Gulf Times Education Supplement - February 2021

February 2021

Education beyond Pandemic Crisis & Solutions

A BRITISH INTERNATIONAL SCHOOL

DOHA COLLEGE

Educating, nurturing and inspiring What makes Doha College outstanding?

The first school in Qatar to be accredited under the new Council of British International Schools (COBIS) Patron’s Accreditation and Compliance scheme.

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First in the world to be accredited as a High Performance Learning school with the prestigious world-class award.

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Recognition at the Qatar Sustainability Awards 2018, when the College was honoured with the Schools Sustainability Initiative Award.

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Was included in the first batch of schools to be nominated as COBIS Training Schools.

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commensurate with its High-Performance Learning World-Class award it received in 2018.

A testimony of the world-class level education provided at Doha College are the offers its students secure at the highest-ranked universities in the world, including Oxbridge and Ivy League in the past 12 months.

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Community

oha College is one of the world’s leading British International Schools, educating students between the ages of 3 and 18. Its achievements in academia, sport and the arts are outstanding.

A beacon in international education, Doha College shines in community spirit too. Over the decades, the school organised large events open to people in Qatar and beyond, in the fields of sports, music and medical research.

Their state-of-the-art campus and exceptional teaching team reflect their unwavering pursuit of excellence.

Students are consulted and influential in shaping the approach to learning. A Doha College education reaches far beyond the curriculum, educating global citizens who listen, respect others and have the confidence to stand up and be heard.

Established in 1980 and having celebrated its 40th anniversary in Qatar last year, the college successfully settled into its expanded home in Al Wajba since the beginning of this academic year.

Dr Steffen Sommer, Principal of Doha College, said about this momentous occasion: “With the opening of the new campus, Doha College now finally has facilities what it has truly deserved for many years.

‘Excellence for all, excellence from all’ now has a new home and Doha College is filling these walls with a DNA of 40 years of fine educational achievement in Qatar, opening new horizons for the future. I am so excited for our students to get to new heights with all the opportunities that this new facility now enables them to do.”

Inspiring the future After recording the best examination results in its history in 2020, Doha College heralded a new era of British international education in Qatar by opening its state-of-the art brand new campus to students across Doha and beyond.

Completed in just over two years, the new campus is kitted out with the latest technology designed with forward-thinking features in mind for all areas of education, including science labs, performing arts auditorium with a LED backdrop screen, two swimming pools with touch pads, flood-lit astro turf pitch, recreation areas shaded by plentiful trees and greenery, and much more.

Despite the challenges brought by the pandemic, the efforts of all involved ensured that this ambitious project was ready to open its doors on time, to welcome its students.

During the pandemic, the school maintained its community involvement through online events, such as the student-lead DCMUN (Doha College Model United Nations) or the teacher-lead ‘TeachMeet’ event for mathematics educators across the country. It also kept its community safe by implementing the most secure on-site measures and off-site protocols, while continuing to provide teaching of unwavering quality.

The small-sized classes and versatile learning spaces enabled full attendance in FS1 and 6th form, while fully complying with the Ministry of Education and Ministry of Public Health requirements.

Wide ranging education

Best examination results In 2020, and a challenging time globally for all examination students due to the COVID-19 pandemic, Doha College clocked a new record with exceptional results across the board, the best in its 40-year history.

For A-Level examinations, Doha College recorded 62.4% A*-A, 87.5% A*-B and 98.4% A*-C results, and for (I) GCSE examinations – 74.6% A*-A, 96.4% A*-B and 99.2% A*-C results. These scores put Doha College right up with the elite of international education,

One of the reasons that Doha College is such a popular choice is its unparalleled range of subjects offered for (I)GCSEs and A Levels, as well as the flexibility in combining these subjects. Doha College currently offers 26 subjects for A Levels, covering the fields of arts, languages, sciences, humanities, sports, media, business, music, psychology, sociology, computer science and more. Additional university credits can be achieved by pursuing other avenues open at Doha College. Examinations with LAMDA (London Academy of Music and Dramatic Art) and ABRSM (Associated Board of the Royal Schools of Music) are facilitated

by Doha College through its associated academies ‘Mockingbird’ and ‘Musiqaa,’ and they carry UCAS points recognised by UK universities and credits valued in many other countries.

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Doha Academy

Aiming for holistic development of children

appropriate for the students. But ensuring that all of our students had the benefit of face-to-face learning was also at the core of what we’re doing and this has certainly enabled our students to make reasonable progress during this pandemic.

Q As an educationist, do you see any sea change in teaching-learning process as we emerge out of pandemic?

A Education will change undoubtedly as result of

the pandemic with staff, students and parents experiencing different ways of learning. I believe that the education after the pandemic will be in a stronger shape than it was before as we’ve learned many lessons during the crisis.

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he Doha Academy opened its doors in the year 2000 with the school in Al Maamoura.

It now has four schools educating well over 2000 pupils and its mission is to enable children to achieve their best spiritually, morally, socially, intellectually and physically. Here, Graeme M. Garrett, Principal and Head of Schools, shares his experience with the Academy with us.

Q Tell us a bit about the

environment to blended learning and with different year groups made tailoring the best solutions for our children very challenging.

Not only was this demanding for the school and its staff also it proved demanding for the students and their parents. Obviously, all three parties had to work together to produce the best possible outcomes for the children.

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Psychological support to students and teachers was essential at the time of crisis like this. What role did the Doha Academy play in this regard? themselves on the supportive and inclusive nature of the education. Our staff have come together to support each other and the students in the best possible way. We’ve made lots of changes internally to make sure that the students are safe and their wellbeing is looked after, with plenty of guidance in terms of their pastoral care. I believe that we’ve done an outstanding job with regard to managing the Covid-19 situation.

Graeme M. Garrett, Principal and Head of Schools

A The Al Waab branch educates students from KG

through to AS and A level with the English national curriculum in place and our Salwa branch educates students from Year 1 to Year 9. We also have another branch, the Doha International Kindergarten, which educates children of KG and REC age.

Q Last year had been particularly testing due to the

unexpected pandemic related developments. How did the school sail through this?

A Global pandemic caused our schools a great deal

of turmoil. Moving from a completely face-to-face

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Safety and hygiene became paramount during Covid-19. Have you had any specific safety session for staff and students?

A We’ve provided training for both the staff and

students on the importance of hygiene during the pandemic. Our schools are extremely well equipped with the facilities for washing hands and sanitizing.

Students and staff have their temperatures measured daily as they come to school and we tested all our staff and students at the beginning of 2021.

Q On-line teaching emerged as a new concept during

this period. How successful was the Doha Academy in this? Was the school fully prepared for this?

A In the first instance, the school was not fully

prepared for the online learning, however, our board and our senior management put things in place rapidly to ensure that our online teaching has developed and the teaching techniques are

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As a Principal, you must be very proud of your student achievers. A few words about them.

Our students are absolutely marvelous in terms of their ability to adapt to situations. They strive to produce the very best in difficult circumstances and many of our students are highly commended in terms of their achievements during the pandemic.

A The Doha Academy schools have always prided

Doha Academy schools in Al Waab and Salwa and Abu Hamour.

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Q In your words, how the Doha Academy is going to contribute to Qatar’s widely expected Qatar National Vision 2030?

A Qatar is a forward-thinking nation which

understands that high quality education is the key to development in both a business sense and a social progress sense. The Doha Academy schools are committed to supporting the Ministry of Education and Higher Education in terms of this development and we participate actively in those initiatives and we look forward to investing in the future of Qatar in an educational sense.

Q Any add-on?

A For all people engaged at the Doha Academy, Qatar is an exciting place to live and work. For me, as Principal of all our schools, it is a joy to be involved and privilege with the ingoing developments in education. However, I believe everyone will be relieved once the pandemic concludes and the new normal can begin.

Learning Ecosystems Living Lab … bid to transform education Q

atar Foundation’s (QF) global education think tank WISE has launched a new initiative, Learning Ecosystems Living Lab (LELL) recently.

The latest push by WISE to disrupt linear models of education worldwide, LELL will regularly bring together practitioners, experts, policymakers, and innovators to create a global community of practice and thought-leadership that is designing Learning Ecosystems for different regions of the world.

WISE defines Learning Ecosystems as “diverse combinations of providers (schools, businesses, community organizations, as well as government agencies) creating new learning opportunities and pathways to success. They are usually supported by an innovative credentialing system or technology platforms that replace or augment the traditional linear system of examinations and graduation.”

The new initiative was launched virtually with LELL’s first digital panel titled “Designing Vibrant and Purposeful Learning Communities.” The panel brought together education experts from around the world to discuss challenges in creating learning ecosystems and discuss their development using examples from various regional contexts.

Alexandra Agudelo, Minister of Education in Medellín, Colombia, gave a keynote address at the panel highlighting how her city used formal and nonformal education systems to become a “learning city.”

“Through partnerships with different organisations, we can reimagine education and have more sustainable goals beyond 2030 or 2050. Educational development might be slow, but we need to keep going and support each other, especially in these kinds of difficult times brought on by Covid-19.”

While theoretical foundations of Learning Ecosystems are gaining wide traction, the LELL initiative aims build a community of practice and practical guidelines on how to create and manage Learning Ecosystems.

David Atchoarena, director of the Unesco Institute for Lifelong Learning and a speaker on the LELL panel, said that these ecosystems do not need to be limited to just enhancing learning, but should also aim to serve other purposes like employment, welfare, social cohesion, and public health.

Panellist Soon Joo Gog, chief research officer and chief skills officer at SkillsFuture Singapore Agency, highlighted Singapore as an example where Learning Ecosystems are being used to research how

skills are changing with transformation of global and regional economies, and how new jobs and educational opportunities can cater for these new skills.

“A Learning Ecosystem is about key stakeholders coming together about why learning is important from a social and economic perspective, and how we can design an alignment to make the supply and demand of learning have a socio-economic outcome for citizens.

It involves closing the skills gap and anticipating what type of learning is needed in what spaces,” said Gog. Other panellists at the event included Sébastien Turbot, CEO and chief curator at eko6, and Rosie Clayton, co-founder of Weaving Lab. They discussed various ways in which coalitions can be formed to enhance learning and education development in different parts of the world to take the burden off formal education institutes and better prepare for the multidimensional needs of learning in our fast-changing world.

“We need a more holistic vision for education. Of course, the school system is key, but it’s not enough,” said Atchoarena. “If you want to promote lifelong learning, you can’t just invest in schools. We need to move beyond the education system and go into private sectors such as digital learning and workplace learning.”

EDUCATION Supplements Team

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‘Meshkat’ to help students in career Yosouf al-Salehi, Executive Director, QSTP says: “This initiative will raise awareness among our nation’s young people of the various career options that technological innovation and entrepreneurship offer.

It will also equip them with the necessary knowledge to explore the digital entrepreneurship world and highlight the ideal environment Qatar provides for budding tech entrepreneurs. We at QSTP are extremely proud to be at the forefront of an environment which helps transform innovative ideas into successful projects, businesses, products and services that provide effective solutions to various existing challenges, as well as contributing to Qatar’s economic diversification.”

QSTP is part of Qatar Foundation Research, Development, and Innovation (QF RDI) division which is leading the charge across the fields of Information and Communications Technology (ICT), energy, environment, and healthcare, in bringing new technologies, products, and services to the marketplace for national benefit and global impact.

Abdulla al-Mansoori, Director, QCDC, said: “The pandemic has brought with it real challenges that have dealt a strong blow to companies that failed to embrace remote work, highlighting the importance of embracing technological innovation in these difficult circumstances.

