"Most Valuable Schools to Watch in Middle East 2021 - Volume 2

2021 | VOL-08 | ISSUE-06

Most Valuable

Schools to Watch in The Middle-East

Blyth Academy Qatar THE SAFE SANDBOX FOR THE LEADERS OF TOMORROW

EDITOR’S NOTE

MIDDLE EAST: HARBOURING THE TREASURES OF EDUCATIONAL EXCELLENCE

T

he Middle East, a major hub of economic growth, pays tremendous attention to education. The UAE has successfully implemented an internationalization strategy, which has helped the country to establish itself as a transnational educational hub in the global arena.

Research states that the Middle East stands in high ranks when it comes to regulatory frameworks for student mobility, free hand to transnational education, and procedures of recognizing foreign degrees. This has transformed the UAE into a region which experiences massive outbound and inbound student flows. The past few years have also witnessed a sharp growth in the number of students opting for UAE universities.

The Middle East has introduced many such policies which support the internationalization of the higher

education sector. Additionally, substantial government investments are also helping these institutions to achieve excellence and to find their spot in the global school rankings. The region has become an important landmark for institutions to set their footprints worldwide. Reports state that the Middle East is immediately next to China in terms of having international branch campuses.

The most prominent schools of the Middle East are introducing innovative curricula, advanced infrastructure, and research-oriented procedures. They emphasize on providing students with in-depth education, while enabling them with essential skills required to establish themselves in this highly competitive world. These schools not only focus on curricular excellence, but also pay equal attention towards the extra-curricular and co-curricular development of every student.

With a career-oriented perspective, these top schools are offering various courses, which prepare the students for the stiff challenges of the professional world. They transform students into dedicated and

seasoned global professionals, who can make a mark in the global stage.

Acting as heralds of education and innovation, the noteworthy schools of the Middle East take up the challenge of embracing uniqueness in pedagogy. They are driven by the zeal to take academics to the next level, while providing room to the students to learn more and to explore and expand their limits.

In this issue of The Knowledge Review, we proudly present some of the most celebrated schools of the Middle East, which believe in teaching by example.

They are the agents of transformation of the educational landscape of the region. Hence, with further ado, let’s embark on this journey of exploring the most celebrated schools of the Middle East.

Bon voyage!

T R

as

al D Ananda Kam

Ananda Kamal Das ananda@insightssuccess.com

Cover Story

BlythAcademy Qatar

08

The Safe Sandbox for the Leaders of Tomorrow

CXO

26

Expert Talks

Positive Outcomes of Inclusive Education

Contents 22

Articles

TechEra

Strategies to Engage Learners through Simulations

Teacher’s Corner

32

Remote TeachingImportant Lessons for Teachers

18 Delhi Private School Dubai The Ascension Grounds for The Inquisitive

28 The Royal Grammar School, Guildford Qatar The Learning Environment to Nurture Champions, Thinkers and Future Global Citizens

People behind this edition sales@insightssuccess.com AUGUST, 2021 Editor-in-Chief Senior Editor Managing Editor Assisting Editor Contributing Writer

Sumita Sarkar Anish Miller Ananda Kamal Das Abhishaj Sajeev Vinayak Ghorpade

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Name of the Institution

URL

Brief

American Lyceum International School

americanlyceum.com

The school offers students a distinctive learning community through an established tradition of educational excellence

blythacademyqatar.com

The academy embraces diversity, celebrates differences in cultures, and engages students in their learning

website.dpsdubai.com

The school aspires to transfrom students into the best version of themselves

gischool.ae

The school is committed to building a truly world-class IB continuum school recognized in the whole UAE

jsspsdubai.com

JSS enables students to understand the world around them and the talents within them

Repton School Dubai

reptondubai.org

Repton is a prominent international school in the heart of Dubai

Springdales School Dubai

springdalesdubai.com

Springdales nurtures a child's inquisitive nature with hands-on, world-class education

The Apple International School Primary Campus

apple.sch.ae

Apple International School seeks to provide education for the holistic development of the pupil

The Royal Grammar School Guildford in Qatar

rgsgq.com

RGS Qatar is an independent, British curriculum school for boys and girls

virginiaschool.ae/en/

The school offers American-based curriculum, highly accomplished western teachers, and an excellent program

Blyth Academy Qatar

Delhi Private School Dubai

Greeneld International School

JSS Private School

Virginia International Private School

Blyth Academy

COVER STORY

y Qatar

The Safe Sandbox for the Leaders of Tomorrow

Q

atar is a small Arabic country located on a peninsula in the Persian Gulf, and is home to one institute of higher education, the Qatar University, established in 1973.

However, many universities of the west have branches in the country as part of the ‘Education City’ established by the Qatar Foundation.

The education city includes both educational and research facilities and has the goal of being the educational center of excellence in the Persian Gulf region. One academy in particular is leading the charge by setting the trends of modern education in the country – the Blyth Academy Qatar.

