends in other houses. The competitive spirit in Mushrif has also continued during our time of distance learning, with an admirable amount of participation in our House events even from home. One of the first major House events of the year was the Dubai 30x30 Fitness Challenge. Each week, each year group took part in a run, a quiz and a dance off. This gave students the chance to keep fit and learn more about the importance of health. A big well done to everyone who took part each week and helped Mushrif accumulate as many house points as possible. Carrying on with the topic of sport, Mushrif had some very successful Sports Days again this year. For Primary, Mushrif were the overall winners in the Year 3 and 4 category. Mushrif were also crowned overall winners in the Secondary Sports Day. A brilliant effort from our athletes.

year, so I was pleased to see the competition move to an online format and have so many wonderful entries. Mushrif had a huge range of entries, from family bands, to maths magic, animation videos and of course, wonderful singing and monologue acts to name but a few. Big congratulations to those who reached the finals: Leila Al Luhariri singing Speechless, Alex George with his Periodic Table Song, the Du Toit family band performing Centuries and the Maeroum sisters performing We Own The Night. It was extremely difficult to pick just four acts to go through to the final, as the standard was extremely high. Thank you to all of the students who cast their votes. I would like to take the opportunity to thank Cameron Fisher who has been our Secondary Captain and Robin Scheunert who has been our Primary Captain this year. Both students have led assemblies, collected house points and have put forward ideas for house events and competitions. It has been wonderful to work with you both. Finally, I would like to thank all of the Mushrif students for their participation and effort this year. A huge well done to all!

In Term 2, we had some spectacular auditions for Hartland’s Got Talent, however this event was postponed as we moved to distance learning for all of our health and safety. I am sure these entries will do very well when we return to school. For many students around the world the closure of their school gates would have signaled an end to the House activities for that academic year; however, this was not the case at Hartland. There were many exciting events such as ‘Challenge your House’ and Hartland’s Got Talent Home Edition. Hartland’s Got Talent is always one of the highlights of the school

YEARBOOK 2019-20

Mr A Sandhu Mushrif House Leader

SAFA Commitment, perseverance and collaboration. Three key values to describe each and every member of Safa House this year. I have been proud to lead you once again through a fantastic year of events and competitions, with so much collaboration. Every member of Safa has contributed by earning house points both in lessons and by competing in a range of house events, and you should all be very proud of yourselves, well done! The pride you all show towards your house and the excitement displayed during events and competitions is amazing and I hope the Safa house spirit shown this year, continues next year!

other exciting and tough challenges! How many did you manage to complete and take part in? This year, our Wednesday afternoon Enrichment was dedicated to House Events. Each week I watched as each and every one of you worked hard to solve problems, collaborate, compete and try your best in a range of house events. During our debating sessions, Year 3-10 spent time perfecting their points of discussion on various topics before engaging in these debates with their peers. Year 1 and 2 spent time on their team work skills during various game-based activities such as Benchball and football.

A clear favourite event in the School Calendar is the Hartland’s Got Talent show and this year was no different. Before Online Learning, we held our auditions for Hartland’s Got Talent and I was amazed by the number of students who auditioned to take part. From drumming to gymnastics and singing to drama monologues, the caliber of entrants was high as always.

During the 30x30 fitness challenge, each year group took part in a run, a quiz and a dance off. It was fantastic to see so many students taking part in 30 minutes of exercise and there was lots of enthusiasm each week. Well done to everyone who took part each week and helped Safa accumulate as many house points as possible!

Unfortunately, before we could select our semifinalists, we were faced with Online Learning and the news that we would not be returning to school this Academic Year. The House Leaders decided we could not miss out on the most anticipated event of the year, so we bought you ‘Hartland’s Got Talent Home Edition’. Again, the range of acts entered for Safa House was superb and it enabled some of you to display talents which wouldn’t have been possible in the school version. It was extremely tough to whittle down acts to just 4 to go through to the final. This year the whole school were able to vote for their favourite act and there was a clear Student Choice Winner – Rei (Y4) and Rin (FS2) playing the Piano and the percussion. Rin and Rei weren’t the only winners from Safa House in Hartland’s Got Talent Home Edition! Magic Max won the Key Stage One Special mention award and Nimah Dunne took the top spot in the individual performance category. Kenji Butt also made it to the final with his jump rope skills on the trampoline. A massive well done to all our winners, finalists and everyone who took the time to enter the competition. I look forward to next years edition, hopefully back at school and on the theatre stage. During our Online Learning I really enjoyed taking up your challenges set to the House Leaders and members of our House. From climbing many flights of stairs… ow the burn, to gymnastic skills and many 40

YEARBOOK 2019-20

I would like to take the opportunity to thank Zalina Kubateava who has been our Primary Captain and Amy Butt who has been our Secondary Captain this Year. Leading assemblies, collecting house points and putting forward ideas for house events and competitions. I look forward to Safa’s continued successes in the next academic year!

Ms H Pearce Safa House Leader

ZABEEL This year, students of Zabeel have continued to emphasise the traits of resilience, determination and leadership; three key values that are true to the foundations of our House. It is clear that students of Zabeel have a fantastic reputation around the school, they are hard-working, kind to one another and are constantly looking out for ways to earn the next House point. As we come towards the end of another academic year, this write up will celebrate the achievements and successes of our wonderful House. I’m sure as you read, you’ll reflect on the fantastic times we have shared this year. Well done Zabeel, long may it continue! We’ll start with Wednesday afternoons, the time is 2.30pm and students eagerly prepare for their House Enrichment. This year we had everything from a whole House dance competition, the 30x30 fitness challenge, right through to a live debate competition. In particular, the highlights were when Year 1 and 2 spent time on their team work skills during various game-based activities such as bench ball and football. Year 3 to 6 spent lots of time testing their brains at the weekly quiz, and also in Secondary where Zabeel came first in the debate competition! Well done to everyone who took part each week and helped Zabeel accumulate as many house points as possible! As we transitioned to online learning, House activities continued at great pace. But a particular highlight was the Hartland’s Got Talent, Home Edition that took place in April. Auditions were sent through via video, and from Zabeel we had over 25 fantastic entries. From drumming to gymnastics and singing to drama monologues, the caliber of entrants was as high as always. It was extremely tough to whittle down acts to just 4 to go through to the final. This year the whole school were able to vote for their favourite act as well as categories of special acts chosen by a panel of teachers. In Zabeel, we had Alison and Lilly Hopwood performing Ho Hey for best family band, Parvathy and Gauri Nair performing a traditional Indian dance for the best family talent, and a special mention for Felizitas Brandt for Best novelty act with her fabulous performing dog.

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A massive well done to all our winners, finalists and everyone who took the time to enter the competition. I look forward to next year’s edition, hopefully back at school and on the theatre stage. During our Online Learning I really enjoyed taking up your challenges set to the House Leaders and members of our House. From climbing many flights of stairs… ow the burn, to gymnastic skills and many other exciting and tough challenges! How many did you manage to complete and take part in? I would like to take the opportunity to thank Parvathy Nair who has been our Secondary Captain and Max Kirwan who has been our Primary Captain this Year. Leading assemblies, collecting house points and putting forward ideas for house events and competitions. You have both been a pleasure to work with. Overall, it’s a huge congratulations to all students in Zabeel House, I look forward to working with you again next year, hopefully taking home that coveted House trophy!

Mr S Buse Zabeel House Leader

The UAE National Day is celebrated on 2 December every year. It commemorates the formal nationalisation of all the seven emirates that took place in 1971. The UAE National Day celebrations is one of the biggest events on the school calendar, and it is certainly one of my favourite events of the year. Our Hartland community came together to celebrate the UAE 48th National Day by appreciating and experiencing different aspects of the UAE culture. Students and staff came to school dressed to impress in their beautiful traditional attire or in the brilliant colours of the UAE National Flag. All teachers and students from FS1 to Year 10 assembled on the sports field, where a drone took a photograph of our school community gathered in the shape of the number forty-eight. All students then gathered for an assembly in which students recited verses from The Holy Quran, shared Arabic Poetry, performed dances and participated on a UAE Fashion Show. Secondary students showed off their learning in UAE Social Studies by debating the impact of tourism in the UAE and discussing the most important impact of Sheikh Zayed in the lead up to the formation of the UAE. The students thoroughly enjoyed the day and gained a deeper appreciation for the local culture and values.

UAE NATIONAL DAY It was a wonderful and memorable experience for everyone to engage in a range of activities from arts and crafts, visiting the different stations, including the camel, the falcon and watching the Yolla band demonstrations. The atmosphere created was tremendous and to see our students and staff together celebrating this very special day, it left a lasting impression on us all. I would like to take this opportunity to sincerely thank our Emirati Parents and Hartland Friends for their support. It truly was an amazing day, celebrating the 48th UAE National Day together with our Hartland community, creating some unforgettable experiences and memories to treasure.

Mrs S Ibrahim Head of Primary

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VIRTUAL

INTERNATIONAL DAY

International Day was celebrated in very different fashion this year, as we engage in online learning. None the less, it was very exciting to share our experiences of our heritages and cultures. In Foundation Stage, we dressed up in our national dress or our country colours. We played games such as guess the flag and the children from these countries identified themselves and we found all countries of our class on the map. We brought flags and objects from our home countries to share with our friends during our live zoom sessions also. Ms. Cashman and Ms. Murphy challenged the children to learn an Irish dance or show a dance from the childrenâ&#x20AC;&#x2122;s home country. It was a lot of fun and we hope the children enjoyed their virtual experience of international day as much as the teachers did!

Mrs A Evans Head of EYFS

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ARABIC

We follow the curriculum of the UAE Ministry of Education in Islamic Education and Arabic for Arabic and non-Arabic speakers. This academic year has been a year full of work and challenge for the Arabic and Islamic department. All students showed remarkable progress in the subjects of Arabic language and Islamic education. All students were able to develop their skills. Lessons have involved a variety of resources and activities that used technology a great deal to help keep all students in their learning of the language. In all years, the use of poetry and storytelling has been used to bring the language alive for the children. One of the highlights was when Six students from Hartland participated in The Emirates Literature Festival Arabic Readerâ&#x20AC;&#x2122;s Cup at Amity University. They represented our school with great distinction and demonstrated the Hartland Attributes of collaboration and resilience. They displayed excellent knowledge of their books and conducted themselves brilliantly throughout. Distance learning was a big challenge for teachers, parents and students specially in the Arabic subject, but we all together achieved a big success and enjoyed our learning journey, using technology such as Flipgrid to demonstrate performing and speaking in Arabic. It has been an enjoyable year both in the classroom and through distance learning. I appreciate all the efforts made by students and parents.

Mr M Gamal Head of Arabic and Islamic Education

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ISLAMIC EDUCATION How wonderful when we learn to recite the Holy Quran !! We have learned many things about our religion ... and how proud we are of our school and of ourselves, and we will always move forward, Inshaallah.

‫ﻛﻢ ﻫﻮ راﺋﻊ أن ﻧﺘﻌﻠﻢ ﻛﻴﻒ ﻧﺘﻠﻮ‬ ‫اﻟﻘﺮآن اﻟﻜﺮﻳﻢ !! ﻟﻘﺪ ﺗﻌﻠﻤﻨﺎ اﻟﻜﺜﻴﺮ‬ ‫ وﻛﻢ ﻧﺤﻦ ﻓﺨﻮرون‬..‫ﻣﻦ أﻣﻮر دﻳﻨﻨﺎ‬ ‫ﺑﻤﺪرﺳﺘﻨﺎ وﺑﺄﻧﻔﺴﻨﺎ وﺳﻨﻤﻀﻲ‬ . ‫إﻟﻰ ا ﻣﺎم داﺋﻤ ﺑﺈذن ا‬

Abeer Gasim

Mona Elshayeb

Mona Saeed Alshayeb 49

ART PRIMARY

The Art Department has had an excellent year with many exciting opportunities to create unique works of art both in school and at home. This year, we have also expanded in terms of art studios and art teachers and now boast a dedicated Primary Art Studio and a state of the art Secondary Art Studio which are both breath taking and inspiring spaces to create Art. There are now two art teachers, Mrs. Emma Bowden (Years 1, 2 and 3) and myself, Mrs Lucy Payn (Year 4 through to Year 10). In Art & Design this year, students have been taught a broad spectrum of new techniques, art forms, materials. As a visual medium, art elicits a positive emotional response and it’s a joy to see these responses in the students we see on a daily basis. Because art is an investigative process it promotes creative thinking to the benefit of many other subjects in the curriculum. All students in Key stage 1 & 2 have been working in a sketchbook where they explore ideas and art mediums before completing an art work. This fully enables them to engage with the creative process of ideas giving them time to review, modify and refine their work as it progresses. In years 1, 2 and 3 ideas and techniques have been recorded in sketchbooks to create a timeline to look back on and refer to as part of the creative journey. Some of the project highlights include the Year 1 papier mache camels inspired by the history and landscape of the UAE. The camels are waiting patiently to have their final coat of paint and join the caravan trail when students return to school. Year 2 created amazing dreamtime stories influenced by ancient dot painting techniques, this was coincidentally at the time of the Australian bushfires so had significant meaning. Year 3 worked on layering techniques with collage, using complementary colours with tissue to give more impact to their final piece. Year 4 had an amazing time diving into the Amazon Rainforest to create their mixed media pieces with hidden animals and beautiful plants inspired by artist Henri Rouseau. Year 5 created some wonderful Greek inspired pots with images of their lives inscribed on the side, which are waiting for their first firing in the kiln. Year 6 created ‘Moving People’ sculptures, from wire and mod roc after studying the work of artist Alberto Giacometti anatomy and drawing figures in movement. Online learning has been an incredible experience in 50

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art which has highlighted the confidence, skills and amazing progress students have made from limited materials and resources. From creating intricate Zentangle patterns, Pop Art aliens, cartoon selfies, loo roll art and shadow art using coffee, the results have been nothing but inspiring. In year 1-3 many line and drawing techniques have been improved during online learning, the students have shown increased ability and understanding through studying the video lessons that have covered the different elements of art. As you can see from the pictures, students have enjoyed working on their projects and have produced some excellent work. There are still some unfinished pieces of art due to our quick change to online learning. I am sure the children are looking forward to coming back to school to complete them as they are ready and waiting. There are also photos of the incredible art pieces and drawings created at home, including some fabulous Junk Art sculptures. They should all be very proud of what they have achieved during this year of surreal changes in our world as they have all coped remarkably well. Mrs Bowden and myself, cannot wait until we see all the students again at Hartland working diligently in the art studios.

ART

SECONDARY In Secondary this year, art lessons moved from floor 1 to the new Secondary Art Studio on floor 2 which has amazing space and light and is a truly inspiring space to work in. We now have dedicated areas for the specialisms of textiles, fine art, graphic communication and ceramics with the addition of a potter’s wheel and kiln. The kiln, however is still waiting for its first firing on my return to school with shelves full of brilliant artworks ready.

