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New sl et t er 0 3 Thu rsday 29 Novem ber 20 18

Sunday 02 Dec

Monday 03 Dec

09:00 - 10:00 Georgetown University Qatar Visit

10:15 - 11:15 Dog Show 10:00 - 13:45 Coordinates treasure hunt

Tuesday 04 Dec

Wednesday 05 Dec

Thursday 06 Dec

Grade 5 - Camp Day 10:15 - 11:15 Grade 5 Visitng Mangrobes

10:30- 13:30 International Book Fair Grade 7

08:00- 11:00 Aspire Park Grade 2

Friday 07 Dec

Saturday 08 Dec

08:00 - 15:00 Developing play at ISL Qatar

14:30 - 15:30 QUESSU16 Football V

Complete Calendar

Menu | December 02-06

Dav i d Mon k , Head of School Three-way Conferences and the Dilemma of Grading Dear Parents, As we complete the 3-Way (parent, student and teacher) Conferences, I thought it would be timely to share with you an insight into ?the dilemma of grading?. It is, of course, a dilemma that many schools such as ours are currently facing: the issue of how to provide meaningful and effective feedback that will inform student learning and keep parents up-to-date about the learning progress of their children. The traditional method of doing this has been to use achievement grades and the school report, which usually includes both letter grades and teacher comments. These grades, in turn, are included in a prepared transcript that a student can take with them when they leave one school to enter another, or to present to a college or university when they graduate from High School. While grading is a long practised tradition in schools, the reality is that there is absolutely no educational research to link the grading of student work to a positive impact on student learning. On the contrary, there is a great deal of research that supports the very opposite; and demonstrates that as soon as grades are presented to students, it shuts down the reflective process that is an essential part of learning. While the grades themselves are a means of providing summative feedback on a student?s performance, they do not provide the information that a student can use to target future improvement and learning. Even when grades are accompanied by teacher comments Schinske and Tanner (2014) claim that the ?grade trumps the comment ? students tend not to read the comments; they look at the grade and get on with life.? In other words, when graded assignments are returned, the first question asked by students is ?What grade did I get??and not ?What did I learn?? Not only does grading undermine learning and creativity, but it ?encourages students to avoid challenging work, and teaches students to value grades over knowledge.?(Lahey, 2014). Most students, if offered the choice of undertaking an easy assignment for which they were assured of a ?good?grade, or a more challenging piece of work which would extend their learning, but which might risk a lower grade, would select the easier route in order to maximise their grade. In other words, the extrinsic motivation of the grade becomes the driving force rather than the intrinsic joy of learning. I believe that most teachers and parents of older children would recognise the increasing pressure placed on their children as they progress into the final years of High School, and particularly as they enter the IB Diploma programme (DP). It is not surprising that with entry to college or university at stake, our students would adopt the approach that it is the grade alone that matters. It is in these final two years of school where we would hope to see our students engage in their deepest and most sophisticated thinking.

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Yet, renowned author and widely-regarded educational thinker, Alfie Kohn, argues that high pressure graded assessments encourage our students to ?think in a more superficial fashion ? they are less likely to play with ideas because they are more concerned with doing only what is necessary to get the correct answer and secure the higher grade.?(Kohn, 2013). With educational research telling us about the impact of grading, why do schools grade at all if our business is one of focusing on student learning? Firstly, there is the expectations of our parents. Grading represents our own experience of school and it is what we know and understand. The Mastery Transcript Consortium also argue that it is because our schools are ?tasked primarily with sorting and ranking?, rather than ?engaging and enlightening?. The biggest driver to this ?sorting and ranking? are the university admissions?requirements which place intense pressure on both the student and the school. So - What is the Alternative? Again, Kohn argues that ?when schools move towards a more authentic form of assessment, students are more likely to think deeply, prefer challenging tasks and fall in love with learning?. He goes on to say that offering a qualitative narrative report is a good alternative to grades. However, a conversation with students and parents, when appropriate, is a great alternative. (Kohn, 2013) For those parents who might question the importance of the 3-Way Conference and who would ask simply for us to provide a report with grades, I hope this provides some insight into why we value these events within our school calendar. It is not an easy task to remove grades or the process of grading entirely. As a school, we recognise that we have a responsibility to ensure that our students have what they need in terms of a transcript that will ensure access to the universities and schools of their choice. However, I do ask our parents to consider that we will continue to minimise the impact of grades for as long as possible in order to help our students focus, not on their grades, but on their learning. Our new Mission Statement does, after all, claim that we ?are committed to developing a passion for life and learning that leads to the betterment of the world in which we live.? References The Mastery Transcript Consortium, ?School Shouldn?t Hurt, retrieved from School Shouldn't Hurt Lahey, J. (2014), retrieved from Letter Grades Deserve an F Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). CBElife sciences education, 13(2), 159-66. Kohn, Alfie. ?The Case Against Grades.?Counterpoints, vol. 451, 2013, pp. 143?153.

