Hartland International School Yearbook 2020-21 by hartlandinternationalschool

YEARBOOK

2021

YEARBOOK 2020-21

Message from Chairman

UAE 49th National Day

Message from Fiona Cottam

International Day

Message from James McBlane

Arabic

Message from Shahida Ibrahim

Islamic Education

Art

Design & Technology

Principal and Chief Academic Officer

Head of Secondary

Head of Primary

Message from Aminah Evans

Foundation Stage

Drama

Primary Section

English

Secondary Section

Gifted & Talented

Sixth Form

Humanities

Houses

Inclusion at Hartland

Head of Early Years Foundation Stage

FS1 and FS2

Year 1 to Year 6

Year 7 to Year 11

Steven Oakes

Creekside, Mushrif, Safa, Zabeel

YEARBOOK 2020-21

CONTENTS

Mathematics

Media Studies

101

World Book Day

Modern Foreign Languages (MFL)

103

MUN & MINIMUN 2020 - 2021

Moral Education & Social Studies

104

Sports Day

Music

105

Foundation Stage Class Photos

Physical Education

110

Primary Class Photos

Psychology

119

Secondary Class Photos

Science

128

Staff Photo

Careers at Hartland

Hartland Charity

Enrichment

Happiness & Wellbeing

MESSAGE FROM CHAIRMAN

Dear Hartland International School families, 7th July 2021 marks the close of a sixth academic year of our journey on what we fondly call “The Hartland Way”. We were delighted to be one of the few schools welcoming back all our staff, students, and parents into our classrooms and learning spaces without online learning. Our commitment to return to classroom-based teaching meant ensuring every child being in school daily so they continue to be inspired, challenged, and supported in all that they do. Such a commitment is an extraordinary one to make considering the unprecedented circumstances and consequently requires a set of dedicated professionals. Congratulations to Mrs Fiona Cottam who led the school team as they prepared to transition from online learning to classroom learning. Running a school successfully for a long time is hard enough. Running a school successfully under the current circumstances requires something special. The same commitment and enthusiasm that was on display during the zoom lessons lent itself to ensure that the students were returning to a safe and secure environment that was also engaging and inspiring. The latter was particularly important after social distancing measured continued into a good part of the summer holidays. The efforts to return to and continue full-time classroom learning would also not be possible were it not for the tireless efforts of the Operations and Facilities team, the IT team, the Admissions team and the Administration team. These teams are responsible for several things including, but not limited to, ensuring the cleaning and sanitisation of the learning spaces, the proper functioning of the IT systems, the management of the admissions and withdrawal process of students, provision of the necessary medical support and the management of the staff and their wellbeing. Without each of these teams doing what they do the school would not be the safe and secure learning environment it is today. As we close this academic year, we continue to build upon last year’s theme of #ThrivingnotSurving. I am glad to report that Hartland International School has grown stronger than it was before the pandemic began. The win by Team Zenith during the F1 in Schools competition marks the first time Hartland has won an international competition. While there has been a cessation of inter-school activities, our students have found other ways to stand out and shine. The school has also witnessed the highest number of new enrolments since inception. This would not be possible without the continued engagement and support from our parent body. Thank you for recommending the school to your friends and family, your recommendations and continued support are the best vote of confidence in the direction of the school. As HRH Sheikh Mohammed Bin Rashid Al Makhtoum rightly remarked, “We are at the start of the road to our vision, for every peak we reach overlooks the next. Only those who strive to achieve are on the top.” We are looking forward to seeing you in September. Chairman

YEARBOOK 2020-21

MESSAGE FROM PRINCIPAL

Another year comes to a close and with it, more memories have been made, the celebration of which we share with you in the pages that unfold in this Yearbook. It has without doubt been a challenging year for so many of us on a personal level, whether still separated from loved ones overseas or whether facing difficult decisions about our lives in general. The global pandemic has affected us all in some way or other and will do so I am sure for many years to come. Yet, despite anxieties and all of the challenges, Hartland has not only survived once again, but has continued to strive ahead, reaching new milestones on our journey and story of success. Our children have been quite incredible over the course of the year and have adapted to our new normal with a secure ease and maturity that belies their years. The safety and security measures that the Government agencies have put in place for schools has ensured that we at Hartland have been able to remain open all of the time for all of the students and this has undoubtedly lifted our spirits each day. There is much to be grateful for and as often is the case, it is the people who make our lives all the better and not the luxuries and possessions that are so easy to covet. To you, our parent body, I thank you from the bottom of my heart. Your unwavering support for all that we do has made the unnavigated journey of school reopening in a pandemic and our operations throughout the year less daunting than might have been. The experiences and lessons learnt from these months will stay with your children forever and your resilience as parents has made our young people stronger, more independent and somewhat braver than they might have been before. To this end, I thank my staff also. When others in our world complained and found fault, my staff found a way to be hopeful and positive in all that they did, from the incredible operations team led by Mrs Menon who ensured that the school was sanitised and compliant with the very stringent regulations, to the Covid-Emergency Team who in the early days of the year were here until the small hours figuring out what to do when cases and contact tracing was reported, each member of our community played their part. From our school counsellor Mrs White, who listened carefully for the signs and symptoms of the anxieties that we all had deep down inside, to the medical team that monitored regulations and health concerns, and to the administrative support staff who kept everything running like clockwork behind the scenes, a huge thank you for your expertise and commitment to all sections of our community. To my leadership team who did what the job asks and so much more, above and beyond, sometimes seven days a week, my thanks in abundance. To the owners who faced down the trials of the pandemic and the economic challenges that such global shutdown brings, my immense thanks for keeping your faith in us throughout and for always putting the students, staff and parents at the forefront of every decision taken.

Principal and Chief Academic Officer

And finally, to the class teachers and tutors, there are no words that can ever demonstrate the gratitude of us all for all that you do. Teaching and operating in an unusual world of set seating positions and face masks was never going to be easy, but when you couple that with sanitising rooms, books and equipment, teaching to a blended class with some students in and some at home, multi-tasking as teacher, regulation enforcer, counsellor and all-round “Rockstar” at any given moment, well, frankly, you are nothing short of extraordinary. Throughout, you ensured that our children made progress and attained the highest levels, you took equal care of their learning and their wellbeing and many of you prepared our first cohort of GCSE candidates for submission of evidence that clearly showed their knowledge, skills and understanding of their chosen subjects. As the year comes to an end, I remain forever thankful that every day I get to be part of the extraordinary community that is Hartland. I hope that you enjoy the reflections in the pages that follow on the unusual year that has passed and I look forward with hope and determination for the years that lie ahead for our school.

YEARBOOK 2020-21

MESSAGE FROM HEAD OF SECONDARY

As I reach the end of my first term as Head of Secondary at Hartland it is a natural point of reflection. The twelve weeks of this term from my viewpoint at least have flown by so quickly. During this time, I am pleased to say that the things that attracted me to the school in the first place have been fully reinforced and enhanced through my experiences over the term. The things that struck me then about the school was the incredibly warm and positive atmosphere that seems to permeate through the school. The sense of community is tangible and is clearly a huge part of what makes Hartland so special. This is even more impressive and important when we consider the context and challenges of the academic year 2020-2021. Although we have been fortunate in comparison to many other schools across the UAE and further afield, we have operated throughout this year with a number of operational restrictions in place. I have been incredibly impressed with the resilience and determination of our students, our teachers and our parents as we have all worked successfully together to ensure the very highest quality of education. I would therefore like to take this opportunity to thank you all for your contribution to that. This year also represents an important milestone in the life of the school as our first ever Year 11 students successfully completed their GCSE courses. As we look towards the next year, we are incredibly excited about Hartland’s continued growth and development. In particular, we look forward to opening our Sixth Form provision and welcoming our first cohort of Year 12 students. As our school grows naturally, we continue to develop our resources, extend our curriculum and welcome new teachers into the secondary school to teach our growing number of students. At Hartland as we grow, we are dedicated to further enhancing the attributes that make our school special. The personal care, genuinely holistic and well-rounded education combined with our exceptional academic provision and classroom experience are the hallmarks of The Hartland Way.

Head of Secondary

MESSAGE FROM HEAD OF PRIMARY

Exactly one year ago, I reflected the experience of an unforgettable academic year, 2019/2020. Having had two terms in school, where our classrooms and corridors were filled with sounds of joy and laughter as the students engaged in their learning with enthusiasm, our world changed in term three due to the Covid-19 global pandemic. We transitioned to distance learning and together the Hartland community endeavored to continue as we connected via Zoom and Teams for our live lessons and school events. This year, I believe that we have not only grown and matured, but we have flourished. Our year began last summer as we were busy writing school readiness plans and ensuring classrooms were ready to meet the Covid-19 health and safety protocols. Finally, the day arrived that we had all been waiting for, the doors opened to our students for their very first day back to school. Words could never express the warmth, happiness and the abundance of excitement that was in the air! Hartland continues to be a vibrant community of happy learners. I thoroughly enjoyed entering the school gates each morning ready to experience all the exciting things that take place daily. Each day is filled with an abundance of enthusiasm and endeavor. It always amazes me how time does fly when you are at school. Each day is not only different, it is also incredibly rewarding to see our students succeed in achieving their goals. I am immensely proud of all the students for their energy, resilience and passion for knowledge whilst adapting to the new way of learning, adhering to the social distancing protocols, wearing a mask and keeping each other safe and happy throughout the year. As Head of Primary, I take great pride in seeing the passage and headway secondary students undertake as they head into key stages 3 and 4 to start their move towards taking their GCSEs. I hold fond memories of them developing their learning skills in primary. It truly is a privilege to work in a through school, watching each student evolve, mature and blossom into young adults. You can feel the amazing buzz around our school with the assorted learning experiences which are reflected in this Yearbook. In every class, each day, new skills are being developed, new friendships are made, and new talents and gifts are being discovered. I could not be prouder of everything that each member of our community is achieving, whether that be a member of staff, student or parent.

Head of Primary

I made mention as to how we have flourished this year, and we really have! You will see the vast and multi-colour evidence of this as you turn the pages of this virtual Yearbook. You will be reminded of our academic, artistic, sporting, performing arts successes and our rewarding charitable campaigns and competitions. There is nothing more fulfilling than a cohesive, united school, where every student and colleague shares a sense of purpose and wants to see the best for everyone around them. Reflecting on what we have achieved during this year really does fill me with an immense sense of pride. Our commitment to ensuring we deliver the best possible provision for each child is unwavering and your support is imperative. Our vision remains steadfast, we are entirely committed to delivering the highest possible standards of care, teaching and learning and leadership. One where students are prepared and confident to compete globally with their peers and make outstanding progress on their journey to become leaders of the future. Hartland is truly a special place, where happiness and achievement of great things goes hand in hand. Thank you to staff, students and families for being a part of a wonderful year of opportunity and achievement. I hope and pray that with every passing day, the sun shines brighter, and the news improves in our world. With my very best wishes

MESSAGE FROM

HEAD OF FOUNDATION STAGE As this school year comes to an end, and in reflection, I remember how well we have responded to the changes in place to keep us all safe thereby allowing each child to continue their learning journey successfully and physically at school. I firmly believe that this pandemic has made us stronger, more resilient and more appreciative of what we have and the achievements all our children have made during these differing times. As we started the year, I was extremely pleased with how well the children settled in. They demonstrated a keen readiness for the year ahead whilst also displaying a hearty thirst for knowledge and learning. It is important to recognise that children’s learning goes beyond the classroom and I would like to thank all our parents for their continued support and understanding. The children have blossomed and grown in confidence in their unique abilities. They have built the foundations for their future learning and I feel privileged to be able to say that I was part of this journey in your child’s life.

It’s time to say good-bye. Our class has come to an end. I’ve made more cherished memories And many more friends. I’ve watched your children learn and grow And change from day to day. I hope that all the things we’ve done Have helped in some small way. So, it’s with happy memories I send them out the door, With great hope and expectations For what next year holds in store.

Finally, I would like to take this opportunity to thank our dedicated staff for their continued commitment and efforts to ensure all children thrive within the Foundation Stage department.

Head of Foundation Stage 12

YEARBOOK 2020-21

Ms Cashman

Ms D’Olimpio

Ms Jackson

As we opened our doors to Foundation Stage 1 (FS1) last September, the corridors were filled with enthusiasm and a sense of wonderment and excitement for the year ahead. The children quickly adapted to their new environment and showed a high level of confidence as they started their school journey under the expert guidance of the FS team. As FS1 is a very important stage of development for a young child, we ensure their experience is happy, active, exciting and supportive in terms of their development, care and learning needs.

Ms Warsi

Supporting children’s knowledge and understanding of the world involves a comprehensive preparation and delivery of topics or enquiries throughout the year. Some of our topics this year included: • “Why do you love me so much?” which allowed for children to recognise their special qualities and understand the similarities and differences between them and their new friends • The “Is it shiny?” line of enquiry allowed children to explore dark and light, reflection and shadows • The “Can we explore it?” theme captured the children’s natural curiosity about the world around them and sparked meaningful conversations about how things work and move • One of the most popular topics was “Why can’t I have chocolate for breakfast?”. This encouraged the children to have different discussions in relation to heathy eating, exercise, favourite foods and exploring the senses • Our final topic “How does the Burj Khalifa stay up?” developed the children’s creative skills and they particularly enjoyed using Lego bricks and different modelling techniques to create their own versions. We are so proud of the independent, enthusiastic, confident learners that move forward into Foundation Stage 2 (FS2). We will miss you all but know you are more than ready for your next adventure at Hartland.

Ms Jones

Ms Etherington

Ms Nazarian

Ms Fitzpatrick

Ms Reece

Foundation Stage 2 (FS2) have had a fantastic year full of exciting and engaging learning experiences. It was amazing to welcome both our existing and new children back into our classrooms in September where they were reunited with their peers and teachers face-to-face. FS2 began with the question, ‘Do you want to be friends?’. This was a fantastic way to get to know our new friends and teachers through games and activities which promoted children’s communication, language and social skills. As opposed to friendship biscuits this year, instead we made a friendship bracelet along with a card for one of our friends in the classroom. Our next question, ‘Will you read me a story?’ allowed everyone to become storytellers, actors and actresses using drama, technology and writing. The children were exposed to a range of familiar traditional tales and fairy tales to retell and sequence. We set up Grandma’s cottage, the Three Bears house and even a castle to support children to independently apply their knowledge of the stories cooperatively, in play with their peers. After the winter break, we arrived at school faced with a crime scene of dirty animal footprints and mess everywhere! The children became detectives to find out which animal had escaped from the Dubai Safari park. We designed and wrote missing posters to help find the zebra and even had a zoom call with the park ranger and zebra once the zebra had returned. This introduced our new question ‘Why do Zebras have stripes?’. We thoroughly enjoyed exploring themes such as camouflage, natural habitats, animals and their young and fun facts about safari animals. Our hook into ‘Who lives in a rock pool?’ saw us using our senses to investigate what was inside the mystery sea themed boxes. Our favourite senses; touch and smell were heightened when they smelt crab and sun cream and felt seaweed and wet sand. They also thoroughly enjoyed creating their own seaside café’s and explored with money in ‘buying and selling’ delicious treats. It was wonderful to see shared pictures of everyone’s experiences at the seaside and, using their knowledge of sentence writing, they wrote some amazing postcards to their teachers and friends.

YEARBOOK 2020-21

‘Are we there yet?’ was our final topic of FS2 and very fitting as the children prepared for their new journey into Year 1. This topic focused on both real and imaginary journeys through the picture book, ‘The Journey.’ Children embarked on a journey through the school by entering through a red door to the ‘rainforest’, where they used movement to respond to music and images. It was amazing to see their imagination and creativity flow as they went on to design a mode of transport to get them back to their classrooms from their journey. As we concluded our learning on journeys and adventures, we reflected on the amazing journey the children have been on throughout FS2 and for many throughout our Foundation Stage at Hartland. We are so proud of all the FS2 children this year, who are leaving our Foundation Stage as confident, independent and resilient learners ready to embark on new experiences and adventures in Year 1.

This year has definitely been one for the books! As we negotiated our way through the new Covid rules and restrictions in September, students led by example and embraced the changes with such positivity that it wasn’t long before we had all settled into a very happy routine.

We went from one big adventure to the next, thereby ensuring there that no two days were the same throughout the year. Ms Moran

Ms Reseigh

Ms Cashman

From the moment students walked through the door each morning our days were filled with exciting adventures that led to the auditorium to recite poetry, to treasure hunts around the school cracking secret codes and experimenting with concrete materials. We followed giant footsteps found in the corridor and helped Goldilocks find her way home. The fun, literally, never stopped! Throughout the year, students experienced a number of notable and memorable days such as International Day, Sports Day, World Book Day and Mathletics Challenge Day to mention but a few. On these days students danced their way through different countries, competed in races, transformed into book characters and put their mathematics skills to the test through virtual games. We are extremely proud to report that Hartland were placed third overall in the Mathletics Challenge Day. As we reflect on the year, it is evident that the student’s resilience and positive attitudes to learning remained consistent throughout the year and we couldn’t be prouder of each one of them. The Year 1 team would like to thank all parents for their continued support and commitment over the year in working with us to support your children’s learning.

Mrs Brown

Mrs Bowden

YEARBOOK 2020-21

We wish all our wonderful Year 1 students the very best in Year 2 and have no doubt they will all go on to achieve amazing things!

2 Ms Brady

Ms Olayiwola

Ms Kavanagh

Ms Evans

Learning, laughter and life long memories are three components that have made Year 2 unforgettable.

In September vacant classrooms were transformed. Silent classrooms became places of wonder and empty corridors were filled with anticipation and excitement. Although students were wearing masks, they could not hide their smiles. Old friendships grew stronger and fresh friendships blossomed. After acclimatising to new restrictions, students adapted with great maturity and relished the opportunity to be effective role models for Year 1 and Foundation Stage. Year 2 started their English writing units by travelling to a different planet where they were greeted by aliens. Inspired by ‘Smelly Peter: The Great Pea Eater’, they wrote their own version of the story changing various components. Instead of loving peas, students described their adventures after eating too much of one food. Some ate too many blueberries and turned blue whilst others became orange from eating too many carrots. Their imagination came to fruition and their narratives were a joy to read. Later in the year when reading ‘How to Look After Your Dinosaur’, students wrote instructions to create a refreshing and healthy smoothie that would satisfy a dinosaur’s ‘growling’ stomach. Growing in confidence and ability throughout the year, students used a range of sentence types including: statements, commands, questions and explanations as they wrote a broad range of fiction and non-fiction pieces to be very proud of. Reading a range of texts has opened new worlds of adventure. As Walt Disney once said, “There is more treasure in books than in all the pirate’s loot on Treasure Island.” Year 2 have been gripped by several enthralling books from non-fiction texts such as ‘This Is How We Do It’ to the fictional text ‘The Last Wolf’. As global citizens and future leaders they were passionate when discussing current world issues such as sustainability and climate change. As a result, they created explanation texts to help Little Red preserve the planet. Their love for reading was clear to see on World Book Day. Several students were unrecognisable as they took on a new persona. They loved sharing stories with others and consequently their recommendations built a prosperous reading community. Thank you so much for your guidance with reading at home. Your part as reading role models develops a love for reading. Delving deep into a range of topics in Mathematics allowed Year 2 the opportunity to flourish. Students have enhanced their calculation skills and mental fluency where problem solving has been a key component to their success. Watching students apply their skills to solve problems has been rewarding. A highlight for many students was when they showcased their excellent understanding of position and direction during UAE Social Studies. They created their own UAE inspired maps to guide Beebots successfully around the Dubai Emirate. Their positivity and passion have been admirable.