In KS3 Art and Design students have had the opportunity to take part in a broad range of workshops and challenge themselves with the more advanced technical elements of art. I have had the pleasure to witness students developing into independent artists as they research and analyse different artists and designers to influence their own development and ideas. Throughout the year, the students have explored a number of topics, recording their ideas for each project in a sketchbook. This has allowed them to investigate and experience the creative journey that would take place at GCSE level. The students have been developing their skills in drawing, painting, sculpture, printing, mixed media, three-dimensional design and illustration. Each project has allowed them to delve into the different areas of art and design, so they can start to assess their own particular strengths and key interests.

Project Highlights Completed in School Students in Year 7 developed their skills by combining traditional materials and processes and mixed media to create a final piece based on a stringed instrument, inspired by Picasso and Cubism. Year 8 students designed and created sculptures inspired by Antoni Gaudi’s neo gothic architecture and Barbara Hepworth’s modernist abstract sculpture. Year 9 students designed and created a mask which directly resembled them, using the skill of face casting, completing the mask with added structural detailing, inspired by the traditional and tribal arts of Africa. Our first GCSE art class at Hartland has embraced the course with energy and enthusiasm and have developed an appreciation of the creative process through a practical response, using a variety of twodimensional and three-dimensional media, materials, techniques and processes. They have explored critically how artists, craftspeople and designers from diverse cultures, times and societies arrived at solutions and communicated meaning using formal

elements. Students are in the process of using this knowledge to develop new ideas, recording observations and creating outcomes which fully realise their personal ideas and intentions. They have completed 2 projects this year with final outcomes, one at school from the Unit ‘Apple in Hand’ and one completed at home based on ‘Natural Forms’ during their 5-hour end of year art exam. Each student has developed their own personal path in this project and have worked independently to create their investigations putting their own personal ideas and interests into their work with great results. Online learning has not stopped their creativity and they have had each other’s support during live meetings. All secondary students have embraced on line learning with gusto, making exceptional progress in drawing, design and imaginative use of different materials they had at home. The concentration and progress has been significant seeing students excel in selfportraiture, Picasso style combined portraits, Anime characters and studying the intricate details of insects. Many secondary students also joined the ceramics enrichment in the first 2 terms, building many creative pieces which are waiting to be glazed and fired upon our return to school. This year has been a challenging, yet rewarding year due to the online learning but I am proud of all the students’ ability to persevere and use their creativity in inspiring ways. I look forward to be able to display all their work at school in an exhibition to celebrate their achievements once school is back to normal at Hartland.

Mrs L Payn Head of Art

Year 1 - Camels

Year 2

Year 3

Amazing Amazon - Year 4

Cartoon Faces - Year 4

Pop Art Alien - Year 5

Habiba Habib - Year 5

Aisha Ibrahim - Year 6R

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Cristina Salgado - Year 6R

Gabriella Blumberg - Year 6R

Year 7

Insect drawing and designs - Year 7

Structure to sculpture - Year 8

Clay Leaf - Year 8

African face mask - Year 9

Saif Al Wasiti - Year 10

Landscape drawing - Year 10

DESIGN & TECHNOLOGY DESIGN & TECHNOLOGY PRIMARY

DESIGN & TECHNOLOGY SECONDARY

Reflecting on the past year of primary design and technology I could not be more proud of our students and their achievements. There have been big curriculum changes this year to make the most of the ‘through school’ structure we have at Hartland which gives us the opportunity to really challenge our primary school in Design and Technology. Many projects I have been running with secondary in past schools have now been moved down to the primary phase allowing them to have a unique design and technology experience and give them the opportunity to do things many other children their age never get the chance to do. Of course our students rose to the challenge and created model cranes and trebuchets in year 2 (and yes they did use saws and drills), packaging and structures in year 3, amazing clocks in year 4, 3D CAD models in year 5 and games controllers integrated with programmable components in year 6. Having done many of these projects only in a secondary setting in previous school, I am blown away by what our primary students are able to achieve when given the opportunity.

“Design is not just what it looks and feels like. Design is how it works.” This quote from the late Steve Jobs encapsulates secondary design and technology very well. Students take a leap forward in not only thinking about the aesthetic of the world around them but also how it works to enable them to improve the way their world works. In secondary design and technology we start to look at influential designers and companies and the iconic products and engineering advancements they are responsible for. But we then look at designing and making real solutions to real world problems.

During distance learning our students continued to impress and with more time on their hands, were able to really delve deep into the design and technology learning activities. I could not possibly mention them all here however the STEM challenges from year 2, theatre set designs in year 3, bionic hands in year 4, moon camps in year 5 and 3D drawing in year 6 were all highlights for me. We held our second masterchef event and technology tournament this year which brought schools from across Dubai together at Hartland for a day to compete in cooking and design and technology challenges. It was another huge success and our students performed particularly well this year in the areas of team work and creativity. Cooking and nutrition has also been a part of the year for year 5 and 6 students who have learnt and used herbs and spices in their cooking as well as understanding cuisines from around the world. They have cooked dishes such as daal, vegetable chilli and stir fry this year which are all very impressive for children of their age. 54

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Year 7 took inspiration from the angle poise lamp and a range of 20th century design movements to design and make their own lamps which included a range of skills that included soldering of circuits, 3D printing, laser cutting and a range of workshop skills to (almost) complete their lamps. During distance learning they were able to develop their 3D CAD skills and 3D drawing techniques. Year 8 studied the design company Alessi and designed their own Alessi products before moving onto designing inclusive products for people that suffer from arthritis. During distance learning they were able to begin the speaker project they were due to do in school and understand all of the research, development and designing phases of their speakers. Year 9 focused on architecture this year with the theme of design an expo pavilion which represented their nationality. They explored how to represent their nationality through a structure and created some beautiful models. All secondary students also had the opportunity to do cooking and nutrition this year where they had the opportunity to learn about foods from different cultures, understand nutritional guidance and cook a range of dishes. This was also our first year of offering GCSE design and technology which has been a really exciting adventure. Students have covered a wide range of topics which I could never possibly fit onto one page but some highlights for me were the energy generation project where students tried to make wind energy generation more efficient and the foundation stage play space project where they collaborated with our FS to redesign the play area.

F1 IN SCHOOL

This year we introduced a select group of students in years 7 and 8 to the F1 in Schools programme. This is a wonderful opportunity for students to run their own formula one racing team including designing and racing a small scale car. We started off by visiting Yas Marina Circuit in Abu Dhabi where students were introduced to the programme, had a go at racing the cars and then got a tour of Yas Marina Circuit. It was quite an experience being driven around a formula one circuit in a RTA school bus. Later in the term students had the opportunity to also visit the F1 in Schools world finals which took place in Abu Dhabi this year. This gave our teams a great insight into how to compete with the best teams from around the world. Safely back in school, our teams started developing their F1 teams. Year 7 team chose the team name Neo and our year 8 team went with team Zenith. Both teams initially worked hard to develop their brand and identity as well as developing websites, social media platforms and sponsorship packages. They then took on the challenge of convincing businesses around Dubai to provide funding to their teams through sponsorship. Both teams managed to secure sponsorship with our year 8 team securing over 8000AED. During the competition, teams are judged on a number of elements which include: a pit stand display, design and engineering of their car, speed of their car, design portfolio and verbal presentation. Things such as uniforms, car manufacturing and pit stand printing are all funded by the teams sponsors. Both teams develop their cars using Fusion 360 CAD software, their design are truly impressive but we will have to wait until next year now to race them and see whose is the fastest.

DIDI PROJECT DESIGN SPACE

Following our success last year with having 2 teams in the finals of the DIDI Project Design Space competition, we were definitely going to enter it again this year with the aim of winning it. This year around 60 students from years 5 â&#x20AC;&#x201C; 9 took part in the competition which was run during enrichment time. Students had the opportunity to work with some amazing clients this year: Lego, Nike, Rakbank, Emirates Nature, Dubai Festival City Imagine show. Students had to take the clients brief and come up with a proposal which was to be communicated in a 3-minute video which was then viewed by the judges. Two of our teams were lucky enough to make it through to the virtual finals and were given feedback from the clients on their ideas to then develop over the following 4 weeks. For the finals (which had become a digital event by this point), the students had to produce a new video with their updated idea which would then be presented to the judges followed by a Q&A session. Both teams did incredibly well and had some tough competition however our team working for Dubai Festival City Mall took the win for their age category. They came up with a fantastic concept for the Imagine Show held at the mall which was based around music throughout the ages also incorporating values of equality and the visual history of fashion and dance. Well done to everyone that took part, you all did a great job!

Mr J Peacock Subject Leader - Design Technology

DRAMA PRIMARY

Primary Drama has been a lot of fun this year, with students learning about everything from Greek Theatre to scripts about the Great Galveston Hurricane. I have seen students being creative, collaborative and enthusiastic in lessons, on a regular basis and a great deal of high quality work has been produced as a result! Outside of curriculum time, we have also seen a great many students joining enrichment activities. We have had Drama clubs in FS and Key Stage 1, we have had thirteen Year 5 and 6 students pass their LAMDA Examinations, we have hosted an ISTA Festival, participated in Performing Arts Picnics and we have successfully performed our annual musical, Peter Pan Jr. Since online learning began, we have had to reimagine the way that we learn Drama and I have been so proud of the efforts and quality of work that has been submitted. Whether it was the Mime Artist Challenge, Performance Poetry, Musical Theatre Dance, Monologues, Stage Models or anything else, the performance videos that have been submitted have regularly entertained and impressed.

Peter Pan Jr

In November we shared our annual production with the school community. This year, students rehearsed and performed their version of Peter Pan Jr, the well known Disney musical. The 85 strong cast, was ably led by Gypsy Lonergan (Year 6) as Peter Pan, Naomi Mendonca (Year 5) as Wendy and Juan Sanchez (Year 6) as our very own Captain Hook. The audience thoroughly enjoyed the performance- almost as much as the students themselves enjoyed performing it!

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DRAMA SECONDARY

Secondary students explored a range of genres at the beginning of the year, including Melodrama, Physical Theatre and Shakespearian Duologues. Students worked hard in lessons and collaborated well to produce excellent results! We also saw our wonderful production of Romeo and Juliet take place, which you will read about later, we have held Performing Arts Picnics and we began our next production, Snow Dragons, which we are looking forward to completing next academic year. Additionally, we had a number of students who successfully completed their LAMDA examinations in January and are now working towards their next grade. Since moving to online learning, and developing new ways to collaborate and engage in group projects, students have completed performances inspired by Wayang Kulit (Year 7), Childrenâ&#x20AC;&#x2122;s Theatre (Year 8) and Contemporary Theatre Scripts (Year 9).

Mrs L Ansell Subject Leader - Drama

ENGLISH AT KS3 Overview

Here at Hartland, we pride ourselves on providing a varied and stimulating English curriculum, packed with a range of engaging and exciting texts. We aim to not only instil a love of literature and enthusiasm for approaching new challenges but we also encourage our students to discover the creative writers within. This year, students have developed a range of skills that are integral to their success not only in their academic career, but also in the wider world.

Year 7

Our Year 7 students started the year with the study of a text that has previously been celebrated at the Emirates Festival of Literature – either ‘Our Castle By The Sea’ by Lucy Strange or ‘The Island At The End Of Everything’ by Kiran Millwood Hargrave. Together, we explored the historical context of these texts, and how this can shape a novel and allow us to empathise with the characters. This also provided the inspiration for some of our descriptive writing. The start of the new year signalled a move towards a new text, this time one of the Shakespearean classics: ‘A Midsummer Night’s Dream’ or ‘The Tempest’. The study of this British literary heritage text allowed us to explore theatre in 1500s England and the techniques that playwrights could use to maintain the interest of the live audience. We then moved onto writing newspaper articles, first by studying the difference between tabloids and broadsheets, and then applying this knowledge to our own writing. We then completed the year by examining poetry – not only analysing techniques that poets use but also writing our own!

Year 8

Our English journey in Year 8 began by exploring Detective Fiction. Not only did we cover classic texts including Sherlock Holmes, but we also studied more modern murder mysteries, allowing our students to become the detectives themselves! This then led seamlessly onto students using these to inspire their own creative writing, including the description of their own quirky detective and sidekick. In the New Year, students were then able to apply these analytical skills to the famous Shakespeare play, ‘Macbeth’. This allowed for considerable debate on the supernatural and motivations for power which led to some lively discussions. 58

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Year 8s then continued with the study of Travel Writing, covering travel guides, travel article and travel narratives. Not only did this allow for some escapism into the faraway land of the student’s choice, but also ensured we brushed up on our persuasive writing skills. Finally, we ended the year with the study of Conflict Poetry, allowing students to delve into the experience of soldiers fighting in World War One and uncovering the vast range of emotions they must have experienced.

Year 9 In Year 9, the year began with the study of ‘A Midsummer Night’s Dream’ by Shakespeare and a trip to Dubai Opera to watch it being performed helped to bring the tale to life. Students got some insight into what to expect in their IGCSE exams as they developed their analytical responses in order to be more perceptive and sophisticated. Following this, we used the themes that we covered to inspire our own narrative writing revolving around the notion of ‘deceit’. We then moved onto the in-depth study of poetry on the theme of ‘Relationships’. This allowed students to consider the inspiration behind poetry, and how language and structure can be used effectively for meaning. Year 9 then covered the important skill of rhetoric and persuasive writing techniques used in speeches. At a time when world leaders were frequently addressing their nations, students were able to analyse the speeches of Donald Trump, Boris Johnson and the Queen – and were able to offer handy tips on how they could improve their speeches! Finally, Year 9 ended the year by studying the modern drama, ‘An Inspector Calls’ by J. B. Priestley. This journey began with the exploration of life in 1910s Britain and the ‘Capitalism vs Socialism’ debate. Whilst reading the text, students considered who we should be socially responsible for and whether capitalism really does have a positive impact on our society.

Year 10

Our Year 10s began their IGCSE journey with the study of Of Mice and Men, the famous novella by John Steinbeck. We explored the lives of bindlestiffs in 1930s America and how The Great Depression and the Dustbowl impacted on the most vulnerable members of society. Students practised their analytical skills and worked on weaving their knowledge of context into their response. In the New Year, we moved onto shorter, non-fiction texts from the Edexcel Anthology. We studied the purpose and audience of 10 different texts, including texts on Aron Ralston who had to cut off his own arm when he got lost climbing and a recount of two explorers whose helicopter ditched over on their way to Antarctica! Finally, we ended the year with our coursework for the English Language IGCSE. This allowed students to be creative and write their own imaginative writing piece, before studying a range of poems and writing a personal response to these.

Shakespeare Under the Stars â&#x20AC;&#x153;Two households both alike in dignity In fair Verona where we lay our scene.â&#x20AC;?