Rou l a H. Ism ai l , Head of Pr i m ar y After the Rain, comes Learning The weather has finally cooled down in Doha and the rain has stopped (for now!). What a better opportunity it is for us to spend time outside. This is the most ideal time for students and teachers to step outside the classroom and venture to other learning spaces. And this is exactly what we are doing right now. Many trips have been organised for students. From camps,to farms, to museums, the students are getting a taste of authentic contextual learning. In 1940?s Italy, Loris Malaguzzi founded the Reggio Emilia approach to learning. The premise behind it went as follows: studentsfirst develop through interactionswith the adultsin their lives, then through their peers, and then ultimately through the environment in which they live. Malaguzzi called the environment the ?third teacher,?because, like the other two elements, it hasthe potential to either enhance? or detract? fromstudent learning. During our professional learning time at school, we have been thinking/reading and pondering over the idea posed by Malaguzzi. - How can we at school use the classroom space as a third teacher? - How can we all benefit from the outdoor spaces in and around Doha as a third teacher? As invested parents in your child?s learning journey we ask you to do the same and act on the question: -

How can I use my home environment and family outings as a third teacher?

We would love to hear about some of those learning journeys that you take with your child. Please email any stories or pictures to my email address: rismail@islqatar.org

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Pr i m ar y New s Primary Well-Being Curriculum This academic year has seen the introduction of an optional Well-Being curriculum in the primary school for students in KG to Grade 5. These sessions are designed to be experiential in nature and provide opportunities to explore social learning concepts and skills. Where appropriate, connections with units of inquiry will be made, however, this is not the key driver in the planning. To date, grade groups have experienced the following concepts: Concept

Grade KG

Understanding and recognizing emotions helps us to engage with others

Grade 1

The skills we have can be used to affect the world around us

Grade 2

Independent learning skills are required for effective group work

Grade 3

Promotion of character strengths helps us to play a positive part in our community

Grade 4

Persuasion: peer pressure and bullying

Grade 5

How forces impact upon our movement and build group dynamics and cohesion

The photos shown are of Grade 1, whose work in relation to appreciating their own skills included designing their own super-hero costume using various articles and sharing how its characteristics could be used to help to the wider world in the future. This is just one example of how we?re using these sessions to promote creative thinking through active learning.

Integral to these sessions is the opportunity for students to become more mindful of their own emotional state and to practise mindfulness strategies which promote the skill of being quiet and still. Indeed, in the fast-paced life in the age of innovation, this concept is gaining increasing prominence. Besides the wealth of neuroscience knowledge related to how we might support developing the use of the pre-frontal cortex to produce thinking responses rather than reactions, there is increasing research which supports the need to explicitly provide young people with opportunities for quiet time as a pre-requisite for creative thinking. Psychologist Scott Barry Kaufman argues that "mind wandering serves multiple adaptive functions, such as future planning, sorting out current concerns, cycling through different information streams, distributed learning (versus cramming), and creativity." References: https://www.psychologytoday.com/us/articles/199203/the-art-creativity https://hbr.org/2012/12/quick-and-easy-ways-to-quiet-y https://www.inc.com/thomas-oppong/for-a-more-creative-brain-take-breaks.html

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Primary Reporters?Club The Primary Reporters?club ECA has been running for the first time this term. The students have been hard at work, filming short news pieces related to school. Video link to follow soon. For this month?s newsletter, they have written some short articles for you. We hope you enjoy reading them.

Grade 5 How We Express Ourselves The Grade 5 students have been working on a unit of inquiry about the performing arts. They are making a performance based on their beliefs or values. They have been divided into groups to perform. They are using semiotic systems to make their performances. There are 5 different semiotic systems: gestural features, audio features, linguistic features, visual features and spatial features. For example, if the performance is a dance, students will be assessed on their body movement, the background, their choice of music and their costumes. Photos of the performances will be in the next newsletter. By: Amanda, Amelie, Philene

Grade 4 Living Museum As part of their Where We Are in Place and Time unit, the Grade 4 living museum is coming up on December 11. This year lots of interesting explorers are going to present such as Christopher Columbus, Captain James Cook, Sacagawea, Marco Polo and Ernest Shackleton. If you don't know these explorers, please come and learn about them. Grade 4 has put hard work into this and it has taken lots of time. Please come and congratulate the kids. By: Isabella

Winter Carnival At this year?s Winter Carnival, people are going to be singing and dancing and there will be lots of activities for family and friends! There are lots of winter decorations like gingerbread men and candy canes. If you have a sweet tooth there will be lots of sweets for you! So go get your tickets on 1st December and don't forget to have fun! By: Myrto, Yasmina, Willow Primary Choir Please come visit us at the Winter Carnival on Saturday 1st December. The choir has beautiful voices and has prepared some songs such us The Lion Sleeps Tonight and Aya Ngena. We are singing in the gym on a big stage. We look forward to seeing you there. By: Blanca Leon How the World Works Grade 3 Grade 3 have been investigating materials as part of their How the World Works unit. They have been exploring the properties of materials, comparing different materials and applying their understanding of materials to the real world. The students used their understanding of materials to design and build a shelter that could withstand fierce weather conditions, guided by the questions: What materials will you use to create your shelter? What properties will these materials have that make you want to use them?