YEARBOOK 2020-21

Travelling back in time, students have been captivated by various points in History. Learning about significant events from the past such as the moon landing in 1969 was a highlight for many. After hearing of the recent success of Haza Al Mansouri, we would not be surprised to see some of our students unearthing new discoveries in the solar system. A popular new topic focused on dinosaurs. Students were that engaged they even studied the remains of dinosaurs to determine if they were carnivores, herbivores or omnivores. In Science there were several ‘lightbulb’ moments as learners created and debugged circuits. Innovative thinkers and imaginative designers relished the opportunities that STEM Day fashioned. Building their resilience, Year 2 created imaginative, flying mechanisms.

A year like no other, a cohort that excelled and a community that thrived amidst a new environment, this year will live long in our memories. Your children have made our job the most rewarding profession in the world. Without the wonderful support of you as parents this would not have been possible, and we thank you all for your passion. We look forward to meeting you again as your children embark on a new voyage to Year 3.

3 Mr Maynard

Ms Hevehan

Mrs Gair

Ms Somers

It was with great pleasure that we began the year by welcoming our wonderful children back into the classrooms. Although there were new rules and restrictions in place for us all to contend with, it has still been as fun and engaging as ever. As we started our journey in September, we were lucky enough to welcome Mrs Gair and Ms Somers to the Year 3 team where their expertise has been invaluable to us all.

Furthermore, Ms Somers brought with her a wonderful Learning Assistant, Ms Vineeta, who joined Ms Cindy, Ms Nilusha and Mr Barry from last year. They really do go above and beyond every day to ensure they support every child to achieve their absolute best. It is always a pleasure to witness the transformation of our students from Key Stage 1 to increasingly independent and risk-taking students in Key Stage 2. In a year in which they have been challenged more than ever by the restrictions due to the events of the outside world, we really feel honoured to work with such resolute, imaginative and inspirational young people. There have been so many highlights this year, it is difficult to choose which ones to mention. From visiting a Pharaoh’s tomb on the stage to discovering an Iron Giant on the sports field, Hartland International has taken on creations greater than before. In English, children have developed their reading, writing, speaking and listening skills through exploring inspirational texts. We delved into the stories of ‘Charlie and the Chocolate Factory’ by Roald Dahl, ‘The Iron Man’ by Ted Hughes, ‘Stone Age Boy’ by Satoshi Kitamura and ‘Blue John’ by Berlie Doherty to name a few. 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 recounts, letters, narratives, explanation texts, descriptive texts and poems. Through reciprocal reading, they explored these stories in a greater depth than ever before. They had the opportunity to read their stories aloud in the class as individuals, share their thoughts on a story through group discussions and answer questions based on a text through written and drawn responses. 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 as well as 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.

YEARBOOK 2020-21

As always, the learning does not just happen in the classroom and although we were not able to travel for any school trips this year, we have managed to bring the trips to us. For our Stone Age topic, we discovered an archaeological dig site in the maths corridor that suddenly appeared. Hidden among the rubble was an array of stone age tools and artefacts that led us on a path of discovery to the Palaeolithic times. During our descriptive writing unit, the children watched a ‘Breaking News’ clip of a mysterious explosion on the school field. Upon further investigation a strange robotic creature appeared to have crash landed on Earth and it was our task to reassemble this character and solve what had brought him here. Our final trip took us back to Ancient Egypt as we were lucky enough to visit the Valley of the Kings and become the first people to discover Tutankhamun’s tomb. Entering the chamber, we discovered fascinating items such as chariots, boats, weapons, canopic jars and musical instruments. Furthermore, through a secret door we even found King Tutankhamun’s sarcophagus and death mask.

In specialist areas, the children have had the chance to experience a wide range of subjects in a rich environment that fosters an enthusiasm and love for each subject. Science lessons have been a particular highlight this year and we had the chance to experience a wide range of experiments from turning celery an array of different colours as they observed how a plant transports water through its stem, to making their own igneous rocks through heating and cooling slime. In Modern Foreign Languages (MFL) this year, we learnt how to speak and write in four different ways as children have taken part in French, Spanish, German and Mandarin lessons. As always, Music has proven a popular subject as the children have continued to learn the ukulele. It was wonderful to hear them play these during our virtual winter concert. In computing we discovered more about the importance of coding and each child created some wonderful games that we have been fortunate to play in class. We are fortunate at Hartland International as we have the most amazing community. You, as parents, have been there every step of the way supporting us in all manner of ways, such as making amazing efforts on dress up days, supporting with home learning and much, much more. As the year draws to an end, we would like to wish all the children a fond farewell and extend a huge thank you to them for all the effort they have put into their learning. We are so proud of their achievements and of the maturity that they have shown. Although we may have worn masks and had to social distance, going through these new experiences brought us closer together and I am certain there were more than a few smiles on our faces along the way. Thank you for an incredible year!

4 Ms Pearce

Mr Sandhu

Mrs McFadden

YEARBOOK 2020-21

This year may have been a little different to usual, but it was fantastic to hear chatter and laughter as we welcomed students back into school. Over the year, there were many Hartland values demonstrated by all, including resilience, determination and commitment! Mask wearing and social distancing were introduced, however, Year 4 showed adaptability and perseverance to adhere to these new rules. In all lessons, students relished and thrived with every challenge set and we’ve seen them mature and develop showing they are ready to start their Year 5 journey.

Overarching topics guided our learning in Year 4. ‘Could the world survive without rainforests?’, ‘How does water impact us?’ and ‘How have explorers and adventurers changed the world?’ were questions asked at the beginning of each topic. We used these as our stimulus in English, Topic, Drama and Art lessons. We explored rainforests in Term 1, venturing deep within them to learn more about the animals and plants found in these ecosystems. We enjoyed creating our rainforest dioramas to display our learning and considered the impact deforestation is having on the rainforests around the world, including animals which are at risk of becoming endangered. In Term 2 we journeyed through the water cycle and are now able to explain how we can help those who don’t have access to clean water. Finally, in Term 3, Year 4 looked at different explorers and adventures. This was a clear favourite for many of us as we learnt about different explorers including Charles Darwin, Amelia Earhart and Christopher Columbus. We created maps and learnt about compasses as these were how past explorers travelled unlike how we get around nowadays using GPS! Throughout topic lessons we developed our research skills using a range of websites and Encyclopaedia Britannica to search for, locate and extract information which we used to produce written content using our own words. In English, we used a core text as a stimulus to learn about a range of text types including newspaper reports, non-chronological reports and narrative. Reading, drama and discussion have enabled us to generate ideas for writing. Term 1 started with ‘The great Kapok tree’ where we wrote newspaper reports identifying the features of these. Using hot seating enabled us to develop our understanding of how the main character would be feeling and, in our writing, we focused on using inverted commas for direct speech. The Term 2 book ‘Once upon a rain drop’, followed a rain drop on its journey through the water cycle. We used freeze frames to demonstrate how the rain drop would feel throughout its journey. Using these feelings, we wrote diary entries in role as the raindrop. Term 3 saw us reading ‘The miraculous journey of Edward Tulane’ and it was clear that this was our favourite book! Using adjectives, noun phrases and similes we wrote fantastic character profiles describing Edward Tulane’s appearance and personality.

We also bought teddies in from home; there were unicorns, pandas, rabbits and bears to name a few. We personified our teddies, writing a character profile describing its appearance and personality. There were some fantastic traits shown by our teddies including protective, brave and caring. Guided reading was prominent in classes this year and we enjoyed reading the text ‘Wonder’. We answered looking, clue and thinking questions to deepen our understanding of the text whilst referring to the text throughout. A firm favourite for many of us was our introduction to drama! Throughout the year we took to the stage to learn the key skills for performing. Collaborating to create performances including mime and movement, learning about voice projection and how props or stage items can be used with background images or characterisation was a highlight for both teachers and students alike. Progress in Mathematics was fantastic this year! We enjoyed using Times Tables Rock Stars to consolidate our learning of multiplication facts up to 12 x 12. Using these facts, we were able to find fractions of amounts and recognise equivalent fractions. Written methods of the four operations have been consolidated and many students begun using long written methods of multiplication and division. Using our place value knowledge, we were able to recognise and write decimal numbers, order and compare these and round them to the nearest whole number. Problem solving and reasoning was a large part of our learning, once we had understood the objectives, we completed these problem-solving tasks to deepen our understanding. In Moral Education we explored what it means to treat people equally, demonstrating an awareness of the world. We explained and gave a range of examples of ‘culture’, exploring how cultural diversity helps not only to define our own culture but also to appreciate that of others. Later, we discussed ways to act, demonstrating thoughtfulness and showing consideration for others. In addition to this we developed our understanding of what it means to take responsibility for our behaviour and identify when and how one’s behaviour may be upsetting to others. Fostering an awareness of Emirati heritage and culture in Social Studies, we began by looking at the interaction between the human and physical environment. This involved identifying the natural features of the earth’s surface such as the desert, studying maps of the UAE and interpreting graphs showing geographical information in the region such as temperature and rainfall. We also discussed the importance of mutual respect and cooperation among neighbours, particularly neighbouring countries. The challenges that the UAE faces with water supply and rainfall was talked about at length and investigated as well as the positives and negatives of cloud seeding. Over the year, we have used different computer programmes and apps, including PicCollage, Padlet and Microsoft Word, Publisher and PowerPoint. We hope you have enjoyed seeing the work your children shared with you on SeeSaw giving you a window into the classroom. We are so proud of everyone in Year 4 for the diligence and progress made by all. We would also like to thank all parents for your support throughout the year.

5 Ms Nugent

Mr Slack

Mrs Hulme

Year 5 is always a year of considerable growth and personal development for students and this year’s cohort are certainly no exception. It has been an absolute privilege to be a part of this process, whilst nurturing and supporting them throughout this important year. Despite the challenging situation we find ourselves in, they have shown extraordinary perseverance and have risen to every challenge they have faced.

In Mathematics we have elevated students’ knowledge and understanding by approaching units creatively. This has included a significant amount of investigative work in conjunction with days such as Maths Day, which everyone thoroughly enjoyed. The focus of teaching Mathematics this year was structured in a way where students construct their own understandings of the subject whilst applying new and prior knowledge and skills to various units that consistently challenged them. We encouraged them to take risks and see purpose in what they were learning, particularly with problem solving, reasoning activities, fractions, decimals and percentage units. A highlight of the year was investigating volume during the summer term with buckets of water. A perfect way to cool down on a hot summer’s day! We have studied some incredible books as part of English this year. Adventures of Odysseus took us on a Mediterranean odyssey where we faced off with the vicious cyclops and were tormented in the Land of the Dead. An adaptation of H.G Wells’ classic War of the Worlds saw invaders threaten our very own planet. It’s a good job the Hartland New Avengers were on hand to fight back! Both texts took us to new worlds, introduced interesting and unique characters whilst providing a stimulus for our writing. We explored these texts using drama, hot-seating, storyboarding and predictions. The highlight of the year, however, had to be visiting the recording studio as part of the creation of persuasive adverts using the local charity Dubai Cares. Topic has taken us from Ancient Greece, to space and back down to earth to learn all about natural disasters. Cross-curricular/ multidisciplinary topics make learning more meaningful by allowing students to see the connections between differing topics. Through a central theme, issue, problem, process or experience, it makes the material more relevant and embeds the knowledge learnt whilst encouraging a natural confidence and curiosity of each topic. From Greek Gods to weather patterns to the Solar System and Mars, nothing was left uncovered and explored. As we bid farewell to this special year group, we are grateful to have shared such a unique year with each one of them and encourage every Year 5 student to set their goals high and always dream big – because we are only as big as the dream we dare to live. Good luck in Year 6 and beyond!

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When the school doors reopened and the sound of students’ energetic voices filled the classrooms and corridors once again, a sense of hope and optimism resonated around the Year 6 corridor. Old acquaintances were reunited as Mr Stenhouse, Ms Williams and Mrs Dekker had the opportunity to work with this talented cohort again. Physical friendships reunited and the sense of togetherness was clear to see, despite the social distancing measures. After acclimatising to fresh procedures and structures Year 6 embarked upon a learning journey that took them on a thrilling adventure.

Mr Stenhouse

Ms Williams

Students enjoyed a variety of topics ranging from adaptation to war. Inspired by rich literature and a diverse selection of texts linked to our topics, outstanding writing outcomes were produced in English. Exploring a Welsh mining town in ‘King of the Sky’ we tackled higher level synonyms and emotive words to explain how they would feel upon arriving in an unfamiliar setting. The author, Nicola Davies, was so impressed with our responses that she shared it on her Twitter page. Additionally, when reading ‘The Boy at the Back of the Class’ students wrote texts from the perspective of a young refugee boy from Syria. The kaleidoscope of emotions he experienced were eloquently described in their texts making it both enjoyable and engaging reading. These enriching opportunities allowed students to develop their empathetic skills whilst they immersed themselves in drama opportunities by ‘walking’ in the shoes of others. The importance of reading for pleasure is celebrated in Year 6. As a result, students wrote book reviews of their favourite text. An array of literature was celebrated, as they loved influencing book choices and recommending texts. In humanities we explored our own history and family roots creating a migration family tree. Using geographical vocabulary such as longitude and latitude, students located a range of countries and described their location in relation to the equator. Exploring debateable issues such as migration and genetic modification, students were able to create arguments for and against a range of questions giving clear evidence in their responses. A real highlight for many was our final topic ‘War: What is it Good for?’. Engrossed and captivated students researched the outbreak of war using a variety of historical sources. Selecting a country of their choice they created a presentation to show how war had impacted their chosen country. As well as looking at history during humanities, we also explored history closer to home during UAE social studies. Unpicking and analysing the constitution allowed us to go back to 1971 and theorise how Sheikh Zayed brought the Trucial States together.

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Talents in Year 6 are not confined to one classroom and through specialist lessons, everyone has been able to showcase their creativity and innovative ideas. A highlight was the Ethara Formula One Challenge. Students worked in teams to design, create and race their own cars. Tesla will have competition in the future! Even with imposed restrictions, Year 6 were able to take part in competitions across a range of schools in the form of The Primary Readers Cup and The Primary Mathematics Challenge. It was evident that students were driven by the competitive nature of the competitions and challenges and indeed thrived having competed in them. Your achievements this year are testament to your resilience and strong character. The way that you adapted and evolved amazed us each and every day. As we prepare to say goodbye to this wonderful, inspirational cohort, the proud feelings and amazing memories will live with us forever. As the Beatles once said, “You’ll say goodbye and I’ll say hello!” Please stay in touch. We could not be prouder of you. Your futures will be bright and prosperous, and we hope to hear and see many of you achieve your dreams. Good luck!

7 Mrs Keely

Ms Mahmud

Mrs Blair

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This has been an important academic year for Year 7, the start of their secondary school journey. They have matured and grown mentally and physically since September and have accomplished so much. Students have adapted well and taken on many responsibilities around the school such as being part of the school council, House competitions, form representatives and MUN just to name a few. As Head of Key Stage 3, I am so proud of every student and look forward to their continued development in Year 8.

“This year as we reached secondary, I was able to take part in something called F1-in-Schools. I have really enjoyed this experience as it was a very enjoyable experience for me, and I was able to learn an abundance of amazing skills that could really help me later in life. In this competition we had to design cars online, create design portfolios, post on Instagram, gain sponsors and much more. I recommend this experience to all as it really helps build up self-esteem and many other life skills as well as it being an amazing experience.” (Nabeela Kazmi - Year 7)

“Moving from Primary to secondary was an exciting challenge. There were many changes and obstacles I had to face through this year which encouraged me to change greatly as a person. However, change is good as it helps us grow, learn and develop other skills in life. I became more responsible, mature, and organized as well as having the chance to make new friends. Additionally, I was able to learn lots more with the increase of new lessons, engaging our learning and interests. Some of the many changes have been tests, homework, more subjects and exam week. I have thoroughly enjoyed this year as it was very engaging.” (Manuela Farinon - Year 7)

“One of the highlights of the year was definitely Hartland’s Got Talent. It was amazing to see how many talents Hartland has. First, we had a tense voting session to see who would go to the finals. When we had one person from each house, for each age group, the finals were due to start. If the 1st round was good, then the finals were bound to be phenomenal. It was extremely close, and Julia only just clinched victory in secondary. The winner’s talent was great but everybody else did a great job and it was extremely entertaining to watch.” (Toby Horwell - Year 7)

8 Mrs Naylor

Mr Lappin

Mrs Rogers

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Year 8 is all about consolidating knowledge and skills and through establishing good routines and study habits, they have done just that. Despite the challenges faced this year they are well on the road to becoming young adults. They have bonded well as a year group and they often support each other in their time of need. Several of them have stepped forward to become leaders whether that is representing their House or representing the student body as a student council representative. Overall, it has been a very successful year and I hope they can look back and reflect on the moments they have shared together this year with pride and joy. We look forward to celebrating their successes in Year 9 and the new challenges it will bring.

“In Year 8, I enjoyed the topic of travel writing in my English lessons. I enjoyed reading various travel blogs and watching travel vlogs. Our end of topic assessment was recording a travel vlog which was fun as opposed to the normal assessments we do. We were able to show our creativity by creating our own Lonely Planet travel guides for a country of our choice which was very interesting. This topic helped me educate myself and indulge myself in different cultures while reading about them. Overall, this topic was memorable and creative which is why it is my highlight of the year.” (Adam Tyebkhan – Year 8)

“In Year 8, I’ve had the opportunity to do things which I enjoy like writing, reading and problem solving. This year has given us the opportunity to find our strengths and weaknesses, develop and improve them. Coming back to school, not having experienced much of secondary because of last year’s Covid situation didn’t impact us at all - in fact, it feels like we’ve been here forever and are becoming vital members of the secondary community. Hartland is full of amazing and kind teachers, who help us to accomplish our tasks and encourage us to reach for our goals. Year 8 has been a fun and educational year and I’m looking forward to what Year 9 has in store for us!” (Ema Sobeq – Year 8)

“I enjoyed being in Year 8 because the teachers gave me a lot of opportunities to participate in non-curriculum events. For example, in April our mathematics teacher Mr MacBlain encouraged students to join UKMT Junior Math Competition. It was a great experience. In addition, the school offered us an opportunity to join House Competition Debate. I think it boosts your confidence and skills of public speaking. Overall, I enjoyed Year 8. I have made a lot of good memories!” (Jan Bayarenka – Year 8)

9 Mrs Ansell

Mr Evans

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Year 9. The last year of Key Stage 3. Students have faced many unusual challenges this year, however for Year 9 the adventure is just beginning. I am so proud of this year group and how much they have achieved in this ever-changing climate. They have shown maturity and dedication when choosing options for GCSEs. They have also had to consider the individual journeys that they will embark on next year; for some it is an exciting prospect and for others it is a little more daunting, however, all of them have spent this year ensuring that they are ready for the next challenge. It has been a privilege as Head of Key Stage 3 to watch this year group grow and mature into young adults. I have loved watching their fortnightly peer mentoring sessions with younger students and was over the moon with their results In the F1- in-School’s competition. 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.

“When joining Hartland International school, I immediately felt welcomed, whether it was in class, at lunch time or during physical education, I always felt part of the Hartland community. The teachers go out of their way to bring us the best learning and the students at Hartland are extremely friendly, it didn’t take long to make many friends at all. Some of my favourite parts of studying at Hartland’s are the vast amounts of opportunities that the school provides us with. Either it being further learning or extra-curricular activities, there is always something to do at Hartland international school.” (Samuel Maitland – Year 9)

“Year 9 should be a year to remember for a number of reasons. Whether it being the last year of Key Stage 3, or it being the year we got to return to school after a global pandemic peaked. Even though things might not have been the same this past school year, and our lives have been more intricate and stimulating than ever before, we can always remember this stage in our lives when we firsthand experienced a pandemic and coped with it in the most fortunate way. Together. But of course, socially distanced.” (Sophia Nafid – Year 9)

Students in Year 10 started their GCSE/IGCSE courses in English, Mathematics and Science this year alongside the option subjects that they selected in Year 9.