Blyth Academy was established in 2006 as ‘Qatar Canadian School’ (QCS). In July of 2016, QCS was acquired by Toronto businessman Sam Blyth and H.E. Sheikh Mohammed Al Thani. The school opened its doors as Blyth Academy under this new ownership in September of 2016.

The school applied for accreditation with Alberta Education in December 2010 after several years of exploring and expanding on the Alberta program of studies. After three years of preaccreditation, the school became a fully accredited Alberta international school in 2012/2013 and then with a return to accreditation for 2014/2015 through 2020-2021. In February 2019, it also received a three-year full accreditation from the Qatar Ministry of Education and Higher Education.

Blyth Academy acquired and began the 2020/2021 academic year in a new facility, in a location right next door to the previous school building. This new campus is three times bigger in size than the old facility and well equipped with multiple sports fields - an indoor gym, an outdoor multi-sensory play area; cafeteria; science labs; dedicated

music and art rooms; computer labs and classrooms with smartboard technology.

The students at Blyth are mostly expats and come from all over the world to create a wonderfully diverse group who, along with the local Qatari students, attend classes from junior kindergarten to grade 12.

Vision: To be a global leader in providing accessible, experiential, progressive learning experiences that prepare students for academic success at the primary, intermediate, secondary, and post-secondary education levels.

Mission: To have outstanding school leaders and

educators facilitate the development of knowledge and character in students through a caring, supportive, and culturally sensitive learning community that brings together international and local students in a harmonious, creative, supportive environment.

Blyth Academy Believes: • Authentic learning is founded upon curiosity, creativity, engagement, and critical thinking.

• A broad, balanced, and manageable curriculum is the foundation of lifelong learning.

• Both a global perspective and international collaboration are central to becoming valuable world citizens.

• Environmental awareness and sustainability are its social responsibility.

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Our vision is to be a global leader in providing accessible, experiential, progressive learning experiences that prepare students for academic success at the primary, intermediate, secondary, and post-secondary education levels

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• Staff and student interactions must be based on respect, integrity, and striving for excellence.

• Healthy learning communities are founded on safety, humility, empathy, caring, sensitivity, and inclusion.

• A balanced lifestyle is important for both students and staff with regards to family, academic, and social responsibilities.

Training the Best and Brightest

LEADER OF THE PACK

Blyth Academy offers the world-class Alberta education system to students from kindergarten to grade 12, which is recognized as one of the best globally.

The rigorous curriculum, offered through the mandated programs of study, allows students to pursue their areas of interest or passion. It is modified and augmented by the programs mandated by the Qatari Ministry of Education (MoE).

Blyth Academy’s Head of School, Mrs. Darlene Sullivan, has been an educator for over 30 years and has held numerous leadership positions during her career. Darlene holds a Bachelor of Child Studies degree, a Bachelor of Education degree, and a Master of Education from Mount St. Vincent University.

She is a seasoned and learned administrator who is innovative, compassionate and a strategic visionary. Darlene is a community builder who has been successful in leading school communities to reach their academic goals, vision, and mission.

The complementary timetable addresses local programming requirements and options, including: Arabic language studies, Islamic studies and Qatar history courses coupled with specialized options for CTF project modules (e.g. marketing, computers, sport literacy, theatre arts, business studies, leadership, design studies, film, current affairs, and digital literacy) in the junior high and a series of bundled CTS modules for the options in the senior high (e.g. design process, digital publishing, web design, and visual composition).

The high standards of the Alberta curriculum help students achieve the necessary knowledge and skills for the 21st century. The highly qualified and trained teachers are adept at providing learning opportunities that support students in reaching their potential.

Teachers differentiate their instructional strategies to accommodate the individual learning styles of their students. A collaborative approach is implemented to ensure each student is welcomed, safe,

challenged and guided through their educational journey at Blyth Academy.

Blyth Academy prides itself in providing opportunities for students to learn from experience and through working with organizations outside the school. These learning experiences often reflect the local culture and customs. In the past, they have offered various trips for students such as local desert overnight camping; local day trips to museums, ecological sites, etc. and international service trips to locations such as Tanzania. The school has had to put its service trip to Cambodia on hold due to COVID-19 and is now hoping to be able to offer this opportunity in the 2021-2022 academic year.

A Safe Sandbox for the Leaders of Tomorrow Blyth Academy offers a wide variety of extracurricular activities, hosted by teachers based on the areas of skill and/or passion, to all grade levels on a rotating schedule throughout each academic school year. Some examples of past activities are: table tennis, knitting, public speaking, music lessons, sustainability club, basketball, choir, carrom board club, math club, model UN, dance/cheer club, origami, computer programming, kickboxing, board games, basketball, badminton, football/soccer, ball hockey, math help, FSL, stress management, green team, student council, robotics, arts and crafts, mad science, fitness, photography, art, volleyball, sign language, chess, interior design, set/costume design, Zumba, animal club, musical theatre, handball, yoga, story time, ‘dance 4 kids’ and learn to draw animals.