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After the students tested their shelters, they reflected on the materials they used: ?Our shelter did not fall or get destroyed because we had four layers of walls - sticks, rocks, clay and aluminium foil. Aluminium foil is waterproof so we put that on the outside so it didn?t let any water in. Also our walls were very strong.? Sokratis 3B ?Our shelter broke up a bit. The rain was really strong so it broke the tape on the roof. If we could make our shelter again I would use a stronger material like plastic because it?s waterproof and strong.?Mark 3C ?When we poured the water on, it bounced off our shelter because our team used wood for the roof. We chose wood because it is strong. We added bricks at the side so the shelter was stable. We also added tape to add an extra layer of security but did get a little bit wet during the test because the tape wasn?t waterproof. Next time, we would use a waterproof material such as metal.? By: Luke and Simon, 3A Learning from those around us This month, the early childhood and kindergarten teachers have embarked on learning walks. At ISL Qatar, we use learning walks as a form of professional development that will enable us to ground our teacher learning in the day-to-day teaching practices with the intent of improving student learning. How doesit work? Prior to the learning walk, teachers identify a specific area to focus on and observe. A personalised framework is then used to guide the teacher in making their observations during the learning walk. The use of a reflective conversation continues the experience, enabling teachers to prioritise their learnings and establish a system of implementing one aspect from their learning. What hasbeen the impact? We know that one of the greatest learning resources at our school is in fact the people around us. Engaging in learning walks has been our next steps in, not only making personal the development of ourselves as teachers, but by depending on one another and our learning environments. In addition, as we move away from informational learning and enter relationships that foster and develop transformational learning, it will be a process of using the expertise of each other to refine and understand more deeply about early childhood education.

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Al Jassasiya Rock Carvings

On Wednesday, October 31, grade 4 took an excursion as a provocation to start our new unit of inquiry, Where We Are in Place and Time. The central theme is ?Exploration and discoveries impact our world.?With this in mind, students took a trip into an unknown area, Al Jassasiya Rock Carvings Site, to explore somewhere for the first time making new discoveries on their journey. They also got to feet what it's like to explore and discover the unknown for the first time, like explorers from our past.

Taking Actions

Grade 3 students taking action in the PYP. Students take turns to pick up litter at break time. They are helping to save the environment. Helping clean the nature teaches them good values.

KGA Field Trip to MIA Park

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On Thursday, November 8th all KG classes went on a field trip to the Al Corniche Park. All four classes along with gracious parent volunteers roamed around the park to focus on our unit of inquiry, ?Journeys?. Students were inquiring on how our location impacts on why we travel. Students collected data on the different modes of transport used within the city and the distance from school to the park.

Secon dar y New s What?s Going On in Theory of Knowledge? The Theory of Knowledge (ToK) course is central to the philosophy of the IB. It encourages students to explore the basis of knowledge and, unlike most academic courses which have a body of accepted facts, it requires students to question knowledge itself. Our G11students have been grappling with the introductory aspects of this course, considering the difference between personal and shared knowledge and how one might lead to the other. For example, how the insights of Newton and Einstein lead to paradigm shifts in the world of Physics and shared knowledge became both broader and deeper as the scientific community validated their thinking. Our G12 students are coming to the end of their ToK course and are now preparing their final essay from a list of six essay titles. Title Two includes the following statement: ?The production of knowledge is always a collaborative task and never solely a product of the individual.?(IBO, 2018) Does this suggest that personal knowledge doesn?t exist and that Newton and Einstein simply receive the credit for the combined work of others? We should not forget that Newton stated: ?If I have seen further than others, it is by standing upon the shoulders of giants.?(Newton) So, perhaps he was in agreement. I wonder then, whether anyone has ever had a truly personal thought. Certainly, the ToK course offers students the opportunities to take the intellectual risks that would extend their learning, often in a fun, no pressure environment. For example, last week we discussed the answer to 0/0. We arrived a four different answers, all of which, being backed by reason: 0, 1, undefined and 2. Three of the answers were shared by a few and one shared by many. Can you find a rationale for each of them?

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MYP New s

Helen Jeffery, MYPCoordinator

STUDENT-LED LEARNINGCONVERSATIONS As we draw ever closer to the end of the calendar year, I am aware that this period-of-time can bring to many families, a lot of anxiety and stress. There is a formal examination session for our G10 students at the end of November; and in December, they are to receive the first of their two written reports. However, assessment does not necessarily have to be the cause of these emotional states. In the English, G10 Language and Literature students have met with their teachers and engaged in a student-led conversation which ? with the student?s permission ? was recorded by the student and then uploaded to the student?s individual google folder. The recording was shared with their parents and throughout the conversations ? many of which started with such questions and prompts as, ?What have you learned from this task??and ?Tell me more about your decision to ? ?? we were able to assess the student?s learning further. At the end of the conversation, the student was asked to review their learning targets for the next unit: ?The Shape of Poetry?.