Once again, the KS3 students stepped onto the stage to present Shakespeare Under the Stars with their version of Romeo and Juliet. This collaborative project brings together the departments of English, Drama and Music and all KS3 students that wish to participate. Our beautiful Reflection Garden transported the audience to the Italian city of Verona. It was a delightful evening, and everyone performed with enthusiasm and flair. Adding their own twist on this classic tale, with music by Taylor Swift, Kyga and Ed Sheeran, this ambitious group of students demonstrated that Shakespeare is entertaining and still relevant. This annual event challenges the students to tackle the language of Elizabethan English and to engage with complex narratives, always resulting in a sense of accomplishment by everyone. Hopefully, the audience left the garden feeling a little of the magic sprinkled by these up and coming thespians.

Ms E Sanderson Head of English

GIFTED & TALENTED This has been another exceptionally busy year for the Gifted and Talented Department with a plethora of opportunities offered internally and externally. Pupils from FS1 all the way up to Year 10 have represented Hartland this year whether it be through competitions or events.

Within School

There has been a focus on big questions this year in classes to stimulate children’s thinking and engage further thought. Should we travel to space? Why do we study ancient civilisations? These are just some of the examples of questions designed to probe deeper thought. Higher-order thinking questions are regularly posed, and children are encouraged to evaluate their work and reflect on their own learning. Additionally, pupils are encouraged to select their own entry points for challenges which allow them to challenge themselves further. The enrichment programme continues to offer an excellent range of opportunities for our more-able pupils to further develop their strengths whether it be artistic, sporting or academic. F1 in schools, the DIDI project and the Model United Nations have all been popular. New this year has been the student leadership programme. Whether it be the School Council, Charity Committee or Sustainability Team, there are a range of opportunities for pupils to develop their ‘soft skills’ as well as doing something for the wider community.

Dubai Schools Events

The number of schools involved in the enrichment league has grown this year and, with that, the range of opportunities has increased with every area of the curriculum covered. Hartland continues to drive these events with us hosting the MasterChef event, Monologue Slam and Design Technology tournament which are firm favourites on the primary schools’ calendar. For the MasterChef event, pupils had to make a pizza, design the pizza box, produce a persuasive poster and present this all to the judges. In previous years, a theme has been given for the Monologue Slam. This year, pupils were able to select and perform their own pieces which allowed the aspiring thespians to add their individuality to the performance. As the secondary school grows, it has been wonderful to offer a similar range of opportunities for our secondary pupils. The Design Technology event was a big hit with the school community; a particular highlight was xxxxx from DIDI sharing her experience as a designer 60

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and judging the competition. It was fantastic to see so many Hartland pupils excelling here. Up to February, we attended over 12 league events for Key Stage 2 ranging from debates, maths themed escape rooms, coding and STEM events. Notable successes were achieved at the MineCraft event and the Olympiad. However, at all times our pupils worked hard, persisted and worked collaboratively either as a school team or as mixed-school teams. It was a pleasure to accompany on them on these trips. This was also the first year that Hartland participated in the Maths Cup, a secondary school league for aspiring mathematicians.

National & International events

Over the course of the year, Hartland pupils have had the opportunity to participate in a range of national and international competitions including Poetry, Art, Coding and Creative Writing. Once again, a number of pupils represented Hartland at the EAFL Chevron Readers’ Cup and Performance Poetry competitions. There have also been whole school initiatives with BSME and COBIS being entered. A highlight of the year being Habiba Habib and Emily Steinberg being awarded winner and runner-up in the BSME Photography competition.

I would personally like to thank all the parents for their continued support and the teachers for being engaged and continuing to explore ways to challenge the learning of the more-able pupils further. However, the biggest thanks goes to the pupils and their continuous enthusiasm, energy and perseverance. They have been a pleasure to work with and I look forward to another exciting year working alongside them.

Mrs R Munif Gifted and Talented Leader

HUMANITIES History

If ever there was any doubt as to the relevance of history in the modern world, the Covid-19 pandemic has surely brought home the importance of the past for helping us to make sense of the world today. In Year 7, students started the year off with an introduction to some basic historical skills before embarking on the chaotic year of 1066 and why so many people wanted the throne of England. They studied the reasons why William became a Conqueror and how he ruled his new land before moving on to look at the much-maligned King John in depth. After the holiday students began a breadth study of ‘Medicine Through Time’ which has been eerily coincided with the Covid-19 pandemic sweeping the planet. The students have examined the approaches of Ancient Egypt, Greece and Rome to disease and trying to cure it, they have studied famous individuals such as Hippocrates, Galen, Harvey, Vesalius and, importantly, Edward Jenner for his work on vaccinations. The Year 8 students also pursued some traditional UK topics of the Tudors and Stuart dynasties as well as completing presentations on famous inventors and inventions. They too have also completed a breadth study that is very much in the news today – Migration since c1000 to today – and have studied the impact that current public health crisis is having on those on migrants today. Year 9 students have completed preparatory work for the commencement of their GCSE course next year by competing depth studies investigating World War One and the USA in the 1920s and 1930s. Students have been studying the Great Depression of the early 1930s and made comparisons to the current economic situation resulting from the Covid-19 pandemic. They have been honing their evidence handling skills, acquiring extensive knowledge of the 20th century and refining their written styles to prepare them for the rigours of the Year 10 course. The Year 10 students have commenced their IGCSE course which gives a far more global look to their studies than the Anglocentric version offered for UK schools. They have immersed themselves in the birth of the Soviet Union, the tyrannical rule of Joseph Stalin and, in the latter part of the year, the ideological conflict that ensued in the form of the Cold War. Next year continues with a depth study into the conflict in Vietnam from the 1950s and then a breadth study of China from c1900-89. 62

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Perhaps the highlight of the year was the inaugural Hartland International School History Competition for Year 7 & 8 students. The quality of the first-round entries was high as students chose a significant individual from history and prepared a 10-minute talk, using PowerPoint, to argue their case. Whittling those numbers down to six finalists was not an easy task but Parvathy Nair, Simrah Kazmi (both Year 7 students!), Alisa Tsurkan, Valentina Salgado, Karthika Ajay and Gautam Nambiar stunned Mr Rodgers with the academic maturity they displayed in the final with a range of topics from the ‘Dawn of the Nuclear Age’ to ‘The Boston Tea Party’ to ‘The Sharpeville Massacre’. Gautam Nambiar emerged as a worthy winner after a fierce competition which bodes well for the future of all those who took part this year and the subject more generally at Hartland.

Geography As we monitor the complex impact that humans have on the natural environment, the study of geography is becoming increasingly important. This year, in particular has seen some of the most catastrophic global events in human history. The Australian wildfire, the monsoons in Asia & now Covid-19 are examples of events that spur a catalyst for change. Therefore, as we complete the academic year of 2019/20 here at Hartland, students have been challenged to question such events through the subject of geography, and look at how we can be pioneers for future change. Following the National Curriculum framework in KS3, students have covered a range of topics related to both physical and human environments, including; Rainforests, Natural Hazards, Development, Weather and Climate, the Horn of Africa and Hot Deserts. Furthermore, KS4 students have started the AQA iGCSE programme, where they have covered a significant part of the course, including; Tropical Storms, the Urban World, Coastal Landscapes, Economic Development and the Living World. Throughout Secondary, students have continued to develop the key geographical skills required at a higher education level, such as map skills, statistical skills, fieldwork skills and source analysis skills- all of which will come in very useful as the students’ progress throughout their school life.

One of the highlights in Year 7 was a project on piracy off the coast of Somalia, where students had to replicate a UN Summit to discuss the motion of piracy. Students took the role of different stakeholders involved in piracy, and had to discuss if the pirates are really to blame for their actions, or is there an underlying socio-economic reason for their operation. In addition to this, Year 8 had a decision making exercise during the ‘Rainforests’ topic, where they had to discuss the future of Madagascar’s rainforest in light of increased rates of deforestation. Here are some quotes about geography from KS3: Maria Slavoka: I have enjoyed learning Geography in Year 7, because the topics that we covered were linked to both the natural and social world. In this way my classmates and me could make sensible judgements about matters involving relationships between the physical environment and society. Parvathy Nair: I have been enjoying Geography since day one as we have been learning a variety of topics from human to physical Geography. Overall I have really had fun working with my peers in Geography this year. Moving to iGCSE, students started Year 9 by exploring the topic of Tropical Storms. One of the highlights was making a cross section of a storm with cotton wool and card, where students labelled the key components of a storm. In Year 10, students took part in a fieldtrip, where they had to test the research question ‘is the development of JBR having a positive impact on the local area’? Students thoroughly enjoyed taking part in the field investigation, where they completed various techniques, including questionnaires, land use surveys and environmental quality surveys. Overall, a fantastic year for our young geographers!

Mr G Rodgers Head of Humanities

INCLUSION AT HARTLAND This academic year has been an exciting year for the Inclusion Team. Joining Miss Eimear Keating into the team in September was Miss Ami Jackson, who was already a well-established member of the Foundation Stage Team at Hartland, and predominantly supports our EYFS and KS1 students. At the same time Mrs Nadya Ghazal joined the team and supports our Secondary students. I was welcomed into the growing team in January. The investment in SEND provision has continued to grow at Hartland and has not only enabled us to expand our personnel but also increase the physical resources we have and in training and support delivered across the school. This year we have focused on developing the Sensory Room which has been adapted to support many students across the school. We have developed sensory circuits, using advice and guidance from occupational therapists to target specific areas of need. The students have thrived in this environment, applying their learning from sensory circuits to alert, challenge and calm their bodies. The Inclusion team have also been involved in continuous professional development by leading workshops from Phonics teaching, multi-sensory approaches to learning and differentiated strategies. As part of our drive for excellence, the team have worked alongside Learning Assistants, providing training and support for speech and language (WELLCOMM training) and leading fine and gross motor interventions. Following on from this training, Intervention groups took place and the impact of these interventions have been clearly evident in the classrooms and the students work. It has been a pleasure to see the progress of the students throughout the year. Our team of Inclusion Governors have been a key support in driving forward our own Inclusion agenda and along with the framework set by KHDA, ensuring that we, as a whole school, are embedding the best practise for our students. Throughout the year they have been part of learning walks from EYFS to Year 10, lesson drop-ins and taken part in discussions based on Inclusion at Hartland. During Term 3 they also took part in our first virtual lesson drop-ins where they were able to see for themselves how we have adapted and modified our provision for distance learning. During the Distance Learning period, the Inclusion team worked closely with families to adapt learning to support

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students in their transition to home learning. Through the adaptation of resources, developing lessons and providing additional support where needed, the team have been amazed at the studentâ&#x20AC;&#x2122;s enthusiasm for E-Learning. Our use of ICT accessibility tools has been a major factor in this enthusiasm. Tools such as Immersive Reader and Dictate have become second nature for both teachers and students to use in their learning. The creation and development of interactive and online Individual Education Plans has been a real success. Students have enjoyed having an interactive IEP where the children can hear, see and engage with the target. This is something we will continue to take forward as part of our support for Students of Determination at Hartland throughout 2020-2021.

English as an Additional EAL With a student population hailing from a multitude of different countries, our students are linguistically and culturally diverse and bring an energy to the school that we thrive on. The EAL Programme at Hartland is for those students who do not speak any English, or whose English is not yet sufficient enough to cope successfully in most situations in the mainstream classroom. These students are provided with specialised and differentiated instruction in listening, speaking, reading and writing in both mainstream and withdrawn classes from FS to Year 10. We’ve had another successful and enjoyable year with 2019-2020 bringing wonderful, enthusiastic and brilliant students from all round the world to Hartland! Our students’ learning journey has taken them from past/ present and future tenses to homophones, phrasal verbs, countable/non-countable nouns, plural nouns, subject/verb agreement, sentence fluency through to punctuation and developing their editing skills, while learning all sorts of grammar points and writing conventions! Phew! It’s been a very busy year for EAL students! The EAL team are very proud of our hard working EAL students and look forward to seeing them again for the new academic year.

Ms H Oxley Head of SEND

MATHEMATICS Overview Primary

In the Primary Phase, the delivery of Mathematical learning progresses by encouraging pupils to discuss and explore concepts in depth, applying their knowledge in problem solving contexts. Students make use of visual and practical resources to aid understanding before moving into abstract learning. The use of Information Technology is also encouraged using online programmes, such as Mathletics and Education City. As students become more confident in number recognition and place value, they apply this knowledge into written calculations. In the accompanying photo, you can see a small group of Year 1 pupils partitioning a whole part into different smaller parts using practical equipment. As part of the Year 2 curriculum students are required to collect discrete data and place this information into a bar chart. You can see Yousuf and Seyara collating catergorised data using coloured sweets from a Smartie packet. Mathematics and chocolate - a great combination! While studying units of measurement, Year 3 students are introduced to all of the monetary units used in the United Kingdom. In one of the photographs you can see Zahra distinguishing between the differing values: pence and pounds, coins and notes. In another photograph, Miane shows her ability to choose the appropriate tool to measure the length of the corridor that supports learning in a real-life context. Students in Year 4 continue to develop skills in calculation and mental agility. In the photo you can see Maria and Eya consolidate multiplication facts in a Connect 4 game situation. The real-life application of reading and recognising place value had Year 5 pupils engaged in an activity to research population sizes in towns across England and Scotland. In the photo, you can see Lilly and Aryamik reading and ordering large numerical values. Students in Year 6 are required to calculate the passage of time, prior to consolidating this skill by reading and interpreting a timetable. In the photograph you can see the written work that Grace and Zania have successfully completed. The development of mental agility is also important. Kareem takes on the role of teacher and shows everyone how to get the target number in a recordbreaking time!. In addition to the maths learning in lessons, there has been a vast array of fun and exciting Maths events and competitions. 66

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We started the year off in September with a small number of pupils in Year 5 and Year 6 taking part in the KENKEN 2019 Competition. In November, Hartland once again hosted the â&#x20AC;&#x153;Primary Maths Challengeâ&#x20AC;? with a selection of Year 5 and Year 6 students taking part. All students did extremely well, however, a particular mention should be given to Tobias Horwell in Year 6 who achieved a high score and was selected to compete in the bonus round in February. In the same month, BARVEMBER was launched. All classes were asked to complete daily problem-solving questions that supported bar-modelling. It was great to see students solve the questions and present their own maths work as bar models. Finally, throughout May and June, students have been invited to take part in the KENKEN Class Challenge by completing 3x3, 4x 4 5x5 or 6x6 grids. Moreover, students in Years 4 to Year 10 were encouraged to register for the KEKEN Competition 2020. We eagerly await the School Level results of this competition in the hope that some pupils from Hartland School may reach the International Level in December 2020.

Mrs M McDonough Primary Mathematics Leader

Overview Secondary

Building on last yearâ&#x20AC;&#x2122;s successful year in Mathematics, this academic year has seen students face the challenges of an array of new topics. During the year the different year groups in Key Stage 3 have been developed their understanding of key areas in number, data handling, geometry and algebra. Topics taught in class have been brought to life through application to real life problems and projects. We have had shared lots of success stories this year, including Mathematicians of the Month awards, Numeracy Ninja champions and participation once again in the Dubai Super Maths League.