Mr MacBlain Students studied some of their Key Stage 3 subjects in greater detail and have thoroughly enjoyed the courses and have also experienced new subjects for first time such as Business Studies, Media Studies, Psychology and Computer Science. It was particularly pleasing to see our Year 10 cohort embrace the new challenges that these courses provided. The attainment and progress made by them throughout this year has been fantastic. This is testament to their wonderful work ethic and academic independence. Due to restrictions this year, trips and expeditions had to be rescheduled. However, in Term 3 we began to prepare for the Duke of Edinburgh International Award adventure. Alongside Mr Evans who is the coordinator of the programme, Year 10 students started to plan what they will do for each of their physical, skill and service sections required for the Bronze Award. This opportunity will allow them to acquire an array of new skills and we anticipate all students to complete their assessed expedition in Year 11. I am looking forward to welcoming students back to school in September, as their excitement and enthusiasm for all that Year 11 is promising to offer is palpable. I am confident that the excellent relationships that students have with their teachers, complimented by their determined nature as a year group will ensure they are thoroughly prepared for the examinations that lie ahead.

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11 Miss Connell

Miss Sanderson

This has been the most fruitful year to date for students in Year 11. Students completed the final year of their GCSE/IGCSE courses. They have successfully navigated their way through the challenges of mock examinations, coursework deadlines and practical non examinable components of their courses. I speak for all teachers of Year 11 when I say we are incredibly proud of their efforts.

It has been a challenging year and one that we will never forget. As the first Year 11 group for Hartland International School, this particular cohort have set an impressive standard to which other year groups will be expected to live up to. I have also had the pleasure of assisting students with the Sixth Form process. The maturity and vision demonstrated by students during this process was extraordinary. At the beginning of this year we welcomed our elected student leadership team consisting of Avi, Melina, Joseph, Nandini and Jana who have been instrumental in many of the key decisions concerning our year group. Have a look at what the Year 11’s had to say from their experience this year. “This being my first year at Hartland, everyone was very welcoming, and I found myself making several unforgettable memories with my newfound friends and peers. From being a part of the senior leadership team to launching the Philosophy club and being an editor and writer for the newspaper, this year was filled with numerous wonderful experiences and opportunities to get involved in. Despite this year being quite unusual for all of us, support from both teachers and peers alike made the year much more enjoyable and smooth sailing. I look forward to seeing what more is to come as we move onto Sixth Form, studying for our A-Levels, planning our career paths, but most importantly making new amazing memories with everyone.” Melina Garaud “I’ve thoroughly enjoyed this past year and have made great memories with my friends. Despite the unusual circumstances, we managed to excel academically and completed our GCSE’s. Next year I’m looking forward to enjoying the newly built Sixth Form common room and starting my A Levels”. Avi Kapur “Year 11 wasn’t what I expected due to the COVID-19 pandemic. Yet, I am grateful that we were able to attend face-to-face lessons right through the year and the constant support and guidance from my teachers made the transition easier. I am looking forward to being part of the Sixth Form next year”. Nandini Nambiar “Although this year was not quite a ‘normal’ one, there is no doubt that it was memorable. I particularly enjoyed the times we got to spend together as a cohort such as our PE lessons and our DofE sessions. I am looking forward to continuing this journey as we head into Sixth Form.” Jana Khalifa

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SIXTH FORM

Our new Sixth Form opens in September and we are incredibly excited about this new phase for Hartland International. Sixth Form will provide the next step for students in their final years of formal school education. We will be offering a full A-Level programme as well as BTEC qualifications. In addition to the formal curriculum they will also benefit from the opportunity to take The Hartland Diploma, a personalised academic and leadership development programme that provides a holistic and well-rounded education. The diploma will have five key components that include: University and Careers Providing a world class careers and guidance programme is vital for any Sixth Form. We are very fortunate at Hartland to have our own careers counsellor, Mrs Sheedy, who will be providing weekly sessions for our students. In addition to our careers programme we will be preparing them for entry to some of the world’s leading universities. Personal Development (VESPA) Whilst developing academic skills, we will also be delivering a weekly study skills course. The five key areas for development are collectively called VESPA. This stands for: vision, effort, systems, practice and attitude. Vision is about having a clear goal; it is about making the connection between the work you are doing and the reason for doing it. It is also about setting targets for improvement. Performance on most academic tasks depends on Effort; it is not just about working hard, it is about working efficiently. Systems is about two things: (1) a system to organise learning so students can make sense of it all and (2) a system to organise time so that they can complete key tasks to deadline. If effort is the ‘how much’ of study, Practice is the ‘how’. Practice does not make perfect; deliberate practice makes perfect. Finally, Attitude involves developing academic resilience and emotional control during this stage of a young person’s education and is key to success. Extended Learning (EPQ or Personal Project) The extended project provides students with the opportunity to extend their abilities beyond the A-Level/BTEC syllabus and develop skills in independent research and project management. It is a standalone qualification that is highly regarded by universities around the world.

Our Sixth Form students will also benefit from a new spacious learning environment with recreational spaces which are more aligned with the next stage of their life whether that be university or the workplace. There will be areas for focused independent study, for collaborative work, for researching future career and university options, and for socialising over a cup of coffee. The last year has been both demanding and challenging for our Year 11 students and they have shown fantastic levels of resilience and determination. They deserve a well-earned rest over summer, and we look forward to welcoming them back on the next stage of their journey.

Global Citizenship and Service We will be providing students with an opportunity to broaden their horizons and consider their responsibilities to their local community and beyond. Leadership Many of our students will be leaders of the future and we aim to start developing the skills needed to be a successful leader. Our Sixth Form students will be taking active leadership roles in the school and developing their leadership skills through a practical course. Personal Enrichment Finally, we believe that a truly exceptional education should provide students with the opportunity to take part in a variety of enrichment opportunities in sport, creative and performing arts, music and societies.

Head of Sixth Form

CREEKSIDE HOUSE Inclusion, excitement and engagement are the first three words that spring to my 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 year and it has been just wonderful to see everyone 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. Kristin Hackland, Year 7 put herself forward immediately once the position was announced and it was no surprise when Kristin was voted as Secondary House Captain. Alexis Horwell, Year 5 was voted as Primary House Captain and has also portrayed every element a Primary Captain should have. No job was too big for either of these young ladies, thank you girls for your time, dedication and your trust. You have been awesome! Due to the current restrictions in place this year, there have been many changes to competitions, but this has not stopped our participation levels in Creekside. Students have continued to show motivation and sheer dedication exploring all the new and different avenues presented to them. The buzz in the corridors on competition launch days, seeing students develop their Flipgrid, Kahoot uploading skills, supporting and helping each other has been just marvellous to watch. Students have alternated from House quizzes, to House dance routines and to sporting activities which has been thoroughly enjoyed by all. The energy and enthusiasm that Creekside exude is infectious, with students forming new relationships with other year groups and teachers. Putting our dance routine to the song ‘Jerusalema’ was a highlight for me this year. Students who perhaps would not be keen dancers tried their very best, which is what any House leader could ask for. Seeing the entire school come together for this House challenge was just spectacular, thank you everyone! This video is uploaded to Youtube (Hartland Jerusalema) so please do check it out if you have not already done so, it is guaranteed to put a smile on your face! Hartland’s got Talent is another firm 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 at Hartland is phenomenal and this year was no different. Creekside was represented 42

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in the final by David Maroz in Year 3 who was just phenomenal with his music video performance of ‘This is Me’. Anna Candanedo from Year 4 blew everyone’s socks off with her vocal performance of ‘A Whole New World’. Daren Tan in Year 10 performed a Prelude so beautifully on marimba, and Adriel Cocciadiferro Year 2 was fiercely courageous with his ‘Desert Archery Skills’ video. Well done everyone and to all these who entered, a huge well done to you as well. Keep up the fantastic work Creeksiders! This year saw us hold our very own ‘House Mascot’ competition with Maria Beltran from Year 4 winning the competition for Creekside with her ‘Creekside Croc’. Well done Maria! Students also explored their creativity with our House Facemask competition. The winning face masks were created by Anaira 1T, Maria 4T, Sophie 6H and Tiago 7H. A huge congrats to you all! Our Dubai 30x30 Fitness Challenge and our House Sports Day also saw Creekside top the leader board in so many different areas. Well done everyone and thank you for accumulating so many House points for Creekside! I look forward to leading Creekside to another exciting and challenging year ahead. Thank you so much to everyone for all 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 new academic year ahead.

Creekside House Leader

‘Kristin Hackland here and this year I have had the pleasure of being Creekside’s Secondary House Captain. Throughout this year I have been involved in so many different House events, assemblies, competitions, Hartland’s Got Talent, our Jerusalema House Dance Challenge, Sports Day and also our very first secondary House Debating Competition to mention but a few. I have absolutely loved the responsibility in helping Creekside rise to the top and to earn as many house points as possible. Since the start of the year there has never been a dull moment and that is my favorite part about being House Captain. The highlight this year for me was being a host for Hartland’s Got Talent. I got to interview several extremely talented students from all Key Stages in the school and it was really interesting to hear how their talents began. Creekside is certainly the best house to be in as we are so hard working, dedicated and we all constantly strive to achieve our best. I cannot wait to see who will win the overall House Competition this year, best of luck to everyone!’ Kristin Hackland, Creekside Secondary House Captain

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MUSHRIF HOUSE It has been a privilege to have led Mushrif in another successful year along with the Primary and Secondary House Captains, Annabelle Meyer and Joshua Evans. Adaptability and leadership are the two defining Hartland values for Mushrif this year. Due to the different measures in place to keep us safe, there have been many changes to the way House events have taken place. Students have been open and motivated to participate in a range of ways from using FlipGrid to record video entries, completing Kahoot quizzes and who could forget our very first talent show that spanned the breadth of the city. As reigning House Champions, Mushrif have led from the front with outstanding levels of participation and competitive spirit. The first competition of the year required students to use their creativity, as well as art and design skills to turn a humble everyday item into something exciting and representative of their House. Students across the school designed House facemasks. Alice Franzutti, Ameila Kirwan, Naomi Mendonca and Aliz Papp were named worthy winners within their respective categories. The second competition is where House really took off! In the spirit of Science Week, students designed space rockets which were truly out of this world. Ella Statham, Amirali Ketabchi and Veena Sekhar were chosen as winners for Mushrif. This event saw over 60 wonderful entries, many of which were displayed in the café area of the school for the majority of the year. The Dubai 30x30 Fitness Challenge is always a fun filled month, and this year was no exception. Students were presented with an opportunity to keep fit and learn more about the importance of health. A huge well done to everyone who took part and helped Mushrif accumulate as many House points as possible. As part of the fitness challenge, students competed against each other to see who could complete as many burpees in a minute. A competition that was not for the faint hearted! Hundreds of burpees were completed. It was with great delight that Eve Kriel of Mushrif won first place out of the secondary students with 32 burpees completed! Carrying on with the topic of sport Mushrif had some very successful Sports Days again this year. Mushrif came in at second place in the secondary Sports Day. A brilliant effort from our athletes. The term ended with a whole school Jerusalema collaboration. Students and staff from all parts of the school came together to celebrate the end of an action-packed start to the year.

In Term 2 we had some spectacular designs for our very first House mascots. Essa Thomson was the winner with his ‘Mindful Mushrif Meerkat’. Many students made the short list as the standard of entries were so high. A special mention must go to Rishain Shakeel for his Spiderman inspired creation. The next major event of the year saw students consider their favourite characters from the literary world, and then create a design representing that character on a potato. We were impressed by the creative designs and characters ranged from Harry Potter to The Hungary Caterpillar. Due to the high number of quality entries there were winners from each year group. Hartland’s Got Talent is always one of the highlights of the school year! As the competition moved from our school stage to using Dubai as our stage, we saw many first-time entrants and unique talents on show. Mushrif had a huge range of entries, from sketching, to dancing and of course, wonderful singing acts to name but a few. A big congratulations to those who reached the finals: Annabelle Meyer with her drama performance, Frederick Brown with his ‘Ultimate Skyline’ drawing and Julia Maeroum performing ‘I’m still standing’. Thank you to all the students who entered the competition! I would like to take the opportunity to thank Joshua Evans who has been our Secondary Captain and Anabelle Meyer who has been our Primary Captain this year. Both students have led assemblies, put forward ideas for House events and competitions as well as motivated students to participate in House events. It has been wonderful to work with you both. Finally, I would like to thank all the Mushrif students for their participation and effort this year. A huge well done to all!

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Here are some closing words from our House Captain, Joshua Evans. My name is Joshua Evans and I have been House Captain of Mushrif for the 20/21 Year here at Hartland. As House Captain I have been able to coordinate House competitions for example Hartland’s Got Talent and the Debate Competition. My favourite part of being House Captain this year was the Dubai 30x30 competitions that took place all around the school and it was great to see the different students and year groups take part in them. My message for the next House Captain of Mushrif would be to work as hard as you can to help Mushrif win in the future. Personally, I will always think of Mushrif as the best House due to our passion and determination. I am sure Mushrif will continue to be successful!

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SAFA HOUSE As new to the role of Head of House for Safa this year, I was met with both nerves and excitement as we launched the first competition in September 2020. A very apt challenge during the trying times that we continue to face: ‘Design a Face Mask’ that represents the values of your House. I could never have imagined the array of wonderful, wacky and mesmerizing entries that we would receive. From this moment on, I knew that being Safa’s Head of House would be an easy and enjoyable job! I would like to thank every single member of the House – staff, students and parents alike for your commitment, dedication and passion this year. You make the House what it is, and I am incredibly proud of all our achievements. There have been a fantastic range of competitions and events this year it is hard to mention all of them, however, here are a few highlights from the School Calendar with special mention to some Safa victories. As previously mentioned, we kickstarted the year with the ‘design a face mask’ competition which saw some fantastic entries. The creativity demonstrated in constructing something that is now an essential part of everyday life was impressive. Special mention goes to Josiah, Ada, Aaron and Vladislava who were the victorious entries for Safa. Following this amazing start, competitions throughout the year grew in popularity and variety including our burpee challenge, building a rocket for Science week and the gratitude competition. The mascot challenge was a new addition for 2021 and saw students throughout the school getting creative with a range of materials to construct their ideal mascot. The winner for Safa, and therefore the new mascot for the next academic year, was Caitlyn Dekker with the majestic Safa Gazelle. Well done on a brilliant entry, Caitlyn. Staff and students had their moment to shine once again with the Jerusalema Dance event that kicked off the spring term. This saw a massive group of teachers, security staff, students and even our school nurse performing a dance to the hit song. During a difficult time, it provided community spirit and helped to boost the mood of everyone involved. The video can still be accessed online if you are yet to see it. The World Book Day competition was a further hit this year as the House Captains along with Mrs Grieve challenged students to design a potato as their favourite book character. We were overwhelmed with the caliber of entries and choosing a winner was incredibly difficult.

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Some personal Safa favourites were Ada’s interpretation of the BFG; Cedric’s version of Mr Mischief from the Mr Men series; and finally, Gwyneth’s imaginative witch! It wouldn’t be a roundup of the House events without mention of Hartland’s Got Talent! This year the competition was the ‘on tour’ version which saw students presenting talents all over Dubai and the UAE. Once again, narrowing down the entries to finalists was incredibly difficult and proved a challenging job for the judges. A big congratulations to everyone who auditioned and further congratulations to those who made it through to the final. Some personal highlights for Safa included Niamh Dunne’s performance of ‘Never Enough’ from ‘The Greatest Showman’, Zalina and Amina Kubataeva’s impressive gymnastic skills and Hazza Diyab’s excellent skateboarding moves. It has without doubt been a memorable year in what continues to be a trying time for us all. More than ever, the importance of community and the Hartland family is comforting and a pleasure to be a part of. I would like to take the opportunity to thank Isabel Segovia Barrios who has been our Primary Captain and Jenin Al Shalabi who has been our Secondary Captain this year. They have worked collaboratively in leading assemblies, collecting House points and putting forward ideas for House events and competitions. They will be difficult to replace in the coming academic year. Here are some words from the Secondary Captain, Jenin, to finish the year.

Safa House Leader

‘As House Captain, I helped to organise inter-house competitions, as well as aiding open communication between teachers and students within the Safa House. Personally, my favourite part of this year was putting together interhouse sports competitions, in which both students and teachers took part! Everyone who took part was the epitome of sportsmanship and it was wonderful to see the lively competition between Houses. The one thing that I’d like to tell Safa’s future House Captain: Being House Captain is perhaps one of the most magnificent roles you can take on at school – so have fun! Overall, I do think Safa is by far the best House. Students in Safa are always willing to try their best at any activity they choose to tackle. This wonderful sense of determination makes Safa stand out as the best House!’ I look forward to Safa’s continued successes in the next academic year! Safa House Captain

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ZABEEL HOUSE With the help of our wonderful House captains, Gautam Nambiar and Samaa Kumar, I am honored to have led Zabeel House through what has been a very memorable year indeed. In reflection of all the various House events and challenges this year, there are two traits that come to mind when considering what it means to be a member of Zabeel House. These are academic excellence and resilience. Students in Zabeel have shown academic excellence throughout the year striving to achieve and reach their full potential in every lesson and earn House points. In addition to this, students have shown copious amounts of resilience when it comes to Covid regulations, they have been open and motivated to participate in a range of ways from using Flipgrid to record video entries, completing Kahoot quizzes and who could forget our very first talent show that spanned the breadth of the city. Zabeel really have set the bar high with outstanding levels of participation and competitive spirit. There have been a fantastic range of competitions and events this year, too many to mention, however here are a few highlights from the School Calendar with special mention to some Zabeel victories. In light of the new regulations at the start of the year we decided to launch the ‘Design a Face Mask’ competition which saw some fantastic entries. The creativity demonstrated in constructing something that is now an essential part of everyday life was impressive. Special mention goes to Arwen, Ridhya, Saoirse, Amira and Aisha who were the victorious entries for Zabeel. Following this amazing start competitions throughout the year grew in popularity and variety including our burpee challenge, building a rocket for Science week and the gratitude competition. The mascot challenge was a new addition for 2021 and saw students throughout the school getting creative with a range of materials to construct their ideal mascot. The winner for Zabeel, and therefore the new mascot for the next academic year, was Gauri Nair. Staff and students had their moment to shine once again with the Jerusalema Dance event that kicked off the spring term. This saw a massive group of teachers, security staff, students and even our school nurse performing a dance to the hit song. During a difficult time, it provided community spirit and helped to boost the mood of everyone involved. The video can still be accessed online if you are yet to see it. The World Book Day competition was a further hit this year as the House Captains along with Mrs Grieve challenged students to design a potato as their favourite book character. 48

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We were overwhelmed with the caliber of entries and choosing a winner was incredibly difficult. Well done to everyone that took part! It wouldn’t be a roundup of the House events without mention of Hartland’s Got Talent! This year the competition was the ‘on tour’ version which saw students presenting talents all over Dubai and the UAE. Once again narrowing down the entries to finalists was incredibly difficult and proved a challenging job for the judges. A big congratulations to everyone who auditioned and further congratulations to those who made it through to the final. Some personal highlights for Zabeel included Tristian Grange with his amazing rendition of Queen’s We Will Rock You on the drums, Lilly Hopwood with her wonderful singing of the song Driver’s License, followed by Habiba Badran performing a beautiful song in Arabic. It has without doubt been a memorable year in what continues to be a trying time for us all. More than ever the importance of community and the Hartland family is comforting and a pleasure to be a part of. I would like to take the opportunity to thank our wonderful House captains as previously mentioned. They have worked collaboratively in leading assemblies, collecting House points and putting forward ideas for House events and competitions. They will be difficult to replace in the coming academic year. Here are some words from the Secondary Captain, Gautam, to finish the year.