“Meshkat embraces and empowers young innovators to contribute their novel digital-first solutions for local and global challenges, taking advantage of Qatar’s role as a hub for technological innovation in the region. Through workshops and insights, the initiative will encourage high school students to embark on their digital entrepreneurship journeys and transform their innovative ideas into successful projects that contribute to Qatar’s economic diversification and prosperity.”

QCDC, a member of QF for Education, Science and Community Development, aims to help the youth, particularly but not restrictedly students, across all Qatar’s education system’s tracks and stages, including the youth with special needs, to identify and fulfill their education and career goals.

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igh school students across Qatar will have access to a new support package when making important choices regarding their career options in the highly competitive world of technology development and entrepreneurship.

Qatar Science and Technology Park (QSTP) and Qatar Career Development Center (QCDC) – both members of Qatar Foundation (QF) – have come together to develop and launch ‘Meshkat’ as a pilot programme for high school students for the current academic year 2020-2021.

Three activities have been created under Meshkat: first, workshops targeting school students; second, academic clinics aimed at scholastic advisors; and third, an introductory seminar on the significance of and opportunities in entrepreneurship and technological innovations.

This is along with a visit to explore QSTP’s facilities, to take place in accordance with the prevailing health and safety guidelines at the time.

Pilot workshops have been so far delivered in both Arabic and English languages in three schools: Qatar Technical High School, Ali bin Jassim High Schools and Qatar Academy for Science and Technology School.

The project aims to engage students through virtual and digital platforms and, via field trips to schools, QSTP’s headquarters, and Multaqa (Education City Student Center).

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Doha British School welcomes a new campus near Lusail City

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oha British School (DBS) has officially opened admissions to the newest member of the DBS family - DBS Rawdat Al Hamama.

The new campus, set to open in September 2021, will be located near the iconic Lusail City. It will offer the same outstanding National Curriculum of England and will accept girls and boys aged 3 - 18.

“We insist on engaging, challenging, and interactive lessons that create an inquisitiveness and thirst for learning in our students,” Mr McGuire added.

A history of academic excellence DBS is a family of schools catering to more than 2,400 students from over 90 different nationalities. The school originated in Doha in 1997 and this was joined by the Al Wakra campus in 2014.

With the addition of the new campus, DBS is proud to support Qatar National Vision 2030 in establishing a world-class education system, comparable to that offered anywhere in the world.

Outstanding exam results In 2020, DBS students achieved their best ever IGCSE examination results, with 95% of students achieving five or more grades 4-9. 25% of students also achieved a grade 9 - the highest grade possible.

Moreover, 100% of DBS students successfully apply to universities across the world, with 20% achieving places at some of the top Russel Group universities in the UK. The state-of-the-art campus will feature an indoor swimming pool, a dedicated multi-purpose sports hall, landscaped outdoor playing field, and a modern, contemporary, fully-equipped theatre. All classrooms will be furnished with the latest IT infrastructure, ensuring that teachers have access to the most innovative teaching and learning environment possible.

DBS also offers four different pathways for students at Post 16 which include IB, AS/A level and BTEC. Students can then progress to City University College (in partnership with Ulster University) to study a wide range of undergraduate programmes. With DBS, students can get a complete educational package from Early Years through to university. This provides a route for students to graduate from DBS and remain in Qatar.

“Our new campus underpins DBS’ commitment to deliver outstanding British curriculum in Qatar. We are pursuing our essential purpose which is to provide a first-class education, enabling pupils to thrive within a dynamic, global environment,” Terry McGuire, Acting Director of Education.

In January 2020, DBS schools were re-accredited by the Council of International Schools (CIS). It has also been accredited by the Qatar National Schools Accreditation (QNSA), British Schools of the Middle East (BSME) and was awarded ‘Outstanding’ status by British Schools Overseas (BSO).

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Doha British Schools have high aspirations for all students and believe that ‘every child or young adult should gain as much as possible from the school, based on the belief that all learners can, need and want to achieve.’

DBS prides itself on providing outstanding studentcentred education. The schools operate under strong and experienced leadership. The senior leaders have a wealth of knowledge from the international schools environment as well as the UK school system. The schools promote an ethos of high expectations and the importance of high academic success for all the students. DBS also focuses on character development to ensure that students are fully prepared for the wider world.

Applications now open Applications for DBS Rawdat Al Hamama are now open for students from Pre-school to Year 9 initially. Contact admissions at +974 4019 8008 or email admissions@dbsrawdat.com

Moulding the change-makers pursuing a degree, a researcher in a laboratory, an aspiring innovator, an artist, a community activist, or just a member of society who wants to play their part.

By Joseph Varghese

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new campaign by Qatar Foundation (QF) aims to reimagine education and provide endless possibilities for learners, researchers and innovators among others by helping them become change-makers.

“Our educational offerings are built to disrupt traditional ways of learning, and provide customized and innovative learning opportunities that empower the youth to think beyond the obvious,” runs the campaign.

‘Students of Change’ campaign will continue for several months, focusing on helping learners become architects of change and envisage an ecosystem of huge opportunities by constantly designing new avenues.

The project also aims to make people innovators of change. “We are triggering transformative change by curating big ideas and turning them into breakthroughs. This happens through our platforms in research and innovation, such as in artificial intelligence and precision medicine, as well as through our community initiatives focused on environmental sustainability and social engagement,” it says.

the humans so immensely and a disruptor of so many conventional practices in many areas including education, the new campaign is likely to strike a chord with many.

The campaign also encourages all those who are passionate about making a change to get involved in the whole process as it highlights, “In our rapidly evolving world, change is the only constant. It’s in our hands to be a part of it and help shape it.”

The campaign primarily focuses on three distinct groups: Youth of Change, Innovators of Change, and Partners of Change.

In the fast emerging global scenario, especially in the aftermath of a severe pandemic that has ravaged

QF, through several visuals and short videos have been sending out the message over its social media platforms to stir the young minds to ponder over and think differently for a change, it envisages. It invites everyone to be part of the change; be that a student

The programme also invites everyone to come together and become partners of change. “When we come together to bring change, our reach and impact can be amplified. The spirit of collaboration is at the core of our organisation, and we are always partnering with organisations and institutions from around the world to facilitate the transfer of ideas and jointly realise them.”

The campaign offers opportunities for young learners to join QF’s schools and universities; helps researchers and innovators to test, become part of its research, development, and innovation ecosystem or those who want to be part of a community that is striving to make a positive impact in the world around, to explore the community development programmes.

Building awareness about

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atar Foundation (QF) schools have recently staged a series of activities involving teachers and students to help raise awareness of the most effective ways to combat different forms of bullying.

The activities were designed to teach students the right ways to respond to a bully, and to highlight how silently observing bullying contributes to its escalation – and the victimisation of its target.

At Awsaj Academy, a school under QF’s Pre-University Education that specialises in addressing the needs of students with learning difficulties, teaching social skills is an integral part of the learning experience.

Each year, for Anti-Bullying Week, the school holds activities designed to teach students how they should respond to intimidating behaviour, and to emphasise the importance of empathy and friendliness between students.

“The issue of school bullying is one that we need to address and stand against through conscious and effective approaches, particularly because it significantly affects the mental health of children and young people,” said Sally Chalouhy, counsellor at Awsaj Academy.

“Our Bully Blockers – a group of students from different grades formed five years ago – have shown proactivity and enthusiasm through shooting videos that raise awareness of bullying and how students can defend themselves and others when they are faced with such situations, as well as how they can fight passivity and speak up when they witness an act of bullying.

At QF school Qatar Academy Sidra, educating students about bullying and safeguarding is part of a framework of social and emotional learning that, for the past three years, has been taught year-round.

Each month is dedicated to a certain theme, with November dedicated to learning how to respond to bullying and personal safeguarding, while December will focus on emotional management and February will concentrate on mindfulness.

Meanwhile, at Qatar Academy Al Khor – also part of QF’s Pre-University Education – Anti-Bullying Week has seen students being encouraged, through a virtual activity, to become principled learners and demonstrate kindness towards others.

Students were given the opportunity to share their thoughts on interacting with others, to help develop their social and communication skills, and made a pledge to speak out when they or someone they know is being bullied.

Senior school teachers also played videos about bullying and how it should be tackled during lessons.

Top Reasons Why Parents Choose Doha British School

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earching for the perfect school for your child is no easy task. If you are looking for a high-quality holistic education, delivered by experienced and well-qualified UK trained teachers, then take a look at these reasons why parents trust Doha British School with their children’s education.

campus in Rawdat Al Hamama, located near Lusail area, set to open in September 2021.

2. An established school that delivers exceptional examination results

First established in 1997, the school has since grown to more than 2,400 students on two sites, with a third to open in September 2021.

Doha British School is also an IB World School and is known in Qatar for achieving excellence in exam results in IGCSE, IB, and AS/A Level. Last year, the DBS pass rate in IB was 92%. 100% of students who graduate from DBS successfully apply to universities around the world, with 20% of the students achieving places at some of the top Russell Group universities in the UK.

1. A challenging, broad, and balanced curriculum delivered in modern and state-of-the-art facilities DBS encourages all students to reach their full potential by continually challenging them to achieve better. Having a well-earned reputation for academic excellence, Doha British School offers world-class education from Pre-school to Sixth Form to boys and girls aged 3 - 18.

All of DBS’ campuses are modern and equipped with state-of-the-art facilities with the new purpose-built

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Doha British School is also an “Outstanding School” awardee of the British Schools Overseas (BSO) inspectorate. BSO inspection happens every three years and is one of the most detailed and rigorous international school inspections.

3. A safe and secure environment that has a zerotolerance for bullying policy

Worried about bullying? With DBS, you don’t have to worry because the school has a commitment to zero tolerance for bullying. The health, safety, and wellbeing of all of its students are its highest priorities.

No child should ever be fearful or anxious about coming to school.

4. A school that has a unique focus on the development of the character of children DBS not only places importance on students’ academic achievement but also on their Character Development. One of the school’s core purpose is to prepare students for their life after school.

Resilience; self-confidence; honesty; inquisitiveness; motivation; respect and community spirit are some of the traits that the school aims to cultivate.

5. UK-qualified and experienced teachers Doha British School’s qualified and experienced teachers are from the UK and are all trained to the high standards required by the National Curriculum of England.

Originally published in ILoveQatar.net

Raising confident, independent children W

hen our kids are young, our job is to be fixers, protectors, and social secretaries.

We childproof the house so they can’t get under the sink and block the stairs so they don’t fall down. We set up playdates and throw their parties.

We call their teachers when there’s a problem. But at some point along the way, the parents’ job changes, without warning or indication, and we become consultants. Our job then is to help them find solutions for themselves.

Shifting from “fixer” to consultant is a major change, and you might have a hard time with that. As

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parents, we’re socialized for the fixer/protector role, to step in and take care of the problem. If your kid falls down and scrapes his knee, your instinct is to put a Band-Aid on it, and say, “It’s okay, sweetie. I’ll make it better.” Then they go back to playing and you feel good about having done your job as a fixer well.

However, you can’t put a Band-Aid on a social rejection or a failure experience. There is no instant fix when a twelve-year-old girl is suddenly cast out of her friend group, or when an eight-year-old boy struggles to memorize math tables and starts to believe he’s stupid. You can’t protect a child from

the trials of life. But you can give your kid armor by teaching him to advocate for himself, and thereby develop the grit he needs to survive and succeed.

If your child gets a poor grade on a test, for example, a fix-it parent would say, “You should call the teacher to talk about what happened. You should meet with your friend who’s great at math and get some tutoring. You should study harder.” You should, you should, you should. Listen to how you talk to your child. When you hear that phrase, be aware that you are in fix-it mode, essentially choosing and handing him tools.

To scaffold, parents support and encourage the child to learn how to select the right tool for the particular task all by himself. He might choose wrong, and then you can guide him to evaluate why that particular tool wasn’t the best choice. Next time, he’ll try something new.