Ms. Thomasand G10 student, Coral Even, discuss Coral?swritten work. The conversation isrecorded and later uploaded by Coral to her Google folder .

All the teachers agreed that these student conversations were invaluable in bringing out evidence of deeper learnings than perhaps the original task had done. Pausing and paraphrasing were important aspects of these discussions. The ?pausing? slowed down the ?to and fro?discussion and allowed both teacher and student to reflect on a conversational point. The ?paraphrasing?offered assurance that both parties were listening to one another and allowed the listener, at any point, to seek further clarification and to check for understanding. The importance of drawing the students into the process of learning through these conversations is recognized by those involved. We would like to remind all our parents of the importance of monitoring closely their son/daughter?s progress through the use of ManageBac. PERSONAL PROJECT On Wednesday, 14th and Thursday, 15th November, G10 students were provided with an opportunity to continue working on their personal projects and their product, in particular.

Philip Honein (Grade 10) and Ms. Jeffery discuss possible productsto demonstrate hisresearch into ADHD.

Throughout, supervisors were ?on hand?to offer individual guidance as the students focused on the completion of their products.

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Mathematics Parents and members of the school community will be able to view these products in January, 2019 when the students?learning will be on display around the school. Some examples of products include: -

Written work based on a special topic A piece of literary fiction Informational talks Films and documentaries Fashion Shows

For her personal project, Raseel Al Thawadi has chosen to look ?inside the mind of an alchemist?. She is currently researching the discoveries of alchemists and following the procedures of two alchemical experiments: the conversion of copper to gold and ?Saturn?s Tree?. On Thursday, she used a penny and through oxidation and diffusion, to produce a penny which resembled gold. However, as Raseel explained to me, ?a person with little knowledge on the scientific principles such as the alchemists at that time, would have assumed that they had ?transmuted?copper into gold?.

Raseel hasconducted the first of two experimentsbased on alchemists? discoveries.

For his project, Ahmed Abdelhameed has chosen to explore the methods used by astrophysicists to help engineers plan space explorations. He has spent the past two months conducting research into ?behind-the-scenes? space missions. It is a topic about which he is passionate! Ahmed intends to present a ?sales pitch?of the five best possible methods that engineers should use as they go about their every-day business of planning space missions! Raseel hasconducted the first of two experiments based on alchemists?discoveries.

Mathematics Session by Educational Adviser

In cooperation with the Center for Protection and Social Rehabilitation, the school hosted a Session lead by the educational adviser Dr. Abdul Rahman Al-Harami on How can I protect myself ( Don?t touch me ). He spoke interactively with students about how to protect themselves from sexual harassment before it even occurs. The students found the session beneficial and informative. This opportunity was offered for Arab students from G7 to G10 . Our intention is to offer this presentation to English speaking girls and boys in Gr7-10, later this year. These presentations will be delivered separately to each gender.

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Gl obal Ci t i zen shi p an d Com m u n i t y Act i on A lot of Primary students have taken special action this last month. Students have initiated a number of activities and events to make the school and the community an even better place. It is a thrill to meet the students when they come to pitch a new idea they have. Here are some of the activities that have taken place.

Team Litter Pickers Initiated by Dylan, Pablo, Salma and Lori in 3B - they thought the field and other outdoor areas were messy and dirty and started to clean up the areas. This created an interest from other students and all Grade 3 classes are now involved in litter picking during their lunch breaks. Dressed in neon coloured vests and equipped with gloves, litter pickers and bags they take turns in making sure our outdoor areas are clean. A fantastic idea and an amazing contribution for the environment.

Slime Sale To support the fundraising for Pinktober a group of Primary students organised a slime sale. They initiated the sale, made their own slime and sold it during the primary break. The funds will be handed over to Qatar Cancer Society at a ceremony later this term.

Organising Games To keep the school?s equipment in order some primary students took upon themselves to register and hand out different games, balls and other equipment to their peers. Students take turn to be in charge during their break times.

Book Sale Fernando in 3B had an idea of publishing a book. He is a great young artist and came up with the character Captain Baby. He got help with the text from Sokratis and Lori helped him with the copying and stapling. The first issue of Captain Baby was sold out in no time and the proceeds have gone to support the Masithandane charity.

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AN APPEAL TO THECOMMUNITY! WHAT AREWEDOING? ISL Qatar is running an initiative to develop greater Community bonds within our school community and in time, the wider community and YOU can help us get it off the ground! The Winter holidays is a time when many of us exchange gifts, or even just buy ourselves something new to occupy us through the Winter. If you buy or receive any of the following kinds of items we would like you to consider donating the item you replaced to us. Computers, Ipads, Phones, Gaming stations, in fact ? ANY KIND OFGADGET! When you receive a new version and donate your old one to us WEWILL: -

Overhaul it and ensure it is in basic working order. Add apps / learning devices to the gadget such as learning English / Arabic, dictionaries etc. Ensure it works for communication purposes.