As a department, along with Mrs Desrayaud and Mrs McDonough, we have been really impressed with the attitude and effort and that we have witnessed in our classrooms. A massive well done to all the students who have made this such a memorable year!

Mr G Brown Head of Mathematics

In Year 7, through studying algebra, students have learnt how to simplify and write algebraic expressions and can recognise the impact of powers on expressions. They have learnt how to factorise and expand algebraic expressions and can now solve one-step and two-step equations. Students can now apply Trial and Improvement to solve equations. In the last unit in Year 7, students learnt how to work out the terms of an arithmetic sequence using term to term rules and can now generate and predict what geometric sequences will look like. In Year 8, students have applied Pythagorasâ&#x20AC;&#x2122; Theorem to calculate missing sides in right angled triangles. In data handling, students can now represent and interpret data through distance time graphs and rates of change. Students have learnt how to calculate dependant probabilities and interpret probability tree diagrams. We considered real life scale models and students improved their geometrical skills by drawing to scale, and constructing triangles and nets using a ruler and compasses. In the last unit, students in Year 8 studied straight line graphs and can now calculate the gradient and equation of straight lines written in the form y=mx+c. In Year 9, through studying algebra, students can expand and factorise expressions and change the subject of an equation. They have learnt how to graph quadratic, cubic and reciprocal functions. Students can solve simultaneous equations through algebraic manipulation and by plotting the equations and they have learnt how to solve problems using trigonometry. Students were introduced to the different properties of the trigonometric graphs and now can accurately plot these. We spent a significant amount of time examining how percentages are used in the real world, in advertising to attract customers and also considered the use of percentages in banking and real estate. In Key Stage 4 this year we have covered a vast amount of topics in Mathematics. Students have worked extensively across the 4 key areas of the subject. From learning the intricacies and applications of circle theorems within geometry, to solving quadratic graphs through factorisation and plotting to find solutions, students have been challenged. As a year group they have made fantastic progress and are in an ideal position as we prepare to venture into Year 11.

MODERN FOREIGN LANGUAGES Chinese Exchange Trip

Mandarin

In January, we were very fortunate to host a school from Chengdu, China. We invited 15 students and their teachers into our school to sample life as a student at Hartland. We asked 14 year 5 students to buddy up with them for the day. It was so lovely to see them all communicating with each other in the morning to find out more about each other. As the day went on, the visiting students came out of their shells and shared with their buddies information about their home. We all learnt that Chengdu is a dynamic and vibrant city in Sichuan, the hometown of the Panda bear. After the students had experienced a sample timetable including Art, Drama, Music, Maths, English and Science. It was lovely to see them coming back together at the end of the day. The Chinese students gave gifts to our students as a Thank you for looking after them and I believe a few friendships were started on that day. It was so lovely to see students from another part of the world, enjoying all that Hartland has to offer.

The Mandarin students had an amazing afternoon participating in the Chinese New Year celebrations at Grand Parade, City Walk, Dubai. Our boys and girls looked quite the part with their traditional Chinese outfits on, and blended into the Chinese crowd seamlessly. Equipped with basic Mandarin and filled with great enthusiasm, our students joined the parade of dragon dances, lion dances, martial arts displays, drumming processions, and vibrant Chinese ethnic costumes displays. They sung the New Year songs alongside the parade group, smiled and took in the celebrating atmosphere while waving to the audience who were clapping and smiling. Young and old, Chinese and non-Chinese people all gathered at this celebration of the Chinese New Year. As tradition goes, young children receive “red packets” during Chinese New Year as part of the celebration. Hartland students embraced this tradition wholeheartedly when they were handing out red packet after red packet to children in the crowd and wishing them “Happy New Year” in Mandarin. Both the children receiving red packets and our students were beaming with smiles. It had been one of the most exciting moments of the parade for our students. It was with great pleasure to see our Mandarin students engrossed in this language and culture banquet and thoroughly enjoyed themselves.

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Mandarin Key stage 2 (Y-3-6)

KS2 French

This year in Mandarin, we have covered the topics of colours, pets, fruits, friends, family and daily activities in lower years. In higher years, we have touched the topics of greetings, age, appearances, birthdays and daily routines.

As year groups grow, we are excited to see classes growing and as always we are overwhelmed by the amazing progress our students make. They have had many opportunities to full engage in the learning from reading stories in French to creating their own role plays. We strongly believe that the 4 skills of listening, reading, writing and speaking are to be practiced from day 1. Though students will spend more time speaking and listening at the beginning of KS2, as they move nearer to secondary, we focus on all 4 skills to ensure they are fully prepared for their language learning journey ahead. In year 4, there is a strong focus on being able to present one’s self and to create and describe pieces of art. In year 5, we have spent the year focusing on giving our opinions on food, sports and music and in year 6, we have spent the year looking at how we describe in detail, where we live, France and more recently we have focused on other French speaking countries. I am so pleased with the excellent attitude our students have when it comes to learning another language and I can’t wait to see them grow further as linguists.

Our students have participated in colour sorting, daily activities acting-out and self-introductions including family, friends and their favourite toys! We have enjoyed learning through actions, I am so proud of our students as they picked up a book and said, “I am reading”, or when they flew a toy airplane over head and telling me “I have an airplane” in Mandarin. In higher years, our students have tried their best at the self-introduction speech contest in our weekly “Mandarin Corner”; they were able to tell us about their names, age, appearances, favourite routine activities and families in spoken Mandarin!

Mandarin Key stage 3 (Y7-8) This year in Mandarin, we have covered the topics of daily greetings, polite requests, certain professions, detailed descriptions of timings, routine activities, stationeries, locations, and detailed appearances. Our students have participated in “real” scenario conversations in which they had acted out tea-drinking experience, shopping experience; they chatted about their daily routines, they arranged locations of their stationeries according to Mandarin verbal instructions, etc. Our students have enjoyed learning through both offline and online lessons, through participating in events such as the Chinese New Year Parade held at the City Walk this year. They have tried their best to grasp this oriental language, and they have made good progress in their speaking and listening Mandarin as well as in reading and writing the pictogram-like Chinese characters.

Secondary French We are so fortunate to have the option to choose so many languages in secondary and to have two lessons a week for each language. I have enjoyed seeing the year 7 students grow in to linguists and develop their French skills. They are now able to give opinions, talk about a town, describe themselves and their families, talk about their school and give opinions and describe future holidays using another tense. In year 8 students have been able to expand on this and learn another tense to enhance all their hard work from year 7. They also looked at hobbies, Paris in detail and they expanded on their ability to talk about themselves. In year 9, they focused on using 3 tenses alongside each other and they learnt how to talk about parts of the body, jobs and what they would like to do in the future and their rights and priorities as they think about IGCSE French. We are also very fortunate to have an IGCSE French class and we have been working on key language they learnt in KS3 and ensuring they are able to develop their vocabulary and their grammar further in different context. In their final exam next year, they will be tested in their listening, reading, writing and speaking skills. We also have 1 student who has done the IGCSE French exam this year. 69

MODERN FOREIGN LANGUAGES Primary German

What a busy year we had in German! I must say, I am very happy with the progress our German students have made. They show enthusiasm and fantastic creativity, primary students as well as secondary students. This makes me proud. In Year 3 this year, we have focused on describing our family and ourselves. The students have learnt simple sentences and expressions to introduce themselves. They have also included colours and numbers in their sentences. Through German songs, games and stories, they have gathered a range of vocabulary. Year 4 has focused on the topic ‘in school’ and ‘where I live’ later in the year. They are now able to describe where they live and how their house or apartment looks like. They have learnt prepositions to describe the location of furniture and household items. In Year 5, we have focused on the students speaking skills. We started the year with describing the weather and comparing seasons. Students were able to create their own weather forecast using a big range of vocabulary, including adjectives and connectives. We then switched to the topic ‘in the city’ which has included directions, important buildings and shopping. The students have created fantastic shopping conversations and recorded themselves on Flipgrid. In Year 6, students are developing their grammatical knowledge and they are focusing on creating longer pieces of writing and taking part in longer conversations in preparation for Year 7. They worked on describing where they live and what they do in their free time.

Secondary German

In Secondary, I have introduced a new Workbook called ‘Beste Freunde’. It covers all relevant topics, as well as developing speaking, listening, writing and reading skills. All students have worked hard to develop their knowledge and language skills. Year 7 has been looking at what we do and learn at school. They have been able to describe and compare timetables and express their opinion about different subjects. We then moved on with the topic, Family. The students created a family tree, which has been presented to their peers. In Year 8, we have covered a range of topics such as hobbies, transportation and giving direction. Through a variety of different teaching and learning activities, students have been building their communication skills, enabling them to express their ideas and thoughts. 70

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We had two new students who have joined German class this year and I am very proud with how much effort they have caught up Grammar and Vocabulary. The students in Year 9 have been talking about daily routine, German food and Technology. They have focused on past tense in speaking and writing, present tense and future. Year 10 has been preparing for GCSE German exam this year. The students have worked on a range of topics such as daily routine, going on a student exchange or food habits with incredible effort.

Spanish

Itâ&#x20AC;&#x2122;s hard to believe itâ&#x20AC;&#x2122;s only a few short months since we were in the classroom! It has been amazing to see how well students have handled the changes and, in many cases, really thrived with the additional freedom and flexibility of online learning. In Primary, most lessons have been pre-recorded, in order to give the children the flexibility to complete the tasks at a time that suits them. Participation has been excellent, and we have used a range of websites and apps to ensure students can still practise their speaking, listening, reading and writing skills, from old favourites like Linguascope and Quizlet to new discoveries like Flipgrid, Edupuzzle, Gimkit and Teachvid. Through the year, Year 3 have been working on introducing themselves, expressing simple opinions, describing their clothes and their school subjects. Year 4 have been describing themselves and their families, designing monsters and learning to give directions in town. Year 5 have been learning about food and sports. Year 6 have been learning to describe the weather, their daily routine, parts of the body, injuries and illnesses and Spanish fiestas. In Secondary, almost all lessons have been live, and attendance and participation have also been excellent. We have used many of the same websites as mentioned above. In Year 7, students have learnt to talk about themselves, their friends and family, what they do in their free time and school life. In Year 8, students have started to use the past, present and future tenses to talk about holidays and food. In Year 9, students have been talking about jobs and future plans, healthy living and a specially adapted scheme of work about life in lockdown. It has been great to have our first GCSE class studying Spanish this year in Year 10 and they have been working really well throughout the year. We also hope to have our first GCSE results to announce this year as 2 native Spanish speakers in Year 9 have been entered for their GCSE early.

Italian

It is always a pleasure to share my love of all things Italian and this year has been no exception. The students have been a joy to teach and delighted me with their enthusiasm and verve for language learning. In Year 7, where all of the students were beginners, we have studied free time, describing oneâ&#x20AC;&#x2122;s family and home country, daily routine and discussing our families among other topics. They have studied the phonetic makeup of the language, learning to pronounce Italian with panache as well as developing their listening skills. We have also covered verb conjugation in the present tense and adjectival agreement. In Year 8, students have built upon the successes of last year and they have gone on to study school life, transport, holidays, directions in town. They have also been introduced to Italian cultural life, learning to discuss and research films, books and the theatre. We have learned to use the perfect tense and to recognise the imperfect tense in Italian, we have also considered the different uses of indefinite and definite articles. More recently, I have been so impressed with the way that students have coped with the transition to distance learning. Our live lessons have given students the opportunity to practise their speaking and listening skills, as well as continuing to hone their reading and writing skills. 71

MORAL EDUCATION & SOCIAL STUDIES Moral Education

Since its inception by the UAE Government in 2017, the approach to and delivery of Moral Education in Hartland has gone from strength to strength. Moral Education is comprised of four pillars – Character and Morality, The Individual and the Community, Cultural Studies and Civic Studies. Character and Morality explores universal ethical value such as fairness, caring, honesty resilience, tolerance and respect. The Individual and the Community delves in to the relationship of the students with their families, social environment and communities at large. Cultural Studies focuses on local Emirati heritage and archaeology and the importance of preserving culture. In the upper year groups, Civic Studies concentrates on Emirati history, trade, travel, governance as well as global citizenship. From Year 2 to Year 10, the students cover different aspects of these four pillars on varying levels.

This year, I have had the privilege of delivering Moral Education to four different year groups across primary and secondary. It has been very interesting for me to see the different conversations that can take place about topics of a similar nature. A particular highlight for me was exploring the concept of equality and fairness with different year groups. When we examine this concept in the lower year groups, we often use the picture of the three children with three boxes, to help the students understand that what is equal, is not always fair. In the older year groups, we explore this further and apply the same thinking to the distribution of resources in different parts of the world. Depending on population, size and infrastructure, different parts of the world require different amounts of various resources. From visiting different Moral Education lessons in every year group, I was truly inspired by the thoughts and reasoning of students across Hartland. Students in Hartland enjoy Moral Education lessons – it allows them to discuss concepts that they may not necessarily encounter in the other subject areas. We are all very pleased with the direction in which Moral Education is going in Hartland and look forward to seeing the subject develop in the coming academic year. 72

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Social Studies

In line with UAE national priorities and the Dubai strategic plan 2021, the UAE Social Studies curriculum has been developed to provide students with indepth knowledge, skills and understanding in history, geography and civics, which emphasise the links and relationships between diverse groups, people, science and society. In UAE Social Studies lessons, students will contribute, as responsible citizens and residents of the UAE, to the building of a cohesive society that is inclusive of all, while preserving the UAE culture, heritage and traditions. It has been a fantastic year for Social Studies at Hartland, thanks to all the hard work and dedication from all students in Primary & Secondary. Not only have we covered a large amount of content related to the UAE, we have continued to develop the key learning skills required at a higher education level, such as map skills, statistical skills, analysis skills and research skills- all of which will come in very useful as the students’ progress throughout their school life. One of the highlights in Secondary was the Year 7 debate on Desalination. The motion was ‘desalination is the most sustainable way to increase supply of freshwater’. Students spent many hours researching, writing and practicing their debates, to which the quality was absolutely fantastic. Another highlight was in Year 8, where students had to research the life of His Highness Sheikh Mohammed, where they found notable achievements of his life. All in all a very interesting year for Secondary students, well done. Moving to Primary, a particular highlight was in Year 6, where students had to research and learn a traditional Youla dance in the UAE. This dance was then presented to the school on UAE National Day, and also is now published on YouTube. What a great experience! In Year 3, students were given the task to explore the connections between new and old Dubai, where they produced a fantastic piece of artwork comparing the life before and after the formation of the UAE in 1971. Well done Year 3!

Mr Buse Head of Social Studies

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Primary Music Music is a universal language that embodies one of the highest forms of creativity. Here at Hartland International School we inspire and engage students to develop a love for music and to support their talents as musicians developing their self-confidence, creativity and sense of achievement. Through effective teaching and learning of the knowledge, skills and understanding in music, we continue to maintain and stimulate pupil curiosity, interest and enjoyment in music. Our music programme follows the British National Curriculum requirements for music alongside ‘Music Express’ and ‘Sing Up’. In Key Stage 1 students use their voices expressively, play a variety of tuned and untuned instruments, listen with understanding and experiment with sounds.

