Issue 7 - December 2019

YOUR ONE-STOP SHOP FOR PRE-SCHOOL • PRIMARY • SECONDARY • AND BEYOND...

ISSUE 7 | DECEMBER 2019

Taking to the stage The UAE schools delivering world-class performing arts

Go for gold In the pool with World Champion Chad le Clos

It’s good to talk Is your child’s teacher communicating enough?

Jewels of Kindness The importance of a values-led education

Welcome...

We’ve gone all arty and creative for our festive issue: our cover feature is devoted to the amazing opportunities afforded to students of all ages through a special partnership between select UAE schools and UK-based ArtsEd, which has been inspiring confidence, nurturing talent and achieving results across the performing arts for over 100 years. We’ve spoken to both the teachers and students involved to find out how ArtsEd is enhancing the performing arts provision in their schools – turn to page 32 for details.

Following hot on the heels of our story in the last issue about the Centre of Excellence for Swimming at GEMS Wellington Academy – Al Khail, we had the chance to meet World, Olympic and Commonwealth Champion Chad le Clos during the official launch event for the state-of-the-art centre back in October. Chad shared his stories, insights and advice – and even if you’re not into swimming, it makes for fascinating reading. Turn to page 40 for a transcript of the interview.

This issue we’ve also explored the importance of teacher-parent communication and how it forms the cornerstone of every successful, happy school community. To understand how it works, we spoke to the educationalists rolling out a new programme across GEMS Education schools that’s designed to enhance interactions between teachers and parents in order to support better learning outcomes among students and ensure everyone has the chance to be heard. Read all about it on page 58.

Another story not to be missed is our feature on the latest winners of the Mariamma Varkey Awards. These celebrate the teaching profession and highlight the incredible things teachers do for their students and colleagues day in, day out. Turn to page 24 to see who picked up this year’s awards. Equally inspiring are the amazing acts of kindness being carried out by children across the UAE as part of the GEMS Jewels of Kindness & Respect initiative. Turn to page 28 and get ready to be truly uplifted!

Finally, as we enter the festive season, bid farewell to 2019 and say hello to 2020, we’ve filled the issue with all sorts of holiday goodies. From celebratory family events and seasonal recipes, to a father-son adventure and what's on guide, we’ve got you covered.

Happy holidays!

World of Education Team

World of Education Team GEMS EDUCATION Adelle Calumpang Benny Thomas Hfu Reisenhofer Hoda Elghool Joanna Andrews Niovi Anagnostopoulou Rose Youssef Shauna O'Loane ITP MEDIA GROUP CEO Ali Akawi MANAGING DIRECTOR Alex Reeve CFO Toby Jay Spencer-Davies EDITOR Yvonne Kerr-Paine CONTACT COMMERCIAL DIRECTOR, ITP CUSTOMER Jamie O'Loane T: 04 444 3193 E: jamie.oloane@itp.com worldofeducationmag@gemseducation.com www.worldofeducationmag.com

We see genius in every child

PUBLISHED BY ITP MEDIA GROUP REGISTERED AT DUBAI MEDIA CITY, DUBAI, U.A.E. GEMS Education and the publishers regret that they cannot accept liability for error or omissions contained in this publication, howsoever caused. Readers are advised to seek specialist advice before acting on information contained in this publication, which is provided for general use and may not be appropriate for the readers’ particular circumstances.

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Contents Issue 07

22 NEWS 8 Happenings in the education sector A FOCUS ON 14 GEMS Royal Dubai School (RDS) MEET THE… 18 Principal 20 Head of Inclusion 22 Linguist

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ACADEMICS 24 Meet the Mariamma Varkey award winners 27 INNORITE creative writing competition 28 GEMS Jewels of Kindness & Respect 30 Cambridge Student Leadership Conference

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32 COVER 32 The UK's leading performing arts school, ArtsEd, partners with Dubai schools ARTS 36 Arts Ambassador for Youth Expo 2020 38 Dancing at the Nickelodeon Kids Choice Awards SPORTS 40 In the pool with an Olympic gold medalist 44 Meet the Dubai O Plate Karting champion INNOVATION 45 GEMS Xhibit 46 CEO of Awecademy Raya Bidshahri