Zabeel House Leader

I am Gautam Nambiar and I have had the proud privilege to be the Zabeel House captain for the academic year 202021. In this role, I have supported organizing events such as Hartland’s Got Talent! A personal highlight for me was in leading many House events this year. Without a doubt, Zabeel is the best House as we display values of determination, integrity and a healthy spirit of competitiveness. I find Henry Ford’s following quote highly inspirational, ‘Coming together is beginning, staying together is progress, and working together is success’, and this is my message to the future House Captain. I look forward to Zabeel’s continued successes in the next academic year! Zabeel House Captain

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At the end of November, we celebrated the UAE 49th National Day at Hartland by appreciating and experiencing different aspects of UAE culture. Students and staff came to school wearing UAE national dress or dressed in the colours of the UAE flag for the day. In normal circumstances students would have visited different heritage stations, seen the camels and falcons and watched the Yolla band demonstration. However, Hartland still ensured the true essence of National Day prevailed within the school with a range of alternate activities to mark this very special occasion. The house challenge for the day was ‘Can you create your own UAE inspired lunch? Hartland students certainly know how to impress as their lunchboxes demonstrated the flavours of creativity. Some had explored with UAE cuisine recipes, others had created UAE landmarks or used UAE flag colours to add a touch of National Day shade to their lunchbox. Students from primary and secondary created a UAE National Day Mural and the final mosaic pieces were placed on this very special day.

UAE NATIONAL DAY We look forward to celebrating the UAE 50th National Day in style and hope that our Hartland community will be able to join us.

Head of Primary

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INTERNATIONAL DAY

Hartland International School truly personifies the meaning of international. With over 67 nationalities, almost every culture and part of the world is represented within the Hartland community. Celebrating our differences as well as our similarities is central to the school’s ethos. From our youngest learners in Foundation Stage to our oldest cohort in Year 11, all students are encouraged to share information about their culture and heritage. International Day is a highlight for many across the school. It provides everyone with the opportunity to wear their national dress or clothing that they feel represents their nationality or culture. Upon arrival at school, the fun begins! This year was no exception and teachers and support staff pulled out all the stops to ensure an amazing day was had by all. From dancing the Macarena on the sports field to learning songs from across the world, fun was had by all. Although in normal circumstances, food stalls and entertainment would be on full display around the school Hartland still ensured the true essence of International Day prevailed. Students enjoyed traditional snacks from their country of choice which they had brought in from home. Many students also felt great pride when presenting to their peers interesting facts about their or their parent’s home country. In art lessons, clay was used to create almost good enough to eat food. Delicious pizza from as far away as Italy and delectable donuts from the Netherlands were just some of the food art produced by our wonderfully creative students. Celebrating together on International Day helps us to deepen our understanding of the world around us and brings the Hartland community even closer together. We are very proud of how diverse our school is, and we continue to thrive on sharing our stories with each other. What a fantastic International Day 2021 was, and we are already looking forward to celebrating this special day next year!

Assistant Principal Primary 52

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A R A B I C

Teachers of Arabic A are working tirelessly to enhance teaching models that achieves the school’s vision to create innovative methods for studying Arabic through Arabic literature in which students excel in recitation, analytical thinking, and critical thinking. Furthermore, to develop their ability to be imaginative and solve problems through stories. Our students read more than 250 Arabic stories, participated in poetry competitions, and took part in writing challenges across the city. Additionally, they were asked to construct models that demonstrated their proficiency in speaking Arabic. The teachers of Arabic A established an engaging and positive learning environment so that students continue to achieve their learning objectives across all areas of the subject.

‫ كل عام أنتم بخري‬، ‫السادة والسيدات أولياء األمور الكرام‬ ‫مع نهاية العام الرايس يتقدم قسم اللغة العربية والرتبية اإلسالمية بجزيل الشكر والتقدير عىل دعمكم لنا خالل العام الدرايس وتحفيز‬ ‫الطالب عىل تعلم اللغة العربية واهتاممكم الكبري مبتابعة طالبنا لتحقيق األهداف املرجوة‬. ‫محمد جامل‬ ‫رئيس قسم اللغة العربية والرتبية اإلسالمية‬ It has been a year full of hard work and resilience throughout the Arabic department this year. All students showed remarkable progress in the subjects of Arabic and Islamic education. They learnt new words, useful phrases and increased their knowledge in both Islamic and Arabic. They developed their skills using different online platforms including Quizlet and Non-Arabs. These novel programmes have kept them motivated and excited to learn the language. During Islamic lessons students focused on mastering hadith and memorising the Holy Quran. It has been an extremely enjoyable year both in the classroom as well as through distance learning. I appreciate all the efforts made by students and parents as I understand it has been a difficult year for all of us, but I am very happy to see everyone has kept going. Thank you to every student for your work this year and I hope you have an enjoyable summer break.

Head of Arabic and Islamic Education

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“In Arabic, we use websites such as Kahoot, Quizlet, Edmodo and Quizlet Live. I believe being able to learn Arabic will significantly impact our way of thinking and it will allow us to expand our knowledge on the Islamic Culture living in an Arabic speaking country.” Parvathy Nair– Year 8 “This year, we really enjoyed our Arabic lessons especially learning interactively with sites such as Duolingo. Having more activities really enhanced Arabic lessons and our passion for Arabic.” Faycal Nourredine– Year 8

“I felt that Arabic was a very important subject for me, therefore I tried my best in every lesson. I received a lot of support from my Arabic teacher Ms Omyma. I think my knowledge increased from the start of the year.” Jan Bayarenka-Year 8 “Arabic, even though it is difficult, has given me a learning experience that I will never forget. My class always participates in lessons and we play interactive games which makes the language more fun to learn.” Isaac Kriel-Year 8

“Our teachers use brilliant methods to teach us how to speak Arabic and I am looking forward to learning Arabic next year.” Simrah Kazmi- Year 8

ISLAMIC EDUCATION

Hartland places a high value on cultivating a religious and Islamic consciousness among its Muslim students. By providing them with 21st century pedagogy and role modeling of beliefs, our qualified and experienced Islamic Education teachers help them develop to the best of their abilities. At Hartland teaching the Holy Qur’an is a very important focus. Through various programmes, students are now able to read and recite the Qur’an at the highest level of proficiency. They are also encouraged to memorise the Qur’an with its English translation which allows them to understand and explain verses from the Qur’an and create personal connections with it. Students participated in a Ramadan competition and solved problems in which their love for Islamic education was demonstrated. As part of Al Isra wa Al Miraj, students presented their work and explanations of the miracle journey. The Islamic corridor featured Ramadan decorations, a display board with information regarding the pillars of Islam and student-made posters with Prophet Muhammad (PBUH)’s quotes and his contributions to mankind. It was the legacy of a humble merchant who could not read or write yet changed the face of the earth. As students and teachers we were able to reflect on his exemplary character, kindness, compassion, mercy, peace, love, and respect for others. Additionally, the Islamic department presented a Ramadan PD to all school teachers. Our Islamic team is proud of all our students this year. The progress you have made in understanding the subject is admirable. Our most enjoyable outcome was helping students learn about Islamic beliefs, the Qur’an, Hadith, and Seerah, thus guiding them to lead happier lives.

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ART PRIMARY

The art department has had a wonderful year with many exciting opportunities to create unique works of art in our beautiful art studios. In Art and Design this year, students have been taught a broad spectrum of new techniques and art forms. As a visual medium art elicits a positive emotional response and it is a joy to see these responses in the students daily. Because art is an investigative process it promotes creative thinking to the benefit of many other subjects in the curriculum. The ideas and techniques of all students in Key Stage 1 and Key Stage 2 have been recorded in sketchbooks to create a timeline to look back on and refer to as part of their creative journey, where they explore ideas and art mediums before completing an artwork. 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. Some of the project highlights include the Year 1 students investigating texture and form through beadmaking and by creating realistic looking doughnuts out of clay. By using shape, pattern and repetition with coloured paper, they created paper birds inspired by the artist Lisa Congdon. Year 2 investigated contrast and emphasis by painting and then weaving cool and warm paper strips together to create fun fish. They gained more understanding of form by creating a simple pinch pot and cleverly adding extra details with clay and paint to create a pinch pot animal. Year 3 students used coloured paper to make large paper fish experimenting with colour, line, texture, and pattern. After following historical Egyptian art techniques, they began to inform, inspire, and interpret ideas to create royal Egyptian cats. Year 4 have been improving their ability to master a range of materials and focussed their attention on watercolour techniques by firstly creating artwork in the style of Robin Mead producing an amazing, layered landscape. They also experimented with colour and collage producing an eye-catching bird collage based on the artwork of Australian artist Pete Cromer. Year 5 created some wonderful Greek inspired pots with images of their lives inscribed on the side and they painted them with metallic paints using sponge and detailed brushwork. They also created some wonderful Roman bust portraits which looked incredibly realistic focussing on tone and form. They explored intricate pattern making using Zentangle techniques and learnt to interpret ideas and observations through the study 58

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of ‘Pop Art’ and produced some quirky pop art aliens and rockets. Students in Year 6 have learned about leading artists including Amedeo Mogdiliani and Georgia O’Keeffe thereby enabling them to comment on artworks with a fluent grasp of artistic language. They have explored different styles of artwork including realism drawing and large organic sculptural techniques. Inspired by Georgia O’Keeffe they created large overlapping leaves in chalk pastels using harmonious and contrasting colours with stunning results. As you can see from the pictures, students have enjoyed working on their projects and have produced some excellent work. The Art Exhibition this year was displayed in school and filmed so that all members of our school community could see the incredible work students have produced this year. They should all be immensely proud of what they have achieved. Mrs Bowden and I are both leaving the school this summer and we will miss them all immensely as they have brought enthusiasm, light and energy to our art lessons. Our hope is that they will carry on with creating art at home over the summer and we wish them well in their future.

ART SECONDARY In secondary this year students have had a fabulous time in the art studio designing and creating their art pieces in our beautifully designed space.

In Key Stage 3 Art and Design students have had the opportunity to take part in a broad range of workshops and challenge themselves with more advanced technical elements of art. It has been a pleasure to watch them developing into independent artists as they research and analyse different artists and designers to influence their own development and ideas. Throughout the year 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. They have been developing their skills in drawing, painting, sculpture, printing, mixed media, 3-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.

techniques and processes. They have critically explored how artists, craftspeople and designers from diverse cultures, times and societies arrived at solutions and communicated meaning using formal elements. Students in Year 10 have completed two projects this year with final outcomes from the units ‘Skulls’ and ‘Natural Forms’ and completed a five-hour art exam. Our keen artists have all specialized in different areas from ceramics, textiles, mixed-media to fine art painting. In particular, Amy Butt designed and made a costume and headdress and created an installation for the annual Art Exhibition with ‘Bob’ the skeleton seconded from our Science lab for the event. Year 11 students have now completed their GCSE in Art and Design and produced fabulous digital portfolios to visualize their investigations and final outcomes. They also designed and personally displayed their work in the exhibition as an end to their course. I am very proud of their commitment to the subject and their subsequent achievements.

Project Highlights Completed in School

Whole School Art Exhibition

In Year 7 students used their own experiences and ideas for the inspiration of their artwork using a combination of media and techniques. Students developed their skills by combining traditional materials and processes and worked towards creating a final piece using their preferred medium based on peppers. They also investigated the work of collage artist, Robin Brooks and in response created a landscape collage based on their own landscape photograph taken in Dubai.

This year we have been most fortunate to be able to display their work in an end of year Art Exhibition to celebrate their wonderful achievements. It was a fantastic way to end the year and the students were deservedly proud of their creations on display around the school.

Students in Year 8 have had the opportunity to produce intuitive creative work. They began the year with a project influenced by Jasper John’s ‘0 through 9’ focusing on analogous colours using mixed media. In Term 2 they designed and created sculptures inspired by Antoni Gaudi’s neo gothic architecture and Barbara Hepworth’s modernist abstract sculpture.

Head of Art

Year 9 students resourced and produced their own independent art works this year. They began the year with an illustration project, creating a gridded converse drawing inspired by Andy Warhol. They then went on to investigate ‘public art’, creating large scale sculptures and installations, which was researched, designed and made independently. Our GCSE art students at Hartland have embraced the course with energy and enthusiasm and have developed an appreciation of the creative process through a practical response using a variety of of twodimensional and three-dimensional media, materials,

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BUSINESS STUDIES It has been a roller-coaster of a journey for our first GCSE Business cohort, but they have coped with it admirably demonstrating resilience and positivity to new ways of learning. As UK businesses continue to be affected by the pandemic, it has been an interesting time to learn about how external factors influence a business’ decision-making processes. We have kept a close eye on the ever-changing UK high street and discussed who has been able to adapt and change to meet current customer demands. We have also looked at how certain areas have excelled in the current environment despite the frightful circumstances.

Year 10 The first year of the GCSE Business course centres on the factors of how new businesses are started and how new ideas come to the market. Students have learned about how to identify customer needs, the different forms of market research, as well as understanding cash flow. The importance and advantages of the different sources of finance has also been discussed as well as how external factors, such as legislation, taxation and competition affect how and where a business may operate. Students have been impressive with the way they have learned new vocabulary and have justified their answers by providing linking statements to support what they have said.

Year 11 Moving onto the Building a Business aspect of the course students have learned about different ways that an existing business can grow to exploit market opportunities. The topic of marketing was a firm favourite as they learned about the different elements of the marketing mix. To test the viability of business opportunities they learned how to calculate core business calculations such as net profit and break-even points. Different ways of production were also analysed, and discussions centred on how their suitability would vary depending on the type of market a business operated in. Factors influencing company organisation, recruitment and motivation were also examined and were quite pertinent as our students start building their own CVs. As the course becomes more analytical, students have learned how to evaluate business case studies and make recommendations based on the information given.

Head of Business Studies

DESIGN & TECHNOLOGY

It has been wonderful welcoming students back into the Design and Technology workshop this year and we took full advantage of this by getting them off their devices and straight into some practical based work. We continually strive to develop and ensure the Design and Technology curriculum is ‘moving with the times’ and therefore have introduced a range of new projects this year which students across the school have experienced in the classroom. Despite the current restrictions we have been able to offer some extra-curricular opportunities to small groups of students which has led to some amazing achievements.

DESIGN & TECHNOLOGY PRIMARY

DESIGN & TECHNOLOGY SECONDARY

Year 3 began the year designing and making a marble maze which helped develop their measuring skills and practical knowledge in the area of making. Later in the year they learnt how to draw 3D objects using oblique projection to help them in designing their BlockBots. Each of them designed and made a block-like character from wood and then learnt how to carefully apply a finish to it.

Bringing light to the DT department was what was on the cards for Year 7 at the start of the year when they were challenged with designing and making a desk lamp. Students learnt how to solder a LED circuit, utilised computer aided design to 3D print and laser cut parts, cast concrete for their base and worked with woods and polymers to bring their lamp designs to life. Year 7 then took on a greater challenge: to explore how design can solve many of the problems associated with population increase. They explored the impacts of population increase and designed a city in the ocean using computer aided design.

Year 4 learnt a whole host of new practical skills through making a clock, a lifting device and a cam toy. During the clock project, they were introduced to isometric projection as well as computer aided design which developed their ability to communicate their design ideas. Students also took on their first independent challenge which pushed them to use their subject knowledge and independent problem solving skills in order to find a way to get a 1kg weight from the floor up to their tables using limited resources. Year 5 took on one of our new and exciting projects: the pinball machine. This introduced them to levers and electronics as well as developing their practical skills and materials understanding. Year 5 is a great time to introduce students to computer aided design which then opens up many possibilities for them in terms of their ability to communicate their design ideas as well as access 3D printing. They learnt how to make a building and a car using Tinkercad, then used the skills they had learnt to design a moon base. They also had to explore all of the design requirements that would be needed to sustain two astronauts’ lives. Year 6 started the year off completing their steady hand games from the previous year. This is a great project to introduce them to circuits before moving onto more advanced electronics learning in Year 7. They then explored how microcontrollers can add functionality to the products we design. By coding a Microbit, they were able to add a ‘smart’ element to their design ideas. Using Tinkercad, they then designed a product which would integrate the Microbit with a function of their choosing. Finally, after the success of the pinball project with Year 5, students in Year 6 were able to make their own pinball machine. 62

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Year 8 have explored architecture this year from investigating famous architects to understanding how forces impact structures, to designing their own building. They were given the choice to design either a small sustainable home, a modernist family villa or an Expo pavilion using Sketchup. They also learnt how to animate their designs and take the viewer on a tour of their design. Designing and making a portable music amplifier was the focus for Year 9 this year. With many different approaches to the design of their speaker available to them, students learnt how to anticipate problems better during the design phase rather than trying to problem solve during the manufacturing stage. Every student had to solder together a complex circuit and learn the function of each component they were using. A wide variety of creative outcomes were produced by them which helped develop their understanding of designing and manufacturing processes in Design and Technology. Year 10 got stuck into manufacturing from day one in September by making skills boards to learn how to use all of the processes and materials available to them in designs and technology. They took a virtual tour of the Mini car plant in Oxford and wrote a magazine article about how they are manufactured whilst learning some Graphic Design skills along the way. Back into the workshop Year 10 then went to make a range of mechanical devices such as levers, linkages, gears and pulleys. Wind power was harnessed later in the year when they were tasked with making a circuit using a microcontroller that measured wind energy output. By redesigning the blades of the turbine, students optimised their design to increase energy output.

F1 IN SCHOOLS In addition to the preparations Zenith were making for the World Finals, we also had a newly formed team from Year 7 preparing for the F1 in Schools National Finals and a Year 5 team preparing for the Formula Ethara National Finals.

This year we entered our second year of F1 in Schools here at Hartland. Last year we had two teams preparing to take part in the National Finals however these plans were soon scuppered by the pandemic. After a number of delays, the National Finals took place as a virtual event in November 2020. Team Neo consisting of Year 8 students and team Zenith consisting of Year 9 students took part in the event. To our delight, Neo placed 3rd overall in the competition and Zenith placed 1st making them the UAE F1 in Schools National Champions. This victory brought with it an amazing opportunity for the team to progress to the World Finals in 2021. This was a huge achievement for the team as they were a rookie team in their first ever year of taking part but it also brought on some additional challenges in that the requirements for the World Finals were much more advanced than what is required at rookie level. The team decided to recruit two new members to help them climb the mountain they had ahead of them. The students worked tirelessly to design a new and more advanced car, create an enterprise and marketing portfolio as well as an engineering portfolio. They designed a pit stand and made a 10-minute video about it and finally recorded a verbal presentation. They gave up many of their holidays, weekends and evenings to ensure they gave their sponsors a good return on investment, did the school proud and took full advantage of the opportunity given to them. The F1 in Schools World Finals spanned across 5 days and although we were a little disappointed that the original plan to visit Australia to take part had been cancelled, we were grateful that the event was able to continue in a virtual setting. What became apparent immediately during the event was just how young our team was compared to the many Sixth Form students they were competing against. It showed just how well Zenith had done to make it to this level and be a worthy competitor to these much more experienced students. All their hard work paid off when they were announced as in the top 3 for the Digital Media award and the Sponsorship and Marketing award in addition to winning the Sustainability award. This award meant so much to the students who made this a key focus of their team and their goals. They planted over 100 trees to offset their carbon footprint, partnered with D-Grade to have their uniform sustainability made from plastic bottles and chose materials to use on their car for their sustainability values. We are so incredibly proud of the team and everything they have achieved. They are now looking ahead to how they can do even better in next year’s World Finals.