Student council is the main source of student engagement in leadership.

Students will not only plan activities

for the school, but they will also be consulted on many decisions made by the school administration. A great deal is expected from these students who represent their peers!

Blyth Academy also provides social and emotional counselling for students at all grade levels. They also provide counselling to junior high and high school students in their academic goals throughout grades 10, 11, 12, and their graduation requirements, university choices and requirements.

Standing Tall Blyth Academy has been awarded two accreditations from two separate governing bodies. One from the Ministry of Education with Alberta Education in Canada, as an accredited Alberta international school. Another from the Ministry of Education and Higher Education in Qatar.

The students at Blyth Academy consistently score in the top percentage results on the Alberta education provincial achievement tests, written each year by the grades 6 and 9 students.

Blyth Academy is home to many very

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Blyth Academy offers the world-class Alberta education system to students from kindergarten to grade 12, which is recognized as one of the best globally

talented students whose hard work have been rewarded with activities such as annual musicals and sporting events. The school’s arts program has been showcased within the local art community numerous times and students have earned awards at various levels. The school has a reputation of having a warm, inviting, family-like atmosphere where students can learn within a safe and welcoming facility.

Many of the graduates are successful in pursuing post-secondary studies at renowned colleges and universities globally.

The head of school, Mrs. Darlene, has been a successful educator for over 30 years with the majority of her career in leadership positions. She has been the leader of a large Canadian school in Canada whose provincial standard in student achievement results, were the best in the province. She developed a progressive literacy professional development program for teachers which was effectively implemented and recognized as one of the most effective methods for change and growth.

The Future Beckons This year, due to Covid-19, the school had arranged for virtual fairs for students to attend universities and colleges throughout Qatar and also the rest of the world. The school advises students with admissions testing as well as application processes and requirements.

Blyth Academy developed a comprehensive and detailed Covid-19 health, safety and education plan for the 2020-2021 school year. It includes a strong education platform (MS Teams) for a hybrid model of curriculum delivery.

Teachers and students have been trained in how to effectively adapt to

“

The students at Blyth Academy consistently score in the top percentage results on the Alberta education provincial achievement tests, written each year by the grades 6 and 9 students

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Most Valuable Schools to Watch in The Middle-East

the blended model of teaching and learning. Various health precautions have also been implemented which include social distancing of 1.5 meters apart in classrooms, with no more than 15 students per class, mandatory temperature checks, health app, mask wearing and hand sanitizing upon entry to the school.

Students are also kept in their “learning bubbles” as much as possible and have separate entrance/exit procedures to follow. The school’s fulltime nurse plays an integral role in ensuring that all health and hygiene precautions are followed, monitored, and reinforced.

The growth prospect for the school is excellent, with an outstanding academic reputation, a history of wait lists and the new campus. The school facility also has space to expand, with two third floors that are yet to be developed and will allow the school to add more students in the coming years.

The school’s future opportunities are further bolstered with more than 7,000 Canadians currently living in Doha, with surging global interest in Canada universities, and with the potential to add a second curriculum. T R

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DELHI PRIVATE SCHOOL DUBAI

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T he Ascension Grounds for T he Inquisitive

eck-breaking skyscrapers, endless desserts and movie-like luxurious lifestyle are the main reasons for any tourist to visit the largest city of the United Arab Emirates, Dubai. Of late, this sixth largest oil reservoir of the world has also become the fastest emerging education powerhouse of the Middle East. Representing the same essence for innovative yet grounded in its roots-type of education is the Delhi Private School, Dubai.

DPS Dubai Delhi Private School Dubai is a private, co-educational institution established in 2003 for the diverse expatriate community in the UAE. The school is recognized and approved by the Ministry of Education, Government of UAE and is affiliated to the Central Board of Secondary Education, New Delhi, India. The school, located in The Gardens, Jebel Ali, Dubai, has a massive campus area of 6.83 acres and provides state-of-the-art facilities to help students gain an international holistic experience. At present, the student strength is approximately 3,750.

The school offers a holistic learning programme for students from KG I to XII. The CBSE curriculum has been aligned, modified, and enhanced creatively in line with the vision of the school and the requirements of the UAE. At DPS, the students are motivated to be responsible global citizens and sensitised to issues such as environment conservation, awareness, and respect for other cultures. The school strongly advocates integration by encouraging an

understanding of Emirati values, culture, and aspirations.

DPS Dubai promotes academic excellence to meet the challenging demands of a competitive, international environment. The focus of the child-centred curriculum is the personalized need of every student. Learning is experiential and a love for knowledge is encouraged to enable lifelong learning in a fast-changing world. Research, innovation, and creativity foster intellectual fulfilment. The holistic approach to education is reflected in the coscholastic programme of sports, debates, quizzes as well as artistic pursuits. Confidence-building and leadership skills are encouraged through innovative programmes.