It’s not that you are letting him hang out there on his own. You are standing by and collaborating with him to come up with his own solutions. Instead of his depending on you for answers, you will guide him to come up with ideas about how he can do it forhimself.

A psychological state is often called “a zone.”

In the active construction site that is your child’s development, it helps to be aware of her various zones, as well as which are the safe and unsafe areas.

The Growth Zone Maximal learning and growth happen in the area just outside the Comfort Zone, when the child is reaching and stretching to acquire new skills. Russian educational psychologist Lev Vygotsky believed that educating children in the “zone of proximal development”—just beyond their current capacity, not too far from where they already are—inspires kids to become independent problem solvers and selfmotivated learners. The theory holds up in the context of scaffolding a child’s emotional, social, and behavior learning as well. Learning, aka growth, an ongoing process of reaching for more, is always empowered by parent-child collaboration. You’re in it together, but once your child learns what he needs to learn, he can

When a child is in the comfort zone, he or she can build confidence and selfesteem. He/she feels secure doing the activity, and enjoys it, because they are proficient Emily, a fourteen-year-old girl with severe anxiety disorder, always became extremely worried in the days leading up to her midterm and final exams. Her mother Diana’s reaction to her daughter’s stress was to tell Emily to study harder, but that wasn’t helpful.

Obsessive studying was a symptom of Emily’s anxiety, not a coping, calming strategy. It was like giving a drug addict permission to smoke more crack.

We coached Diana to scaffold Emily with nonjudgmental validation and by presenting failure as just a thing that sometimes happens, to say to her daughter, “I hear you. You’re worried that you’re going to fail. Maybe you will, and that’s okay.”

The Comfort Zone This is a no-anxiety, no-stress figurative place where a person feels safe and secure, believes he’s in control, and can do any social, emotional, behavioral, or academic task easily, without help from parents or teachers. In the Comfort Zone, a child can build confidence and self-esteem. He is secure doing the activity; he enjoys it because he’s proficient. It might feel good to hang out here; it might be a bit boring, too. Since growth comes from learning new things, and learning requires you to be vulnerable in your ignorance and inexperience, the child will have to leave the Comfort Zone in order to grow.

move on, and up, to the next level, while you cheer him on from the near distance of the scaffold.

Failure Is an Option For your kids, you scaffold their current and future growth by teaching them to take risks, despite the very real possibility of going splat.

Labeled praise plays a major part here. If you want your kids to be more proactive and prosocial, you have to praise them when they try. Be careful about what you praise, though. If you praise success, your kids learn to think that failure is bad. But failure isn’t good or bad. It’s just one possible outcome.

With the “death threat” of failure off the table, Emily could turn her deficit (anxiety) into an asset (productivity). She still prepared twice as much as her peers and always met with teachers for reassurance.

But by telling herself failure was fine, by releasing that valve, the destructive “I can’t do this!” anxiety was gone. Diana had to send the same message many times. But eventually, the message sunk in, and Emily, now a young woman, flings herself into intimidating job opportunities. “Failure isn’t fatal,” she said. “I’ll just try again.”

A parent’s fear of failure and rejection on the child’s behalf leads to the parent riding to the rescue to save the day, by doing his homework, calling teachers and coaches, taking care of every tiny thing for their kids.

The irony of swooping in is that parents believe they’re helping their kids by preventing pain. But what they’re actually preventing is growth.

Courtesy: Excerpt from The Scaffold Effect: Raising Resilient, Self-Reliant, and Secure Kids in an Age of Anxiety.

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SEK-Qatar, a school boasting an international track record and educational excellence We inspire all students to be creative thinkers, problem solvers, active learners and global citizens who make positive contributions towards a better world. The IB programmes at SEK-Qatar are combined with a familyoriented approach, which involves a culture of care, growth and inspiration whilst developing each student’s talents, interests and dreams. Students learn through the understanding that serving and caring for others brings the highest rewards in life, while ensuring that they become skilled, balanced, productive and creative 21st century global citizens.

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EK International School Qatar was established in 2013 as part of the Qatari Ministry of Education’s Outstanding Schools Programme. This coeducational and multilingual school in Qatar boasts a cutting-edge learning campus located in Doha’s West Bay district.

English is the language of instruction and students also learn Spanish and Arabic.

As the world we live in continues to adapt and change with technology, education, work and re-thinking new ways of approaching situations, SEK International School Qatar continues to be a unique provider of outstanding education and innovation.

As part of the SEK Education Group, established in 1892, there are nine schools in total (Spain, France, Ireland and Qatar) including its own forward-looking university (Camilo José Cela University).

Although the school’s roots can be found in Spain, SEK-Qatar is a notably international school with students and families from over 60 different nationalities. SEK-Qatar is an international learning community that enjoys a holistic and skills-based approach to learning, where students are challenged and developed as global citizens and international leaders.

Technology and music SEK International Schools are places where technology, innovation, learning and teaching are combined with 128 years of expertise to offer forward-

thinking approaches to global living, digital citizenship and leadership for an ever-changing world. SEK-Qatar is a learning community that is centred on developing thinking, research, communication, social and self-management skills. The school offers an academic approach, where students explore and develop their talents in arts, physical health, programming, robotics, sciences, mathematics, humanities and languages (English, Spanish and Arabic).

SEK-Qatar is an IB World School authorised to offer the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP).

The three programmes develop students’ intellectual, personal, emotional and social skills that they crucially need to thrive and serve others in today’s challenging world. SEK-Qatar is also a recognised Microsoft Showcase School, accredited by NEASC (New England Association of Schools and Colleges).

Global citizenship Students are given opportunities to expand their global horizons with sports activities and trips in Qatar, Spain, Oman, Cyprus and Nepal. Students are also active participants of various national and international initiatives with the Model United Nations (MUN), Georgetown University, Qatar Tennis Federation, EVO Sports, Student Council or Hamad Medical Corporation. Our graduates have gone onto various universities all over the world fulfilling their aspirations and goals.

International Baccalaureate Programmes The PYP caters for students from PreKgrade 5 and the MYP for grades 6-10, whilst the DP is offered for students in grades 1112. Our teaching approaches and whole school community culture is geared towards learning and attitudes that are centred on developing an internationallyminded community made up of students who are inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers and are balanced and reflective.

Face-to-face and virtual learning environments SEK schools are prepared to face any possible scenario and continue with classes as normal under any circumstances. The SEK Future Learning Model stemmed from the review and reworking of the Intelligent Classroom, offering methods and tools adapted to face-to-face or digital formats depending on the pedagogical purpose they pursue, in motivating and enriching physical or virtual spaces, allowing us to create personal development experiences for each student.

Through the technology developed at SEK Education Group, the school naturally combines face-to-face and remote classes.

We invite you to learn more about SEK-Qatar at www.sek.qa or by contacting the admissions department at admissions@sek.qa

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Why do kids have trouble with transitions?

By Katherine Martinelli

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umans are creatures of habit. Even when we welcome it, change takes more energy. So perhaps it’s not surprising that children often find it difficult to make transitions between activities, places and objects of attention. Being asked to stop one thing and start another is a very common trigger for problem behavior, especially for kids who have emotional or developmental challenges.

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Difficulty with transitions can manifest in a number of ways depending on the child and the setting. It can take the form of resistance, avoidance, distraction, negotiation or a full-blown meltdown. Some of these reactions are the result of kids being overwhelmed by their emotions. And some are what they’ve learned works to successfully delay or avoid the transition.

A child told it’s time to leave the playground might throw a tantrum initially because he can’t manage his anger or frustration, but if he’s found that it has worked to delay leaving the park, he’s more likely to do it again.

“It really depends on how the adults in his life have responded,” says Dr. Matthew Rouse, a clinical psychologist in the ADHD and Disruptive Behavior Disorders Center at the Child Mind Institute.

Other kids may not tantrum but instead master the art of whining, distracting, or negotiating with the adults in their life.

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What’s behind transition problems?

While transitions are triggers for lots of kids – what parent hasn’t gotten resistance from a child being asked to stop playing a video game and come to dinner? – they are particularly difficult for kids with emotional and developmental issues. And while the behaviors may be the same, experts point out that the reasons behind the behavior are different for kids with different challenges. Here we look at why children with ADHD, anxiety, autism and sensory processing issues, find transitions particularly difficult.

For kids with ADHD, it all comes down to what they perceive as rewarding, says Dr. Rouse. While the disorder is described as an attention deficit, experts say it may be more useful to think about it as difficulty regulating attention – turning your attention to something you are expected to do, rather than something that you find rewarding.

for kids with autism, the reactions tend to be more extreme, and the issue is rooted in a different difficulty.

“For kids with autism,” says Dr. Rosenthal, “the world is just an incredibly confusing and overwhelming place, so the need for sameness and predictability is adaptive,” or practical. It’s not simply that changing activities is upsetting, it’s that any deviation from the routine can feel like the rug is being pulled out from under them.

Dr. Rosenthal refers to this as cognitive inflexibility, and says that it also explains why those on the autism spectrum have hyper-focused interests and tend to prefer doing the same things in the same order. “Any unexpected changes or transition for a kid with autism disrupts their equilibrium.”

“Kids with ADHD have fewer neurons in their reward centers, or neurons that aren’t as active in the reward centers of their brains, so they find things throughout their day less rewarding,” he explains.

When they do find something rewarding, they tend to hyper-focus on it, which explains why someone with ADHD seems all over the place but then can play video games for hours. Ask them to do something less rewarding (like putting away Legos), and you might hit resistance.

an intense need to do things perfectly. If they are interrupted before they are able to do something exactly the right way-forming letters perfectly in a writing assignment, or lining things up or doing a series of things in a prescribed order-they can get very upset, leaving an adult not aware of the anxiety mystified.

Understanding the triggers that make kids balk, or get upset, at transitions, is the first step to managing them better for both kids and adults.

Dr. Michael Rosenthal, a clinical neuropsychologist, adds that children with ADHD have a tougher time managing their emotions than other kids. “There’s also research that shows that the wiring in the brain centers that are involved in helping kids exercise control over their emotions are less developed, so you get bigger emotional displays from them compared to kids who don’t have ADHD.”

Autism Although transitions can be similarly challenging

Anxiety For kids who suffer from anxiety, trouble with transitions might come from a place of fear. “It could be fear of the unknown, or fear of what’s going to happen when they’re put in a new situation,” notes Dr. Rosenthal. The problem is “usually some stimuli that’s connected to the transition, rather than the process of transitioning itself,” he adds.

If they’ve had an upsetting experience in a particular setting, the prospect of a transition to that location itself could also trigger anxiety. If a child is terrified of dogs, being asked to leave for the home of someone with a dog could trigger a tantrum, or even make a child lash out in anger.

Some kids with anxiety, especially those with obsessive-compulsive disorder (OCD), have

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Sensory processing challenges Although sensory processing is not a diagnostic term like ADHD or autism, kids with either disorder-or no disorder-can have sensory processing issues, which can lead to problems with transitions. For kids who are easily over stimulated, the world feels confusing and seems to move too fast. They crave order, which helps them feel calm and in control. “When you change things up on them too quickly,” says Dr. Rosenthal, “then you see resistance or problem behaviors.”

Kids with sensory issues are sometimes prone to dramatic meltdowns-emotional outbursts that they can’t control-when they are overwhelmed by unexpected changes.

Courtesy: Child Mind Institute

Teaching & Learning Forum explores the way forward

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ducators gathered online to look at the actions they can potentially take to make school learning more resilient, at recently held QF’s Teaching & Learning Forum.