STEM WEEK This year we had our first ever STEM week at Hartland which saw all our primary school students taking part in STEM based activities. The catalyst for this was one of two halves: my personal passion to promote STEM and ensure our STEM provision is of a high quality and secondly, our F1 in Schools World Finalists: Zenith, who wanted to promote STEM to young people. As part of the week, we arranged for the official F1 in Schools track to be in school for the duration of STEM week. Throughout the week, our F1 in Schools teams tested their cars in order to gain valuable understanding of how to improve their cars. In addition, all students across the school were given an opportunity to watch cars race along the track at 80kph. The cheers of excitement from the students filled our atrium all week. Each year group had a day off their normal timetable during the week to take part in a STEM related activity. The Foundation Stage team organised a fantastic week of STEM related projects. Years1 and Year 2 took part in a range of exciting activities based around the book ‘Rosie Revere, Engineer’. They created helicopters, experimented with how to make things fly, designed gizmos, gadgets and doohickeys and wrote a story about their inventions. Year 3 to Year 6 took part in Formula Ethara, a fantastic STEM competition offered by Yas in Schools which challenges students to create and run their own F1 team. They developed a brand, created a uniform, tested their reaction times, created a design portfolio and made a car which was then raced on the F1 in Schools track reaching speeds of up to 80kph.

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Subject Leader - Design Technology

DRAMA “Tell me and I will forget. Show me and I will remember. Involve me and I will understand.” Chinese Proverb Dramatic arts stimulates creativity, challenges students’ perceptions about themselves and the world we live in and serves as an outlet for emotions, thoughts and dreams that they might not otherwise have the means to express. Confident self-image, self-control, discipline, the ability to collaborate, tolerance and empathy are a few goals that Drama accomplishes thus enriching students’ school experience as well as reinforcing traditional academics.

PRIMARY What a year this has been!

Covid regulations bring with them a host of challenges for a subject like Drama, not least having to perform in masks, perform in marked out boxes and avoid all physical contact. However, students have done themselves proud, shown resilience and creativity and created some of the best performances to-date! From socially distanced script work, to solo monologue performances, devised pieces to dance, students have developed their personal performance skills, knowledge of structure and form, created theatre from a variety of stimuli and have even been able to truly enhance their work using theatre technology as a result of our relocation to the stage. I am so proud of each one of them and cannot wait to see where they can go from here!

SECONDARY

This year has posed many challenges for the secondary drama students, but they have met each one of them with positive attitudes and oodles of creativity! Our newest members of the secondary phase, Year 7 have tried out several world theatre traditions that they have never seen or heard of before, lots of them requiring them to work alone to ensure that Covid safety guidelines could be met and they have produced some fantastic practical work! Year 8 have created performances for different purposes and audiences, for example children’s theatre with moral messages whilst becoming competent directors and performers! Year 9 responded enthusiastically to various assignment briefs, which have really challenged them to create high quality performance pieces in difficult genres, such as commedia dell’ arte and Shakespeare. And our first ever GCSE drama student has successfully completed her course, studying form and structure, history and context as well as engaging in exceptionally high-level performances. Well done to all the students, I cannot wait to see what next year brings!

Subject Leader - Drama 65

LAMDA

The London Academy of Music and Dramatic Art (LAMDA) is a drama school located in Hammersmith, London and is the oldest specialist drama school in the British Isles. Believing in the transformative power of the dramatic arts and the value to society of creativity and confident communication they are a globally recognised awarding body that offers outstanding training to creative artists through their examinations in drama, literature, musical theatre and poetry. As part of the enrichment offered by the drama department, students were able to prepare and sit LAMDA Grade Examinations in Acting this year. Twenty-five students across three different year groups worked tirelessly to prepare their pieces and learn the content for the knowledge questions. Some of them were completely new to this adventure whilst others were already on their second or third examination, however, all of them approached the task like true professionals! They demonstrated hard work and commitment to learning two separate solo scripts, a high level of vocal and physical characterisation, excellent performance skills and a good understanding of the theoretical aspects of their exams. Well done and congratulations to each and every one of them! 66

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ENGLISH PRIMARY Overview From the Amazon Rainforest to the ancient pyramids of Giza, primary English lessons have taken students on journeys far and wide. Reading lies at the heart of our curriculum. Core texts guide our exploration, allowing children to step back in time, discover new places and see the world through the eyes of a diverse range of literary characters.

Year 1 Year 1 began the year by writing recounts as characters from stories including ‘The Man in The Moon’ by Simon Bartram and ‘Jack and The Beanstalk’. Sequencing events enabled students to develop their understanding of chronology, the use of time adverbials and past tense. ‘The Dot’ by Peter H. Reynolds inspired poetry writing in the spring term. Creativity was flowing as students were asked to consider what the simple dot could be. A burning sun in a summer’s sky was just one of the many wonderful ideas. In the summer term, students created their own books based on the classic stories ‘Goldilocks and The Three Bears’ and ‘The Three Billy Goat’s Gruff’. What a wonderful end to the year for our youngest budding writers!

Year 2 In the autumn term, ‘The Last Wolf’ by Mini Grey provided the stimulus for creative writing. An alternative version of ‘Little Red Riding Hood’, the book explores the issue of habitat loss. Students wrote descriptions of the forest in the days before deforestation, creating vivid images of nature using noun phrases and similes. Non-fiction writing then became the focus as they wrote reports about ways in which we can all help the natural world survive and thrive. Multi-culturalism was explored in the spring term through a study of ‘Amazing Grace’ by Mary Hoffman. ‘This is How We Do It’, a picture book by Matt Lamothe, then transported students around the world. Following the lives of seven children across the globe, they were inspired to celebrate their own cultures by writing information texts about themselves. Year 2 ended the year by travelling back in time, writing list poems about dinosaurs and diary entries about The Great Fire of London.

Year 3 Classic children’s literature was studied in the autumn term. ‘The Iron Man’ by Ted Hughes introduced students to the world of science fiction. After discovering remnants of a crash landing in the school grounds, Year 3 reassembled the Iron Man before writing character descriptions of their own creature from outer space. From the future to the past, ‘Stone Age Boy’ by Satoshi Kitamura was explored in the spring term. Students wrote their own versions of the story as well as diaries in role as a hunter-gatherer. Summer began with a trip to ancient Egypt. Explanation texts about the fascinating process of mummification were written, as were descriptions detailing the moment the tomb of King Tut was unearthed. Drama was used to immerse children in this captivating period of history, inspiring Year 3 to produce some truly stunning pieces of writing.

Year 4 Step into the Amazon rainforest. What do you see? Art, drama and ‘The Great Kapok Tree’ by Lynne Cherry enabled Year 4 to answer this question by writing vivid setting descriptions. Newspaper reports recounting events from the story provided students with the opportunity to become journalists and explore issues relating to rainforest destruction. In the spring term, students studied ‘The Green Ship’ by Quentin Blake. Images of a wild storm inspired performance poetry, and the book’s premise that imagination can take you wherever you wish inspired students to create their own versions. A study of ‘The Miraculous Journey of Edward Tulane’ - a wonderful tale exploring the themes of love and friendship – brought the year to a close. Students closely analysed the text to write character profiles of the china rabbit at the heart of the story, before using their own toys to create a fictional friend.

Year 5 The epic tale of Odysseus, King of Ithaca, and his journey home after the Trojan War introduced Year 5 to ancient Greek myths and legends. Immersed in the art of storytelling, they were encouraged to discover the creative writers within when composing character and setting descriptions. How would earth survive a Martian attack? This idea was explored during the spring term through the science fiction novel ‘The War of the Worlds’ by HG Wells. Stepping into the chaos, students became journalists, writing newspaper reports from the scene of the invasion. Crossing genres into action and adventure, they then wrote biographies of their own fictional superheroes. A study of natural disasters provided the context for persuasive writing in the summer term as students wrote and produced their own television charity appeals. This innovative approach to English developed students’ visual literacy and proficiency in digital media.

Year 6 How different would the world be without migration? Year 6 considered this question throughout the autumn term while studying ‘The King of the Sky’ by Nicola Davies. Students’ poetry and narrative explored themes of displacement, while persuasive travel guides celebrated the opportunity to travel and experience new cultures. In the spring term, they journeyed to Antarctica aboard The Endurance with polar explorer Sir Ernest Shackleton. Inspired by ‘The Ice Trap’ by Meredith Hooper and M.P Robertson, Year 6 wrote emotive diary entries that perfectly captured Shackleton’s changing fortunes in this extraordinary true-life tale of survival. The year ended with an in-depth study of ‘The Boy at the Back of the Class’ by Onjali Q. Rauf. Told from a child’s perspective of the Syrian refugee crisis, it highlights the importance of friendship and kindness in a world that doesn’t always make sense. Students wrote poetry and discussion texts exploring the issues raised.

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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 they have developed a range of skills that are integral to their success not only in their academic career, but also in the wider world.

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Year 7

before applying these skills to our own writing.

Our Year 7 students started the year with the study of texts previously celebrated at the Emirates Festival of Literature – ‘Our Castle By The Sea’ by Lucy Strange and ‘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.

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.

The start of the new term signalled a move towards a new text, this time studying a play by William Shakespeare. 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 live audiences. We then entered the, ‘Culture Café’ – an imaginary café created for the sole purpose of inviting famous poets to come dine with us and share their experiences linked to their culture, before studying their poems from other cultures in depth. Students relished the prospect of meeting a new poet each week and then applied their creative skills to creating and marketing their own café to complete with the Culture Café.

Year 8 Our English journey in Year 8 began by exploring Dystopian Fiction. We covered extracts from a range of classic texts including 1984 by George Orwell, I am Legend by Richard Matheson and The Road by Cormac McCarthy. This led to active discussions based on what the future will look like and whether the ideas we study in fiction can reflect reality. In the New Year, they were then able to apply their 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. Year 8s then continued with the study of Travel Writing, covering travel guides, travel articles 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.

Year 9 In Year 9 the year began with the study of ‘Much Ado About Nothing’ by Shakespeare which allowed them to get 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’. They then covered the important skill of rhetoric and persuasive writing techniques used in speeches. This allowed us to analyse speeches on pertinent topics including global warming and overcoming adversity

Year 10

Our Year 10s began their IGCSE journey with the study of Mice and Men, the famous novella by John Steinbeck. We explored the lives of bindle stiffs in 1930’s 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 ten 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.

Year 11

Having completed some of their IGCSE course online, students were excited to be together and back in the classroom for Year 11. Term 1 saw us complete all the coursework assignments for IGCSE, including the study of two plays: An Inspector Calls by J. B. Priestley and Romeo and Juliet or Macbeth by William Shakespeare. We then moved onto the study of Unseen Poetry to complete the two-year course. The removal of final examinations for IGCSEs may have been a situation that students have never experienced before, but they dealt with it maturely and all worked hard to achieve their potential in English.

Head of English

GIFTED & TALENTED “The measure of intelligence is the ability to change.” The above quote from Albert Einstein sums up this year perfectly. Our attendance at the usual circuit of inter-school competitions may have been dampened by Covid however our pupils have been involved in a multitude of new and exciting opportunities. We were delighted to host a virtual online mathematics event for 150 pupils in Year 6 across Dubai. We are also grateful to colleagues in other Dubai schools who arranged and invited us to participate in virtual reading, art, chess and Olympiad competitions. These opportunities are always a highlight for our pupils. This year we introduced ‘Musical Mondays’ as a way for some of our talented musicians to not only showcase their talent, but also brighten everyone’s day as they entered school through the Foundation Stage entrance. It has been a fantastic opportunity for our accomplished musicians, but it has also helped us identify upcoming talent in some of our Year 2 and Year 3 pupils. Limited movement within the school has put a strong emphasis on pupils challenging themselves and working with greater independence and resilience within their classroom settings.

discuss these matters on an international stage at the Sustainable Research and Innovation Congress and the TSL international debates. Also, in the UK some of secondary pupils entered academic essays in to the Immerse Education writing competition with three pupils awarded reduced scholarships on summer courses. Writing has also been a focus for some of our Key Stage 1 pupils who entered the Young Writers ‘Poetry Safari’ competition. This was a great opportunity for them to put their description, rhyme and simile skills into practice. We look forward to hearing how they fared later in the year. New to Hartland this year saw pupils participating in the United Kingdom Mathematics Trust (UKMT) competitions. Pupils were represented in the Junior, Intermediate and Senior rounds. This combined with entry into the First Maths Challenge and Primary Maths Challenge has provided engaging opportunities for competition for over 150 pupils – an astonishing achievement.

Local and National opportunities The competitions offered by the Emirates Airline Festival of Literature were once again popular with our pupils who submitted entries in the reading, writing and performance poetry categories. A highlight was Melina Garaud performing in the poetry final with a stunning performance of ‘It couldn’t be done’ by Edgar Alan West. Daren Tan participated in the Young Musician of the Gulf competition and was recognised for his outstanding percussion skills playing the marimba. The competitions run by COBIS and BSME have also provided pupils with an opportunity to showcase their literacy skills. Similarly, we have seen some stunning pieces of artwork created for individual and group entries.

International opportunities In Term 1, approximately 40 pupils embarked on learning how to protect biodiversity through participation in the Trust for Sustainable Living’s (TSL) annual essay writing competition. Innovation and unique ideas were created in our weekly virtual meetings which culminated in 25 of our pupils being recognised as Honourable Mentions or Finalists; four of our primary pupils finished in the top 10, an outstanding achievement! Particularly pleasing was the opportunity for some of our pupils to 72

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Some of our pupils have found their own outlets to compete with two of our keen Computer Science Year 7 pupils competing in the American Computer Science League. Tested on content more appropriate to A-Level pupils, we were delighted to see them recognised with gold and silver certificates for their endeavours. As ever, I am awestruck by the passion, perseverance and purpose that pupils approach these opportunities with. They have been a pleasure to work with and always impress me with their thirst for learning. None of this would be possible without the support of the teachers inside the classroom who constantly encourage pupils to excel and strive for their best, and the parents at home who support with additional work that some of these challenges may bring. I am looking forward to another exciting year!

Gifted and Talented Leader

HUMANITIES As we continue to deal with the extreme constraints of the Covid pandemic as a school and wider community, we are pleased to report that throughout Key Stage 3 and Key Stage 4 the History and Geography departments have been busy with a rich curriculum teeming with earth and natural sciences as well as the study of everything human beings have done in the past, individually and collectively.

History Year 7 began their studies in secondary with a series of lessons that asked the question ‘What is history?’ Studying all sorts of different sources and asking all sorts of different questions, the lessons ended with an archaeological investigation into what happened at the Roman fort of Riccall. We then moved on to look at 1066 and the Norman Conquest before concluding our year with a look at Medieval Lives, a key topic within the National Curriculum. Following on from their studies of the early Medieval period in Year 7, Year 8 began their year with a look at a study of migration into Britain before turning their attention to the Tudors. The year ended in the summer term with a study of the English Civil War, the story of slavery, and the Industrial Revolution in the 1700’s that created the modern world. Students in Year 9 completed their Key Stage 3 studies by looking at the two world wars and their huge impact of the 20th and 21st centuries. This began with an investigation of the generals of World War I before they moved on to look at the different types of government, fascism and communism, that were brought into existence in its aftermath and which were so crucial in a study of World War II and the Cold War that followed.

IGCSEs This year saw our first group of students enter Year 11 and they can all be hugely proud of the work they completed despite the uncertainty of the conditions under which they would be examined. They, along with their Year 10 peers worked incredibly hard on their Modern World Edexcel IGCSE and we await, with much optimism, our first public examination grades.

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Geography We have enjoyed a very successful year in Geography. We have been thoroughly impressed with the ‘go for it’ attitude that our aspiring geographers have continued to demonstrate throughout this challenging year. Following the National Curriculum framework in Key Stage 3, students have covered a range of issue-based topics related to both physical and human environments and the complex impact that humans have on the natural environment including; natural hazards, development, weather and climate, China and the USA trade war. Furthermore, Key Stage 4 students have started the Edexcel IGCSE programme where they have covered a significant part of the course including; development and human welfare, economic activity and energy and urban environments. They were given the responsibility and challenge of creating tourist brochures with the aim of re-building the global tourist industry that has been so badly affected due to Covid. They considered how they would attract tourists to visit their home country during these unprecedented times. Throughout secondary, students have continued to develop key geographical skills required at a higher education level, such as map skills, statistical skills, and source analysis skills - all of which will be very useful as they progress throughout their school life.

Here are some quotes from our Key Stage 3 geographers; “At the start of the year I was so excited to learn about Geography as I thought it was all about maps! We did learn about the different types of maps and why they are so useful, however, as the year flew by I realised that actually Geography is so much more than just maps and has so many interseting topics within it. We have learnt about environmental issues such as how the food we import from all over the world to the UAE contributes to climate change and how development issues impact varying levels of quality of life around the world. I love the variety in the study of Geography!” Tiago, Year 7 “The best thing about my learning in Geography this year was learning about ‘food miles’ because you can see how far foods travel to get to our plates. We have learnt both the pros (creating jobs for farmers in lower income countries) and cons of food miles (increased carbon dioxide emitted into the atmosphere through shipping foods around the world) which is very interesting. It also shows us that as consumers we are contributing climate change.” Kareem Y7

Head of Humanities

INCLUSION AT HARTLAND

Our year started with a wonderful, virtual coffee morning where parents were given the chance to meet the team and welcome our new Head of ELL (English as a Learning Language) Mrs Joanna Galvin. It was a great occasion to kick start the year for inclusion across Hartland International and one which set the tone for a year of new and exciting events.

Shortly after the coffee morning we introduced our first new programmes across the primary and secondary phases. The Nessy programmes were implemented to support students of all abilities across the school with their reading, writing, spelling and typing. With its’ interactive and on-screen engaging features, Nessy has had a great response from the students with over 100 accessing various features of the programme.

One of the highlights of the year for inclusion at Hartland was our Lots of Socks day in March. Students across the school wore brightly coloured socks to raise awareness of World Down Syndrome Day. Each class created videos to show off their socks and deliver an important message about inclusion and including everyone in our Hartland Community. On the day, students took part in an assembly where they listened to members of staff and some staff family members about the challenges they have faced and still face, and how that does not stop them reaching for the stars and seeking or asking for help when needed.

Towards the end of Term 1 there was a tremendous amount of time dedicated to training our primary phase learning support assistants on the Boosting Reading Programme. This was introduced across primary in Term 2 as a targeted, one to one intervention which improves the way children read by focusing on the development of independent reading strategies. The programme has been particularly successful and students who have taken part have shared how they feel more confident reading across the curriculum. The Boosting Reading Programme will be embedded into the Hartland curriculum and will continue to support and develop fluency and confidence in our student readers. With Nessy and the Boosting Reading programme up and running across the primary and secondary phases, the Inclusion Team also delivered new specialised programmes within personalised support sessions. Whilst having to be very creative this year when delivering safe, small group and individual interventions, the team still managed to introduce new support programmes. Toe by Toe, a highly structured multi-sensory reading programme is now delivered at Hartland and teaches basic literacy skills to learners of all ages using a phonics-based method. The programme is a series of step-by-step activities where students are challenged to work through their ‘red book’ and learn and apply targeted literacy skills. Alongside Toe by Toe, we also have implemented the SNIP literacy programme, which is aimed at increasing reading and spelling knowledge. Students have really enjoyed the SNIP programme as the new sounds and words are taught through a multisensory approach including matching games, word searches and puzzles. It is not like work at all! Both the programmes have had an impact on student’s literacy skills and have been a key element to their progress. 76

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As we moved into Term 3, ASDAN short courses were introduced into our secondary phase and Sixth Form. The ASDAN short courses are flexible, portfoliobased programmes that cover a range of topics and curriculum. They boost engagement and motivation, develop core skills and enhance academic performance. The implementation of ASDAN is still in its early stages however we are very excited about these programmes and look forward to embedding them into our provision during the next academic year.