Spiritual and moral growth are enhanced through life-skills workshops and every day pastoral care. Self-reflection and goal setting are encouraged for greater focus and result in thoughtful career choices. The community and parents are considered important stakeholders in creating a harmonious system and DPS Dubai encourages their active participation to help create a vibrant school where excellence is a way of life.

Vision: DPS Dubai aspires to be a happy school, where all students are facilitated to be the best versions of themselves.

Mission: DPS Dubai zealously promotes a global curriculum through:

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Most Valuable Schools to Watch in The Middle-East • Academic Excellence - by encouraging intellectual curiosity, sustained hard work, rational and critical thinking, independent learning, and innovative solutions.

• Actualization of Talent - by providing opportunities for the development of multiple intelligences be it in sports, arts, or intellectual pursuits.

• Global Citizenship - by educating students to be forwardthinking and committed to celebrating diversity; skilled at ethically using technology for collaboration research; fostering integration by actively advocating Emirati values, culture, and aspirations.

• Pastoral Care - by providing emotional and spiritual support, leadership programs, life skills workshops, confidence-building opportunities, sterling lifelong values with a deep commitment to being an inclusive school.

Curriculum: The futuristic curriculum at DPS Dubai, integrates the best international teaching and learning practices with the robust CBSE syllabus. As per the Indian curriculum, students take a range of national and international examinations including the All India Senior Secondary Examination (AISSE) in Grade XII, the All India Secondary School Certificate (AISSCE) in Grade X and the International Benchmark Tests (IBT) in Grades III to IX. Students of grades XI-XII are offered a choice of subjects in the streams of science, commerce, and humanities. Language choices are available

to students in upper primary and exemption/optional subjects are available for students with special needs.

Students also participate in cyclical international assessments such as PISA, TIMSS, PIRLS, CAT4 and PASS, in view of the National Agenda of the UAE. Infrastructure: The school boasts of state-of-the-art infrastructure which caters to the multifarious demands of the modern education system. To ensure the overall development of students, these are the academic and non-academic facilities offered by the school: 1. The school libraries reflect the philosophy that reading is essential for learning with an impressive assortment of books on every possible topic.

2. The physics, chemistry and biology labs have state-ofthe-art equipment that bring science to life in tactile and practical ways.

3. The computer labs are fitted with multimedia kits and ISDN nodes for internet browsing.

4. The classrooms are equipped with audio-visual aids and smart boards to make education more dynamic and interesting.

5. The activity rooms are vibrant and creatively designed to facilitate the development of the cognitive and motor skills of students.

A Guide to Pioneers Principal of the school, Rashmi Nandkeolyar models a growth mind-set and follows dynamic and collaborative processes in building a professional culture in the school and the community.

As the Principal of DPS Dubai, she endeavours to use the school and the classroom as a safe space to facilitate change in the mindset of the students to promote effective learning and innovation. Ms. Nandkeolyar is the driving force for all the provisions and implementation of an agile and dynamic action plan across all areas of the curriculum.

She plays a pivotal role in driving excellence in the CBSE board examination results. Ms. Nandkeolyar has also carefully orchestrated deep learning that resulted in the exemplary performance of the school in international benchmarking tests such as TIMSS and PISA. Her leadership has been deemed outstanding and was mentioned as the key strength of the school in the last 10 inspections conducted by DSIB. She has an abiding interest in drama, aesthetics and has authored five books for children.

6. The Green Sports Field is a sprawling and much-loved venue for all outdoor activities.

7. The school has an Olympic-sized indoor temperaturecontrolled swimming pool.

8. The school has courts dedicated to volleyball, basketball and tennis, along with a spacious gymnasium.

Standing Apart The USP (unique selling point) of the school is its deliberate focus on encouraging students to have a moral compass: to have a sensibility greater than themselves and to have a philanthropic spirit. DPS Dubai is an inclusive school that welcomes children from all backgrounds and abilities.

The DPS motto of “Service Before Self” is the inspiration guiding the school’s value-based curriculum that emphasizes empathy, responsibility, and caring for others.

DPS Dubai fosters a culture of creativity and innovation and the leaders have the courage to risk experimentation and encourage creativity.

DPS is that special place where almost all children actually like coming to school! The school is dynamic and fearless

in its quest for excellence in the 21st century. A few of the strong attributes the school has acquired are as follows: • The top performing school in the UAE based on the results of TIMSS. • Among the top 30 CBSE schools across the world.

• Produced an array of toppers and Board rank holders through the years 2011-2020 with percentages as high as 98.2%.

• Won championships in contests such as Robocar Traffic Negotiation Division, Star Quiz, Mathalon Competition and Dubai Customs IPR Awards.

• Awarded the School of Hearts Ambassador and was a successful part of the Dubai Delegation at IPEN Dallas, Texas (USA).