Held by the Education Development Institute, part of QF’s Pre-University Education, the first stage of the forum – which took place in October last year – saw participants tackle the question of how learning can be made more sustainable both amid and after Covid-19.

said: “The issue of identity is a worldwide concern, and the challenges differ between societies. We cannot import a specific identity-making project and apply it on a certain community, as we must have sufficient understanding of our society – its data, its strengths and weaknesses, its history and geography – to enable us to formulate a proper national identity project.

“Today, we need to discuss the issue of identity, define commonalities and concepts and design frameworks on the issue of identity. If educators and teachers are unable to agree on common concepts, how can we be able to teach them to children and pass them on to different generations and translate these concepts and components in our curriculum?

Also speaking at the forum was Eric Sheninger, associate partner with the International Center for Leadership in Education, whose work is focused on how the digital age can move schools forward.

“So much attention has been paid to the pandemic, and rightfully so. But prior to the pandemic, the most disruptive force that was really compelling us to think about what we were doing was the Fourth Industrial Revolution.”

The newly published recommendations developed under six streams – Personalising Teaching and Learning; Building Inclusive and Accessible Learning Communities; Fostering Community and Individual Wellbeing; Glocalising the Curriculum; Identifying and Solving Problems; and Redefining Communication – have now been analysed to assess how they can potentially be taken forward within schools, curriculums and specific education areas.

Speaking at the second stage of the forum, education expert Dr Abdulaziz al-Horr, director of the Diplomatic Institute at the Ministry of Foreign Affairs,

Explaining how the Fourth Industrial Revolution is defined by automation, advanced robotics and Artificial Intelligence – such as Siri and Alexa – Sheninger explained how students in today’s world need digital skills for the future.

“If we think about what our learners need right now, in the midst of pandemic – with the Fourth Industrial Revolution – our learners need to think,” he said. “They need those personal skills, especially since they’re isolated behind their computer screens.

They need job-specific skills, which are going to be radically different to what we thought they might have been even a few months ago.”

Participants of the forum also heard from Dan Kindlon, a faculty member at Harvard University and founder of Edumetrics Inc, a company that helps schools to assess students, teachers and their environment; and education specialist and activist Nayla Khader Hamadeh, president of the Lebanese Association for History, whose work is focused on designing and implementing new approaches to teaching history.

A total of 58 recommendations across the six streams have emerged through the forum, with those relating to glocalising curriculums including linking what is taught in schools to the UN Sustainable Development Goals and Qatar’s primary challenges; using local issues as the basis for learning opportunities; offering ‘authentic’ learning experiences through schools teaming up with organisations in fields such as industry, environment and culture; and creating partnerships between schools within Qatar and beyond to understand global issues from different perspectives.

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“GEMS Education is a pioneering education company that owns and operates a glob a trusted choice for families. With the privilege of educating over 250,000 students to families every day. Our students excel across multiple dimensions, garnering glob our students have been accepted to over 1,050 universities across 53 countries, inclu

GEMS American Academy Qatar

A premier, flexible American education at a more affordable cost Located in Al Wakra, GEMS American Academy Qatar (GAAQ) is a state-of-the-art center of inspirational learning that enables students to make decisions independently, solve problems effectively and interact positively with tolerance.

This prominent academy, backed by GEMS Education, the largest operator of K – 12 schools in the world, offers a rigorous American curriculum from PreKindergarten through Grade 12 to its multi-cultural student body. Along with U.S Common Core standards-based academics, it provides an Advanced Placement (AP) Program as well as a robust extracurricular program to support the holistic development of a child. This institution empowers its students to think creativity, design innovatively, develop confidence, increase cognitive thinking and become well-adjusted citizens in the global community. The academy actively espouses the core values of respect, innovation, leadership, purpose, and tenacity in their scholars.

High School: Grades 9 to 12

What is the American Curriculum at GAAQ? Early Years Curriculum GAAQ’s early-years program is based on the Creative Curriculum revolving around five important developmental strands: social, emotional, physical, cognitive, and language. These developmental strands are integrated into themed units throughout the year using interest-based learning centers aimed at drama, science, literature, art, creative play, music, gross-motor, outdoor play and other free-play choices.

The curriculum also includes other daily activities to promote fine and gross motor skill development.

Elementary School: Grades 1 to 5

Mark Lentz, the Head of the School, arrived at GAAQ in the spring of 2016. He defines the school as an amalgamation of top-notch facilities, well-behaved and engaged students, dedicated teachers, and a positive, supportive learning environment.

Under his leadership, GAAQ has matured considerably over the last few years. Most notably, GAAQ is now fully accredited by the New England Association of Schools and Colleges (NEASC). Additionally, the school has boosted enrollment from 820 students to nearly 1,200 students while adding competitive sports teams in QPPSSA and QUESS leagues, conducting a diverse palette of afterschool programs, increasing academic rigor and support, offering College Board Advanced Placement (AP) classes, providing opportunities for the Duke of Edinburgh Award, earning sustainability awards from the Qatar Green Building Council and Foundation of Environmental Education (Eco-Schools Green Flag Award), instituting career internship opportunities for all Grade 12 students and maintaining one of the highest parent satisfaction ratings in our GEMS network.

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Elementary school has a solid curriculum in place that emphasizes basic skills in all subject areas and introduces higher-level challenges to students that stimulate their interests. The curriculum fosters the concept that learning is enjoyable and rewarding as well as providing a variety of provisions to support individual learning. In addition to the core subjects, GAAQ provides students a bevy of elective classes in physical education, music, art, Arabic language (native and non-native speakers), Islamic education for Muslims, library, IT and character education class with elementary guidance counselor.

Middle School: Grades 6 to 8 Scholars are transitioning into adolescence and exploring the essential questions of identity, purpose and meaning more deeply than before. Therefore, GAAQ complements the core curriculum by including a variety of exploratory classes that make the middle school experience special. Students are given a choice of which classes to take while exploring personal interests and possible career choices. The classes have been specifically designed by inspired, credentialed teachers to engage students in learning opportunities that focus on creating, connecting, and collaborating.

Thus, Upper School leadership has grouped learning skills in three separate strands: Literacies, Competencies, and Character Qualities.

GAAQ believes that the recipe for excellence in high school consists of knowledgeable adults, a focus on classroom culture and a passion for the development of self and others. Within this framework, high school is moving forward in its pursuit to get every student to and through college. To date, the academy has a 100% graduation and university acceptance rate as students have been accepted to numerous colleges and universities in the United States, Canada, United Kingdom, Europe, Middle East, Asia and Qatar. High school offers a dynamic college and career preparatory education as well as a robust support system that encourages student achievement, maturity and independence. Classrooms range from 22 - 25 students and they follow the norms of team and discussion-based learning. Lastly, Grade 11 - 12 students have the ability to take one of the 14 AP courses offered, if eligible.

Life at GAAQ Students enjoy an enriching student life experience through several outlets. The school has after-school activity offerings that include, but are not limited to, sports, reading, art, yoga, chess, math, chess, Islamic/Qur’an, foreign language and STEM. In regards to sports teams, Lower School students can participate in football and taekwondo tournaments whereas Upper School students have football, basketball, badminton, volleyball, netball and track and field teams. Moreover, students can participate in music, voice and theater performances, service-learning trips, volunteering opportunities, AP (college-level) coursework and many more. Lastly, the school offers various student-led initiatives such as Yearbook Club, Eco Club, Student Council (student leadership) and THIMUN, to name a few. In addition, students benefit from the diverse school culture. GAAQ is home to 78 different student nationalities and 19 teacher nationalities. Even though our faculty is primarily recruited from the United States and Canada, the institution represents various multi-linguistic, multiethnic and multicultural parents, students, and school community members. This international vibe ultimately improves the quality of education, helps students feel safer, reflects the world and challenges school administration to implement diversity programs that positively impacts parents, students, and staff.

What Makes Our School Unique Fully-accredited, K-12 international academy by the New

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England Association of Schools and Colleges (NEASC)

College Board-certified school offering 14 Advanced

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Placement (AP) courses in addition to the reputable AP Capstone Diploma and Springboard program n Named ‘The 10 Best International Schools in Qatar’ and ‘Most Valuable Schools to Watch in the Middle East’ by The Knowledge Review magazine n Recipient of the Qatar Green Building Council’s (QGBC) School Sustainability Award as well as the prestigious Foundation for Environmental Education (FEE) Eco-Schools Green Flag Award

Earned highest parent satisfaction rating among all K-12

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schools in the entire GEMS Education network for the second year in a row

bal network of award-winning international schools. For over 55 years, we have been s globally, our 20,000+ teachers dream big, push boundaries and make a difference bal recognition with over 1,550 international, regional and national awards. Moreover, uding 12 out of the top 15 in the world (and 7 of the 8 Ivy League Colleges in the US).”

GEMS Wellington School Qatar

Inspiring, ambitious, and creative global citizens At GEMS Wellington School, we offer an authentic British curriculum with lifelong learning to children from all around the world. We prepare our children to be innovative, creative and successful in all what they do.

Our Vision is

DREAM IT, BELIEVE IT, ACHIEVE IT GEMS Wellington School Qatar (WSQ) is located in Al Wukair,Al Wakra. We believe in the importance of the whole school experience, from education to school environment. This belief is emphasised by our campus and facilities, both of which have been designed to nurture student life. Our modern campus boasts wide-open corridors and outdoor areas, which allow students to move around the school in a free and open environment.

Facilities are world-class and support our objective of hosting a truly international school, they include: ICT Apple Mac Suite, Music rooms, Science Laboratories, Multipurpose Sports Hall, Dance studio, Drama Studio, Food Technology Room, Design Technology Room, Innovation Zone, Full Size Astro Football pitch, Art, textile and 3D Sculpture rooms and outdoor areas.

These facilities create a stimulating and supportive environment that engages the students and promotes learning and development.

the workforce, I have first-hand experience as a parent of the success that a GEMS education can bring to its students.”

What is the Curriculum at GEMS Wellington School Qatar?

Early Years: Foundation Stage Foundation Stage One and Two The curriculum in our Foundation Stage is based on the English Early Years Foundation Stage Curriculum (EYFS), which provides a framework for the education of children from birth to 5 years old. Our Early Years Foundation Stage Education provides all students with a journey of learning, guided by our caring, nurturing and dedicated team of education professionals. As an introduction to school, this programme of learning focuses on self-development in partnership with intellectual and physical development. Learning is multi-sensory, collaborative and fun. Child initiated learning is at the centre of the curriculum and this enables us to personalise the learning experience to meet the needs of the individual through adult facilitated play.

Craig Lamshed (Country Director/Principal) “I have been very fortunate to be working with the students, staff and community at GEMS Wellington School Qatar since 2017 as the Principal and CEO. I am now in my 10th year with GEMS Education, having held other senior leadership positions including GEMS Cambridge Schools Brand Leader, Principal & CEO of Cambridge International School Dubai and Principal Advisor, before moving to Qatar. Prior to GEMS, I have worked as an Executive Principal and CEO within the United Arab Emirates and Australia, including the first Precinct School in Australia, offering Secondary School, Vocational and University qualifications on the one site along with industry experience.

My 25 years of experience in education has given me an excellent understanding of what is required when leading schools to be successful across a range of curricula; including the UK National Curriculum, International Baccalaureate, American, Australian and UAE curriculums.

My qualifications include a Bachelor of Applied Science, Post Graduate Diploma in Education and Masters in Education, all from Monash University, Australia.

As both of my children have graduated from GEMS schools and successfully entered into university and

provide a seamless transition from Key Stage 2 to the end of Key Stage 4. It is a skills-focused curriculum that provides students with a broad and balanced knowledge of key subjects as well as the opportunity to develop their 21st Century learning skills through our unique learner profile. This enables our students to become more aware of themselves, their interest and their strengths.