Year 1’s have explored the percussion family, especially the xylophone where they can read musical notation and perform simple songs with ease and accuracy. Year 2’s have thrived on their ukuleles and have carried out group and ensemble work while developing their communication, tolerance and confidence with singing and playing. Key Stage 2 have further developed their understanding of the staff and music notation, while also exploring an instrumental program. Year 3 have been introduced to the recorder, year 4 the violin, year 5 have explored the voice and year 6 have completed a keyboard module. Students now have more of an awareness of musical cultures and traditions. Students confidence in performing has also been heightened in both a solo and group context. Music at Hartland International School is used to promote excellence and enjoyment. It has a strong presence in the ethos of the school through assemblies, performances and productions; and the development of our school choir. With the transition to online students have engaged in a slightly different form of music learning, but none the less are still thriving. We look forward to seeing you all with our return to the classroom in the coming months!.

Ms E Egan Teacher of Primary Music 75

Secondary Music Building on the skills the students have been learning in both foundation stage and in the Primary school, students have focussed on the key musical skills of performing, listening and composing and through these have learned many different styles of music from around the world: - Year 7 have looked at African music and programme music. - Year 8 have looked at Music for celebrations and Minimalism. - Year 9 have looked at Song writing and Performance. This year has been a very momentous year in the Music department, because we have introduced our first ever GCSE music class, who are following the Pearson Edexcel GCSE course. Similar to our own programme, the main focus for this is performing, composing and listening, and we have had a fun time studying lots of different styles of music and performing as much as we can.

Term 3 has obviously caused us to re-think what we were doing, and students have undertaken a composition task that has tested and encouraged their melody and rhythm writing skills using a combination of web based software. Year 9 have also been learning how to digitally manipulate sound to create pieces of electronic music. We have as ever been joined by the Centre for Musical Arts who offer one to one or group peripatetic lessons during the school day, and online in term 3. We have had an increasing number of students participate in lessons through term 1, which has been very pleasing to see, and those students have also performed around school and online, showing what they have been learning.

Mr G Ansell Head of Music 76

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Performing Arts Picnic

Building on an initiative started last year, the Music and Drama departments have combined to offer a series of concerts known as the ‘Performing Arts Picnic’. The first one of the year was during the hot season, and so a new venue was introduced, using the café area as a performance venue. Having students on upper floors using them as a balcony certainly created a unique atmosphere, and the performers did excellently in this new venue. Our second picnic of the year was back in the regular venue of the Reflection Garden, and allowed the audience to relax in the warm sun for a relaxing afternoon of music and Drama. Both concerts contained a mixture of both solo musical performances and Drama monologues, many of which were preparation for ABRSM and LAMDA performance exams. Sadly the concerts have been somewhat curtailed by the school closure, however they will be back; bigger and better next year.

Winter Concert In a change to the previous year all of the students in Year 1-10 came together for a festive afternoon to mark the end of Term 1, with Christmas trees, tinsel and even a life size elf statue greeting them on stage. A new addition this year was a pre-concert performance which took place in the café area, allowing students an opportunity to perform, as well as entertaining the waiting crowds. As in previous years, each year group performed a song based around the season, there were also performances from the Key Stage 1 Ukulele club and the Key stage 1 and Key stage 2 choirs. They were joined in the final performance by the Parent’s Choir who had also performed earlier in the concert. We also saw solo performances from our GCSE students Pujia and Nandini (both Year 10), as well as a trio of some of our most talented singers, Gypsy (6), Niamh (5) and ChaeliJade (9) giving us a lovely rendition of the famous German Christmas song ‘Silent Night’. The afternoon finished with a rousing performance of ‘We wish you a merry Christmas’ sung by all the students who had performed, and capped a fantastic afternoon, which put everyone in a very festive mood.

PHYSICAL EDUCATION The PE department were fortunate to welcome two sporting icons to Hartland this academic year. Nathan McCullum, a former New Zealand international cricket player, and Manal Rostom, an Egyptian athlete who was the first woman to wear the Hijab to be featured by Nike, visited Hartland to speak to our students about their experiences of sport. Manal Rostom spoke to our female students about her life experiences and the barriers she had faced in her pursuit of sporting success. She spoke of her desire to become the first Hijab Egyptian born athlete to complete the ‘6 major marathons’ (Tokyo, Boston, London, Berlin, Chicago and New York) around the world, which she hoped would inspire the next generation of female athletes. Manal then took to our sports field to lead a Hartland Team run to motivate and inspire our students that anything is possible as long as you are committed and are prepared to persevere.

Our students were fortunate to be able to question and ask advice from a player who had represented his country in a cricket World Cup and has also participated in some of the highest level franchise cricket competitions, such as the Indian Premier League, around the world. It was evident from the feedback, emotions and interactions of the students that they thoroughly enjoyed the experience. Hopefully, next year, we will be able to welcome more sporting icons to our wonderful school.

Online Learning

During Distance Learning it was particularly important that we kept ourselves moving and engaged in activity for our physical and mental wellbeing. Since the beginning of Hartland’s online learning journey, the PE department wanted to keep lessons active, fun and engaging for all year groups to continue to build on the momentum of an already great year. Foundation Stage loved joining in with live Zoom lessons, moving to music and developing their locomotor skills using teddies. Primary students had the opportunity to join PE Live at 11 each day, following teachers through a series of challenging circuits. There were also several fun guest appearances from class teachers! Secondary PE lessons had a duel focus of fitness and developing skills, primarily agility through use of the artificial intelligence app, HomeCourt. Students participated in weekly fitness workouts with an emphasis on how they were developing systems within their body and which muscle groups were most active. The enjoyment of using HomeCourt led to Hartland students being involved in Dubai’s first ever Digital Sports Fixture, keeping alive fun, friendly competition during Distance Learning.

We also had the pleasure of welcoming Nathan McCullum to Hartland this year. Nathan, along with the coaches from Its Just Cricket Academy, provided a skills workshop for our aspiring young cricketers. 78

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30x30 Challenge The 30x30 Dubai Fitness kicked off in spectacular style at Hartland with the whole school getting active together on the field. The Hartland community danced, jumped and moved together to music for a full 30 minutes to start the month off right and they never looked back. With events running every day, there was a lot to be excited about. Parents joined some of our highly successful Enrichment activities, even getting up at 6.30am to join in with Biathlon training. Students participated in a range of activities on behalf of their Houses including Dodgeball, Basketball, Dance and the ever-popular House Run. The fun wasnâ&#x20AC;&#x2122;t just for families, there were also competitions for teachers! Staff delighted the student spectators with a Basketball competition and the hotly contested relay race! The final 48 hours of the challenge were truly a spectacle to behold. Teachers, Parents and even the KHDA joined together to row continuously for two days! Over the course of those two days, the school community achieved an incredible 565,960 metres.

Mr N Statham Head of Physical Education

SCIENCE

As one of the three core subjects of the National Curriculum, Science is a highly valued subject at Hartland International School. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. Throughout the year we encouraged the natural curiosity that children have about themselves and their surroundings. We provided the students with the opportunity to develop their own questions and to consider various ways of finding out answers while also taking ownership over their own learning.

Year 3

Year 3 were introduced to the lab this year and have made some fantastic progress. The year kick-started with learning about Plants and they have blossomed in every topic since. An important aspect of Science is understanding how and why we investigate, the year 3 mastered this by the end of term one. They were able to identify different methods to test Magnetic strength and Force and represent their results through tables and graphs. Our topic Light gave the students the opportunity to investigate rainbows and shadows from home. The standard of work and their ability to adjust outside of a classroom has been amazing. The students have gained an independence when conducting their investigations which will be of huge benefit for when we return to the lab again.

Year 4

The year 4 students have explored many topics this year and have been introduced to a wide range of Scientific concepts and ideas. The Students started the year learning about Electricity, this topic tested their ability to accurately record and interpret data. They used online simulations such at Phet Colorado and integrated their Scientific knowledge with IT to gain a full understanding of Circuits and Electricity. The year 4 have continued to exercise their Scientific skills throughout distance learning with the topic Sound. The students utilised the materials they had at home and adapted their investigations accordingly. They have explored Evaporation, Condensation, Vibrations and Pitch at home and successfully evaluated their results and conclusions from their investigations.

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Year 5

The year 5 students have covered a wide range of topics this year and have really developed their Scientific knowledge and skills. Our topics Separating Mixtures and Forces has challenged year 5 to utilise the Scientific Method when conducting experiments. When exploring these topics students formulated hypothesises, tested their methods and analysed their results before reaching a final conclusion. It was fantastic to see the year 5 rise to the challenge and adapt a new discovery approach to their learning. During distance learning the year 5 have been exercising their research and presentation skills whilst exploring The Solar System. It has been a delight to observe them present their projects with such confidence and enthusiasm.

Year 6

Year 6 have made fantastic progress in the lab this year. Starting off with a heart dissection in September really set the tone for their discovery learning throughout the year. The students utilised their analytical and enquiry based skills that they had developed in year 5 and really applied these to the topics they explored in Science. We covered aspects of the KS3 curriculum when we explored topics such as Electricity and Light and it was a pleasure to see the students thrive in an environment that challenged and excited them. Year 6 have really shown their commitment to the subject throughout distance learning also, our live sessions are always filled with enquire based questions, ‘Whys?’ and ‘What ifs?’. Their ability to adapt and adjust has been incredible and their competence in exercising their Scientific skills in a different environment has truly solidified their subject knowledge even more.

Enrichment

Many KS2 students also had to opportunity to participate in the Young Scientists enrichment programme where they were able to extend their knowledge and understanding on topics such as Microscopes, Chemical Reactions and The Circulatory System.

Year 7

Year 10

This year we have made some very exciting changes to our Key Stage 3 curriculum, to reflect changes that are happening in Science both internationally and here in Dubai. We have aimed to give our students the opportunity to investigate scientific phenomena and develop first-hand experience through experimentation. Year 7 started their journey by learning about how their bodies are put together, how cells become organs and how these organs work together to ensure we stay alive and well. In chemistry we used experiments to show how we can tell if a chemical reaction has happened and use these to predict the outcomes of some reactions. Physics focussed on the forces that govern our universe. Students have produced some fantastic project work throughout the year and continued to do so through online learning. Year 7 have faced the challenges this year has thrown at them with strength and resilience.

Year 10 students have experienced many new and exciting areas of science this year. In Biology they have looked at how life works and how their bodies are structured and have had first-hand experience of anatomy through many organ dissections. A highlight this year has been their work on the human immune system. With recent events students found this topic very interesting and really delved into the science behind what we are all experiencing around the world currently. In Chemistry they have looked at the atomic world and why atoms combine to form new substances. Students have also been practising their experimental techniques and have mastered such task as titrations and electrolysis. In Physics students have explored the topic of energy and have used this to aid their understanding of chemical reactions and biology systems. They focused also on the subatomic world and the interactions between particles and forces.

Year 8

Young Scientists Enrichment

Year 8 is an incredibly important year in Science as it builds upon the ideas taught in year 7 and aims to develop students understanding and natural curiosity for the subject. We started the year finding out about how our body systems work to keep us healthy and alive. Students really enjoyed being able to dissect hearts, lungs and eyes. In chemistry students deepened their understanding of chemical reactions by learning about the building blocks of matter, atoms. They discovered how these tiny particles combine to form the world around us. In physics students began using quantitative methods to conclude on key findings. They calculated speeds, pressures, moments and energies. Year 8 have continued to make outstanding progress even through the recent challenges we faced. The natural curiosity this year group have has made it an absolute pleasure to teach them.

We had a very successful science enrichment where students took on challenges in groups and came up with their own explanations and theories for different science phenomena. This included topics such as water conservation, forces, and life on different planets. Students amazed us with their creativeness and systematic thought processes. On behalf of myself, Mrs Musgrave and Mrs Rogers, we would like to say a huge congratulations and well done to all of our students this year. You have faced the challenges head on and have never dropped your focus. You continue to show progress in science and we are so impressed with your continued effort to complete science experiments at home. We cannot wait to see you all again soon and watch you grow and become the new generation of scientists that this world desperately needs.

Year 9

In year 9, students aim to develop the skills and knowledge they will need to make them successful at GCSE and beyond. We started the year embedding the key skills in science. This included calculations, graphing and analysing data. Students then dove straight into the AQA GCSE Science course. We have been extremely overwhelmed by the capabilities this group have shown in science. Their natural curiosity and love for the subject has meant they are already excelling in the GCSE course. We are so excited to see the achievements of the students throughout the next 2 years. It is a testament to each and every student that even through these unusual times we are still on track and students are producing the same high level of work consistently.

at Hartland

CAREERS

It’s never too early to start thinking about what career you may choose in the future and I am delighted to say our students have shown amazing interest and enthusiasm in career exploration this year. Year7’s have been busy researching careers, professions, jobs and occupations and the many terms we use when exploring careers, they looked at why people work and the benefits of being happy and fulfilled in the workplace. They even found some famous quotes in support of their research. Year 8’s have been developing their self-awareness and self-appreciation, understanding that we are all individual and unique. Our strengthens, abilities and talents in whatever area they lie, are what make us unique and special individuals. They explored different careers and enjoyed matching strengths, abilities and talents to these careers. Year 9’s were faced with the challenge of choosing GCSE subjects, probably the first step towards a certain career theme. Through research, information, advice and guidance across the individual subjects and career spectrum they have all come to suitable conclusions and are now eagerly preparing to transition to Year 10 and the beginning of their GCSE course. Year 10’s have been exploring career paths and the role employability skills play in career progression. We specifically looked at the importance of good communication, the development of networking and leadership skills. Getting involved with extra-curricular activities – Duke of Edinburgh Awards, MUN, sports teams, volunteering and other activities on offer all support the development of these skills. To further enhance their career learning, our Year 9 & 10 students have access to UNIFROG, a one stop career platform which offers them an interactive means to investigate possible choices - outlining subject/ grade requirements, information on Universities and other third level options, progression pathways and much more. www.unifrog.co.uk

Curious

Awareness

Research

Education

Excel

Reﬂect

Career Websites: www.careerpilot.org.uk www.careersbox.co.uk www.theuniguide.co.uk

Ms Sheedy msheedy@hartlandinternational.com

HARTLAND FRIENDS Hartland Friends have had another busy year this year. We welcomed new parents to the group and to the school with a Welcome coffee morning in the first few weeks of term 1.