• Ms. Rashmi Nandkeolyar, the Principal of DPS Dubai, is recognised as a “Conservation Leader” and was awarded the prestigious Distinguished Conservation Leader Award

by DEWA. • She was honoured for her outstanding leadership and contribution to education at the 30th Principal’s Conference of Council of CBSE Affiliated Schools in the Gulf

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Fore-glimpse The school has responded to the challenges posed by the Covid-19 pandemic by resorting to a blended format of teaching. With the options for teachers to work-from-home, the school has invested considerably in adopting digital resources and novel technology. DPS Dubai has also extended its support to teachers by training them to enhance their digital skills for virtual classrooms. The school has made significant investments in placing thermal scanning equipment and no-contact infrared thermometers for effective temperature surveillance.

DPS Dubai aims to be an establishment that continues to prepare students to be informed citizens of tomorrow by providing a learning environment that is committed to inclusion, innovation, and integrity. DPS Dubai will be known as a school that offers students a holistic, rigorous, and global education for success in an ever-changing world. T R

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DPS Dubai fosters a culture of creativity and innovation and the leaders have the courage to risk experimentation and encourage creativity

Strategies

to

Engage LEARNERS

Simulations through

- Ananda Kamal Das

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TechEra

www.theknowledgereview.com | 23 | 2021 August

I

n today’s modern age, the amalgamation of education and technology has resulted in excellent outcomes.

Cutting-edge technologies are providing educational institutions with the scope to go beyond the ordinary and deliver lasting educational experiences. With the advent of advanced simulations, educators can now inculcate higherlevel critical thinking skills among the students while completing the designated syllabus in time. These simulations also help students react to real-world situations, see the outcomes of their actions, and learn in a vibrant manner.

help the students to gather information about different patient backgrounds and their other health complications, which can be addressed in the future.

Simulations take Education to the Next Level Educational institutions are increasingly using simulations for different courses such as nursing, business, IT, etc. Each program is preparing students to meet their learning objectives. However, institutions are also focusing on a few best practices that focus on building friendly and engaging simulations and help teachers make a profound learning impact on the students.

Some teachers who teach different subjects can use this technique to interchange styles and designs in each subject.

This will create a fresh perspective and a different approach towards each subject. As a result, the learning outcomes will reach a high level.

Essential Steps Towards Excellent Learning Simulations Learning simulations definitely upgrade classroom education. Furthermore, they encourage students to explore their creative side, dig deeper, and learn new concepts with enthusiasm. However, any educational institution has to follow certain procedures to implement simulations in any classroom session successfully. These have been mentioned below: Starting from the End Teachers should have a clear idea about what they want the students to accomplish through the simulation. They should ensure if the simulation is focused on assessing the students’ knowledge, or to ensure that they learn something new, or to make sure that they accept a point of view. The end goal will give teachers a clear idea of how they want an ideal scenario to be.

Creating Characters to Maximize Creativity For many educational institutions, creating an interactive learning environment is of utmost importance. Creating scenario-based activities through simulations provides indepth knowledge and allows students to actively participate in the session.

The level of interactivity can be enhanced by creating characters which the students can revisit in the simulations as per their convenience. For example, a simulated patient can come again and again with different ailments. This may

Borrowing from Other Sources Teachers can borrow simulations from other designers so that the content remains fresh and possess different variables. Hence, when the students go through the simulations and retake them, the content does not remain the same each time. This may create a different experience each time.

It is Essential to Have Soft Skills In today’s economy, possessing a degree is not enough. This skill-based economy not only demands technical skills but social skills as well. Students have to be experts in technical and social skills so that they thrive in any profession they opt for. In this context, teachers can create entire interview simulations for students, which would train them for interviews in the future and build their confidence to answer any questions with total confidence.

These simulations assist students in nurturing their technical and soft skills. Accordingly, they will be able to strengthen themselves on all fronts while building their confidence.

In today’s world, employers look for prospective employees who are not only technically sound but are also smart enough to socially interact with their co-workers. These simulations provide students with the opportunity to learn different social skills, which would help them succeed and thrive in any career they choose.

Simulations can transform a normal classroom session into an interesting and engaging session. They may spark interest in the learners and encourage them to explore newer horizons in education.

Incorporating simulations in any regular classroom session can introduce wonderful results. Students will get more engaged in the sessions and will be eager to learn more. The application of simulations in education is endless. Using them creatively can help in bearing better results.

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Outcomes of Inclusive Education

Positive

F

or the past few years, inclusive education has been a trending topic around the globe as countries, including India, have prioritized inclusivity in educational policies. It is an educational approach and philosophy that strengthens the education system’s capacity to reach out to all learners. The goal is to provide all students greater academic and social achievement opportunities, no matter how they differ from others in terms of physical, mental, or social capabilities. UNICEF defines inclusive education as “a process of addressing the diverse needs of all learners by reducing barriers to and within the learning environment. It means attending the age-appropriate class of the child’s local school, with individually tailored support.”