Key Stage 5 Year 12 to Year 13 In Key stage 5 students follow the Edexcel International Advanced levels. Students can complete a 2 year course in order to achieve an A Level qualification.

Students can opt to complete their school education at the end of year 12 after following the IAL for one year.

This will give them an AS (Advanced Subsidiary) Level qualification.

An AS qualification can be enough to allow entry to university courses in some countries (India, Indonesia and Canada for example). In other countries students will need to complete a foundation course in order to access the undergraduate programme.

Primary School: Key Stage 1 and 2 Year 1 to Year 6 The Primary school Curriculum is based on the English National Curriculum, which we have modified to meet the need of our mainly international students taking into account the local context they live and GEMS Education core values. The curriculum enables our students to develop skills for life in the twenty first century. It supports our students’ natural curiosity and interests and provides opportunities for them to consolidate their learning and develop a variety of learning styles.

Key Stage 3 and 4 Year 7 to Year 11 Our Key stage 3 & 4 curriculum is based on the English National Curriculum and is used widely in the UK and British International Schools to prepare students for University Life Later on. Our curriculum is designed to

An A Level qualification allows students to access the undergraduate programmes and universities around the world without the need for a foundation programme depending on achieving the right grades.

Students will study a maximum of 4 AS/ A Levels.

Preparing for the IGCSEs Our students at GEMS Wellington School Qatar are well prepared for the International General Certificate of Secondary Education (IGCSE). These worldwiderecognised qualifications are important for students seeking admission to Universities across the world, and are an excellent preparation for future study. Students study the core IGCSEs in English, Mathematics and Science. This course of study is complemented with a number of optional IGCSEs. This gives our students the freedom to choose the subjects that are right for them whilst providing them with a broad knowledge base.

Students sit between 9-11 IGCSEs in total. We are licensed up to year 13 and our school will grow year on year.

For more information, visit our website: www. gemswellingtonschool-qatar.com.

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What to do when children are anxious

By Clark Goldstein

Try to keep the anticipatory period short

hen children are chronically anxious, even the most well-meaning parents can fall into a negative cycle and, not wanting a child to suffer, actually exacerbate the youngster’s anxiety. It happens when parents, anticipating a child’s fears, try to protect her from them. Here are pointers for helping children escape the cycle of anxiety.

When we’re afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor’s appointment, you don’t want to launch into a discussion about it two hours before you go; that’s likely to get your child more keyed up. So just try to shorten that period to a minimum.

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Think things through with the child

Respect her feelings, but don’t empower them

The goal isn’t to eliminate anxiety, but to help a child manage it None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn’t to try to remove stressors that trigger it. It’s to help them learn to tolerate their anxiety and function as well as they can, even when they’re anxious. And as a byproduct of that, the anxiety will decrease or fall away over time.

It’s important to understand that validation doesn’t always mean agreement. So if a child is terrified about going to the doctor because she’s due for a shot, you don’t want to belittle her fears, but you also don’t want to amplify them. You want to listen and be empathetic, help her understand what she’s anxious about, and encourage her to feel that she can face her fears. The message you want to send is, “I know you’re scared, and that’s okay, and I’m here, and I’m going to help you get through this.”

Sometimes it helps to talk through what would happen if a child’s fear came true—how would she handle it? A child who’s anxious about separating from her parents might worry about what would happen if they didn’t come to pick her up. So we talk about that. If your mom doesn’t come at the end of soccer practice, what would you do? “Well I would tell the coach my mom’s not here.” And what do you think the coach would do? “Well he would call my mom. Or he would wait with me.” A child who’s afraid that a stranger might be sent to pick her up can have a code word from her parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.

Don’t ask leading questions Encourage your child to talk about his feelings, but try not to ask leading questions— “Are you anxious about the big test? Are you worried about the science fair?” To avoid feeding the cycle of anxiety, just ask open-ended questions: “How are you feeling about the science fair?”

Don’t reinforce the child’s fears What you don’t want to do is be saying, with your tone of voice or body language: “Maybe this is something that you should be afraid of.” Let’s say a child has had a negative experience with a dog. Next time she’s around a dog, you might be anxious about how she will respond, and you might unintentionally send a message that she should, indeed, be worried.

Don’t avoid things just because they make a child anxious Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. If a child in an uncomfortable situation gets upset, starts to cry — not to be manipulative, but just because that’s how she feels — and her parents whisk her out of there, or remove the thing she’s afraid of, she’s learned that coping mechanism, and that cycle has the potential to repeat itself.

Express positive expectations You can’t promise a child that his fears are unrealistic—that he won’t fail a test, that he’ll have fun ice skating, or that another child won’t laugh at him during show & tell. But you can express confidence that he’s going to be okay, he will be able to manage it, and that, as he faces his fears, the anxiety level will drop over time. This gives him confidence that your expectations are realistic, and that you’re not going to ask him to do something he can’t handle.

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Try to model healthy ways of handling anxiety There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they’re going to take it in if you keep complaining on the phone to a friend that you can’t handle the stress or the anxiety. I’m not saying to pretend that you don’t have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

Courtesy: Child Mind Institute

Encourage the child to tolerate her anxiety Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what he wants or needs to do. It’s really encouraging him to engage in life and to let the anxiety take its natural curve. We call it the “habituation curve”—it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that’s how we get over our fears.

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The secret to calm parenting

By Gayatri Devi

“Mom, I don’t care,” said the son, starting to whine now.

alm is a sense of internal composure that lets us function to the best of our abilities. It is the ideal state of the brain, supported by a body completely allied with it, allowing us to harness our cognitive powers while maintaining a balance with our emotions. When you are calm, you are in your zone, unperturbed by distractions or distress.

“Okay, but don’t cry about it after,” warned the mother.

The brain has complex systems for relaxation and calm to counteract its mechanisms for alertness and anxiety.

These body-based visceral systems lie not within our frontal lobes, our rational higher brain, the seat of logic and thinking, but within our core brain, which controls our emotions and impulses, and the vast environmental sensor and receptacle that is our body.

And so it went. By the time they left the cafe, this five year-old had had to make so many decisions I was exhausted. I sometimes thought my mother was too strict, but watching this sad Sunday morning drama, I was glad she set down a plate in front of me for breakfast every morning and that I ate what was on it.

A calm body is a calm mind. Not the other way around, as most people believe. When a mother says to her son, “Tony, would you please calm down,” she is using a topdown approach to calming her child—asking him to use a rational, conscious process to quiet down. On the other hand, if a mother says to a screaming child, “Time out!” and sits him in a chair facing a wall, that’s using a bottomup approach—quieting his body in order to achieve a sense of calm.

Overscheduling and anxiety

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Choice Vs Structure In a café recently, I observed a mother with her young son, who looked about five years old. They walked in for breakfast on a crowded Sunday morning and found a corner table set for four people.

“Where do you want to sit, honey?” asked the mother, pointing to the four chairs.

“I don’t know, Mom. Wherever,” replied the boy, his voice still heavy with sleep.

“You can sit up against the wall; you can sit in the corner.

Or you can sit next to Mommy, right here,” said his mother, ignoring his indifference. “If you sit next to the wall, you can watch people come and go. What do you want to do?”

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“Didn’t you want to draw with your crayons?”

“Uh, okay. Here?” The son gestured toward the corner seat.

“Good,” said his mother, looking pleased that he had made a decision. “Now, what would you like for breakfast?”

In the increasingly overstimulated world that is the milieu of the modern urban child, there are too many toys, too much technology, and too many choices. The one thing that children don’t have enough of, in my opinion, is community. And this is what the core brain requires. Kids need the skills gained from living in communities to help them empathize and communicate effectively, which is particularly important for calm.

Over-scheduling children’s lives, in the race to Harvard that begins at conception, leaves little time for impromptu playtime with neighborhood kids and other core-brain delights that give rise not just to calm but to a productive and healthy adulthood. Researchers have in fact found that the more activities that are scheduled for children, the more likely they are to suffer from stress and anxiety.

Accompanying frenetic scheduling is the constant need for vigilance. A patient of mine told me about her tenyear old granddaughter who lives in a New York City apartment building. Although the building has a doorman who monitors all visitors, it is not uncommon for parents to monitor their child walking down the hallway to visit

another child’s apartment. What danger might lurk in the hallway? This kind of anxiety about unseen dangers surely has an impact on the impressionable core brains of young children.

Whispered fears A childhood steeped in excessive vigilance, even at the hands of well-intentioned parents, may impair one’s ability to self-soothe, to self- protect. Walking down Madison Avenue in New York a few weeks ago I heard a mother say to her two-year-old child slouching in his stroller, “Aaron, close your eyes, it’s getting sunny!” And little Aaron obediently shut his eyes, to protect himself from a gloriously sunny day because his mother thought the sunshine would harm him. This example is funny in its absurdity, but it’s no joke that many kids today are the unwitting victims of their parents’ germ phobia and over-sanitization—of children and of childhood.

The truth is that exposure to a reasonable number of environmental pathogens at a young age is helpful in developing immunity to a host of illnesses in adulthood.

Preventing this exposure can set the stage for later susceptibility to illness. And overprotection can stimulate those unnamed, unvoiced fears that resonate through the house, whispering into a child’s ear, “Be afraid!”

Related to over-vigilance and lack of community is the proliferation of technology, which further handicaps children in their quest for calm. Computer games, with their beeping and flashing and demand for tight electronic focus, further compromise community and core brain calm. As does children’s constant texting, which impairs the honing of core brain people skills. As a boy who flirts through texting with a girl he adores said to me in despair, “I don’t know if she likes me in real life!”.

It seems to me that understanding the neuroscience of a child’s brain will help guide parents in raising calm children. Chess and piano lessons are all very well. But a calm brain is the greatest gift.

Courtesy: Child Mind Institute

Today’s students are tomorrow’s leaders

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f you ask an adult about the most important lesson they learnt in school, the answer will not likely be a calculus equation or key dates in a war. Instead, they will likely tell you about a particularly useful skill they developed, a teacher who inspired them, or a sense of camaraderie resulting from a team or peer experience.

Facts and figures are of course important for us at The Hamilton International School, however, we also recognise the significance of developing future focused skills so that today’s students can become tomorrow’s leaders. We actively encourage collaboration, facilitate critical and creative thinking and champion enrichment opportunities for our students.

Promoting Mental Health Awareness

International Learning Opportunities As an International Schools Partnership (ISP) school, The Hamilton International School students are given the chance to experience learning outside of the classroom and connect with other ISP students around the world. Being a part of a global group of schools, our students benefit from a wider international community that provides many additional learning and cultural opportunities. Over the last year our students have taken part in the ISP Virtual Buddy Exchange Programme, the ISP Online Chess Tournament, and the ISP Maths Challenge.

During these difficult and constantly changing times, with varying restrictions in place across different countries, these programmes have given our students the chance to be able to reach out beyond their own school community and continue to meet other ISP students from all over the world, whilst making learning fun.

The ISP Maths Challenge takes a games-based learning approach to Maths where students accumulate points by correctly answering questions and improve their math skills through creative activities that balance learning and play. Students can rank themselves against their peers in the region and globally based on the points they collect. We are delighted that two of our Grade 5 students gained global recognition.

John Gacho-Lopez ranked 8th globally and Tameem Al-Nasri ranked 11th globally in the ISP Maths Challenge. We are proud of our students for this incredible achievement.

All of the ISP International Learning Opportunities give our students the chance to develop future forward skills like leadership, communication, analytical thinking, advanced reasoning – all skills that will support their success in the future.