THEN WEWILL: -

Create a library of devices which can be used by our support staff in ISL to check out devices to be used to develop their learning, build their skills and communicate easily and regularly with their families. Formulate a plan to extend this gradually out into the wider community.

WHAT CAN YOU DO? -

Parents, students and staff can bring us in their old devices in January. (All devices to be initially collected in the Music Department in the first week of term). Advertise to your own community. Use this initiative to create your own Community Action Service. How can you support this? Contact your friends, family, use social media to spread the word! JOIN US! If you would like to get involved in this initiative we will be working on it during innovation week. Students can register their interest in the project by contacting Claire Daniels, Dave Bryan or Robert Nidsjo. You will need to demonstrate to us

IN THEFUTURE: We will as a Community form a committee of both students and staff who will look at how we can expand this initiative to bring Education and communication opportunities to people less fortunate than ourselves. DO YOU HAVEWHAT IT TAKESTO GIVEYOURGADGETSAND MAKEA DIFFERENCE?

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Spor t s International school of London Vs Newton British School ? Post-Match report

Kick off at the home team?s pitch and Newton start off with the first kick of the ball. ISL is known for their simplistic style of play and they like to play it out from the back and on the other hand, Newton might not be known to be one of the big dogs in the league however you can?t doubt them as they have strength, physicality and determination. ISL are starting this game with a 3-5-2 having Santiago in goal, Andrea, Mateo and Jesus at the back, Zach as the pivot Midfielder (CDM) Jad and Apostolos as the center midfielders, Daniel and Laith as LWB AND RWB, and Malki and Fabian as the two up top. Newton Start off at the back trying to play it out but looking a bit shaky with ISL?s front 4 consisting of Daniel at lwb, Malki and Fabian as the two Strikers and Laith as the rwb. With the 2 attacking midfielders, Apostolos and Jad and also the holding midfielder Zach putting some pressure on they are forced to clear the ball out of their own half in to ISL?s. ISL get the ball at the back with Jesus making a clearance back to the other side. ISL start off a bit shaky as well and most of the play is scruffy/messy between the two sides. Zach the holding midfielder starts to calm down ISL in the opening 5 minutes by telling them to start passing and doing so himself. He gets them playing proper football which allows them to frustrate the opposition as they are not getting the ball. ISL have might been taking this game a bit too easy and that is never the right mentality to get in to a game with. Surely enough, after Zach gets them back on their feet, Zach plays the ball in to Jad the center midfielder who then sets Apostolos through on goal with a very good but bouncy ball. Staying calm Apostolos then slots the ball away with a cheeky chip over the keeper?s head. Making it 1-0 to the home team in the first 8 minutes. Newton start off with the ball at kick off and ISL are determined for more so they start to motivate each other to get another goal in. ISL start playing properly with all three midfielders making tackles, and then switching the ball to the left and right wing backs applying pressure by putting balls in to newton?s box. A bouncing ball comes to Mateo who sees Malki on the run. The ball is a bit too strong and while it looks like the newton defender has in under control Malki uses his strength to get past the defender then smashes it in to the bottom left corner past the Newton number 1. Making it 2-0 in the first 11minutes. Shortly after the second goal, the ball is crossed in to the newton penalty box and the ball hits the arm of a newton defender. The ref awards a penalty against newton in the 15th minute in 5 minutes before the half. Number 6 Zach walks up to take the pen and slots it home in the bottom left corner with ease. 3-0 to ISL 5 minutes before HT. The half ends as 3-0 and ISL are completely dominating besides the first 5 minutes. At half time Mr Hogg makes some substitutions bringing on some fresh legs for Daniel and Malki. With Victor coming and Adam coming in to apply more pressure to the newton defence. Mr Hogg explains to the team how they?ve done well so far however in the first 5 minutes they were not themselves. He told them to take it more seriously and to start playing proper football the whole half not just 15 minutes.

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Match Report Name of Event: QUESSU-19 Football (ISLQ vs Sherborne) Date of Event: Tuesday, November 20th, 2018 Time of Event: 13:00-14:00 Home Team: ISLQ Away Team: Sherborne Final Score: ISLQ 1-0 Sherborne Goal Scorer(s): Khalid This was ISL Qatar?s 4th game after coming back from a tie versus ACS. The weather was splendid, the team were looking determined to win whilst warming up. There were a few players missing from the team as they were unable to make it. Fortunately (for ISL), these chances were not converted as Sherborne hit the post twice and missed a chance from inside the box. ISL?s goalkeeper, Armin, put up a wonderful performance in the first half as the game was goalless despite Sherborne creating some excellent goal-scoring opportunities. After some wise words from Coach, Hogg, ISLQ were ready to win the game in the second half. A drastic change in performance was shown as ISL were playing calmer and collectively. This allowed ISL to create more chances, keep possession and stop Sherborne from dominating the game. ISL were trying very hard to get the first goal but could not find the missing spark they needed to convert, until, towards the end of the game as a handball in the penalty box gave ISL an opportunity to score. Khalid stepped up to the spot to take the penalty kick. Under immense pressure, Khalid shot the ball with great power and out of the keeper?s reach in order to give ISL the lead. This is was the breakthrough ISL needed as the game finished 1-0 few minutes after the penalty. ISLQ?s defence put up an excellent performance in keeping the clean sheet and thus, concluded the game.