The Inclusion Governors at Hartland have been a vital support throughout the year. Whilst not being able to physically visit the school, they continued their drive to support the inclusion agenda by carrying out observations through Zoom, attending regular virtual meetings and offering support and guidance. We are looking forward to the next academic year where we shall continue to drive the inclusion agenda and build upon the great work and successes of this year.

Head of SEND

MATHEMATICS Overview Primary In the primary phase the delivery of Mathematical learning progresses by encouraging students to discuss and explore concepts in depth and to 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, TT Rockstars, Numbots and Education City. In addition to the maths learning in lessons, there has been a vast array of fun and exciting Maths events and competitions. We started the academic year off in November with a selection of Year 5 and Year 6 students taking part in the Primary Maths Challenge 2020. All students did extremely well, however, particular mention should be given to Carter Fennell in Year 5 who achieved the highest score in the competition. In the same month, BARVEMBER returned. All classes were asked to complete daily problemsolving questions that supported bar-modelling and critical thinking. It was great to see students solve the questions and present their own maths work as bar models. At the start of Term 2, we launched the first “Calendar Competition” to develop further understanding of time. It was wonderful to see how students created their own designs onto a template based on a set of criteria. Congratulations, once again to the winning entries in each class - Nicola Swagerty (1H), Anna Savchenko (5R) and Naomi Mendonca (6R). As part of Maths Week 2021, students and teachers completed a range of KENKEN tasks to develop calculation skills. In the photos below you can view Mrs Brown completing her first ever 3 x 3 KENKEN. Furthermore, pupils explored mathematical concepts in investigational work that supported enquiry and reasoning based on number, measurement and shape. Primary students took part in an international celebration of mathematics as part of World Maths Day 2021 on the 5th of May. From Year 1 to Year 6 students developed their mental agility and typing skills by correctly answering as many calculations as possible in 20 interactive tasks. They challenged their classmates, school peers and students across the globe. Well done to all the students who partook in the world’s largest online mathematics event.

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Finally, throughout July and August students in Years 4 to Year 11 are still encouraged to register for the KEKEN Competition 2021 (https://kenkenuae.com/registration). The cost of entry is AED150.00 plus 5% VAT; therefore, parental permission is required. The School Level will commence after registration with further levels of the competition taking place from September to December 2021. We await to see if any students are successful enough to reach the International Level of the competition.

Primary Mathematics Leader

Overview Secondary

We have enjoyed an incredibly successful year in Mathematics at Hartland. This year we have celebrated many firsts in our department. Huge congratulations goes out to Pujia Wang who achieved a grade 9 in her IGCSE Mathematics examination in the summer of 2020. This was the department’s first ever IGCSE result. Further success was celebrated when Alex George in Year 7 received an extraordinary grade 9 in the January examinations this year. His performance, particularly considering his age, attracted media attention in The National newspaper. We also debuted this year in the Junior and Intermediate UKMT challenges. The performances of students in both challenges far exceeded our initial departmental targets. As a department we are incredibly proud of the success of all who participated. Prestigious invitations were received by the highest performers, these students were then able to compete in the Junior Mathematical Olympiad and the Intermediate Maclaurin Olympiad; a wonderful achievement!

As a department, along with Mr Thompson, Mr MacBlain and Mrs McDonough, we have all been really pleased with the effort and attitude of students in our lessons. Each month we celebrate effort and attainment of students by acknowledging the mathematicians of the month for each year group. This provided heated debate amongst the teachers in our department as we had so many excellent candidates to choose from! This is testament to their magnificent approach to our subject. A huge well done to all the students who have made this year so memorable!

Head of Mathematics

We also celebrated the inaugural year of the Hartland Accelerated Mathematics Programme (HAMP). High performing students in Year 6 received Year 7 Mathematics lessons twice a week from mathematics specialists. These students will continue with the programme as they transition into secondary school next year. There will also be opportunities for new students to join the programme if appropriate. In March, we celebrated Mathematics week. During the week we had a day dedicated to Pi, we also held the annual Pi recital competition alongside other interhouse competitions. The theme throughout the week was real life mathematics application. Students were able to estimate the height of the Hartland flagpole through application of mathematical skills and research of suitable techniques. They also created their own crop circles and a Pi number display. Each number from 0 to 9 was represented by a different colour. The number Pi was recreated visually to 1000 decimal places. It took four hours to create the chain and it was over 130m in length! A fun week was had by all students and the week provided a fitting end to term two. Throughout Mathematics in Key Stage 3, the curriculum developed students’ knowledge of number, data handling, algebra, shape and space. Students were encouraged to solve a range of mathematical problems in context, with a particular focus on real life mathematics. In Key Stage 4, students worked admirably on the IGCSE course. They are now able to make deductions and draw conclusions from mathematical information. They have worked hard to construct chains of reasoning, presenting both arguments and proofs. During the two year course, they will develop their ability to interpret and communicate information accurately. 79

MEDIA STUDIES This year in Media Studies students have been encouraged to develop their creative, analytical, research and communication skills through exploring a range of media forms and perspectives. The programme of study for Year 10 and Year 11 has focused on four main areas: Media Language, Media Audiences, Media Institutions and Media Representations. In addition to the broad coverage of all media forms, they have engaged in an in-depth study of audio-visual, print, online, social and participatory media forms. These in-depth case studies have been underpinned by an understanding of the theoretical framework to support analysis and perspectives. Students have also had the opportunity to create a media product with the aim to communicate meaning to a specified audience and draw on what they know and understand about the theoretical framework of media language and representation. They have developed their own technical skills by creating short films. The primary focus for the Year 11 students was their NEA project. Students were required to apply their knowledge and understanding of media language and representations to create a media product. AQA specified the media form and the intended audience for the media product. The media product that was devised and realised by them had to communicate meaning to a specified audience and draw on what they knew and understood about the theoretical framework of media language and representation.

Media Studies Leader

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MODERN FOREIGN LANGUAGES In the Modern Foreign Languages (MFL) department we are always keen to share our knowledge of different languages and cultures with students. Though this year as been unlike any other we were all driven by the passion we share, languages. We know that having a language is a unique skill that allows you not only to communicate with other people but also to discover and immerse yourself in unfamiliar cultures. We hope to have awoken this same curiosity within students as this is a life-long skill that every child should be able to develop. The students have been a joy to teach and they have delighted us all with their enthusiasm and verve for language learning. In Key Stage 3, students had the opportunity to study two languages. They could choose between French, Spanish, German, Italian or Mandarin. At this stage the language is often a new one for them and they are encouraged to learn the basics. Not only were they focused on building their vocabulary, they reviewed different grammatical structures that are essential if they want to continue languages through to IGCSE level. They were encouraged to use different tenses and to incorporate more complex grammatical structures to their work. Key Stage 4 students were given the tools to voice their opinions in more detail and to review more complex topics such as the environment, recycling and the world of work. They were also taught how to be more independent in their learning and to revise key vocabulary and grammatical structures on a regular basis at home. At the end of Year 11, students were given a teacher assessed grade instead of sitting a final exam. Their final results will be available in August 2021. We have many students who have opted to continue languages at A-level, and we look forward to welcoming them into Year 12 Language lessons next year.

Modern Foreign Languages Leader

MORAL EDUCATION & SOCIAL STUDIES Moral Education is an innovative, engaging curriculum designed to develop students of all ages and nationalities in the UAE with global values that reflect the common experiences of humanity. At Hartland, we integrate our attributes into all aspects of school life and our Moral Education lessons mirror the Hartland Way. The Moral Education curriculum comprises of four pillars; Character and Morality, The Individual and the Community, Cultural Studies and Civic Studies. Students from Year 2 to Year 11 have embraced their Moral Education lessons through discussions, debates and presentations, which are a common theme across the whole school. Throughout our year of social distancing we have observed wonderful examples of collaboration of students with some accessing their lessons through distance learning whilst working alongside a friend in the classroom.

Primary Our youngest cohort produced fantastic acrostic poems based around respect and how we celebrate each other’s differences. Year 5 used the platform of International Woman’s Day to highlight the worldwide initiative #choosetochallenge, which continues to bring awareness of inequality and injustice that exists all over the world. Benevolence, which is one of our Islamic values, runs deeply throughout the school and is especially apparent when our students are raising money for local charities and helping our support staff by providing swag bags full of essential items.

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Secondary

Even though we were not physically able to visit any museums this year, that did not stop Year 7 from becoming virtual tour guides for both the Louvre Museum and the Etihad Museum. They transformed into expert guides by recording themselves and using high quality visuals of the museum’s artefacts they took the class on virtual tours of these magnificent museums. Year 9 demonstrated their ideas for acts of compassion through socially conscious projects which could help communities/people in some way. Some highlights included Waste Free Wednesdays, free coding sessions for students in low-income areas to young people volunteering with older generations to provide physical and emotional support. Our oldest students demonstrated their debating skills by exploring and sharing their opinions on Fair Trade. Year 11 took to the theatre stage to challenge and argue their points. It was a joy to see our distance learning students actively participating in the debates through our online platforms.

Head of Moral Education

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Primary 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. Our Year 1 cohort explored the percussion family, especially the xylophone where they are beginning to read musical notation and perform simple songs with ease and accuracy. The Year 2s thrived on their musical notation, now being able to read C, D, E, F and G while incorporating different note values such as crotchets, minims and semibreves. They have carried out group and ensemble work while developing their communication, tolerance and confidence with singing and playing.

Key Stage 2 students have further developed their understanding of the staff and music notation, while also exploring an instrumental program. Year 3 have been exploring the ukulele including the chords C, F, G, A and E minor. Year 4 have thrived with the recorder, reading notes from low D all the way to high D. Year 5 have explored the voice and Year 6 have completed a keyboard module. They now have more awareness of musical cultures and traditions. Students confidence in performing has also been heightened in both a solo and group context. Music at Hartland is used to promote excellence and enjoyment. It has a strong presence in the ethos of the school through assemblies and performances, and we inspire and engage students to develop a love for music. We support students’ 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.

Teacher of Primary Music 85

Secondary Music After what has been a truly unique year in the history of our school, it feels good to look back at some of our successes. With Covid rules in place, we have had to completely rethink secondary music, although we have stuck with the topics of previous years: • • •

Year 7 have studied Pop and Rock Music, Theme and Variation and Gamelan Year 8 have studied Western Art Music, Gamelan and Music for Celebration Year 9 have studied Song writing, Electronic music and film music

The students have adapted brilliantly to socially distanced music lessons and although we investigated ways of creating music on laptops and IPads for the first term, it has been great to get back to traditional instruments and working in small (socially distanced) groups from Term 2 onwards. We continue to adapt and find new ways to learn about music despite the Covid restrictions and it has been wonderful to see the enthusiasm and energy students bring to their lessons daily. This year also saw the very first GCSE music class finish their course. Five students became the first set of students to study the subject at Hartland, and despite the unique circumstances, they have worked hard to complete their coursework and prepare for their exams. It has been fantastic to see the end product of their hard work. We have continued working with our instrument lesson providers Centre for Musical Arts (CMA) and although the restrictions meant that they have been teaching online for a lot of the year, it has been great to see a new set of students begin their musical journey. CMA will return next year.

Head of Music

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Musical Mondays A new initiative launched this year to brighten the mornings is ‘Musical Mondays’, a series of mini concerts where students perform to welcome parents to school on a Monday morning. We have seen students from all parts of the school perform, from year 1 right through to year 11, and often students perform pieces from recent performance exams they have completed so it has been wonderful to see students progress throughout the year. It has also allowed us to see the wide range of instruments and musical genres our talented students enjoy performing.

PHYSICAL EDUCATION

Hartland students enjoyed a varied curriculum adapting extremely well to the challenges of keeping a safe distance while remaining active.

One of the highlights of the year was the dance unit which was a huge hit throughout the primary school. As well as creating and choreographing their own routines there were some brilliant year group performances to a whole host of classic songs. Our Foundation Stage pupils were as busy as ever working hard to develop their coordination, balance and movement skills. It was a delight to see them make such great progress, particularly in their weekly yoga lessons. Primary pupils worked extremely hard during the second term, taking advantage of the glorious weather. Making huge strides in their fitness, they prepared diligently for sports day and enjoyed the opportunity to compete again. Senior students enjoyed a variety of new sports, developing their technique in table tennis, badminton, cricket, rounders and more. The school gym was also christened for the first time by students as the first cohort of BTEC students began their bridging course.

Head of Physical Education 88

PSYCHOLOGY We have celebrated many achievements of our inaugural GCSE Psychology cohort as they completed the course this summer. A particular highlight was being privy to students gaining not only social and emotional learning skills but academic ones too, like how to conduct and analyse research. The performance of students over the last two years exceeded initial departmental targets and we are incredibly proud of all the Year 11 students who have shown tremendous grit and resilience during such unsettled times. The department has gone from strength to strength since its inception which saw 18% of students opting for GCSE Psychology. This year it has increased to 23% and the department will host in excess of 36% of Year 10 students from September. The new academic year also sees the expansion of the subject into A-Levels with 100% of the Year 11 students opting to further develop their understanding of cognitive and behavioural Psychology at an advanced level. In the spring term we shared taster lessons with Year 9 students who tried their hand at improving their memory and increasing its capacity by ‘chunking’ information together. They learnt what Psychology is really all about and looked at some myths and misconceptions regarding the field of Psychology. In the summer term, our team expanded from one member of staff, Mrs Ellis, who established the GCSE programme to three members as Steve Oaks, the coauthor of the VESPA Programme and Head of Sixth Form joined the team as Head of Psychology along with James McBlane, Head of Secondary. Both have taught A-Level Psychology for many years and add a wealth of experience to the department. By studying Psychology, students become collaborative, empathetic citizens who understand themselves and others, and we, as educators, have the opportunity to help them develop flexible, creative ways of thinking based on multiple perspectives and this skill set is evident in the Year 11s as they head into Sixth Form. Congratulations to each one of them, we couldn’t be prouder!

Head of Psychology

YEARBOOK 2020-21

SCIENCE As one of the three core subjects of the National Curriculum, Science is a highly valued subject at Hartland. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. Throughout the year we encouraged the natural curiosity that students have about themselves and their surroundings. We provided 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 2

What an exciting year for Year 2! Science specialists have been busy teaching students the importance of scientific investigations and fair testing. They began the year by exploring plants and the factors that affect their growth. They monitored this over six weeks and exercised their measurement and graphing skills to illustrate the changes. One of the big highlights for Year 2 was exploring plant and animal cells and using a light microscope to do so. It was incredible to see all the students effectively focus and examine a cell under a microscope independently. Recently they have been investigating conductors and insulators and using circuits to test which material will complete a circuit. They also effectively used online simulators to model circuits and further stretch their knowledge on electricity.

Year 3

Year 3 had some very exciting lessons in the lab this year. They have become great investigators and they have been using these skills to explore many different topics. An important aspect of Science is understanding how and why we investigate, the Year 3s mastered this by the end of Term 1. They were able to identify different methods to test magnetic strength and force and represent their results through tables and graphs. Our most recent topic, light, has been one of our most exciting topics as students explored shadows, rainbows and reflection. They have successfully designed and conducted experiments that investigate how shadow size varies and are now aware as to why shadows change throughout the day and can link this with the Earth’s rotation. A super year of learning and investigating for Year 3.

they tested their hypothesis when investigating pitch in sound and have used everyday materials to do so. Our Year 4s are confident in their approach to Science and have developed an in-depth understanding of the importance of making a predication and forming a hypothesis.

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 this cohort to utilise the scientific method when conducting experiments. This was especially evident when they researched surface area and designed a parachute accordingly. When exploring these topics students formulated hypothesises, tested their methods and analysed their results before reaching a conclusion. In Term 3 they thoroughly enjoyed studying the parts of a flower and made some incredible botanical illustrations to exhibit their knowledge of the topic. To end the year on a high Year 5 were very busy and stimulated by making wildlife documentaries which showcased their extensive understanding and appreciation of different habitats around the world.

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. They 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 Key Stage 3 (KS3) curriculum when we explored topics such as electricity and light and it was a pleasure to see they thrived in an environment that challenged and excited them. Most recently they began bridging the gap between the Key Stage 2 (KS2) and Key Stage 3 (KS3) curriculum. They have been busy familiarising themselves with different scientific equipment and can effectively use the equipment to set up practical investigations. Students have also been introduced to animal and plant cells and can confidently label and identify the different organelles found in both. Great work this year, Year 6 and we wish you the best of luck in your Key Stage 3 Science journey.

Head of Primary Science

Year 4

Year 4 students have explored many topics this year and have been introduced to a wide range of scientific concepts and ideas. They began the year learning about habitats, food chains and how organisms adapt to their specific environments. They also had the opportunity to exercise their scientific skills with the topic sound and electricity. They used online simulations such at Phet Colorado and integrated their scientific knowledge with IT to gain a full understanding of circuits. Most recently, 90

Science matters. Especially so as it influences all aspects of our daily lives. From the food we eat to how we get around, it is literally everywhere, and it has led to the discovery of everything from gravity to medicine. It is also based on curiosity, which is a good thing as school students are naturally curious, which makes Science an ideal subject for them to master. When students aim to learn more about the world around them, it is Science that often holds the clues they need for a better understanding. It is also a dynamic subject that contains hands-on lab activities and experiments. This makes Science well suited to active, energetic, younger children. This year we have developed our student’s natural curiosity and allowed them to explore all that Science has to offer. We are so proud of the progress our secondary classes have made this year; from exam results to investigative skills they have shown a real enthusiasm and skill for the subject.

Key Stage 3

In Key Stage 3 (KS3) we aim to give 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 used the results to predict the outcomes of some reactions. Physics focussed on the forces that govern our universe. Year 8 is an incredibly important year in Science as it builds upon the ideas taught in Year 7 and aims to develop their understanding and natural interest 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 they deepened their understanding of chemical reactions by learning about the building blocks of matter and atoms. They discovered how these tiny particles combine to form the world around us. In Physics we began using quantitative methods to conclude on key findings. Students calculated speeds, pressures, moments and energies. Their inquiring and questioning minds has made this year group an absolute pleasure to teach. In Year 9, students aim to develop the skills and knowledge they will need to make them successful at GCSE level and beyond. This included calculations, graphing and analysing data. We have been extremely impressed by the capabilities this group have shown in Science. Their thirst for knowledge and inquisitiveness for the subject has us excited to see what the next the next two years will bring as they start their GCSE course. It is a testament to each and every one of them that even through these unusual times we are still on track and consistently producing the same high standard of work.

Key Stage 4

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 they found this topic very interesting and really delved into the science behind what we are currently all experiencing around the world. 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 tasks such as titrations and electrolysis. In Physics we explored the topic of energy and have used this to aid the understanding of chemical reactions and biology systems. We also focused on the subatomic world and the interactions between particles and forces. Year 11 students should be commended for their effort in Science this year. Through many challenges they have all persevered and completed their Science AQA GCSE. I wish them all the best of luck in their future endeavours.