Partnerships strengthen our community and student experience At The Hamilton International School, we believe in building partnerships with local organizations that will benefit our students and our school community. Recently we partnered with Hamad Medical Corporation (HMC) to provide our families with a wellbeing webinar. Hosted by a specialist team at HMC led by Iain Tulley, Chief Executive Officer, Mental Health Service at Hamad Medical Corporation and National Health Strategy Lead for Mental Health and Wellbeing at the Ministry of Public Health and our Principal, Terry Senior, the webinar was entitled, ‘Resilience and Wellbeing: Strengthening Families in Unprecedented Times.’ This webinar, which was open to the wider community, focused on providing families with guidance on maintaining wellbeing.

Through this partnership with HMC, our Grade 7 students had the unique opportunity to participate in a hands-on workshop titled ‘Activities to promote the mental wellbeing among teens’, which was led by a team from HMC. The team of HMS Occupational Therapist Specialists, delivered an engaging session where students discussed the importance of diet, exercise and sleep and how an imbalance in any of these aspects may negatively impact your behaviour and performance. The team

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expertly navigated the topics of anger management and depression, and shared coping mechanisms to combat these feelings such as pursuing a hobby, playing board games with family members, gardening or even taking care of a loved pet.

After participating in Doha Healthcare Week, we then worked with HMC on their ‘Are you OK?’ campaign, which produced a series of videos illustrating productive activities that boost our mood and help us combat stress. HMC featured The Hamilton International School’s talented Music Teacher, Ms. Angela Leite, expertly playing the violin in Hamilton’s 850 seat state-of-the-art theatre and our Admissions Officer, Ms. Bianca Lupu, participating in various sporting activities in their premier sports facility.

at The Hamilton International School

Both videos illustrated positive channels to help manage stress and promote a healthy and balanced lifestyle.

The health, safety and wellbeing of our students, parents and staff is important to us at The Hamilton International School and this partnership with HMC has allowed us to provide them with tools that can support them with leading a healthier lifestyle.

Another notable collaboration includes working with the Qatar Youth and Junior Choirs (QYJC) on a charity project which supports educating child refugees. In partnership with the Ministry of Culture and Sports, the programme aims to create awareness to the plight of child refugees and provide an avenue to support their access to education. As we encourage our students to be conscious and caring members of their local and global communities, we feel initiatives like this provide them with the opportunity to give back.

Added to our other collaborations, we look forward to upcoming partnership opportunities with the Alfardan Group.

What we do at Hamilton International School At The Hamilton International School, we offer a world-class educational model through a rigorous and bespoke international curriculum. Our students will graduate with an IB Diploma or a High School Diploma accredited by the US accreditation organization NEASC, ensuring that our students are prepared for acceptance to some of the best international universities. Most importantly, The Hamilton International School places the child at the center of everything we do, in a caring and inclusive environment. We aim to foster passion, purpose and potential in our students. We work with each child to build their confidence, independence, and determination, enabling them to become flexible and resilient young adults, capable of embracing the real world and its future challenges.

The Hamilton International School is committed to supporting each student to develop a global identity and cultural intelligence, so they truly become global citizens. Our educational offerings and teaching practices ensure our students will be intellectually and emotionally ready to succeed in Qatar and the global community as tomorrow’s leaders.

Amazing Learning Opportunities that Connect Students Globally At International Schools Partnership, we feel that it is imperative that our students have opportunities to experience learning outside of the classroom and across a wider community.

ISP is uniquely positioned to leverage its ability to connect students from our 48 schools globally and create amazing learning opportunities for all participants.

These 11 International Learning Opportunities, nine of which are being offered virtually, give all ISP students the opportunity to: Experience different cultures Cultivate long-term friendships with students from other countries n Offer our students the chance to get together and interact digitally n n

Enable each school to become the leading school of choice in their local area n Increase awareness and a sense of wider community amongst ISP schools. n

ISP students will get the opportunity to develop skills like: Language and communication n Independence, responsibility, confidence and leadership n Critical thinking n Organisation and teamwork. n

In Doha, our students from The Hamilton International School and Park House English School, have already engaged in and received global recognition in some of these opportunities this academic year.

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Raising resilient child for the future

Cultivating resilience over time As we ponder how we can communicate less anxiety to our children, it’s worth reminding ourselves that parenting has a long trajectory.

We tend to think that every moment, decision, success and failure is critical, but what’s critical over time is that our children become loyal friends, good partners, honest and reliable workers, have a strong moral center and develop other worthy attributes. Our goal as parents is to be courageous enough to give our kids the time and opportunities they need to cultivate these qualities, and to model them ourselves.

We also need to accept that our children’s sense of accomplishment and selfworth will wax and wane along with their successes.

Think of your child’s growing up as a movie, not as a snapshot. What looks critical at one moment often becomes incidental over the course of time. Love, support, curiosity, an emphasis on “doing the right thing” and the ability to tolerate our children’s missteps and disappointments are what matter most.

When we shield children from failure or choreograph successes for them, we’re distorting the experiences they need in order to grow. In contrast to the basketball player whose parents didn’t interfere with his struggle, I can think of many kids whose parents have interfered and unintentionally placed roadblocks in the way.

Show kids that we trust them A fearful family is one in which the parents don’t trust their children’s intelligence, competence or common sense. They don’t trust the world to deliver the kind of advantages they feel are necessary for survival. They don’t trust teachers or the system; they need to place a finger on the scale because they’re afraid that whatever is required of their child, he or she won’t measure up. It’s a searing and destructive vote of no confidence.

By Madeline Levine

As much money and effort as it takes to manipulate children’s successes in this way, we do it because it gives us the illusion of control. It’s a lot harder to hand appropriate control to our kids.

any parents I meet are alarmed and unsure about how to enable their children to succeed in a future that will bear little resemblance to the world in which we made our way. Facing uncertainty can make us anxious, and we pass that anxiety on to our kids.

The greater our inner reserves, the more tolerance we’ll have for all the sources of anxiety in our lives and in our children’s lives, and the more effective we’ll be at managing and modeling an approach to life that is dictated by thoughtful choices and not reflexive anxiety.

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We overprotect and overdirect our children, turning our kids into riskaverse rule-followers. Yet that’s exactly the opposite of the mindset they’ll need if, as experts from multiple fields agree, adaptability, curiosity, risk-taking and flexibility will be the survival skills of tomorrow.

Students are encouraged to compete for awards, trophies and a few slots at top universities, but in the coming years a talent for collaboration will be far more valuable than a habit of ruthless competition. Time and again, I see wellintentioned parents reflexively pushing their children toward metric success, unintentionally crowding out curiosity, creativity and flexibility. These need not be either/or propositions. A healthy balance would serve most kids far better than a singular preoccupation.

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When we’re with our kids, it’s understandable to react anxiously to their anxiety.

If we’re serious about equipping our kids to thrive in a very uncertain, accelerated future, the only skill we absolutely know they will need is the ability to adapt. Lifelong learning will be the key to job security. In addition to hard skills in an individual’s particular field — for instance biology, economics, or the law — lifelong learning involves capabilities such as flexibility, curiosity, tolerance for failure and collaboration.

These skills are of critical importance, require effort and intelligence, are amenable to teaching, and just as challenging to master as hard skills. By any measure, “soft” is a misnomer for these skills.

Courtesy: Child Mind Institute

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Helping children to create their own future F

or over 40 years Doha English Speaking School, one of the longest established not-for-profit schools in Qatar, has provided children with an outstanding education through the British Curriculum.

We operate under the direction of a Board of Governors and are sponsored by the British Embassy.

At DESS we believe in making children world-class learners, developing their confidence with a thirst for knowledge that enables them to realise their talents and create their own futures.

We are a multi-cultural community with children from over 20 nationalities attending.

strengths. Our small, inclusive school enables us to foster the best from students during their prep school years.

We strive to make our school an exciting and happy place with the highest academic standards but also children are offered an all-round balanced experience. Academic results at DESS compare Sean Sibley, Principal very favourably with UK averages and place us in the top 5% of schools in the UK. Following the opening of Year 7 in September 2021, DESS will continue the expansion of its upper prep by opening Year 8 in September 2022, making us the only not-for-profit preparatory school in Qatar. As a member of the Independent Association of Preparatory Schools (IAPS); a UK kitemark of excellence in education, DESS will focus on providing the best possible education for children aged 3-13.

ensuring children feel comfortable while gradually growing in their independence. We realise the importance of nurturing students who are individually known by all teachers.

The caring team of teachers are committed to giving every child a broad and balanced education within a secure and challenging environment. Visitors to DESS regularly comment on the atmosphere. The happy feeling at DESS is contagious and children and parents immediately feel that this is an environment where children thrive personally and academically.

This last year has been an extremely challenging time for the children, their parents and our teachers.

We are incredibly proud of our DESS family and how everyone has coped during this unique time. We are acutely aware of the impact the last 12 months will have had on everyone which is why in September, as schools returned, we implemented our Covid wellbeing and worry programme - A seven week programme addressing the impact the global pandemic has had on the mental wellbeing of our students. Through this programme we are helping to validate children’s emotions using a “coping skills toolkit”

Our upper prep school will maintain the sanctuary of a primary school setting with senior school facilities,

Teaching children skills to help them handle conflict proactively and positively has profoundly impacted their well-being. They have learned how to talk about feelings and problems. Our Learning Mentor is visible and approachable, working with students individually and in groups; supporting them at school and at home via Zoom meetings.

Teachers, students and parents have worked together to make sure the quality of outstanding learning provided at DESS continues during the blended learning journey.

What makes DESS “Outstanding”?

Our students’ academic results are significantly above those demonstrated in the UK national average statistics. We are extremely proud that during our recent inspection by Penta International, our school was awarded the highest grading of ‘Outstanding’.

The grading allows DESS to be easily compared with other UK and overseas independent schools. Students leave DESS well-prepared to move on successfully to their next phase of education, whether in the UK or internationally.

Our teaching staff are hard-working, committed, experienced UK trained specialists who deliver creative and inspiring lessons. Staff at DESS get to know the children helping them to recognise and develop their

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Facilities: DESS students benefit from the use of excellent facilities in our new state of the art building, including a new Science Laboratory, Art Room and Music Studios, as well as music technology equipment and a Common Room.

Other facilities include an extensive Library, two well-equipped Gymnasia, a grass playing field, tennis courts, covered swimming pool and outdoor play areas.

EAA marks ‘International Day of Education’

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ducation Above All (EAA) Foundation virtually brought together learners, education decisionmakers and thought leaders from across the globe to mark the International Day of Education to discuss how education should be rebuilt and reshaped globally following the devastating impact of Covid-19.

Ministry of Foreign Affairs; Maria Victoria Angulo Gonzalez, Minister of National Education of Colombia; Robert Jenkins, Global Chief of Education at Unicef; Dr Mamadou Dian Balde, deputy director, Division of Resilience and Solutions, UNHCR; and Marie-Ange Saraka-Yao, managing director at Gavi, in addition to key global figures including Shakira, Unicef Goodwill Ambassador and founder of The Barefoot Foundation, Karen Bryson MBE, British actor and advocate for the rights of women and children.

Covering key areas such as access, safety, financing, education technology and the digital divide, the campaign will run for three months to urge the international community to join efforts to #BuildBackEducation.

“The pandemic and subsequent disruptions to learning show how important schools are in a very holistic way. We need to remember that schools provide a wide range of services that must cover all children – and that we need to rebuild stronger,” Jenkins, commented. Bryson called on the international community to instil a sense of resilience, hope and pride to #BuildBackEducation: “For post-Covid recovery, education is a priority. As always, the most marginalised are already deprived of their right to education and are most affected. We must appeal directly to the imaginations of our youth. It can plant the seeds for the thirst for knowledge and growth. It enables a brighter future. It inspires hope.”

Shakira said, “School is a place of safety and of nourishment for children. Even before Covid-19, the world was already in an education crisis. To now truly recover, we must promote accessible, quality, inclusive, and equitable education for all.”