Match Report Name of Event: QUESSU-19 Football (NBA vs ISLQ) Date of Event: Tuesday, October 30th, 2018 Time of Event: 16:20 ? 17:20 Home Team: ISLQ Away Team: NBA Final Score: ISLQ 4-0 NBA Goal Scorers: Mohammed, Armin, Saummy and Jaume After a wonderful performance from the U16 football team whom beat the U16 NBA team 5-0, it was time for the U19 ISLQ team to give it their all in their second match of the season vs Newton British Academy (NBA). ISL had 3 key players missing, Guus, Allan and Fabian. However, this did not affect the morale of the team very much. The match commenced as ISL started with the kick-off and the weather conditions were pleasant for a great game of football. The opening goal came from a foul near the half line of the pitch for ISL. Niels quickly took the free-kick to set up Mohammed with an over the top through-ball. This led to Mohammed getting a solid strike on the ball in order to finish it into the bottom left corner of the net. A couple of brawls occurred during the first-half due to the rough play of NBA. Nonetheless, the ISL players showed great sportsmanship as they chose to walk away and not trigger a fight. ISL kept creating many chances but failed to convert and thus the first half ended only 1-0 to ISL. Heading into the second half, ISL looked comfortable with their small lead of 1goal. Though, they were still hungry for more. Armin came on as a sub to replace Mohammed as a striker. Few moments later, NBA conceded a corner which led to ISL?s second goal. Adam took the corner and delivered it precisely to Armin who was unmarked in the middle of NBA?s box. Armin headered the ball perfectly in order to place it on the top left of the goal, outside the keeper?s reach. ISL were now looking even more comfortable and gained a lot of momentum from their second goal. ISL made a few defensive changes in order to give time to all the players to play which allowed Saummy to play on the right flank. It didn?t take long for Saummy to find the back of the net as his friend Armin set him up with a through ball. Saummy, using his pace got a clean first touch finish to put it in the near post.

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ISL were now more confident than ever as NBA were not creating many chances and they were 3-0 up. A couple of chances later, one of the NBA players got penalised for a handball just outside the penalty box. This was a wonderful opportunity for our best freekick taker, Jaume. Being an experienced freekick goal-scorer, Jaume knew exactly how to score this very short freekick. He struck the ball beautifully and kept it on the ground to place it under the wall and into the bottom left corner of the net. There was nothing the keeper or anyone could do. That was Jaume?s second freekick goal in 2 games. During the majority of the second half, ISL?s defence were undisturbed as they silenced NBA?s attackers. Thus, the game finished 4-0 to ISL and they were now unbeaten in their first two games. Match Report Name of Event: QUESSU-19 Football (AKIS vs ISLQ) Date of Event: Tuesday, October 9th, 2018 Time of Event: 14:30 ? 15:30 Home Team: AKIS Away Team: ISLQ Final Score: AKIS2-6 ISLQ Goal Scorers: Jaume, Khalid, Adam, Fabian x2 and Armin This was the first game of the season and both teams started with a strong line-up. It was blazing hot outside and the players knew it was going to be a tiring match. During the first 5-7 minutes of the first half, the game seemed like a normal chance of football. However, ISLQ were clearly creating more chances but failing to convert. It didn?t take long for the first goal to be conceded by AKISfrom a set piece. Jaume scored the opener from a direct freekick with a beautiful lob over the defensive wall. The game went on for another few minutes until ISLQ conceded a poor goal from an over-the-top through ball (in the centre) by one of the AKISplayers and finished by his teammate. The game was intense after this equalizer as both teams were hungry for goals. Adam subbed off for Khalid as he was getting tired due to the heat. Moments later, Khalid scored from a corner delivered by Jaume and then assisted by Guus. Jaume delivered the corner to Guus, who then added a slight touch to the ball to get it to Khalid, who then finished it perfectly at the top right corner of the goal. Thus, concluded the first half of the game (ISLQ 2-1AKIS). After a pep talk from the coach, the ISLQ players were back on the field ready to get their first victory. However, few minutes into the second half, ISLQ conceded another poor goal. The goal came from a pass to a player in front of the goal which Guus intercepted with a slide tackle but unfortunately the ball ended with a another AKISplayer who easily tapped in the goal. Guus was furious at this moment but he did not let this affect the rest of his performance. Afterwards, Adam used his blistering pace on the right flank of the pitch to run past 2 AKISplayers before playing a 1-2 with Fabian at the right side of the box. The finish from Adam was weak but still enough to get past the AKISkeeper and into the net. This was the breakthrough for ISL as they took the lead again and went on to score 3 more goals. The 4th goal came from Fabian who shot from near the half way line but was lucky as the ball took a huge deflection to find the back ofthe net. The 5th goal was wonderful and incredibly skilful from Fabian as he dribbled past 5 AKISplayers and topped it off with a bottom left corner finish. However, during this excellent show of skill, the ISL coach wanted Fabian to pass the ball and since he did not listen, the coach subbed him off immediately afterwards. The AKISplayers did not seem to give up as they also kept creating chances in order to find some redemption or hope for a comeback. Closing into the final minutes, Allan displayed a stunning cross with his weak foot to find Armin at the back/far post who headered the ball into the net to wrap up the game. The final scored ended with ISLQ scoring 6 and AKISscoring 2. At the end of the day, it was a heated game from both sides but ISLQ came out on top. U16s Netball The season is well underway and both ISLQ Blue and ISLQ Orange teams have played two games each.