Space Week (November 2020)

The UAE has had significant involvement with research and contribution to Space, such as the ‘Mars Mission’ and the launch of the ‘Hope’ probe in July 2020. In addition, Astronaut Hazzaa Al Mansoori’s was the first Emirati to visit space. It is no wonder there is an increase in interest and a buzz amongst students’ in more recent times relating to Space. Therefore, the Science team took this as an amazing opportunity to host ‘Space Week’ in November 2020. Students competed in numerous competitions and participated in various activities both in and out of class. Primary school students competed in a ‘Rocket Launch’ competition, whereby they designed and created their own rockets, recorded their launch and submitted their entries for judgement to the school. For secondary students, their task focussed on the ‘Mars Mission’ where they were required to design a sustainable community on Mars. Explaining what they would do once they land on Mars, how they would utilise resources and what they aim to achieve from exploring Mars, they then presented their research. For both competitions, winners were selected and awarded prizes – congratulations to each one of them!

Head of Secondary Science

CAREERS AT HARTLAND A career describes an individual’s journey through life, learning and work.

At Hartland we place great emphasis in supporting our students to start developing their careers from an early age and promote the development of knowledge, skills and attitudes that will support them in mapping out positive career experiences. A positive career will of course mean different things to different people but will typically include being happy with the way you spend your time, being challenged from day to day, being able to make a positive contribution to your community as well as enjoying a good standard of living. Career learning is developed alongside academic, pastoral and personal skills to empower our students to access a rewarding career. Our students across secondary year groups have been actively engaging with career learning this academic year through: •

• • • •

•

Awareness: Self-awareness exploring individual strengths, ability, talents and interests. Learning from challenges and set-backs to develop coping strategies and resilience. Awareness of how the economy, politics and society impact careers and the world of work Opportunity: Recognising and creating opportunities by being proactive, curious and building positive relationships with others Exploration: Explore the full range of possibilities available whether through University, further education or training Work life balance: Managing your life as a student/ employee alongside your wellbeing, other interests/ hobbies and family and community interests Bigger Picture: Actively engaging with Labour Market Information (LMI) in understanding trends in employment in particular, the effects of Covid, that continues to change the landscape of work and careers like nothing before in history and which, is expected to further manifest over the next decade Life Long learning: A career is not simply, a process of choosing a job after school. It is rather a commitment to ongoing learning and development that takes place throughout life Employer Engagement: This year saw the launch of our hugely successful Careers Lunch & Learn initiative. Throughout the year we were delighted to welcome experts from various career themes to share their career journeys and engage in a Q&A with our Year 10 and Year 11 students. This initiative was made possible with the support of our amazing parent body and the wider Hartland community who gave generously of their time and experience

Our students continue to engage with UNIFROG – the online platform that enables career exploration, career research and profile building in support of university and job applications but also empowers our students to effectively manage the transition to the next stage of their lives. In recent weeks our Year 11’s have been engaging in career learning as part of their Sixth Form bridging programme. I look forward to welcoming them back in September and supporting them in their journey through Sixth Form, empowering them to make good career decisions and enabling them to manage their own career development confidently and successfully.

msheedy@hartlandinternational.com

HARTLAND CHARITY This year the Charity and Kindness committee have focused on supporting not only the Hartland community but the wider world through various acts of kindness and charitable initiatives. This is a true testament to students’ strong moral compasses that are nurtured and aligned through our Hartland Values.

Share your Shoes

The Charity Committee was established as an opportunity for all students to collaborate towards a shared goal. They meet either virtually on Teams or socially distanced in the large auditorium each week to discuss ideas and different ways to help others. Despite Covid restrictions the committee were able to contribute in many ways, namely:

The committee have remained focused in their commitment to offering support to all. They have grown exponentially in their understanding that helping others does not always involve a tangible outcome but rather giving the gift of time and showing a true understanding of another person’s experiences and emotions is what truly makes a difference. This is an invaluable life lesson which we will continue to instil in our students as 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 of kindness can have a big impact in all our lives.

The Lebanon Appeal

Reacting quickly to the devastating events in Lebanon, the Hartland community put together care packages containing essential items for those in need.

Linking with Empathy Day, pupils have donated new and nearly new shoes for their thrift shop to support the educational needs for students at the Dubai Centre for Special Needs.

Acts of kindness

Throughout the year the committee have shown their appreciation by giving paper flowers and cards to staff, organising cinema evenings and making cooking videos for students to try at home. They have also been able to provide a hamper and get-well cards for a young girl brought to Dubai from a neighbouring country for surgery.

Nefsy

We have continued to support Nefsy this year by donating money, food, clothes and toys to families in need across Dubai and the Middle East.

Al Jalila Foundation

We raised over AED10,000.00 during our ‘Pink to support breast cancer treatment, equipment research. We all dressed in pink, attended talks raised money by selling pink cakes and pink milk to peers.

Ramadan

Day’ and and their

Supporting those that help us every day, Hartland families donated food items during Ramadan for our support staff.

YEARBOOK 2020-21

Chair of the Charity Committee

In March, a team of students from Years 9, 10 and 11 represented the school in an international competition called Race4Good. This is a fast-paced, engaging and competitive race, taking place over three weeks, in which students work together to solve critical real-life challenges. The driving force behind the competition is none other than the frontline humanitarian Linda Cruse, who is also a judge in the competition. This was an intense experience and students gave up a lot of their free time to respond to a variety of challenges, with very tight deadlines to help uplift a remote Himalayan community in Nepal. The team was tasked with coming up with realistic and impactful business ideas to help specific families or the whole community. The best ideas from the competition were implemented in a matter of days by the Race4Good foundation’s team in the village. The team had Zoom meetings with a business mentor to get support and advice, they had to research the issues faced by the local community and demonstrate a great deal of empathy and compassion as well as entrepreneurial spirit. The Hartland team did extremely well and came up with some excellent business ideas. They were competing, in many cases, against other schools with Sixth Form students with greater business experience. They successfully navigated the first round with a detailed plan for a tea shop for the Ram Jali Rai family which lead to qualifying for the final. Once in the final they had an impressive business plan for the Arjun Rai family to establish a local carpentry business. Unfortunately, they just missed out in the final reckoning, but the judges were very complementary about the plan and the way the they presented their ideas and worked as a team. In the end, it was the community that were the winners as they benefitted from a wide range of young people devoting their time to finding solutions and helping them invest in their futures. Overall, it was a great experience for our students, and we hope to take part in further races in the future.

DUKE OF EDINBURGH INTERNATIONAL AWARD

The Duke of Edinburgh’s (DofE) International Award is the world’s leading youth achievement award, operating in over 160 countries and territories around the globe. It is a non-formal education and learning framework through which young people’s achievements outside of academia are recognised and celebrated. It gives students the framework to gain recognition for the progress they make in their choice of skill, physical activity and voluntary service alongside an ‘adventurous journey’ in which they have to show that they can navigate and cater for themselves in a different environment. This year, Ryan McDonough became the first student to complete the Bronze Award at Hartland International and he has since been joined by several other Year 11 students in obtaining this award. This is a great achievement given the current restrictions in place, alongside the pressures of completing their GCSEs. Ryan’s physical activity was training for swimming and triathlons, his skill was improving his cooking, and his volunteering was helping the PE department with events and enrichments. Our Year 9 and Year 10 students have been excited to begin their journey towards their Bronze Award and we are hoping to be able to provide them with the opportunity to compete in the programme in November. They will be able to continue with their activities and log their hours over the summer break. Many of our Year 12 students will also be able to begin the Silver Award programme when we return to school in September. At Hartland we highly recommend that all students in these year groups take advantage of this incredible opportunity as the award is a process of personal and social development which will lead to valuable life skills that contribute towards a well-rounded, holistic education. Furthermore, it is an award that is highly valued by colleges, universities and employers around the world. Paul Evans

This was Hartland’s first year of participating in the Junior Duke Award with pupils joining the Platinum and Gold Award categories. We had over forty pupils sign up to participate in our first intake. Over Term 2 and Term 3, pupils completed ten ‘Life skills’ and ‘Cultural Challenge’ assignments. Working on this diverse range of activities, pupils learned new skills from cookery to website design, basic first aid to independent research. Due to the current social restrictions some of the tasks proved more challenging but, as ever, Hartland pupils were adaptable and flexible in their approach with innovative ways being found to solve their problems. They have continued to impress us with their energy, enthusiasm and enterprising attitude that they bring to our weekly meetings. Reflecting on his Platinum Award challenge Aayan Asthana had this to say, “I enjoyed making a presentation on Antarctica for Worldly Wise because it made me understand more about the continent and I now know I want to go there. I’m most proud of my movie trailer because it brought out my creative side and I loved editing. I’ve learnt the most about household chores.” When asked about her experiences Gabriella McAlpine said, “I enjoyed cooking - I cooked stir fry because it was fun to make and tasty. For me, the most challenging task was the Website Design one which I combined with my WorldlyWise cultural task. I am really proud of this one because I have never made a website before and I learnt new facts about the Maldives, and amazing places to visit there.” Reflecting on his Gold Award challenge David McFadden had this comment “All the tasks were good, but my personal favourite was the Drama Challenge because I could be creative in my performance”. Sharing the task that was the most challenging, Rei Tajima made this statement: “I found that washing the dishes the most challenging task because I had to wash, dry and put away the dishes for 1 – 2 weeks!” In summarising the Junior Duke Award, many students acknowledged that it was a fun enrichment to undertake and gave pupils the opportunity to learn and gain skills in responsibility and independence. Find below a selection of photographs from the Year 5 Gold Junior Duke Award and the Year 6 Platinum Junior Duke Award. Rachel Munif (Leader of Year 6 Junior Duke Award) Maureen McDonough (Leader of Year 5 Junior Duke Award) 97

YEARBOOK 2020-21

ENRICHMENT Enrichment activities are designed to give students the opportunity to try new things and explore and develop interests outside the classroom. Students learn through new experiences that are key to academic success as well as personal and social development. Despite the Covid -19 restrictions where we were not able to offer the extensive enrichment programme, we continued to offer some enrichment opportunities virtually or in small groups whilst adhering to Covid-19 protocols, such as Picture a Story, Live Library, Reading Book club, LAMDA club, Chess club and Junior Duke of Edinburgh. Students attended specific enrichments which opened opportunities for them to compete in competitions such as Model United Nations (MUN) conference, Interschool Chess competition and Interschool Biodiversity Debate. Additionally, our performing art students successfully completed their LAMDA (London Academy of Music and Dramatic Art) exams in June 2021.

Given the depth and variety of enrichment opportunities at Hartland it is safe to say that participating in these activities helps students develop a love of learning, expands their minds and enables them to experiment and take risks thus building their confidence as they learn new skills and immerse themselves in new experiences. We are in the process of designing a varied and rich enrichment offer for next academic year which will include a range of academic, creative and sporting options. We will be ready to launch the programme as soon as the authorities lift restrictions and give us permission to do so. Our aim is to ignite new passions as well as extend existing interests and develop skills to support future success.

Mrs Shahida Ibrahim Head of Primary

MUN was a great success, as 24 students from Year 6 to Year 11 participated in the Stamford American International School Model United Nations Conference (SAISMUN) which is an International online MUN conference organised in Singapore. Hartland, the only school to be represented from Dubai, participated together with 24 other schools from around the world. They debated with considerable conviction on topics such as: • • •

Empowering refugees with technology Preventing identity theft in the digital era Minimising the rate of ‘Brain Drain’ in Less Economically Developed Countries

YEARBOOK 2020-21

HAPPINESS AND WELLBEING Promoting and supporting the wellbeing of students and their families here at Hartland has always been one of our highest priorities. The year started off with some uncertainty as to how we would manage with the ‘new normal’ of masks, bubbles and social distancing. Fear around Covid-19 still lurked and there were unpredictable absences and changes to plans. The overwhelming majority of students soon found, however, great delight in finally being back in person and learning alongside their teachers and friends. As student support counsellor I was able to spend time in each classroom in the first couple of weeks, ascertaining the emotional ‘temperature’ of the class, in addition to supporting students in managing any anxieties and keeping spirits up.

PSHE and Assemblies Our focus on the personal, social and emotional health of students, not only during daily tutor times and weekly assemblies, but also firmly embedded in the curriculum, has seen them explore topics such as kindness, gratitude, empathy and resilience. Resilience amongst all characteristics has probably been challenged the most, but students have come out shining!

Peer mentoring

For those not familiar with peer mentoring, the benefits are numerous and include: • • • • •

A system of support and belonging for students Increased self-efficacy Further development of social skills Strengthened relationships with peers and school Exposure to healthy coping mechanisms

This year has seen the continuation of our Peer Mentoring Programme, with primary and secondary students partnered together. Once again, we have had to use the resourcefulness forced on us during unusual times and ensure that students are meeting in chat rooms on Teams, rather than in the library. However, both mentor and mentee have continued to benefit from the connection and support. Each chat room has a teacher to supervise and mentors have been provided with inhouse training and regular follow-up.

New projects

To end the year, we are trialling both the Upstrive Wellbeing app with middle school students, and a Mental Health Awareness course for the Year 11s. We look forward to seeing how these, along with other new initiatives, will continue to support wellbeing in the year ahead.

Individual and Group Counselling For those students who have required some additional support, individual counselling sessions have been provided. Common topics include anxiety, peer group relationships, circumstances outside of school, overwhelming emotions, exams and schoolwork. This year has also seen the development of ‘social skills’ groups for years one, two and three students, in addition to some social and language support for our EAL learners. 99

YEARBOOK 2020-21

Mrs A White Student Support Counsellor

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WORLD BOOK DAY Hartland Libraries

“The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens” (IFLA/UNESCO School Library Manifesto, 1999) While Covid may have prevented the library spaces from being used by students this year, our mission to provide students and teachers with services, books and resources to feed their curiosity and wonder, develop their critical thinking skills and to enhance the school’s educational goals has not been curtailed. Our mobile library service, Bookeroo, has allowed us to continue to lend books to students. Many of them can now use the online library catalogue to browse our collection and order books online, and we have lent out just as many books as ever. Armed with my trusty visualiser, I have read stories to all the primary classes during their library lessons; we have explored new authors and illustrators, learnt about design and visual literacy, begun to acquire new information literacy skills and immersed ourselves in stories.

shadowing judges of the Kate Greenaway and Carnegie Awards for excellence in children’s literature and illustration and voting for our own favourites. We marked Empathy Day on 10 June by focussing on books which explore the concept of empathy and discussed how books can allow us to practice walking in other people’s shoes. Lots of the classes made empathy glasses and enjoyed the read alouds and stories on Empathy Lab’s website.

World Book Day The corona restrictions did not dampen our enthusiastic celebrations on World Book Day. Everyone dressed up as their favourite book character, but more importantly, we spent the day reading, talking about books and celebrating the power of the written word. Many parents and children took part in our Kan Yama Kan: Once Upon a Time story sharing project by uploading films then reading aloud from their favourite books.

The secondary library, while not open for browsing, has continued to be a collaborative and inspiring learning space. Classes have booked the room for lessons and students have been able to make the most of the airy room, large tables and comfortable sofas (socially distanced and fully sanitised, of course!). Next year sees the start of our Sixth Form, and we are creating a diverse, eclectic list of new books to support and extend their A Level and EPQ work. Our lock down collaboration with the Art Department was revisited at Christmas with a special festive edition of Picture a Story Live, in which Mrs Bowden and Mrs Payn drew along to Katherine Rundell’s One Christmas Wish. We supported the Design and Technology department’s hugely successful STEM week with stories about Rube Goldberg and his chain reaction machines and Andrea Beatty’s wonderful Rosie Revere which inspired the Year 1s and Year 2s to create paper helicopters and all sorts of moving contraptions. We have run two online book clubs this year, one for primary and one for secondary which have been extremely popular and well attended. We have been 101 YEARBOOK 2020-21

Mrs MR Grieves Librarian

MUN 2020 - 2021 Student members of our Model United Nations (MUN) and MINIMUN enrichment programmes completed their second year of participating in debates. These occurred on online and on face-to-face platforms which had a substantial impact in terms of developing their abilities in debate, discussion, and conflict resolution. MUN gave both primary and secondary students at Hartland an opportunity to discuss global affairs and international topics on a competitive level. This academic year, twenty five students from Year 6 to Year 11 attended an international online conference based in Stamford American International School, Singapore and debated upon global issues for two full days with over 500 other MUN members from around the globe. The committees ranged from G20 representation to the United Nations High Commissioner for Refugees (UNHCR) as well as a rare and sought after Judge position for the International Criminal Court (ICC). All participants gave motivating and detailed opening speeches in their committees, defending their delegations’ views on the topics at hand such as ‘The Question of the Militarization of the Arctic’ and ‘Measures to Regulate the Commercial Space Industry’. Members continued their MUN and MINIMUN work online by preparing clauses for shared resolutions on topics such as ‘Technological Assistance’ and ‘Supporting the Rights of Indigenous People’ using specific structures used at the UN. Student members also worked on giving persuasive speeches in front of an audience and taking ‘Points of Information’ from other delegations. Using the use of MUN language and abiding by the rules and structures that gives members insight into how the real United Nations functions students will benefit exponentially from this experience should they wish to pursue a career in this area of expertise in the future. All MUN members should be extremely proud of what they have achieved and the work they have produced. Despite the unusual circumstances due to the global pandemic, they behaved like true United Nations delegates coming together to resolve issues across the globe and I hope to see them as delegates in the General Assembly in the future!

103 YEARBOOK 2020-21

SPORTS DAY

Sports Day continued in wonderful fashion, awash with colour and brimming with enthusiasm. Despite parents not being in attendance this year, the community still came together in a celebration of sport, creating a jubilant atmosphere which yielded some brilliant performances. In Foundation Stage and Key Stage 1, pupils worked through a series of difficult challenges that were designed to test their learning to the limits. Throwing, running and jumping through them, they were more than equal to the challenge and their performances left everyone feeling incredibly proud. Key Stage 2 students competed directly against their classmates for the first time this year with some extremely close competitions. Roared on by their teachers and peers, records tumbled as class and year group winners were declared across each section. In secondary, results were collected from winners across each House and were closer than ever. With just one point separating them, Safa pipped Mushrif to the finish line, securing bragging rights for the remaining year.