The virtual event, that was held as part of the YouthTalkEd series, was concluded with a promise of a list of recommendations for young people across the world, to empower them to pursue education advocacy at a grassroots level.

Ahead of the International Day of Education, EAA launched its #BuildBackEducation campaign under the umbrella of #UniteToProtect, to raise global awareness for the urgent need to build back education, as a central element to the global Covid-19 recovery process.

With the right to education of nearly 1.6bn learners in over 190 countries impacted by the pandemic, the event, titled “Education, a key to post Covid-19 pandemic recovery: How can we prevent a generational catastrophe?” saw the participation of Lolwah AlKhater, Assistant Foreign Minister and Spokesperson for the

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In her keynote speech, al-Khater, noted, “2020 was an exceptional year for the international community, which saw progress impeded. Through the pandemic, almost 90% of students worldwide have been affected by school closures. It also exacerbated the inequalities we have been grappling with throughout the last decades.”

Computer-delivered IELTS testing option for UK Visas and Immigration

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ELTS is the most widely used test of English for migration to Australia, Canada, New Zealand and the UK. It is recognised by more than 10,000 universities, schools, employers and immigration bodies, including all universities in Australia and the UK and many of the leading institutions in the USA. More and more people around the world need English to study, work or move abroad. Through IELTS, we are opening a door to these life changing opportunities for millions of aspiring people around the world.

We are continually enhancing IELTS to improve the experience for our test takers and stakeholders.

With computer-delivered testing, candidates can take IELTS for UKVI, Academic or General Training, and they simply type their answers. Computerdelivered IELTS for UKVI will not replace paperbased testing but rather offer a choice in delivery and more availability.

Test takers can now choose the option and time to take IELTS for UKVI that best works for them. They can also get their results faster, with results typically available between three to five calendar days after the test has been completed.

The test content, timing and structure remain the same in both options and, importantly, the Speaking test remains face-to-face with a certified IELTS Examiner. Whether test takers take IELTS for UKVI on paper or computer, they can be confident that they are taking the same trusted English language test.

All test takers will receive the same Test Report Form and all other aspects of the test are identical whether taken on paper or computer. This includes: Content

n

Timings

n

Types of questions

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Marking

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Speaking test delivery

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Security arrangements

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Test takers who choose the option of computerdelivered IELTS for UKVI can access support materials with which to prepare for taking IELTS on a computer.

To book your test online, please visit www.takeielts. org or call us at 8005501 for any other queries.

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Safety tips for returning to school

By Mayo clinic staff

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chools must now balance the educational, social and emotional needs of their students along with the health and safety of students and staff in the midst of the evolving COVID-19 pandemic.

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Schools should encourage routines that encourage frequent hand-washing and following good hand hygiene practices, such as asking children to cover their mouths and noses with their elbows or tissues when they cough or sneeze and then washing their hands.

If your child attends in-person schooling, develop daily routines before and after school that foster healthy habits, such as packing a back-up face mask and hand sanitizer in the morning and washing their hands as soon as they come home.

Clean and disinfect

The decision on what school and learning looks like is usually made on the local level by school boards and government officials. Overall, schools largely choose from one of three options:

If your child’s school requires or encourages the use of cloth face masks, consider these tips: Wearing cloth face masks should be a priority especially when it’s hard to maintain social distance, such as on the bus, at carpool drop-off or pickup, and when entering the building.

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Distance learning. All instruction is done remotely in this model using technology and other tools.

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In-person schooling. This model is similar to traditional schooling with enhanced health and safety precautions and procedures.

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Have multiple cloth face masks available for your child. Provide your child with a clean mask and back-up mask each day and a clean, resealable bag for them to store the mask when they can’t wear it, such as at lunch.

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Hybrid schooling. This model includes elements of both distance and in-person schooling.

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Schools may adopt one or more approaches during the course of the school year and pandemic. Being prepared for a variety of schooling environments can empower you and your child and reduce anxiety. In each case, there are steps you can take to reduce the risks of COVID-19, help your child feel safe and make informed decisions during the COVID-19 pandemic.

Practice safe distancing Social distancing, or physical distancing, is the practice of allowing enough space between individuals to reduce the spread of disease. Steps to encourage social distancing during in-person schooling may include: Eliminating lockers or grouping them by student groups, or cohorts

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Label your child’s mask clearly so it’s not confused with another child’s.

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Creating one-way traffic in school hallways

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Using outdoor spaces when possible for instruction, meals and recess Reducing the number of children on school buses Spacing desks out and having them all face in the same direction

Fever Nasal congestion or runny nose n Cough n Sore throat n Shortness of breath n Fatigue n Headache n Muscle aches n Nausea or vomiting n Diarrhea n Poor appetite n New loss of taste or smell n Belly pain n Pink eye (conjunctivitis) n n

Some schools may recommend daily temperature readings as a part of COVID-19 symptom screening.

But since many of these symptoms overlap with other conditions, such as the common cold, allergies and influenza, the effectiveness of this screening can be limited.

Remind your child that they should clean their hands before and after touching their mask.

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Instruct your child to never share or trade masks with others.

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Dividing students up into distinct groups or cohorts that stay together during the school day and reducing interaction between different groups

You should monitor your child each day for signs of COVID-19. These include:

Practice properly putting on and taking off cloth face masks with your child while avoiding touching the cloth portions.

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Using physical barriers, such as plexiglass shields and partitions, to separate educators and students

Stay home if sick

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Whether your child is being schooled at home or at school, cleaning and disinfecting frequently touched surfaces can help reduce the risk of illness. This includes frequently touched items such as doorknobs, faucets, keyboards, tablets and phones.

Talk to your child about the importance of wearing a face mask and model wearing them as a family.

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Discuss with your child why some people may not be able to wear face masks for medical reasons.

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Weighing the risks and benefits of in-person schooling for children may mean different levels of social distancing based on the child’s age and developmental stage.

Don’t place a face mask on a child younger than age 2, a child who has any breathing problems, or a child who has a condition that would prevent him or her from being able to remove the mask without help.

Wear a mask

Keep hands clean

The WHO recommend wearing cloth face masks in public places where it’s difficult to avoid close contact with others, and schools are no exception.

This advice is based on data showing that people with COVID-19 can transmit the virus before realizing that they have it.

Practice hand-washing at home with your child and explain why it’s important to wash his or her hands with soap and water for at least 20 seconds, especially before and after eating, coughing/sneezing, or adjusting a face mask. Also, explain that he or she should avoid touching his or her eyes, nose, and mouth.

Don’t skip vaccinations Whether classes are happening at school or at home, make sure your child is up to date with all recommended vaccines. All school-aged children should get a flu shot each season. Getting a flu vaccine is especially important this season because the flu and COVID-19 cause similar common signs and symptoms. Although the flu shot does not protect against COVID-19, it can reduce the risk of the flu and its complications. It’s another layer of defense to help prevent missed school days.

Courtesy: Mayo Clinic

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Ulster University in Qatar Creating Something Special

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ity University College (CUC) is a new, modern and dynamic educational institution with big ambitions to become one of the leading providers of higher education and skills development in Qatar.

The university has formed a formidable partnership with Ulster University from the UK to provide multiple accessible pathways to both undergraduate Bachelor’s (Honours) degrees and postgraduate Master’s degrees in Doha. This partnership provides students with a unique option to study in both Qatar and the UK. As an inclusive provider, CUC believes in education for all but not one size fits all, which is why they place great emphasis on providing opportunities and support for everyone that has an ambition to achieve their true potential.

Their teaching and learning strategies aim to promote critical and reflective thinking, research and evaluation skills that will help students achieve a level of excellence in the workforce. CUC facilitators use the latest technologies to make the classroom experience more interactive and interesting and they have adopted a case method approach which, as a proxy for a real experience, prepares students for their future career aspirations.

Richard Hollywood, Executive Dean at CUC, believes that education and learning is a driver for positive change and everyone should be given the opportunity to excel.

This belief underpins the University’s great pride in offering unique pathways to a first-class UK degree.

Richard Hollywood, Executive Dean “We recognise that not

The planned new City University College in partnership with Ulster University Qatar Campus in Lusail City

Empowering Women Leaders Women leaders and managers wishing to gain a competitive advantage within their professional careers will soon be able to access a unique new MBA programme dedicated to inspiring and developing the women leaders of the future. Expressions of interest are now being taken to form one of the very first groups of women ever to take this personal learning journey. Those securing an early place on the programme will enjoy a special introductory tuition fee rate.

The two-year part-time programme will be delivered by a global partnership, including Transformation Space and the Institute of One World Leadership, whose values-based leadership model is transforming how leaders operate and think on a global scale. All students completing the programme will become Fellows of the Institute, giving them the edge in competing for leadership roles.

Higher National Diploma Graduating Cohort of 2020

Student Testimonials

everyone is suited to academic study, so by offering vocational BTEC Higher National qualifications alongside the more traditional BA and BSc (Hons.) degrees, we are able to satisfy a demand from a wider range of learners”.

In fact, CUC is the first higher education provider in Qatar to offer a seamless route between the vocational BTEC Higher National Diploma qualifications and the BSc (Hons.) UK degree.

Richard also feels that CUC and Ulster University are uniquely positioned: “Innovation and opportunity are central to our mission. Over the next 5 years our programme offer will reflect the current and emerging areas of job creation and growth for both Qatar and abroad. Our new University campus in Lusail City will match the aspirations of both students and staff and be a major contributor to the Qatar National Vision 2030.

Our strong links with industry ensures our graduates exceed employer’s expectations worldwide”.

With the introduction of the new university campus, Richard firmly believes that CUC will become the University of choice in Qatar: “This new build in Lusail City represents a significant statement of intent. It will become a hub of outstanding technical and creative innovation and research and so we are creating something very special here”.

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Moemin Fadl

Giana Trish Pinto

BTEC HND - Business

Ulster University BSc - Business

“CUC has a fantastic programme that truly changed my career trajectory for the better.”

“I can confidently say that the 2 years spent studying for my HND have given me the chance to sharpen my skills.”

Aimed at professionals with business experience, the programme will provide deep insights into business practice and allow learners to immerse themselves into critical self-reflection and self-exploration in order to challenge themselves to become improved leaders in a changing world.

The programme will be based at CUC’s prestigious Postgraduate Centre in the heart of West Bay, Doha and in addition to studying for the MBA, students will enjoy access to an international network of women leaders and their own e-portfolio, as well as having a dedicated learning coach. To obtain more information about the new programme and to receive details of the introductory rate, please contact leadership@ cityuniversitycollege.edu.qa.

Sara Baqer

Faisal Abdulrasheed

BTEC HND - Business

Ulster University BSc - Business

“My studies have taught me how to overcome issues that I faced while starting my own business, ‘Cakety’.

Thanks to CUC, I learned the secrets of running a successful business.”

“The best part of City University College is its diversity and amazing combinations of fun, studies, friendly students and inspiring faculty. CUC has enhanced my knowledge in business studies and boosted my self confidence.”

Effects of Pandemic on Education

By Mudassir Raja

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ducation has been adversely impacted by the spread of Covid-19. Schools across the globe have been temporarily closed, leaving teachers, administrators and most importantly, parents looking for ways to administer remote learning to keep students engaged in education while adhering to community safety protocols.

Though situation is improving, there are still extraordinary number of students either out of schools or learning through blended education.

International Day of Education is observed by the United Nations every year on January 24 to highlight the significance of education and its need for every individual. The theme for the day in 2021 proclaimed by the Unesco is ‘Recover and Revitalize Education for the Covid-19 Generation.’

As the pandemic has affected the learning process and methods all around the world, the educators and learners have been trying to adapt to the new norm and digital platforms to continue the teaching and learning process. On this occasion, Gulf Times spoke to some educators about how much Covid-19 has changed teaching and learning and what are some of the long term effects on education as a whole?