Throughout the years, the trajectory of India’s education policies has evolved toward embracing the idea of inclusive education, ultimately making education accessible and available for every child. While the concept of inclusive education originally focussed on differently-abled students, it has since been broadened to encompass students who are financially and geographically disadvantaged. This idea began gaining traction in India during the 1990s.

Then the breakthrough happened in August 2009, when the Parliament passed the Right of Children to Free and Compulsory Education Act. Once

the Act came into force in 2010, India became one among 135 countries where education is a fundamental right of every child.

This broader commitment and understanding of inclusivity paved the way for today’s possibilities. The National Education Policy 2020 built on this progress with new initiatives that prioritize inclusive education. For example, it included the following objective: “Achieve an inclusive and equitable education system so that all children have equal opportunity to learn and thrive, and so that participation and learning outcomes are equalized across all genders and social categories by 2030.” It then expanded the traditional categorization of the marginalized to recognize the interconnectedness and multidimensionality of the excluded by adding the broader category of Socio-Economically Disadvantaged Groups (SEDGs).

Better Academic Performance: It’s found that differently-abled children perform better academically when they learn with other students in similar settings.

Inclusion of Families: The benefits of inclusive education are not restricted only to the students but also their families, as sometimes they also feel isolated from the community.

Growth of Economic: Poverty blocks many Indians from the education system due to the lack of financial inclusion. Suppose these millions of children are given an education. In that case, they will achieve the necessary skill development to push the economy to new heights.

Democratized Quality: Inclusive education removes the divide between the quality of education that students receive.

While this shift will require a significant change in the current system, there are proven benefits that make inclusive education worth it. The growing body of research has shown that children do better academically when in inclusive settings. Benefits include:

When applied to the entire country, the positive outcomes of inclusive education are exponential. When all children can participate in quality education, they graduate to contribute meaningfully to the workforce. This opens up opportunities for future innovations and developments.

Extra Support: low-achieving students can get extra help even though they did not qualify for special education.

Just as the National Education Policy 2020 outlined, critical barriers to inclusive education need to be

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Expert Talks addressed to achieve inclusivity goals.

These recognized barriers include a lack of access to schools, poverty, social biases, and a non-inclusive curriculum. Because many disadvantaged students live in rural areas that make it difficult to access schools physically, remote learning has often been touted to reach these students.

While remote learning expands possibilities for many, students often lack access to devices, a reliable internet connection, or a dedicated quiet place to study. The 2017-2018 report from National Sample Survey Office (NSSO) showed that only 24% of the Indian population had reliable internet access, leaving most students behind. To study from home, they can only passively read materials they happen to find. While this setup privileges children who have reliable internet service, even families with adequate resources find it difficult to keep children engaged online.

Bipin Dama

Founder & CEO

Saras Inc (Saras-3D)

About the Autor Bipin Dama is the Founder & CEO of Saras-3D Inc. (Saras-3D) – India’s first stereoscopic 3D learning solu on for science and mathema cs that brings interna onal learnings and best prac ces to India.

The company operates in India through its wholly owned subsidiary 3D EdTech Pvt Ltd. An industry veteran with over 33 years of experience in the technology industry, Bipin has a proven track record of successful product delivery from concept to deployment with substan al revenue genera on and shareholder returns. He holds 37 granted US patents.

Bipin founded Saras-3D, Inc. with an aim to create the right founda on for learning and acquisi on of knowledge to help shape STEM innovators and

problem solvers of tomorrow and empower them to compete and succeed globally. Through his guidance, the company has created Genius 3D Learning solu on, a pioneering, stereoscopic 3D technology-based learning experience that uses the power of interac ve visualiza on to help students learn 2X faster and achieve their academic goals. His key focus at Saras3D is to combine innova ons in technology and learning methodology to democra ze high quality educa on for all.

Bipin holds a B.E. (Electrical Engineering) from Marathwada University, Aurangabad, and Master of Science Degree (MS – Electrical and Computer Engineering) from Rutgers University, New Jersey.

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The Royal Grammar School, Guildford Qatar

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The Learning Environment to Nurture Champions, Thinkers and Future Global Citizens

he Royal Grammar School, Guildford Qatar (RGS) is an independent, British curriculum school for boys and girls located in the quiet, convenient area of Um Salal Mohammed.

Whilst still relatively new to Doha, having been established in September 2016, the school is still part of the prestigious Royal Grammar School, Guildford and Lanesborough Preparatory School, located in Surrey, UK. Bringing over 500 years of academic excellence to Qatar, the school provides an outstanding British curriculum education based upon traditional values of decency and respect, supported by exceptional pastoral care and a wide range of extra-curricular opportunities.

The School on a Mission The mission of the RGS Guildford Qatar is to ensure that it is a happy school where excellent learning takes place which enables the pupils to excel and develop into caring and confident individuals who are well prepared for the challenges ahead. School life is underpinned by a commitment to fulfilling the potential of each and every individual, irrespective of his or her passion.