Pink Day was an outstanding success this year. Working with the School’s Charity Committee the school community managed to raise over 11,000dhs for Brest Friends and the Al Jalila Foundation by dressing in pink and enjoying an extensive range of culinary treats at the bake sale. The parents were also given the chance to listen to some inspirational speakers, drawing attention to women’s health. As part of the end of the Winter Term celebrations, the children were asked to write a kind note to another classmate, each message was then attached to a candy cane and at the end of term the members of Hartland Friends delivered baskets full of these tokens of kindness to each classroom. Foundation Stage were lucky enough to see Father Christmas and one of his elves visit! At the Winter Concert, Hartland Friends provided the refreshments of Mince Pies and mulled spiced punch for the enjoyment of the large number of parents, grandparents and carers who attended. The Spring Term was a busy one for the Hartland Friends with two major events planned. We kicked off with the annual Spring Fair- another amazing day that was enjoyed by the whole school community. Each year group hosted a stall with games for the community to play and this was supplemented by other stalls, musical performances by students and a host of other entertainments that were provided by the hardworking volunteers and the greater community. We then went on to plan for the Movie Night, but with Covid-19 starting to affect Dubai, this had to be cancelled. With the pandemic now affecting the normal operations of the school, our Summer Term’s annual Crazy Hair and clothes day and Hartland Picnic will have to be postponed until the next academic year. Hartland Friends give heartfelt thanks to all those who have volunteered for events throughout this year, Hartland’s SLT and staff as, without those who are willing to give up their time, none of these events would be possible. We look forward to welcoming new members and events for 2020-21. 84

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Mates Help Mates 2020 started with devastating news of the Australian bushfires wiping out homes and habitats for thousands of people and animals. With us having a large Australian community within the school and the wider community, there was a strong desire for us to do something to help raise money to support our friends and neighbours. Therefore, coinciding with Australia Day on 26th January, the Hartland community came together to raise money and awareness. Throughout the school day, pupils participated in a range of activities from learning about native plants and animals to learning how to prevent fires and fire safety. We were even lucky enough to have a personal thank you from an Australian firefighter (Max and Amelia Kirwan’s uncle) who gave thanks for our efforts. The fundraising came in the form of a bake sale which our always popular at Hartland; this time it had an Australian twist with parents and pupils baking ANZAC biscuits, Lamingtons and fairy bread. We even had some Tim Tams! Our Charity Committee and Hartland Friends ensured that everyone had the chance to purchase a sweet treat and we raised 10,000dhs for charity – a fantastic effort!

CHARITY

Making a difference no matter how small…

The Charity Committee was established this academic year as an opportunity for all children to collaborate towards a shared goal of supporting others less fortunate. Through different events each month, the children wanted to support, not only the Hartland community, but the wider world. This is a true testament of the children’s strong moral compass, which has been nurtured through the Harland Values that we continue to deliver, even through the distance learning approach.

Christmas

As a school community we were overwhelmed by the contributions from the school community to fill gift boxes to say ‘thank you’ to the support staff for all their hard work. These gift boxes were handed out at the annual Christmas lunch meal served by the Charity Committee as a token of our appreciation.

Australia Day

We raised 10,000dhs to help those affected by the Australian bush fires by organising our own ‘Australia Day’. We wore the Australia flag colours, learnt about the habitat, and sold Anzac biscuits at breaktime. We were honoured to have members from the Red Crescent visit the school to receive a cheque for the money raised for the ‘mateshelpmates’ appeal.

Pink Day Representatives from the Charity Committee were invited to the Al Jalila Foundation to receive an appreciation award and certificate for the school’s efforts on Pink Day, where we raised a total of 11, 200.25dhs by selling pink cakes, wearing pink and organising a raffle. The children were also privileged to attend a tour of the foundation to see how the money raised has supported research and investigations in their laboratories.

Stray Dogs Center, UAQ We have also been helping our Furry Friends by collecting donations of food, toys and blankets for the Stray Dogs Center, UAQ which was launched at our own Spring Fair stall. The Charity Committee are looking forward to visiting the center to meet the grateful recipients.

Ramadan During the Holy Month of Ramadan the focus for the committee has been a ‘Gift of Giving’. The children produced a video dedicated to all the hospitals across the UAE, thanking them for all their efforts, showing pictures and videos of cards and lanterns they have made. The children also wanted to set kindness challenges, which have been shared each week to the Hartland community. The whole school has also supported the ’10 Million Meals’ nationwide campaign, where we helped contribute to raising over 15.3 million meals to families in need across the UAE.

Al jalila Children’s Hospital As part of the National Day celebrations, two representatives from the committee, went to the Al Jalila hospital and joined other schools from across Dubai to create a wall mural that will be permanently displayed in the hospital.

By continuing to share these acts of kindness through various events, we know that the world will be filled with love and hope for the future. It is important for us all to remember that the smallest act can have a big impact in all our lives. We want to take this opportunity to thank everyone for their generous contributions and donations to date.

Head of Early Years Foundation Stage

ENRICHMENT The Hartland Enrichment Programme was carefully designed to offer a wide range of choices including academic, creative and sporting options. The programme enhanced studentsâ&#x20AC;&#x2122; skills in a variety of areas whilst encouraging them to have as much fun as possible, developing their confidence, creative skills and analytical thinking. We continuously aimed to ignite new passions as well as extending existing interests, building skills to support future success. At Hartland we strongly believe the enrichment activities are just as important as the academic curriculum. They complement each other and help develop wellrounded students, teaching them life skills that will prepare them for the future.

The ever-popular enrichments such as Animation, Lego, Gymnastics, Young Scientists, Street Dance, and Skiing continue to be in demand when sign up goes live.

Our students have improved their academic performance as a result of skills learnt during enrichment, such as time management, organisational skills, problem solving, critical thinking, public speaking and leadership skills. The enrichment programme has created social opportunities for students to be part of different teams, providing a sense of belonging which facilitated in developing friendships outside of their usual circle.

There was no stopping Hartland International School this year as we continued to offer some enrichment opportunities during distance learning, such as Live Library, Picture a Story, miniMUN, Chess, Choir, Ukeleu Popstars and LAMDA.

Some awe-inspiring events and achievements have been accomplished as a result of the enrichment programme. Students have attended specific enrichments that have opened opportunities for them to compete in competitions such as miniMUN, Monologue Slam and Chess. Additionally, our performing art students successfully completed their LAMDA (London Academy of Music and Dramatic Art) exams in January 2020.

The memories and skills attained during enrichment activities are long lasting and will be treasured forever by the students at Hartland. It truly has been another amazing year of unforgettable enrichment experiences and memories.

Mrs Shahida Ibrahim Head of Primary

Over the year, students of all ages have been involved in numerous interactive, rich and exciting activities that have furthered created a love for what they are learning and provided an opportunity to explore new interests. I have seen the joy and excitement prevail amongst our students and a sense of exploration and enthusiasm has been ever present. Students have had the opportunity to choose from an impressive offer of 100 enrichment activities during term 1 and term 2, an astounding offering from our exceptional education team. The launch of a wider range of enrichment activities such as Yoga, Ukulele Popstars, Funky Feet, Top Trumps, Master Chef, Expo 2020 Young Innovators, Cheerleading and Performance Poetry have proved to be tremendously successful. 86

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TERM 1 & 2 Ski Dubai

Now in its third year, Ski Club was so popular that we had to extend our numbers and recruit more willing volunteer teachers. Every Thursday we would meet at 1.30pm outside the library in preparation for our bus journey to the Mall of Emirates. It has been a challenge putting on several layers and ensuring all hats, gloves and scarfs are on before stepping foot into the coldest part Dubai. Students have thoroughly enjoyed the whole process from learning how-to walk-in ski boots to getting on the slopes and mastering the pizza move! It was so lovely to see so many students sign up for two terms as it gave them the opportunity to make excellent progress. There are so many students who started in the beginner group who moved up quickly and enjoyed every moment of their 90-minute ski lesson each week. The well-trained instructors were very patient with them and worked hard on ensuring they were improving their technique each week.

Horse-Riding The Horse-riding enrichment took place at the Al Habtoor Polo and Resort Club, a 15-minute drive from school. It is a very convenient location with excellent facilities and trainers. The students were assessed as to ability and divided into groups. They spent time riding and learning to care for their horses. As the students progressed, they were given greater time riding the horses and the opportunity to walk them back to the stable, help un-saddle and put the riding equipment away in the tack room. The students gained in confidence and understanding, learning to relate to horses with patience, care and attention. This enrichment challenged our students, particularly as horses don’t always do exactly what you want! The students had to learn to be firm, calm and direct in their instruction for the horse.

Sailing Two budding sailors joined the Hartland sailing enrichment this year at Dubai Offshore Sailing club. Rafaella and Aayan chose the inviting waters of the Arabian Gulf to enhance their skills. For Rafaella, already a competent sailor, the sessions consisted of rigging and racing in a small, individual vessel. Aayan learned how to set up a slightly larger craft which allowed him to venture out with his instructor to develop his basic skills. The conditions were changeable from week to week, so the pair had to show resilience and adaptability to stay in control in a range of situations. Sailing back into the marina as the sun set was always a special way to end the day!

TERM 3 (DISTANCE LEARNING) MiniMUN

Students participated in on-the-spot debates as well as preparing debates to compete against other schools. They developed their use of vocabulary relating to public presentations and MUN language.

Chess Club

Chess club went online during term 3 with students playing regularly in friendly matches and tournaments. Using an online platform enabled participants to watch each other’s games and develop their strategy by watching more experienced players. The club culminated with an online friendly inter-school tournament.

Ukulele Popstars

Ukulele Popstars continued to thrive throughout distance learning. It has given students a musically and socially enhancing experience while doing something they love! Musically students have learnt about chords and chord patterns, playing techniques, age appropriate repertoire while also developing their musical ear. Socially, students have had the opportunity to build stronger friendships with peers and with those in different year groups to themselves. It has also provided students to experience the joy and satisfaction of performing well for themselves and for others.

Primary Choir

Another enrichment that has continued throughout distance learning has been primary choir. What a way to end a day! This enrichment has provided students with an environment where they can discover their singing voices, explore music literacy and build on their vocal technique throughout distance learning. The skills developed within music enrichments are highly transferable to all aspects of a child’s education. Well done to all those who joined!

Primary & Secondary Book Club We have been running two Primary Book Clubs for the last three months, one for Years 1-3 and the others for Year 4-6, and we have been shadowing the judges of the prestigious Carnegie and Greenaway Awards. These medals are awarded for the best writing or illustrations in children’s literature published this year. We have read all eight books shortlisted for the Kate Greenaway Award for illustration, and have been drawing, writing and talking about each one, and sharing our thoughts with all the other shadowing groups around the UK and internationally. It is the fastest hour of the week – we have had such a lot of fun and can’t believe how quickly it goes. A Secondary Book Club, which is reading excerpts from the Carnegie shortlist has also been running for the last month of term, and the hope is that this will continue into the holidays. 87

HAPPINESS AND WELLBEING Wellbeing is at the core of all we do at Hartland and paramount to a child’s ability to thrive. A finely tuned approach to the development of each child’s social, emotional, physical and cognitive wellbeing is embedded into every aspect of the Hartland curriculum.

PSHE

The delivery of PSHE takes place in whole school assemblies in addition to the classroom setting. Topics this year have included the importance of healthy friendships, listening skills, empathy and helpful thinking.

World Mental Health Day

We were fortunate to have Psychologist Malek Kamal from Thrive Wellbeing speak on Raising Confident Children at our first parental-engagement talk of the year. Classes focused on creating Gratitude Jars to support positivity and thankfulness. Bookmarks on the same theme were also given out to staff and secondary students as part of the Secondary Assembly where The Power of Right Thinking was discussed.

Individual and Group Counselling Students are all aware of the option of individual or group counselling if they or their parents believe that they would benefit from additional support. Several students attend counselling sessions on a regular basis, working towards jointly constructed goals, in a supportive and enriched environment. Sessions are talk-therapy based, utilising the medium of play for younger students.

Online Wellbeing

Whilst the medium has changed, counselling support has not! Video blogs tailored to students’ ages have been provided on a weekly basis, supporting wellbeing with topics such as managing anxiety, boosting a low mood and building resilience. In addition, some students, along with their parents, have continued with individual counselling via Teams or email. A webinar focusing on Creating a Positive Environment for Online learning with a live question time was conducted and 2 websites, one for students and their parents and one for staff, along with Angela Blair, our Staff Wellbeing coordinator, have been developed.

Enrichment

Parental-Engagement Talks The role of parents in their child’s development and wellbeing cannot be underestimated. For this reason, providing parents with tools and strategies for supporting their children have been incorporated into regular parental-engagement talks, in addition to weekly written blogs. Topics have included The Importance of Raising Emotionally Intelligent Children, Third Culture Kids and The Secrets of Parenting an Adolescent.

Mrs A White School Counsellor 88

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Enrichment offerings this year have included Philosophy for Children and Peer Power Rocks. Philosophy has focused on teaching thinking skills and the ability to question, reflect and reason. Peer Power Rocks has provided students with the opportunity to work alongside children with autism in order to deepen their empathy and tolerance for students of determination, expand their communication skills and provide real life volunteering experience. Students have played games, learned the basics of boxing with a former world lightweight wrestling champion, cooked up a storm and developed numerous artistic creations.

WORLD BOOK DAY Library

The Primary and Secondary libraries have been thriving hubs of reading, research, games and fun throughout the year. From learning about the Dewey Decimal system from a caveman, to our very own Liz Pichon doodle on our wall, there has been very little that hasn’t happened in the Library this year. Malou Solvhiid Larson won the UAE Tom Gates Doodle Competition, held to celebrate the stage show at Ductac which our Year 5s went to watch, and her prize was a visit to Hartland by Liz Pichon. She entertained and inspired KS2, and signed hundreds of books, and left us a fantastic doodle on the wall outside the Library. The Primary Library Committee have been busy keeping the library ship shape, and reading to Foundation Stage – and were almost finished writing the first Library newsletter, when the school was closed due to Covid-19. On the last day before closure, we celebrated a rather muted, but nevertheless, energetic and fun World Book Day, and the school enthusiastically embraced the Share-A-Million Stories campaign by filling in their bookmarks every time they shared a story with someone. The Secondary Library is always busy at lunchtime with the hum of people working, playing board games and relaxing before lessons. A delivery of new books half way through the Spring Term reignited people’s enthusiasm for reading, and there was lots of delving into the boxes to find new treasures.

Mrs MR Grieves Librarian

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Emirates Airline Festival of Literature This year’s Festival was an eclectic and exciting mix of authors, poets, illustrators, scientists, engineers and thinkers. We were extremely lucky to host structural engineer Roma Agrawal at school, where she entertained Years 3, 4, 5 and 6 with her amazing stories of the science and engineering behind some of the world’s most iconic structures. This was a perfect opportunity for a Library/DT collaboration. In anticipation of her visit, Mr Peacock and Mr Cherry cut out hundreds of skyscrapers which were hid around school; the lucky finders were given a net to decorate with their favourite book characters, so when Roma arrived, she was met with an art installation (appropriately named ‘Skyfall’) and a leaning tower of book boxes. We also ran a Design a Skyscraper competition, which was won by Meylis Amanmammedov in Year 4. Year 5 & 6 took a bus to Festival City to join lots of other students to join Dr Maggie Aderin Pocock on an extraordinary tour of the Solar System, while students from Years 8, 9 and 10 went to NLCS to listen to Mitch Albom, author of Tuesday with Morrie, talk about his latest book, Finding Chika; it was certainly a powerful and emotional morning.