Darlene Sullivan is head of school at Blyth Academy, Canadian school in Qatar. She said: “Covid-19 has certainly impacted education as we knew it in multiple ways. Initially, educators were required to switch to fulltime on-line teaching and learning with very short notice and little training.

They are to be commended for how they adapted and embraced the many challenges so quickly. The technology required for online learning proved being more challenging for younger students, and teachers relied on parents to support the daily distance learning requirements for their children.”

As the blended learning model progressed through various stages, schools were permitted to open their doors again, albeit under significant

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restrictions. “Solid plans, technology infrastructure, significant training, and ongoing targeted professional development for teachers have been paramount in the successful delivery of curriculum to students both at home and on campus. Teachers have discovered innovative and creative ways to use various platforms to teach the prescribed curriculum.”

Regarding the innovative teaching style, the head of school said: “We have learned that innovation in curriculum delivery has a valuable place in education.

Teachers and students have been surprised by the new and exciting possibilities that technology integration has to offer.”

For her, the long-term effects of the pandemic on education in schools are complex. “Many students are already showing gaps in their learning related to a distance learning approach. Without the daily in class support, guidance, monitoring and effective formative assessment practices to truly track authentic and independent student progress, students may lack some of the essential learnings. It will be crucial for teachers to know their students’ abilities and academic levels in order to provide individual and collective programming to meet their needs and fill the gaps.”

About the increased use of digital technology in education, she said: “Differentiated instructional and assessment practices will enable learners to learn and progress at their own levels and rates so as to scaffold the required learning outcomes. Technology has proven to be a valuable tool for learning and continuing to incorporate effective techniques going forward will be critical. As well, social skills, emotional stability, mental health and increased overall physical health issues will require attention and focus more than ever before. Strong support systems will be required for students as education systems eventually return to normal. The impacts of significantly increased screen time, lack of physical activity, isolation from friends and peer groups, required distancing, and sitting for longer periods of time when attending class (under the current restrictions),

without the regular contact and engagement in school activities are affecting students.”

Nargis Raza Otho, principal of Pakistan International School Qatar, said: “The ongoing pandemic crisis has created a large gap in the academic sector, as far as student engagement and teacher-pupil interaction are concerned. Education, as we know, has been transformed completely; the concept of remote learning has always been there, but never did it become the norm. However, it has resulted in intensive working hours for teachers (spending hours in preparing video lessons and planning online sessions) and a modified concept of ‘classroom’ environment.”

The principal further said: “Online learning has increased what we call ‘Digital Divide’. Not all students have access to latest digital technology and internet, an aspect which has extended the chasm of educational inequality, increasing the number of out-of-school students, especially those who belong to poor families and are unable to bear the added cost of online learning. The condition is particularly drastic in underdeveloped countries where the ‘funding gap’ has widened further due to crisis in the economic sector. What is more, cheating has become quite prevalent as students are well aware of the absence of strict monitoring and physical classroom supervision, leading them to be less passionate about studies and work, resulting in copied work from classmates, half-completed assignments, or in many cases, no assignments turned in at all.”

The principal also highlights little positive effects of the pandemic on education. “Even though online teaching has increased the pressure on teachers due to lack of training, there is another perspective to it: this new mode of learning has encouraged creativity and innovation in teachers and students alike besides promoting in them essential life skills such as adaptability and resilience towards crisis and sudden change. If these skills are integrated into the education system worldwide, the whole concept of modern education will be revolutionised.”

A platform for proactive teaching & learning

T

he American School of Doha (ASD) is a Pre-K3 through Grade 12 school that is an educational leader in Qatar and throughout the MENA region.

Although over 50 percent of our students are North Americans, diversity is viewed as a strength of the school and is one of the experiences that our students refer to most when reflecting on their education at ASD.

was prudent and active in planning for the potential scenarios,” said Dr Heather Vlach, Director of Teaching and Learning.

ASD takes the duty it has to provide its students with a high-quality education very seriously, even if that means instruction taking place outside of the classroom. Teneen is part of ASD’s commitment to deliver on its vision to extend beyond walls, fostering

support the building and programs at ASD, helping to build the legacy of this great school. The Legacy Wall honors individuals and families who have contributed to building the school for future generations.

“The Legacy Wall is a wonderful memory for my brother Jack and I as long-time students of the school.

It represents our connection to a strong community of past and present ASD families” said alumna class of 2015, Enya Mc Hale.

The Legacy Wall is a chance for families to continue leaving their mark in a physical way by commemorating their stay with a plaque that will be displayed at ASD forever.

ASD is the only school in Qatar offering both the AP Capstone and IB Diploma programs. The consistency of ASD’s growing academic achievement comes from a committed and knowledgeable community, who are dedicated to helping students choose the program and/or courses that fit their needs and goals.

“High school teachers, students, parents and the entire school community are to be commended for their efforts to support the collective goals of the high school. Over the past three years, enhancements in data gathering and analysis, and supporting systems have improved our students’ capacity to succeed in external examinations and gain entrance to the colleges and universities of their choice.” - Michael Roberts, HS Principal.

“Over the past three years, enhancements in data gathering and analysis, and supporting systems have improved our students’ capacity to succeed in external examinations and gain entrance to the colleges and universities of their choice” - Michael Roberts, HS Principal. innovation and encouraging a technology enhanced environment.

ASD recognizes that having an online platform is critical, not only to enrich face to face learning, but it serves a larger purpose in cases such as campus closure.

Teneen Virtual School (TVS) is used to deliver highquality learning to students, fulfilling ASD’s value of responsibility in an online environment.

ASD’s faculty and staff have been the backbone of the community, and have continued working hard to deliver the same high quality standard of education to its students during these unprecedented times. Our counseling team has gone above and beyond, and found ways that online learning has been a benefit.

ASD is defined by its proactive teaching and learning environment that consistently engages forward-thinking and is committed to the intellectual and personal development of its students, inspiring and empowering them to become positive, active, global citizens. A global citizen leads beyond the classroom and stays resilient in uncertain times.

“The extent of the current state of the world was not anticipated or predicted, however, ASD

“My siblings and I went to ASD from Pre-K to Grade 12, some of my best memories were made there. The community around me was always pushing me to be the best version of myself. The diversity amongst the student body automatically teaches you about various cultures and how to respect each other, yet embrace and celebrate our own individual identity and culture. Coming back to ASD as an adult, 12 years after graduating and seeing my family’s plaque still there reminded me that ASD will always be my second home and I continue to do my best to give back to this wonderful community,” says Naser Al Khori, ASD alumnus class of 2007.

ASD is more than a school. It is a place that hopefully inspires all of us to push our own boundaries and empowers entire families to become positive, active, global citizens.

The first graduating class of ASD had 16 graduates, representing 5 nationalities in 1996. The class of 2021 has 168 graduates from 31 countries. The school, along with its students, has come a long way in 32 years, from its expansion projects, to its local and international presence, to earning its green flag and becoming an eco-school, to weathering the storms of Covid-19.

With the level of excellence the school has achieved over the past decade, it has not only solidified its place as one of the top schools in Doha and the region, but the international community as a whole.

“One of the positives of counseling virtual is the ability to connect with one another no matter where we are in the world or what time zone. It has made access to support more available for a greater number of people. It also has allowed parents out-of-country or traveling the ability to be a part of more conversations than when counseling was limited to only in-person on campus.” says Jen Hammonds, Middle School Counselor.

In 2019, the ASD Legacy Wall was unveiled at the Friendship Festival to commemorate the 30th Anniversary of ASD’s commitment to the community.

The original plaques on the wall were purchased by individuals and families over the past decades to

EDUCATION

DURING THE PANDEMIC

41

Sustaining change

By Matthew Bradley In about the only words by rapper Drake that I may quote here“‘Where are you moving?’ I said onto better things.”

W

e are all always moving on and whilst we may hope for better things, we will always be facing new opportunities, new challenges and, well, simply put - new faces. I have lived now in six different countries. Each move has brought me something newa new school, a new system, new roles. In one of the countries I found a wife and in three of them my sons!

As a family, we are now used to moving. We are learning how to make each new country a new home. We have learnt through experiences, both bitter and sweet, how to transition. But, whilst we want our children to have experiences, we also know we need to support them as it can be tough. They have left friends behind. They have had to adapt to new cultures and climates. But we are a family and that is what we do. But what about school? How might a school help students deal with transition?

Grade five students face a big transition into secondary education. Whilst at SISQ they are not having to move schools, they still voice similar concerns others have.

Everything from being scared they will not know their way around; that they will have too much homework; and that bigger students may bully them. They worry that that they will forget their teachers’ names; not be good enough to understand the work; get detentions; not able to do assessments; and that they might get eaten by rabbits…

Fears are not always logical, besides, I made the last one up!

And when it does arrive, they tend to welcome it. New things are exciting when you get there and the worry is gone. For those that might struggle we have a helping hand. We listen to their concerns and learn from them.

And so for the next five years they grow and develop and become gradually more independent.

step and b) it now prepares them to successfully make the next step into tertiary education.

But finally, what does COVID do to all this? Well it changes it certainly, but the fundamental tenents of transition remain the same. And they are the same beyond school. Search ‘sustainable change’ and there are certain prerequisites that come up time and again. Make people aware of change, motivate them, give them the skills and abilities to navigate change, opportunity to try and fail, listen to their feedback and teach them to listen to yours.

In essence every lesson in the IB system is not just teaching students knowledge but prepping them with the skills to make sustainable change; skills that move beyond the classroom to the opportunities they will face and of which we have yet to dream.

The reality is that there will be hurdles... Or maybe a better metaphor is steps. Students will have more subjects and more teachers. They will have to learn how to take control of their own organisation. They will not have the security of being in one room most of the time and they will have to navigate the school. They will develop independence…

So what can we do to help? As parents we can try to remember the good times and not our embellished horror stories - always a good start. As teachers at SISQ we make sure they know who they can turn to if worried or concerned. We select our homeroom teachers carefully - looking for teachers that can support them in this transition. We must support them as they learn how to organise themselves- an essential life skill. We give them the space, and the voice to adapt to the new situation.

But our work begins a lot earlier. We make sure that the PYP exhibition is celebrated in the Secondary school so that students and teachers meet the new students before the move. We hold transition days to raise awareness of the changes, address their concerns and talk to them about what life will be like. We let them taste a little of the lessons, to meet the teachers. In short we welcome them before the day arrives.

42 EDUCATION

DURING THE PANDEMIC

Then comes the transition to the Diploma Programme.

Suddenly students are faced with a new step. Suddenly, what they are doing now counts in a way that it never has before. What they learn or do not learn now will change where they travel on - Ivy League or Russell Group; Doctor or Engineer - they all start here. During the Diploma years students will be asked to write essays and assignments longer than they ever have before. They will be expected to turn them in by the deadline, properly referenced in MLA format, the workload will not only be tough but important and on top of that we will be asking them to question what they know, why they know it and how… The IB Diploma is tough!

But again it has not started there. It started way back as we asked them to reference, taught them to meet deadlines, showed them how to ask for help, gave them opportunities to try and fail, try again and succeed… The transition to the nearly autonomous student in Diploma is tough but a) we have been preparing them for this bold

About the Author Matthew is the Pastoral Head of Boys (MYP and DP) at the Swiss International School in Qatar (SISQ). With over 20 years teaching English and Drama, Matthew has taught TOK, Film and English A in the IB Diploma Programme and has overseen the IBDP at Wellington College, Tianjin.

He has headed up academic and pastoral programmes.

Having started teaching in Outer London, his love of learning has seen him work in far-flung locations such as Kazakhstan, China and the Isle of Man.