To realise this very mission, the school aims to: Ÿ Ensure everyone involved with the school embraces the challenge of learning. Ÿ Achieve academic excellence through the provision of a challenging British curriculum, outstanding teaching and by helping pupils develop a set of learning habits which will prepare them for life beyond school and all of its challenges. Ÿ Have high expectations of all who are involved with the education of the school’s pupils. Ÿ Ensure everyone in the school is confident in expressing their opinions and respectful of others in turn. Ÿ Provide a supportive pastoral environment which meets

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individual needs, and promotes the development of happy, considerate pupils.

Offer a rounded education, rich in extra-curricular activities and international opportunities, which facilitates the acquisition of skills that prepare RGS’s pupils for a lifetime of learning and encourages both participation and individual excellence.

Ensure pupils are happy at school, because happy pupils are better learners.

Promote continuous institutional improvement through high quality professional development.

Transfer the historic traditions of The Royal Grammar School, Guildford to Qatar in order to inform and inspire the school.

The Academic Rollout At the RGS Guildford Qatar, the ‘Pre-Prep Department’ cares and educates children from the age of three to five. It consists of nursery and reception classes in a series of bright, colourful, self-contained classrooms centred around a large library. Each classroom is fully equipped with quality learning materials; and enjoys its own tree-lined, secure, and shaded playground with superb outdoor play equipment. Teaching Assistants support the class teachers and the ratio in RGS’s pre-prep is never more than 1:10.

Both, the nursery and reception classes follow the British Early Years Foundation Stage (EYFS) curriculum, which is based upon the seven areas of learning and development and includes communication and language, personal, social, emotional and physical development. Almost all of RGS’s activities are based on structured play and exploring, which allow the children to develop their essential skills in areas of literacy, mathematics and expressive arts. Whilst music, PE and languages are taught by specialist subject teachers in dedicated classrooms.

Pupils in years 1 to 6 are taught by their class teachers for

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the core subjects of maths, English, science and computing.

Each class benefits from a dedicated teaching assistant and maximum class size of 25 students.

The curriculum is further extended to include a wide range of subjects including history, geography, art & design, and design & technology. Pupils in the prep school also benefit from access to science, design and technology laboratories which further enhance the teaching and learning. As in RGS’s pre-prep department, music, PE and languages are taught by specialist subject teachers in dedicated classrooms.

By the end of year six, all the students are well prepared both academically and socially for the excitement and new challenges of senior school.

The senior school runs from year 7 to year 13 through Key Stage 3 (year 7 to 9), Key Stage 4 (year 10 and 11) and Key Stage 5 (year 12 and 13). When pupils move into senior school, they are taught by individual subject teachers and classes are more focused on formal subject-based learning.

IGCSE and A-Level examinations are taken at the end of Key Stage 4 and Key Stage 5 respectively.

In Key Stage 3 pupils continue to benefit from a broad and balanced curriculum which includes mathematical, scientific, and technological, linguistic, human and social, creative and literary, physical and moral and spiritual areas of learning. The combination of breadth and depth of study is at the heart of the school’s philosophy, ensuring that pupils experience the full breadth of academic opportunity and challenge before making key decisions when selecting their IGCSE and A Level options. This breadth of study means that no long-term university or career plans are closed at this early stage of senior school.

As pupils get older and move into Key Stage 4, they begin to focus on their preferred subjects. IGCSE exams are taken at the end of this stage in different subjects.

In Key Stage 5, the school remains firmly committed to traditional A-Levels which are accepted by universities around the world. Pupils who have successfully completed their IGCSEs will select their preferred subjects to study in Year 12 and 13 which will prepare them for university and also the start of their careers. Their subject selection at this stage will influence their choice of degree course at university. The RGS takes pride in supporting all its pupils

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Most valuable schools to watch in the Middle East through the exciting choices and the hard work that goes into the last two years at the school.

adapting between a blended learning system and online learning.

“Although mindful of the demands of formal examinations towards the latter part of senior school, our emphasis remains on encouraging our pupils to explore beyond the formal curriculum and continuing to develop a true love of learning,” said the Head of School, Mr. Thomas Rolt.

To Nurture Champions The pastoral care of all the pupils is coordinated by every class teacher and is overseen by the Head of School and Deputy Head. Pastoral care is the cornerstone of the RGS.

“Universities are increasingly looking at the whole person, not just examination results,” he added.

Specialist teaching of music and PE begins from Nursery and is open to all pupils as part of the broad and balanced curriculum taught over at RGS. Thinking on their feet RGS is also incredibly proud of the swift actions of its staff and robust systems it has in place that continue to ensure that the school is a safe place to study and work in. The staff have maintained their professionalism in managing these challenging circumstances by implementing and

“Our philosophy is clear – a happy child that feels safe, cared for and valued, will learn and thrive . . . and that is what we do here at The RGS Guildford in Qatar,” noted the astute Mr. Rolt.