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Ar abi c Depar t m en t

Arabic Book Fair: In order to encourage our students in reading Arabic books in different fields, the International school of London Qatar hosted its second book fair. The fair contained over 1000 books. Students from other schools in Qatar showed interest in the book fair as well and few of them bought a number of books.

Swords Dance Competition: About 15 students from grade 1to 6, participated in the first qualifiers to Swords dance competition. The students were very excited to attend the event though the event took place in their half term break. We would like to thank their parents for encouraging their kids to attend during their break time. We love their spirit!

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Col i n Pow el l , Di r ect or of Lear n i n g Student Leadership and Involvement We know that students need opportunities for choice, to demonstrate ownership and also agency in their learning experiences. This necessarily means making opportunities for greater involvement and more student leadership. When students seize such chances, the school becomes a different place - one where the daily values of learning are driven by students. On October 9th, ISL Qatar hosted our first Admissions Open House of the year. In an effort to improve the way we communicate our school to the greater Doha community, we invited students to play a pivotal role in conveying information about our school to prospective parents.

Neve Abou Dib (G3), Miguel Braga (G5), Jabor Al Dosari (G11) and Maria Sapein (who graduated last year) attended the event and took on the important role of telling our guests what it is like to learn at ISL Qatar. They showed confidence and excitement and more importantly, the time they took shows how much they care about their own learning. Our second Open Morning was held on 28th November 2018. Pushing Further Several important changes have come about this academic year. Some of these advancements speak directly to who we are as a school and who we want to become as a community of professionals. With the support of all stakeholders, we have drafted a new mission statement. We have also articulated and begun work on a whole school goal for professional development and finally, we have formulated an aspirational identity statement for who ISL Qatar teachers seek to be. Draft Mission Statement

Whole School Professional Development Goal

WHY

Teacher identity statement

?Developing the collective identity and capacity of the staff of ISL We are committed to developing a Qatar as creative, passionate passion for life and learning that collaborators who demonstrate leads to the betterment of the energy and commitment to world in which we live. inquire, lead and transform?. HOW We aim to foster creativity, empathy, integrity and resilience, founded on respect for self, for others and for the environment.

Outstanding teachers adopt a flexible and personalized approach to learning relationships. As active listeners, we provoke curiosity, self-awareness and empathy. Through thoughtful collaboration and an adventurous character, we inspire others to develop resilience, confidence and ultimately an unwavering passion for humanity!

WHAT We strive to maintain a diverse community of learners that promotes, nurtures and celebrates individual growth, talent and mastery within a culture of collaboration.

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You will notice that many of the ideas deliberately align and overlap. We have crafted these themes to inform our professional learning. We have designed a two-prong approach to developing our professional capacity - individual and organizational or collective.

Cognitive Coaching - Developing the Individual Capacity

One of the commitments that we make at ISL Qatar is to develop self-directed leaders and learners - students and adults alike. It has become clear that ?the capacity for self-directed and continuous learning has become the most important capacity needed for survival in the future?(Costa & Garmston 3). Over the last 18 months, we have repeatedly made this training available. To date, two groups of ISL Qatar teachers have completed both part 1and part 2 of the training. A third cohort will complete the training in April. We know that enhanced student learning success will come from developing great teachers and in understanding how we interact.

Adaptive Schools - Developing the Collective Capacity

In our effort to develop our organizational capacity, we have sought the help of the Adaptive Schools Foundation. Approximately, 115 staff members volunteered to attend the four day training and we have already seen the learning transferred to classrooms and departments. Some of the things we learned about include (a) initiating, developing and sustaining high functioning teams, (b) the manner in which we communicate and interact and how that can facilitate more effective learning and (c) the skills and strategies to realize an ISL Qatar identity dedicated to transformational and transformative learning. From learning strategies in the classroom to the way we facilitate meetings, we are excited about the opportunities we have to develop ISL Qatar as a leading school. As we celebrate 10 years of excellence in teaching and learning, we continue to aspire to greater goals. As research states and our experience demonstrates, impacting student learning necessarily means developing individual expertise in the context of strong collaboration.