MUN 2019 - 2020 Hartland International started its very own Model United Nations (MUN) and Mini Model United Nations (MINIMUN) this academic year. Model United Nations has been an international debate club since 1947 with clubs and members all over the world from 10 years old to University students. Model United Nations is an educational simulation and/or academic activity in which students can learn about diplomacy, international relations, and the United Nations. MUN involves and teaches participants speaking, debating, and writing skills, in addition to critical thinking, teamwork, and leadership abilities, it is meant to engage students and allow them to develop deeper understanding into current world issues. This academic year, 33 students from Year 5 to 10 attended a national conference in EISJ, Dubai and debated upon global issues for 4 days. They have also continued their MUN work online by giving ambassador speeches, taking part in debates as well as becoming familiar with the Universal Declaration of Human Rights.

SKI TRIP

SWITZERLAND 2020 Only a matter of weeks before the world shut its borders, eleven intrepid travellers from year six to ten set off for Switzerland on Hartland’s second annual ski trip. Arriving late at night, we weren’t afforded the initial stunning views of the Alps on our drive up to Verbier but this made waking up early the next morning that bit sweeter! The new sight of snow-capped mountains rising above the alpine village was quite a way to begin the trip. We immediately hit the slopes on our first morning and broke off into teams. We had a wide range of skiing abilities this year so some people stayed on the picturesque training slopes in the village whilst others headed off into the mountains. Over the course of the week, everyone made it into the mountains and got to experience some of the finest skiing in Europe. It was simply remarkable to witness the bravery of our group attempting the red and black runs that are very common in Verbier. Runs that seemed impossible at the start of the week became par for the course by week’s end. This truly was the experience of a life time. I know the memories will live long. All of our skiers (and our solitary boarder) should be tremendously proud of how they represented themselves and their school throughout the week. They were frequently commended by the instructors and staff in Switzerland for their superlative behaviour and the great example they set to other schools!

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SPORTS DAY

Sports Days were a tremendous amount of fun this year, with each House and Year demonstrating a competitive spirit and a collaborative approach. The House Shield was more fiercely contested than ever, with several school records shattered in the quest for victory. In the Primary School, the spoils were shared between Mushrif and Creekside who won the Year 3 and 4 competition and the Year 5 and 6 competition respectively. Both events were concluded with a relay races that were so closely contested they left every spectator and competitor on their feet cheering, long after the runners crossed the finish line. In the Senior School, things were equally close with Mushrif once again coming out on top. These two hard-fought victories were enough to secure their signature red on the House Shield for another year. In Foundation Stage and Key Stage 1, Sports Days were an explosion of activity with students determined to make their parents and teachers proud. Running, jumping and throwing in front of hundreds of supporters produced some magnificent results.

TOLERANCE PROJECT

As part of the UAE Tolerance Project a collaboration between Hartland International School, Latifa School for Girls and Rashid School for Boys was formed. Groups of students joined together to create friendships, come up with ideas, plan projects and have social activities. The year 5 and 6 girls group met together every few weeks to create a symbol of friendship through Jewellery making.

The students welcomed the opportunity to work with others from a neighbouring school and considered what they predicted the experience to feel like. Upon their introduction to one another, the girls instantly made a connection, welcoming one another to their schools, taking pride in discussing their ideas and views on friendship. The students were proactive in their approach and independently led their own project. Together, they developed the idea of symbolic friendship connections, focusing on friendship bracelets which they would embody their beliefs of friendship as well symbolising their time together during this project. As a result, real friendships were made and Hartland students were invited to share in the National Day festivities of Latifa School, an experience they relished in! The girls went to a workshop at the Tashkeel Art Facility nestled in Nad Al Sheba. They were able to discover new techniques together and create an amazing piece of meaningful jewellery that could be displayed at the Latifa School for Girls UAE National Day celebrations. This was a wonderful opportunity and our girls were able to experience a true Emirati style National Day extravaganza. The outfits that were worn by the girls at Latifa School for Girls were incredibly beautiful and the Hartland girls were able to join in with many activities with their new friends.

Emma Bowden Ami Jackson

YEARBOOK 2019-20

Year 5 and Year 6

Year 7 and Year 8 - Boys

A group of our Year 7 and 8 boys were given the unique opportunity to engage in a collaborative project with Rashid School for Boys, with the aim of fostering tolerance, respect and most of all, friendship, between Emirati students and Expatriate students.

The girls went to a workshop at the Tashkeel Art Facility nestled in Nad Al Sheba. They were able to discover new techniques together and create an amazing piece of meaningful jewellery that could be displayed at the Latifa School for Girls UAE National Day celebrations. This was a wonderful opportunity and our girls were able to experience a true Emirati style National Day extravaganza. The outfits that were worn by the girls at Latifa School for Girls were incredibly beautiful and the Hartland girls were able to join in with many activities with their new friends.

Frances Gair

The students worked on an art project, where they were to create two pieces of Mosaic Art â&#x20AC;&#x201C; one to be displayed in Hartland and one to be displayed in Rashid School. The boys met over the course of several weeks to work on this project. During this time, they created an outline of what the end result of this art project would look like, they designed, molded and painted clay tiles and they practiced their mosaicing techniques.

Sitting around a table together, creating their artwork allowed the boys to engage in discussions with each other and begin to develop friendships. Comparisons and differences between home and school lives were chatted about, funny stories were shared and when the boys became more familiar with each other, lighthearted teasing of artwork began to take place! While the final touches have yet to put to the project, everyone involved agrees that the project was a huge success. These unique, original pieces of art will be displayed in Hartland and Rashid School for a long time to come and will serve as a reminder about what we can achieve when we work together. We are very proud of the efforts of our Hartland Students and we look forward to working on similar projects in the future.

Melissa and Grainne 97

TOLERANCE PROJECT

Hartland was very excited to have been chosen to take part and celebrate the UAE Year of Tolerance. This was for different age groups from Hartland international School to work with Latifa Girls School or Rashid School for Boys School. Through initiating many exciting endeavours from bead making to design and cooking projects, the true meaning of Tolerance became more apparent to all those involved.

Year 7 and Year 8 - Girls 12 girls from year 7 and 8 were selected from Hartland to work with 12 girls from LGS. Between them they discussed many ideas for their project before deciding together in their teams to do a creative cooking project to celebrate the cuisine from their different cultures whilst developing their understanding of the true meaning of Tolerance. Mrs Llewellyn and Mrs McFadden supported the girls to put their ideas into reality and encourage the cooperation and collaboration needed inorder to work together to prepare and cook beautiful food in Hartland’s wonderful kitchens.

Many of the girls created poems to express their feelings about what Tolerance meant to them.

Add a dash of kindness

And a pinch of co-operation.

A teaspoon of resilience and a cupful of diversity. Mix with acceptance and culture, then add one more tablespoon of contribution.

Bake it with love and you will receive... ...

…..Tolerance

On one occasion the girls packaged their chocoate brownies as a gift for the staff room on World Teachers Day which was very much appreciated. Several visits to each other’s school strengthened the bond between the girls including LGS hosting a tour of their school and a scrumptious buffet of traditional Emrati cooking. Attending the authentic UAE National Day together was profoundly interesting and lasting friendships were developed. Throughout the girls mainatained a journal of photos, recipes and poetry to capture their lasting memories during the UAE year of Tolerance in 2019. We hope you enjoy some photos of our wonderful Tolerance experience. Mrs Llewellyn and Mrs McFadden One of our year 8 students summed up the group’s feelings“My favourite parts of this wonderful project were, collaborating with the Latifa girls and making delicious treats! I learnt so much about tolerance from this project, like how it is really important to accept others no matter their differences.’

Julia Year 8

YEARBOOK 2019-20

100 YEARBOOK 2019-20

Ms M Cashman, Rachel Kearney, Ema Goncalves, Edoardo Franzutti, Shaikha Al Ketbi, James Choukrallah, Mira Al Kanhouch, Zaki Evans, Leann Dabliz, Lucas Diaz Montoya, Tala Hussein, Alister Hendry, Arabella Firmin, Mohammed Hussein, Sarah Boghean, Jude Al Zuhairi, Mila Aboud, Salahuddin Muhammad, Maayra Sakhala, Rose Statham, Mrs M Noureddine

FS1 ROSEFINCH

Ms.S D’Olimpio, Hannah Holden, Sara van der Leeuw, Daniel Foeger, Karla Tayoun, Sebastian Sølvhviid Larsen, Anne Perez Garcia, Ali Mohamed Gamal, Grace Makena Thorn, Lucas Jensen, Isabelle Parslow, Youssef Barazite, Ailsa Davidson, Sora Kakami, Amore’ du Preez, Abdulla Almansoori, Isabella Lomonaco, Nelly Badr, Mrs S Guzman

FS1 FLAMINGO

101

Miss C Roche, Sasha May Fory, Samuel Wilkes, Leonardo Renner Farinon, Ellis van Varik, Nicholas Swagerty, Charlotte Quinn, Max Rogers, Felix Veevers, Alexander Toprak den Hoedt, Sofia Guerini, Divij Chitnis, Elif Unal, Can Yigit Ozkan, Arwen Grange, Mrs L Gamage

FS 2 SKYLARK

Ms A Murphy, Mika Huxley, Kiana Kaur Rana, Sebastian Gerritsen, Ana Dumitru, Santiago Trujillo Laveaga, Hessa Bin Sulaiman Alshehi, Mohamad Hlawa, Zein Ahmed, Anne- Marie Olayiwola, Jayden Sayers, Mason Schmidt, Amber Rossi, Oscar Luyang Liu, Declan Green, Elisa Herth, Obaida Mahmoud, Helena Prato Alberti, Chuan Zhuang, Lottie Mahoney, Mrs M Lopez

FS1 SUNBIRD

102 YEARBOOK 2019-20

Mrs F Gair, Rafael Asyraf, Ryan (Sehyeok) Oh, Dahlia Razin, Sebastian Diaz Montoya, Chloe Westray, Zane Amin, Lola Bitar Balsemao, Ayden Waheed, Mienke Du Preez, Anton Bornman, Michelle Chen, Daniel Gazzillo, Clara Fayek, Adam Ryburn, Ms J Dorio

FS2 ROBIN

Ms R Moore, Romanos Michail, Anaira Suchede, Dmytro Blinnikov, Daniela Cocci, Abraham Ijaz, Rin Tajima, Yona Tahamtan, Emerson Jones, Maruwa Pinto, Hamad Algahash, Jessica Mahoney, David Fennell, Hannah Joseph, Hasan Tyebkhan, Ms C Nassuuna

FS2 KINGFISHER

103

Ms C Jones, Jules Delaunay, Sophia Nillesen, Frankie Brown, Ammarah Albiz, Rianna Alhalak, Levin Atagul, Amatullah Fakhruddin, Leena Khakwani, Naya Abdelal, Tom de Hoop, Caitlin Wickham, Alisa Kastahorau, George Ansell, Melissa Lepich Reinish Neves, Matthew Andow, Ms M Mahilum

FS2 PELICAN

Ms L Etherington, Rafaela Abdel Gawad, Aoibh Phelan, Shayaan Shahzad Malik, Olivia Lepich Reinisch Neves, Savelii Guseinov, Thea Tayoun, Yaman Aboud, Maryam Barazite, Rashid Mubarak, Mila Hansen, Carter Larkin, Alia Raduan El Tayan, Nimish Goel, Kiara Peiris, Ms M Del Rosario

FS2 SHEARWATER

104 YEARBOOK 2019-20

Ms S Nazarian, Gordon Thorn, Eline Romeih, Rayan Sfeir, Alice Franzutti, James van der Horst, Arash Bakhshi Zadeh, Angel Morkos, Niene Herinx, Enze Lin, Calum Davidson, Stephen Murray, Yuna Chua, Jesda Higham, Bassam Dabliz, Saeed Alawadhi, Hessa Al Rahma, Haroun Sherif Elfadaly, Sophia Hurley, Zabeer Shah, Ashleigh Kearney, Salih Mohamed Fadul, Ms C Jovero

YEAR 1R

Ms A McGirr, Estelle Jergoes, Sofia Soberon Gomez Peniche, Jasmine Rossi, Josiah Ong Choon Hwee, Chris Choukrallah, Oliver Tan, Meeha Beyer, Ella Statham, Valentina Guerini, Thijs Jorritsma, Constant du Troit, Kaia Acton, Adel Monika Sepsey, Hana Arissa Khairul Hanafi, Odhran Phelan, Jakub Alvin, Rishain Shakeel, Burhanuddin Fakhruddin, Vincenzo De Carlos Kiatsamuttara, Zosia Burgess, Zain Teleb, Ms D Bagayan

YEAR 1H

105

Ms N Moran, Ava Peet, Ayden Tharao Wachiuri, Eâ&#x20AC;&#x2122;ssa Thompson, Soma Saito, Mira Ghanekar, Emma Salbut, Artemis Dehghan, Hamza Al Kanhouch, Alex Conraide, Ahana Jha, Miguel Soberon Gomez Peniche, Zara Firmin, Amalia Van der Meulen, Idhant Joshi, Ethan Hendry, Mazen Wael, Sohana Abbadi, Rafi Zaim, Forrest Millgate, Ms T Oganessyan

YEAR 1L

Ms S Brady, Jawaher Al-Ali, Rishi Srikanth, Nala Leylamian, Maksat Amanmammedov, Victoria Tsourdis, Alessandro Valdivieso, Asmaa Eleslamboly, Adriel Cocciadiferro, Mia Cocci, Ali Algahash, Enzo Melis, Atheena Brielle Vijendrabarathy, Samuel Slade, Noortje van Duijn, Mathias Esquivel Hernandez, Chloe Estrada Matbouei, Aleksandra Diaz Leal, Leah Aloush, Marco Alifredi, Matilde Marcal, Arianna Vanetti, Ms W Galve

YEAR 1T

106 YEARBOOK 2019-20

Mr A Stenhouse, Yousuf Murad, Maryam Albiz, Abdalla Gamal, Indiana Van Mullekom, Emilio Gawad, Diego Correa, Sabine Blumberg, Nout Jorritsma, Alexei Ushakov, Kristina Tsurkan, Joshua Taylor, Kanta Nakagawa, Nicha Campforts, Sofia Germano, Seyara Peiris, Cedric Dekker, Angela Mutheu and Mrs R Caluyo

YEAR 2R

Miss H Pearce, Siem Van Duijn, Ameli Balt, Andrea Gazzillo, Maria Alnaqbi, Imran Barazite, Latifa Vasey, Max Holden (on floor), Anta Ba, Jeremy Delcriox, Yosef Tahboub, Aleen Riyal, Alina Ryburn, Jake Westray (on floor), Alia Mohammed Salaheldin, Adam Teleb, Noelia Maier, Gauri Nair, Tandie Kimunguyi, Murad Kubataev, Mr I Kakooza