The RGS Guildford Qatar could not have been prouder of its former pupils, known as ‘Old Guildfordians’, which include a number of Olympic and sporting personalities, a former Prime Minister and many notable names from the world of industry, politics and the arts.

By joining The RGS Guildford Qatar, your child will automatically become a member of the elite, illustrious Old Guildfordian alumni.

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Our Philosophy Is Clear – A Happy Child That Feels Safe, Cared For And Valued Will Learn And Thrive . . . And That Is What We Do Here At The Rgs Guildford Qatar.

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E T O M RE G N I H TEAC Important

Lessons for

TEACHERS - Ananda Kamal Das

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Teacher’s Corner

C

urrently, we may come across a very common term in educational communities around the world - learning loss. This refers to the type of loss which has happened during the pandemic due to virtual or hybrid learning. Although we have witnessed major changes in teaching–learning procedures, there is a lack of reliable quantitative data that would provide a clear idea to confirm significant learning loss. This has undoubtedly made a negative impact on students and teachers.

‘Learning Loss’ may have Serious Repercussions Preserving the idea of learning loss in conversations about education could be dangerous.

Teachers and students should not assume that learning did not happen last year. This is because, if students keep thinking about contents and sessions missed due to the pandemic, they may feel stressed to complete a massive part of the syllabus to catch up to the content. Many students are having a tough time adjusting to face-to-face classroom sessions again.

This may create further stress for the students, as they may feel that they are way behind in terms of completing a syllabus or course content. However, during such situations, teachers should not focus on the supposed learning loss. Instead, they should put their efforts into those teaching methods, which

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worked for them and their students when this unprecedented health crisis entered the horizon.

doubts at the same time. This, in turn, prepares the students for the future.

Lessons to Learn from Remote Teaching Remote teaching has simplified education procedures during these testing times. It has transcended the gap of time and space, while bringing teachers and students together for enriching sessions. However, these online sessions have also taught teachers and students some important lessons. These are:

With many modern tools, teachers can now enhance learning and instruction in the classroom. These softwares enable teachers and students to engage in in-depth and constructive discussions, which is beneficial for the students’ academic growth. These digital tools also allow students to practice and sharpen their knowledge and skills.

It is Essential to Encourage Independent Learning Remote learning environments should be treated as spaces where teachers regain control of the classroom and students learn and thrive in academics. Teachers can support independent learning by employing project-based learning strategies. This strategy helps learners to engage in realworld and personally meaningful projects.

Remote Learning Comes with Flexibility and Other Benefits The pandemic has brought everything to a standstill. As a result, teachers have to adapt to a more flexible curriculum to accommodate all learners. Accordingly, they can rethink the idea of deadlines while accepting any work so that they can fulfill the students’ needs. This relieves the students of some stress associated with deadlines. Consequently, they create products of their learning without being afraid of any repercussions.

It is not easy to implement flexibility in teaching-learning procedures right from the get-go. Teachers and students have to embrace massive transformations in order to make it seamless and easy to adapt. They also must build a strong relationship based on mutual respect so that each session can be conducted smoothly without any interruptions.

Teachers can either opt for fixed deadlines or choose flexible ones as per requirement. They have to maintain strict deadlines when they cannot be extended, such as submitting assignments before the final exams. However, if students are given the choice to attend classes as per their convenience, it may motivate them to study carefully and participate in every session enthusiastically.

Teachers can also take advantage of this flexibility by creating innovative digital content and to reach the learners via digital applications. With authentic and consistent digital technology integration in classes, students can have face-to-face interactions with the teachers and clarify any

Moreover, advanced tools also allow teachers to keep a proper track of every student. In fact, teachers can gather information about which students are present and viewing the presentation.

Communication is of Utmost Importance Communication has played an important role in the success of learners during the pandemic. Different sessions such as in-person, virtual, or a combination, both have reaped better educational outcomes. The constant communication between teachers, students, and parents has helped decrease the students' anxiety regarding the long absence from physical classrooms.

Moreover, many teachers send weekly e-mails to parents and share detailed information about the educational activities that took place throughout the week, the assignments that were graded, and what was the status of the school policies regarding usage of masks and social distancing protocols. They also share information regarding what will happen in the classes the next week, and so on.

Such actions make the parents feel connected to the teacher, and they also learn how their child is progressing.

Another useful strategy that the teachers can use is to ask the students to write weekly check-in e-mails. They can initially ask the students to introduce themselves in their e-mails. Teachers can reply to their responses by asking simple questions such as what they do in their free time - maybe play some sports, do a job, and so on. This simple strategy can also help students to improve their writing and grammar knowledge.

For further and better results, teachers can assess the emotional well-being of students and create positive connections through these e-mails.

Remote teaching has metamorphosed the education sector for the better. It has enhanced communications while creating further opportunities for academic advancements.

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