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Ex t ra Cu r r i cu l ar Act iv i t i es (ECA) The majority of the activities will run their last sessions next week. The exceptions, who will have one more session, are: Sunday 9/12: Basketball Gr 3-5 and Electrical & Logical Thinking Already finished: Hip Hop, Sailing, Blocky Coding, Monday Gymnastics, Mad Science, Pottery, Taekwondo, Irish Dancing and Video Game Design New activities will be posted before the Winter Holiday. Parents, please make sure you are registered with the ECA programme, SchoolsBuddy. For any queries regarding the ECAs, please contact Robert Nidsjo, rnidsjo@islqatar.org

Per f or m i n g Ar t s

The Grade 9 and 10 Music students enjoyed a workshop in Indian Music with Razwan Sarwar, exploring the notation, techniques and instruments used in Northern Indian Music. This was the first of a series of exchanged Musical Workshops between the International School of London, Qatar and Sherborne School.

The School Musical We will shortly be taking names for auditions for the school Musical! This year it will be Mulan and it will take place in June. The auditions will take place in January but all students who want to be in the musical should be in the school choir to be able to participate in the chorus. School choir for Grades 4-12 runs on Monday during ECA?s and on Wednesday 2nd break in the Music room. Your child can attend either rehearsal. Grades 4 - 12 will be eligible to audition for the Musical.

Ukulele Lessons If your child has an interest in music and is aged KG upwards we have some spaces available for Ukulele lessons. Ukulele lessons are available for students of all ages (KG to G12). It is accessible for younger students and an excellent way to introduce your child to the guitar. We offer Rockschool examinations in Ukulele to enable your child to gain recognised qualifications. We are delighted to have Mrs. Sandra Nippard (an experienced teacher of over 25 years) to offer these lessons to our students. Please contact Bea on reception to find out more! BPineda@islqatar.org

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St u den t Su ppor t Ser v i ces Student Safety - Two Requests 1. We expect all students to be collected promptly from school once all their commitments for the day have been completed. Whilst we fully appreciate that there are times when siblings are waiting for each other, we do request that the need to wait around the school building at the end of the day is kept to a minimum. 2. The back gate of the school is always a busy area at drop off and collection times and so to keep this area as safe as possible we request cooperation to refrain from stopping directly outside the gate, to drop off children. If cars can be parked before students are dropped off this would really help us all to be as safe as possible in an area which can become very crowded. Thank you in advance for your cooperation with these two requests.

Poem ?A Life Complete? Bright enough, I passed the test To enter college, to be the best Good grades were made in all but one My physical skills were all but none I pleaded that P.E. be banned The Dean, reluctantly, took my stand I graduated, with honors strong But, my body?s weak, my heart beats wrong It?s sad to think for one so bright I?m not complete, my life?s not right If I could do it all again I?d do it so my heart would win I?d take P.E., learn physical skills My blood would flow to stave off ills I?d like a life that?s more worthwhile Deans would require that ?extra mile? Don?t sell life short and miss the best Learn to move, I would request Know just what good health could be A life complete can set you free Sound mind, sound body, sound soul Leave one out, and you can?t be whole -Unknown Author

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Physical Education Physical education is an integral part of the total education of every child. The benefits are far-reaching and include an increase to an individuals health and well being to an overall improvement in academic performance, focus and improvement in grades. At ISL, students up to Grade 10 are scheduled to attend P.E. lessons during at least 4 periods of the school week and all students are expected to take part. If, for any health reason, your child cannot participate in P.E. class a Physician's Certificate must be issued or parent must email the P.E. teacher as to the reason why. No passes are given by the nurse office for a student not to participate.

Everyone can do something For more facts, click here.

Paren t Han dbook Updat e Section 5.4: Entrance Requirements to the IB Diploma Programme and Section 5.7: Academic Integrity and Academic Honesty in the Diploma Programme have been updated. To access the section, please click here.

Adm i ssi on s ISL Qatar - Admission for Siblings is NOW OPEN Dear Parents, We now welcome applications from families who already have children enrolled at ISL Qatar. Please submit an online application and notify the Admissions Office (Rima Danaf, rdanaf@islqatar.org - Elia Stefanou, estefanou@islqatar.org). To submit an application, click here. The deadline for submitting a sibling application is on Thursday 13th December 2018.

Fr om t h e H R Of f i ce

Usef u l Li n k s

We are currently looking for candidates to fill the following vacancies: -

PYPArabic Teacher & Islamic Studies

Only applicants with a graduate calibre will be considered. Fluency in English is essential, Arabic is an advantage. Please apply through our website & provide references, contact details here.

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Parents Sign Up for the Library BYOD Policy Smartphone Policy Parent Handbook 2018

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W i n t er Car n ival 20 18

See You Th er e! 1 Decem ber 20 18 11:0 0 am - 3:0 0 pm Follow Event on Facebook!

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Ex t er n al Act iv i t i es

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Profile for ISL Schools

Newsletter 03 - November  

Monthly Newsletter

Newsletter 03 - November  

Monthly Newsletter