YEAR 2H

107

Miss L Reseigh, Leon Nambiar, Oliver Houston, Ruqaya Murad, Cyrus Dekker, Bianca Argenzio, Rishan Sharma, Evelyn Sadler, Austin Robinson, Emma Germano, Archie Rogers, Katrianne Maglantay, Muhammad Bin Mohd Asyraf Reduan, Nefeli Rapetti, Alice Moura Castro, Jessica Regan, Ahoon Rasouli, Mohamed Zein, Louis Grieve, Mrs P Baloria

YEAR 2L

Ms AM Somers, Alexander Molander, Lana Barbour, Isaac Swagerty, Lucas Nieto, Elizabeth Parslow, Rebecca Mendonca, Armando Van Der Meulen, Olivia van der Leeuw, Sanan Malik, Chloe Wickham, Sebastian Ansell, Lucas Steinberg, Aadvika Nayak, Adham Ashraf Azab, Rayan Khan, Jude Al Turk, Abdullah Maqsood, Ms V Saldanha

YEAR 2T

108 YEARBOOK 2019-20

Mrs M Hulme, Alexandre Delaunay, Aeriella Pienaar, Leila Al Zuhairi, Annsh Dutt, Lara Aldemairy, Jackson Van Mullekom, Malak Waheed, Andries Bornman, Tiffany Tan, Abdulla Alhussaini, Aisha Eleslamboly, Celeen Haytham Taha, Nathan Knudsen, Amelia Kirwan, Kenji Butt, Portia Steel, Matija Djuric, Mui Ying Amelia Ong, Youssef Fayek, Mrs F Guittard

YEAR 3H

Mrs A Olayiwola, Kyuwon Oh, Ayperi Amanmammedova, Georges Randet, Noemi Jensen, Essa Umair, Puteri Ilmi Basyar Luqman, Albertus Beyer, Yvette Parubets, Marco Lomonaco, Zeina Amr, Liam Halen, Mohammed Almutewei, Mattia Raimondi, Ye Na Lee, Leonardo Vanetti, Juan Montes Guevara, Lana Chaaban, Isla McLeod, Mrs J Puntanar

YEAR 2N

109

Mr J Maynard, Aliakbar Fakhruddin, Alison Hopwood, Reagan Newham, Joao Lepich Reinisch Neves, Lillian Parslow, Alina Khan, Anna Guadalupe Candanedo, Hugo Higham, Maja du Toit, Vanessa Kotrikova, Ellebelle Weyer, Sehwan Joo, Adam Ghazal, Lamin Mohamed Ben Zian, Millie Slade, Vitoria Prato Alberti, Jane Binny, Emery Rolle Fuchs, Ms C Jagmis

YEAR 3T

Mr S Cordelle, Olivia Scheunert, Roha Hassan, Mert Boyuer, Ada Dumitru, Frederick Brown, Yehia El Gamal, Sami Zaim, Talia Riyal, Miane du Preez, Tala Barbour, Haniya Maqsood, Tia Aldemairy, Viyan Raina, Sophie Maeroum, Caitlynn Dekker, Hoor Haytham Taha, Taylor Sloan, Adam Papp-Budavari, Ms N Ranasinghe

YEAR 3R

110 YEARBOOK 2019-20

Ms E Hevehan, Mohammad Al Hammadi, Rhia Kakami, Magdalena Slavkova, Pablo Camacho, Maya Al Kanhouch, Carina Fabbrini, Isabella Prevost, Sam Al Sawa, Benjamin Van Brussel, Daphne Garaud, Ayan Maalouli, Emma Isetta, Laurenz List, Zara Odhiambo, Keyaan Noureddine, Milana Guseinova, Inca Parsons, Alexis De Silva, Pavit Goel, Mr B McAlpine

YEAR 3L

111

Mr A Sandhu, Amira Azzan, Cyprien Guittard, Aryan Verma, Abdel Wahid Gasim, Mandisa Ngwato, Hanseong Cho, Jana Andilla, , Seungho Lee, Zuri Dahya, Magnus Grieve, Jood Sfeir, Darvyn Tan, Mira Papp, Bilge Ceylan, Alexandra Parubets, David Mcfadden, Daniele Giacomelli, Alia Al Marri, Morgan El Hage, Pablo De Mendizabal Salinas, Mr M Wallace

YEAR 4R

Miss L Wainwright, Mael Maier, Arsham Pourrashid, Jessica Slade, Rei Tajima, Pedro Farias Wagner, Sara Ogla, Aidan Dunne, Amelia Scheunert, Alexander McGrath, Maya Hooman, Meylis Amanmammedov, Ali Khosravi Taghanaki, Micaela Barclay Guerra, Valentina Abdel Gawad, Viola Raimondi, Lea Goncalves, Liam Taylor, Freddie Payn, Mr M Wallace

YEAR 4H

112 YEARBOOK 2019-20

Mrs I McFadden, Laith Azzan, Leonid Sidorin, Omar Elbahrawy, Mohammed Vasey, Amelia Rogers, Malou Solvhviid Larsen, Sarina Khedri Shooshtari, Philippine Randett, Maria Guevara Montes, Zacharias Molander, Myrto Gkioni, Flavio Romano, Irina Savchenco, Eldrick Van Emmenis, Alexie Horwell, Eya Gueddes, Layla Balt, Carter Fennell, Maya Halen, Mr M Wallace

YEAR 4T

YEAR 5H

Miss G Dineen, Francesco Mathias Borrielli, Mun Jeong Kim, Aryamik Velliyur, Naomi Mendonca, Habiba Habib, Nicolas Nieto, Mrs S Dekker, Ava Bowden, Yerin Joo, Amna Al Hussaini, Lucrezia Di Castri, Maryam Fakhruddin, Giacomo Parrilli, Emma Houston, Aaron McDonough, Mohammed Mahdi Abbas, Stefania Isetta, Aayan Asthana

YEAR 5R

Miss C Williams, Zaid Shaheen, Annabelle Meyer, Khalid Bakhresa, Niamh Dunne, Alexander Moosman, Mrs S Dekker, Gabriella McAlpine, Essa Diyab, Neeva Wahbeh, Martin Camacho Adam Amin Hussein, Lilly Hopwood, Nima Fathalian, ,Amira Ibrahim, Ho Ting Christopher Yang

113

YEAR 5T

Mr S Walsh, Tristan Grange, Hongrun Wei, Zaynab Al Shalabi, Katarina Djuric, David White, Craig Newham, Mrs S Dekker, Anna Sobek, Leila Ghazal, Laura Foeger, Carla Mansour, Ayana Ndegwa, Can Khan, Sophie Tsourdis, Haza Diyab, Samaa Kumar, Sebastian Delcroix, Defne Gezgin

YEAR 6H

Ms T Engelbrecht, Abdalrahman Tahboub, Charl du Toit, Zania Molefe, Nada Babiker, Kristin Hackland, Marcelo Fernandez, Mr D Slack, Rafaella Barclay Guerra, Sienna McLeod, Sharief Azab, Lisa De Boni, Burhanuddin Nooruddin, Amina Kubataeva, Imran Noureddine, Yujoon Jung, Bartu Gezgin, Robin Scheunert, Jenny Yang

114 YEARBOOK 2019-20

YEAR 6R

Miss S Coyle, Tiago Marcal, Eve Kriel, Zastian Van Emmenis, Yassin Elbahrawy, Aliz Papp, Ms T Engelbrecht, Manuela Renner Farinon, Aisha Ibrahim, Alex Butt, Maximilian Molander, Cristina Salgado, Marti Andilla, Nabeela Kazmi, Serwer Bakhshysh, Tobias Horwell, Gabriella Blumberg, Ciaran Joseph

YEAR 6T

Ms L Nugent, Alexander Taylor, Gypsy Lonergan, Amy Regan, Emily Steinberg, Bo Liu, Abdoulla Albahri, Ms T Engelbrecht, Max Kirwan, Mia Prevost, Khadija Belkhair, Juan Sanchez, Menara Peiris, Zalina Kubataeva, Kareem Maassarani, Adam Al Turk, Nikita Sobolev, Miriam Cozzolino, Alex George 115

YEAR 7H

Mrs M Naylor, Isaac Kriel, Parvathy Nair, Ahmed Al Hammadi, Saule Geneviviute, Jan Bayarenka, Youssef Gueddes, Melissa Raya, Anna Julia Ponce, Abdelazim Babiker, Jameel Lavers, Simrah Kazmi, Martin Guittard, Maria Slavkova, Faycal Noureddine

YEAR 7R

Mr T Lappin, Abeer Gasim, Jiho Lee, Amin Akhmed, Isla Evans, Leonardo Gorraci, Rashid Al Nuaimi, Touline Shaheen, Jacob Watson, Michael Oâ&#x20AC;&#x2122;Grady, Eduardo De Mendizabal Salinas, Ema Sobek, Louis McAlpine, Habone Adour, Moaz Abdulrahman Hussein Aly Elsayed Yehia 116 YEARBOOK 2019-20

YEAR 7T

Mrs L Rogers, Kiana Gibb, Lydia White, Elena Dâ&#x20AC;&#x2122;Aprile, Gregor Bennie, Giorgi Oganesyan, Leonid Egorov, Mitchel Smith, Adam Tyebkhan, Nicolo Parrilli, Karim Wael, Jana Yehia

117

YEAR 8H

Mr G Rodgers, Lea Janjanin, Mohamed Davoodi, Budoor Al Wasiti, Mason Barton, Zoe Barstow, Elizaveta Soboleva, Alime Bakhshysh, Nicola Parsons, Jiaying Zhang, Noah Scheunert, Gautam Nambiar, Julia Maeroum, Jaehoon Jung, Morgan Joseph, Daniel Nieto

YEAR 8R

Ms K James, Alina Ben Zian, Wael Hamze, Samuel Mendonca, Ruairi McFadden, Sami Tadayon, Alisa Tsurkan, Karthika Ajay, Kaushiki Raina, Mohammed Al Balushi, Valentina Salgado, Isobel Hulme, Adam Fawzi, Catarina Moura de Castro

118 YEARBOOK 2019-20

YEAR 9H

Cameron Fisher, Jack Pan, Jaad Hamze, Heelan Adour, Amon van Almsick, Miss J Haugh, Maria Oganesyan, Benjamin Brookes, Joshua Evans, Facundo Fernandez, Sakina Fakhruddin, Amy Butt, Dario Pous Gerodetti, Clementine Guittard, Alicia Segovia Barrios, Karim Tarek, Chaeli-Jade Pienaar

YEAR 10H

Mr G Brown, Saaed Al Nuaimi, Saif Al Wasiti, Mohammed Murad, Michael Olayiwola, Ryan McDonough, Joseph Hulme, Emirhan Bera Canli, Pujia Wang, Aalyah Prem, Peter White, Naya Maalouli, Rodrigo Raya, Zack Tulonen, Michelle Joy, Jana Khalifa, Jiaxin Zhang, Hana Fouda, Nancy Hamze, Kristian Maglantay, Maryum Al Balushi 119

As another fantastic year of sport draws to a close, I would like to take this opportunity to thank all our dedicated athletes and parents for their support. Without your hard work and commitment, the numerous successes we have achieved this year would not have been possible. This year we were able to field a fantastic number and variety of teams in the DASSA leagues. We had more than 40 teams entered into an array of sports. Over 60 bus journeys took place as well as enjoying some home fixtures. Overall we were thrilled with the participation levels rising each term, finishing with 63% of our students in Year 3-10 representing the school in sport, equating to over 200 students. Such a brilliant achievement would not have been possible without a hardworking team of coaches and teachers behind the scenes to whom we are extremely grateful. There were several magic moments and terrific teams who deserve special mentions for their performances this year. The Year 4 Netball team achieved outstanding success, flying through a number of tournaments and fixtures without defeat. We are looking forward to seeing them in action in the league next year. The U14 Netball team finished their season undefeated at the top of their league, scoring an incredible 83 goals in 5 games. Other teams which were undefeated throughout their seasons were the very promising Year 3 and 4 Rugby teams, who enjoyed some high scoring games along the way. The U15 boysâ&#x20AC;&#x2122; and girlsâ&#x20AC;&#x2122; Cross-Country teams achieved great results, both featuring in the Dubai Top 10 out of more than 35 schools. The boys finished 7th overall with the girls just behind in 8th. The primary Cross Country teams also achieved fantastic results with the Year 4 girls placing 9th, the Year 3 boys 10th and the Year 3 girls 11th. Special mention must go to Amelia Scheunert who came 6th out of over 200 students. Biathlon proved an enormous success this year with over 20 students turning up for training on a Thursday morning at 6.30am. Jessica Slade and Max Kirwan both recorded an amazing three 1st place finishes while Ryan McDonough also achieved a 1st place finish in one event. Amelia Kirwan achieved three 2nd place finishes, Max Molander achieved two second place finishes while there were also three 3rd place finishes for Lisa De Boni. The results of Jessica and Amelia were made all the more impressive given that the competition was for Year 5 students and they are in Year 4 and 3 respectively! The combined efforts of all students in the squad ensured we kept our Division 2 status in secondary whilst in primary we achieved our second promotion in as many years. Swim Squad have also featured in two galas this year, putting in some fine performances in friendly and competitive galas. After racking up a massive number of wins and personal bests in a time-trial gala with SWISS, they stepped up to their highest level of competition so far in the DASSA Relay Gala. The squad recorded a fine 3rd place finish in the event, scoring a number of first places, particularly in the Year 3 and 4 sections. It has been amazing to watch all the students training so hard before, during and after school. In term two, when the focus switched to Girls Football and Rugby, we had over 70 students from the primary section attending these clubs and competing against other schools. For the first time we were able to enter two secondary Netball teams and preparations for the Athletics events were looking very promising after a warm up event at Brighton College. Although there were many sports and events that we did not get around to playing this year, we believe our students have excelled themselves with their participation and enthusiasm throughout the sporting year. We look forward to building on our successes next year.

AQUATHLON SQUAD

120

MAX AQUATHLON

U8 BOYS CROSS COUNTRY

121

U9 FOOTBALL

U9 GIRLS CROSS COUNTRY

122

U9 GIRLS FOOTBALL

U9 NETBALL

123

U11 GIRLS FOOTBALL

U11 NETBALL

124

U12 FOOTBALL

U14 NETBALL

125

U15 BASKETBALL

U9 RUGBY

126

127

128

HARTLAND INTERNATIONAL STAFF 2019 - 20

Hartland International School Yearbook 2019-20

Articles inside

Mathematics

Inclusion at Hartland

Humanities

English

Drama

Art

UAE 48th National Day

Virtual International Day

Arabic

Islamic Education

Houses

Primary Section

Secondary Section

Foundation Stage

Message from Shahida Ibrahim

Message from Fiona Cottam

Message from Yasmine Dannawy

Message from Aminah Evans

Message from Chairman