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105 YEARBOOK 2020-21

Ms M Cashman, Haruki Saito, Nicole Kastahorau, Burhanuddin Fakhruddin , Micaela Trujillo Laveaga, David Palobart Sastre, Theodore Saad, Zain Wahbeh, Fabrizio Valdivieso, Mohamed Hussein, Ruby Gore, Katerina Georgiou, Emmanuelle Naccour, Sára Millgate, Arman Ketabchi, Olivia Nicola Viellevielle, Fatima Alameri, Celia Haddad, Theodore herd, Gabriel Cocciadiferro, Amy Wachiuri, Mrs M Noureddine

FS1 ROSEFINCH

Ms S D’Olimpio, Yasmine Morkos, Abdulrahman Almsadi, Zayn Odhiambo, Rio Kataoka, Ghazi Almane, Gahyun Kim, Leo Winder, Pip Herinx, Mikhail Ushakov, Nikol Senko, Sami Itani, Sara van der Leeuw, Michael den Hoedt, Shazmeen Malik, Lucas Gow, Adam Abu Khadra, Aaeeshah Khan, Arthur Robinson, Damien Waheed, Kaede Marumoto, Ms C Balinas

FS1 FLAMINGO

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Miss S Warsi, Mrs A Evans, Nikita Winterfeldt, Piyusha Chatpar, Anran Ma, Abdussalam Omar, Ayeza Jamal, Alannah Phelan, Isaac Umarov, Ellexis Robinson, Kosuke Manabe, Elisa Lima, Jethro Wong, Syana Sayeb, Natalia Lalcekova, Panithan Campforts, Coco-Mae Janks Lombard, Yuan Nam, Lemar Asseel, Emel Nazari, Nouf Abdulla Ali, Mrs L Gamage

FS 1 SANDPIPER

Ms A Jackson, Myra Akshay Gupta, Zoe Gerashchenko, Miri Oshima, Nanoka Tsuchiya, Samar Goel, Lena Ceylan, Alexander Hellwig, Nathan Cavanagh, Daniel Romaniuk, Stepan Lere-Pland, Mikaela Ayana Tennakoon, Rayyan Thompson, Zoey Dawer, Lottie McDowell, Aahil Shami, Faisal Al Hadidi, Ayman Haro, Ata Atmaca, Massimo Siblesz, Evelyn Isra Monahan, Ms L Astley

FS1 SUNBIRD

107 YEARBOOK 2020-21

Mrs S Nazarian, Danny Du Toit, Diana Lucia Copos, Khairul Haziq Khairul Hanafi, Bredli Muca, Artin Dahghani, Rachel Kearney, Anne Garcia Perez, Jayden Sayers, Declan Green, Ali Mohamed Gamal, Sora Kakami, Al Jude Alswuadi, Hannah Holden, Amore Du Preez, Zein Ahmed, Ayaan Hussain, Isabella Lomonaco, Hoor Al Rahma, Haruta Ochiai, Ms J Dorio

FS2 ROBIN

Ms G Fitzpatrick, Lottie Mahoney, Moussa El Fadaly, Ana Dumitru, Leann Dabliz, Hamdan Khalid, Rose Statham, Helena Prato Alberti, Artemis Pourrashid, Zaki Evans, Ella Kotrikova, Kiana Kaur Rana, Roza Almidfa, Sven Harry Englund, James Choukrallah, Khalil Nefzi, Moskol Mushajiang, Sarah Boghean, Seita Ogasawara, Ms C Nassuuna

FS2 KINGFISHER

108

Ms C Jones, Yasma Chaaban, Makena Thorn, Sidharth Mihir Biju, Sophia Nillesen, Jiwoong Jung, Sebastian Gerritsen, Mohamad Hlawa, Ailsa Davidson, Florence Shirley, Isabelle Parslow, Mason Schmidt, Maruwa Pinto, Naya Al Hasan, Kengo Saito, Nabil Itani, Atlanta Van Mullekom, Santiago Trujillo Laveaga, Hanee Puteri Luqman Basyar, Ray Shabat, Miriam Ajaray, Ms M Mahilum

FS2 PELICAN

Ms L Etherington, Cielo Borrielli, Youssef Barazite, Mila Aboud, Laith Alhajaj, Juma Al Marri, Karla Tayoun, Miane Nell, Alister Hendry, Parthenia Ibrahim, Fedor Senkevich, Lucas Jenson, Hessa Bin Sulaiman Alshehhi, Maayra Sakhala, Liam Beyer, Amber Rossi, Anne-Marie Olayiwola, Maya Broges, Lucas Diaz Montoya, Nelly Badr, Jude Al Zuhairi, Ms M Del Rosario

FS2 SHEARWATER

109 YEARBOOK 2020-21

Mrs J Reece, Odette Arinchaya Monahan, Eton Tingkaer, Ronin Whyte, Jaden Lee, Shlok Vazirani, Mersana Zaki Zadeh, Stefan Mekhdiev, Salama Al Hammadi, Inaya El Bouazatti, Nill Defne Koc, Omar Al Majali, Reine Abdulhadi, Abdulla Al Mansoori, Keira Muca, Nehal Khaled Saadi, Abdalla Omar, Wendy Cao, Mrs E McDowell

FS2 HERON

110

Ms N Cashman, Hasan Tyebkhan, Clara Fayek, Dahlia Mohd Syakeer Razin, Can Yigit Ozkan, Daye Lee, Olivia Lepich Reinisch Neves, Frankie Brown, Yona Tahamtan, Rashid Mubarak, Tom de Hoop, Shayaan Shahzad Malik, Matthew Andow, Hana Hawas, Rafaela Abdel Gawad, Leena Khakwani, George Ansell, Sofia Guerini, Savelii Guseinov, Felix Veevers, Samuel Wilkes, Ms M Luisa Lopez

YEAR 1R

Ms L Reseigh, Daniela Cocci, Alisa Kastahorau, David Fennell, Chloe Westray, Zane Amin, Jules Delaunay, Rin Tajima, Melissa Lepich Reinisch Neves, Levin Atagul, Emerson Jones, Nicholas Swagerty, Naya Abdelal, Yaman Aboud, Daniel Gazzillo, Mienke Du Preez, Carter Larkin, Dmytro Blinnikov, Rohaan Mansukhani, Ayden Waheed, Nimish Goel, Ms P Baloria

YEAR 1H

111 YEARBOOK 2020-21

Mrs S Brown, Maryamawit Hafte Teklay, Harry McDowell, Saliha Zeeshan, Ridhya Somani, Mateen Siblesz, Maryam Barazite, Kiaan Kulkarni, Tyler Diedericks, Sofea Basyar, Jibrael Chand, Zain Teleb, Milana Melniciuc, Gwyneth Silitonga, Niene Herinx, Imogen Turnbull, Riccardo Dangelo, Penelope Orhan, Ms J Dorio

YEAR 1L

Ms N Moran, Jessica Mahoney, Alexander Toprak den Hoedt, Thea Tayoun, Arwen Grange, Leonardo Renner Farinon, Anaira Suchede, Mila Hansen, Sebastian Diaz Montoya, Christiaan Antoni Bornman, Allegra D’Angelo, Max Rogers, Layla Horton, Sehyeok Oh, Adam Ryburn, Safia Abouelella, Rianna Alhalak, Alia Raduan El Tayan, Aoibh Phelan, Amatullah Fakhruddin, Sasha May Fory, Mrs T Oganessyan

YEAR 1T

112

Mrs A Olayiwola, Arsha Ketabchi, Sherifa Hatem Galal Mohamed Fouad Hassanin, Eline Romeih, Hessa Al Rahma, Ece Kara, Bassam Dabliz, Angel Morkos, Saeed AlAwadhi, Rayan Sfeir, James van der Horst, Llarena Zipporah Citrome Pacis, Calum Davidson, Yuna Chua, Zabeer Shah, Haroun Sherif Elfadaly, Stephen Murray, Jesda Higham, Gordon Thorn, Ashleigh Kearney, Mrs J Puntanar

YEAR 2H

Ms E Bowden, Hamad Algahash, Elise Raetz, Baiyu (Candy) Cao, Elif Nazari, Zeyneb Ajaray

YEAR 1N

113 YEARBOOK 2020-21

Ms A Evans, Soma Saito, Livia Carlson, Ayden Tharao Wachiuri, Ahana Jha, Amalia Van der Meulen, Miguel Soberon Gomez Peniche, Ethan Hendry, Talia Abdel Aty, E’ssa Thomson, Aryeh Hiran Nair, Adam Teleb, Idhant Joshi, Anabelle Sinatra, Alex Conradie, Sohana Abbadi, Sophia Maitland, Forrest Millgate, Artemis Dehghan, Aryana Gobin, Rafi Zaim, Mrs R Caluyo

YEAR 2T

Ms A Kavanagh, Kaia Acton, Ruben Du Toit, Valentina Guerini, Meeha Beyer, Jinseo Choi, Chris, Choukrallah, Estelle Gergoes, Ella Statham, Kaiyang Ma, Zosia Burgess, Jasmine Rossi, Adél Monika Sepsey, Thijs Jorritsma, Odhran Phelan, Josiah Ong, Sofía Soberon Gomez Peniche, Rishain Shakeel, Hana Arissa Khairul Hanafi, Kanato Okawachi, Burhanuddin Fakhruddin, Ms D Bagayan

YEAR 2R

114

Ms E Hevehan, Cedric Dekker, Katrianne Maglantay , Emilio Abdel Gawad, Angela Mutheu, Francis Karbowinski, Jana Hawas, David Maroz, Anta Ba, Isaac Swagerty , Nout Jorritsma, Benjamin Orhan, Sanan Malik, Mohamed Zein, Aram Derderian, Lucas Steinberg, Vega Tingkaer, Indiana Van Mullekom, Rishan Sharma, Arisa Ogasawara, Alice Moura Castro, Evelyn Sadler, Sebastian Ansell, Emma Germano, Mr B McAlpine

YEAR 3H

Ms S Brady, Atichat Bhankingtongkam, Leah Aloush, Arianna, Vanetti, Chloe Estrada Matbouei, Marco Alifredi, Eden Lee, Ali Algahash, Olivia van der Leeuw, Adam Selim, Rishi Srikanth, Mathias Esquivel Hernandez, Matilde Marcal, Maksat Amanmammedov, Alessandro Valdivieso, Mia Cocci, Jawaher Al Ali, Victoria Tsourdis, Asmaa Eleslamboly, Adriel Cocciadiferro, Noortje van Duijn, Ms W Galve

YEAR 2L

115 YEARBOOK 2020-21

Mr J Maynard, Alina Ryburn, Latifa Vasey, Jake Westray, Sawsan Almsadi, Austin Robinson, Zeina Amr, Esa Rehman, Kyuwon Oh, Gauri Nair, Max Holden, Alexander Molander, Archie Rogers, Safae El Bouazzati, Saoirse Galvin, Emma Bader Barrionuebo, Ayperi Amanmammedova, Louis Grieve, Alia Mohamed Salaheldin, Cyrus Decker, Jaden Hargreaves, Aryan Arfan, Puteri Ilmi Luqman Basyar, Ms C Jagmis

YEAR 3T

Mrs F Gair, Seohyun Nam, Alexei Ushakov, Lana Chaaban, Kabeal Teklay, Lana Barbour, Armando Van der Meulen, Yvette Parubets, Rebecca Mendonca, Essa Umair, Aadvika Nayak, Mohammed Zaheer Zeeshan, Mohammed Almutewei, Maxwell Laurent, Yousuf Murad, Elizabeth Parslow, Abdalla Mohamed Gamal, Lelia Khaled Saadi, Andrea Gazzillo, Sofia Germano, Imran Barazite, Georges Randet, Jude Al Turk, Kristina Tsurkan, Mrs N Ranasinghe

YEAR 3R

116

Ms A Somers, Sabine Blumberg, Isla McLeod, Ameli Balt, Juan Sebastian Guevara Montes, Diego Correa, Finley Bunting, Charlotte Reece, Anju Saito, Siem Van Duijn, Marco Lomonaco, Yosef Tahboub, Nicha Campforts, Yena Lee, Adham Ashraf Azab, Jeremy Delcroix, Albertus Beyer, Ahoon Rasouli, Eric Gerashchenko, Ruqaya Murad, Noemi Jensen, Leonardo Vanetti, Murad Kubataev, Siena Lopez, Ms V Saldanha

YEAR 3L

117 YEARBOOK 2020-21

Miss H Pearce, Sophie Maeroum, Finlay Atherton, Ayan Maalouli, Daniel Du Toit, Tala Barbour, Ada Dumitru, Rhia Kakami, Caitlynn Dekker, Benjamin Van Brussel, Jackson Van Mullekom, Matija Djuric, Hoor Haytham Taha, Amelia Ong, Zamil Zeeshan, Arya Talakar, Hugo Higham, Zara Odhiambo, Daphne Garaud, Annsh Dutt, Abdulla Alhussaini, Tia Aldemairy, Mr I Hussain

YEAR 4R

Mrs I McFadden, Aeriella Pienaar, Allen Wang, Hamza Haro, Amelia Kirwan, Inca Parsons, Viyan Raina, Sophie Gerashchenko, Alison Hopwood, Mohammad Al Hammadi, Moafaq Algaddah, Giovanna Figueiredo, Rukaiya Babalele, Miane Du Preez, Alexandre Delauney, Lillian Parslow, Reagan Newhan,Nathan Knudsen, Yehia El Gamal, Malak Waheed, Keyaan Noureddine, Lara Aldemairy, Mr I Hussain

YEAR 4H

118

Mr A Sandhu, Zahra Tyebkhan, Milana Guseinova, Joao Neves, Youssef Fayek, Laurenz List, Celeen Haytham, Maria Beltran, Frederick Brown, Danre Bornman, Pavit Goel, Daniil Bakrushev, Amirali Ketabchi, Carina Fabbrini, Aliakbar Fakhruddin, Josie Colaco, Vanessa Kotrikova, Leila Al Zuhairi, Portia Steel, Sami Zaim, Aisha Eleslamboly, Kenji Butt, Vitoria Prato, Anna Guadalupe, Olivia Scheunert, Mr I Hussain

YEAR 4T

119 YEARBOOK 2020-21

Mr D Slack, Valentina Abdel Gawad, Aryan Verma, Philippine Randet, Layla Balt, Sara Ogla, Omar Elbahrawy, David McFadden, Ali Khosravi Taghanaki, Irina Savchenko, Laith Azzan, Sarina Khedri Shooshtari, Arsham Pourrashid, Eya Gueddes, Pablo De Mendizabal Salinas, Micaela Barclay Guerra, Lexie Horwell, Maria Guevara Montes, Maya Hooman, Pedro Farias Wagner, Carter Fennell, Mr T Westwray

YEAR 5R

Ms L Nugent, Mira Papp, Adam Ibrahim, Ryuto Okawachi, Mandisa Ngwato, Sara Nafid, Mohammed Vasey, Leonid Sidorin, Roman Egorov, Bilge Ceylan, Jood Sfeir, Alia Al Marri, Abd El Wahid Gasim, Daniele Giacomelli, Morgan El Hage, Elle Al Hayek, Mohamed Al Awadhi, Sasha Parubets, Rhys Bunting, Amelia Scheunert, Mr T Westray

YEAR 5H

120

Mr A Stenhouse, Samaa Kumar, Gabriella McAlpine, Sebastian Delcroix, Sophie Tsourdis, Niamh Dunne, Jenny Yang, David White, Isla Turnbull, Adam Brookes, Tristan Grange, Sophie Karbowinski, Prisha Gobin, Katarina Djuric, Akari Tanaka, Craig Newham, Oliver Garcia, Anna Sobek, Aayan Asthana, Aryamik Velliyur, Amira Ibrahim, Rahee Kim, Haza Diyab, Zoie Kapur, Mrs S Dekker

YEAR 6H

Mrs M Hulme, Amira Azzan, Meylis Amanmammedov, Amelia Rogers, Santiago Paz, Yousra El Bouazzati, Thomas Orhan, Yena Lee, Alexander McGrath, Seungho Lee, Jameson McBlane, Donia Hawas, Rei Tajima, Aidan Dunne, Darvyn Tan, Eva Rehman, Jamila Fouad, Zacharias Molander, Eldrick Van Emmenis, Christopher Yang, Mr T Westray

YEAR 5T

121 YEARBOOK 2020-21

Ms R Keeley, Alex George, Kareem Maassarani, Thy Nguyen, Harry Maitland, Tiago Marcal, Kristen Hackland, Eve Kriel, Abdoulla Albahri, Elsie McBlane, Burhanuddin Nooruddin, Aisha Ibrahim, Toby Horwell, Adam Al Turk, Yujoon Jung, Katelin Jeffery

YEAR 7H

Ms C Williams, Lana Saleh, Habiba Habib, Raasiyah Noormahomed, Nima Fathalian, Alexander Moosman, Hoodin Abolhassani, Ava Bowden, Georgia Reece, Francesco Mathias Borrielli, Zaynab Al Shalabi, Annabelle Meyer, Naomi Mendonca, Zaid Shaheen, Salma Haro, Amna Alhussaini, Essa Diyab, Aaron McDonagh, Isabel Segovia Barrios, Maryam Fakhruddin, Neeva Wahbeh, Lilly Hopwood, Yerin Joo, Ms S Dekker

YEAR 6R

122

Robin Scheunert, Zalina Kubataeva, Imran Noureddine, Alex Butt, Joshua Al Hayek, Emily Steinberg, Yassin Elbahrawy, Lucas Paz-Najera, Aliz Papp, Zania Molefe, Jiangzhake Mushajiang, Gabriella Blumberg, Mrs A Blair

YEAR 7T

Miss S Mahmud, Manuela Renner Farinon, Amina Kubataeva, Nikita Sobolev, Abdalrahman Tahboub, Sharief Ashraf Azab, Liu Bo, Khadija Belkhair, Nada Babiker, Rayhan Roy, Juan Sanchez, Rafaella Barclay Guerra, Max Kirwan, Nabeela Kazmi

YEAR 7R

123 YEARBOOK 2020-21

Mr T Lappin, Habone Adour, Ema Sobek, Laith Alfarhan, Rashid Al Nuaimi, Abeer Gasim, Zaid Qaitoga, Amin Akhmed, Jiho Lee, Jianwen Zhang, Isla Evans, Eduardo De Mendizabal Salinas, Saule Geneviciute

YEAR 8R

Mrs M Naylor, Simrah Kazmi, Jameel Levers, Faycal Noureddine, Parvathy Nair, Jan Bayarenka, Abdelazim Babiker, Ahmad Al Hammadi, Melissa Raya, Anna Julia Candanedo, Touline Shaheen, Youssef Gueddes, Isaac Kriel

YEAR 8H

124

Ms L Ansell, Elizaveta Soboleva, Gautam Nambiar, Veena Sekar, Jaehoon Jung, Jiaying Zhang, Amelie Turnbull, Muhammad Aashir Mir, Haku Nonoichiya, Daren Tan, Samuel Maitland, Abhishek Nambiar, Zoe Barstow, Julia Maeroum, Noah Scheunert, Yekang Lee, Wayne D’Souza, Nicola Parsons, Andrea Cugnetto

YEAR 9H

Mrs L Rogers, Alsander Hargreaves, Giorgi Oganesyan, Riya Surve, Tarik Qaitoga, Atiku Abdullahi Babalele, Leonid Egorov, Gabriel Reece, Lydia White, Jaesung Kim, Victoria Figueiredo, Adam Tyebkhan

YEAR 8T

125 YEARBOOK 2020-21

Mr J MacBlain, Chaeli-Jade Pienaar, Natsuha Toyoda, Wen Fei Lyu, Amy Butt, Sakina Fakhruddin, Ali Hashemi, Jenin Al Shalabi, Heelan Adour, Joshua Evans, Djubril Laurent, Amon van Almsick, Jianchang Pan, Dario Pous Gerodetti, Andres Paz-Najera, Karim Tarek, Alicia Segovia Barrios, Maria Oganesyan, Habiba Badran, Kiran Jeffery

YEAR 10H

Mr P Evans, Catarina Moura De Castro, Kaushiki Raina, Isobel Hulme, Noor Hassan, Olivia Elmir, Alisa Tsurkan, Sofia Valeria Paz-Najera, Karthika Ajay, Samuel Mendonca, Christian Carballo Fuentes, Ruairi McFadden, Marcus Naifeh, Abdinoor Haro, Mohammed Al Balushi, Aryan Rajagopal, Vladislava Bakrusheva, Sophia Nafid, Muhammad Hasan Raza

YEAR 9R

126

Ms E Sanderson, Aalyah Prem, Peter White, Michael Naifeh, Jonah Watson, Avi Kapur, Joseph Hulme, Saeed Al Nuaimi, Rodrigo Raya, Pujia Wang, Alina De Ridder, Maryam Al Balushi

YEAR 11R

Miss E Connell, Hana Fouda, Jiaxin Zhang, Michelle Joy, Melina Garaud, Zacharia Tulonen, Ryan McDonough, Mohammed Murad, Michael Olayiwola, Saif Al Wasiti, Zoe Forknell, Nandini Nambiar, Kayla Mia Jefferey, Kristian Maglantay, Jana Khalifa

YEAR 11H

127 YEARBOOK 2020-21

128

HARTLAND INTERNATIONAL STAFF 2020 - 21

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