74 BEYOND SCHOOL 47 Catch up with alumni 50 Learning through travel 52 Teen-to-teen mental health 53 Lifology testimonials PARENTS 56 Dealing with emotional issues 58 Quality Assurance Programme LIFESTYLE 62 Festive fun for the family 66 Seasonal recipes 74 A father and son tackle Mt Kilimanjaro 78 Good reads 79 At the movies 80 School directory 82 What's On

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News

Hot topics A round-up of the latest education news and events from across the UAE and beyond

Masterclass with a cricketing legend

Former West Indies batsman Brian Lara visits GEMS Heritage Indian School where its Cricket Academy is the coaching school of choice for aspiring cricketers in the UAE

New World Record for National Day To celebrate the 48th UAE National Day, students, faculty members and parents from GEMS Al Barsha National School for Boys (NSB) gathered to form the ‘World’s Largest Mosaic Mural Made of Plastic Bottle Caps’ forming the phrase ‘Zayed’s Ambitions Embrace Space’, setting a new Guinness World Record. The record was achieved by collating 13,434 bottle caps, breaking the previous record set in Japan where 5,009 caps were used.

The bottle caps were coloured black, red, white and green, in the colours of the UAE national flag, and stuck onto a customised wooden board measuring 14m x 2.2 metres. The event reinforced

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the commitment of the school to strengthening national pride in its students. In addition, teachers used this opportunity to explain to students the importance of finding creative ways to recycle and reuse single-use plastic and disposable items.

Sheikh Jumuah Bin Maktoum Al Maktoum, Brigadier Abdul Rahim Bin Shafi’a, GEMS Education CEO Dino Varkey and Mohammed Al Harmi from Mohammad Bin Rashid Space Centre joined the event held on 26 November at NSB. The record was then immediately validated by Guinness World Record officials, who presented a certificate to NSB Principal Karim Murcia.

Students at GEMS Heritage Indian School in Dubai once again had the chance to meet and hear from West Indies legendary batsman Brian Lara, who visited the school at the end of October to help launch this year’s Heritage Cricket Cup. Lara had previously been to the school in 2018 to attend the inauguration of the school’s state-of-the-art Heritage Cricket Academy. Brian spoke to students and shared his insights during a special school assembly, after which he led cricket masterclasses for junior, middle and senior school pupils, who got to see the sportsman in action and learn from his advice and guidance.

The school’s Heritage Cricket Academy, partnered with ESM, is the cricket coaching school of choice for aspiring student cricketers in the UAE. Its professional, results-based, high-performance curriculum combines sports development and practical cricket skills to provide rapid development and prepare children for a career in the field of cricket.

Budding student journalist meets UAE astronaut Aarush S Kumar, a Year 6 student at The Winchester School - Jebel Ali, had the rare opportunity to be invited by the Dubai Press Club and the Mohammed Bin Rashid Space Centre on 12 November for a one-on-one interview with the man of the moment – Hazzaa Al Mansoori – the first person from the UAE to travel to space. As the youngest media representative in the room, Aarush was warmly welcomed by the Dubai Media Office and the Director of the Mohammed bin Rashid Space Centre.

Winner of Green School of the Year Award announced Dubai American Academy (DAA) has been awarded the 2019 MENA Green Building Award for Green School of the Year by Emirates Green Building Council (EmiratesGBC), an independent forum aimed at conserving the environment by strengthening and promoting green building practices. This latest award follows last year’s Indoor Air Quality Award at the 2018 MENA Green Building Awards ceremony.

Tammy Murphy, Superintendent/CEO at DAA, said: “With the installation of advanced technology our eco footprint can be significantly reduced while saving costs and providing students and teachers with the best air quality possible.” Earlier this year, DAA was also recognised as the UAE’s Education Project of the Year and as the GCC winner at the recently concluded MEED Project Award under the Best Innovation Category.

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News

BSO Outstanding In its latest inspection by British Schools Overseas (BSO), GEMS Wellington International School (WIS) was rated Outstanding. Key successes highlighted included the outstanding quality of teaching, learning and assessment across the school, enabling students to make excellent progress in acquiring knowledge, increasing understanding and developing skills across the curriculum. Student behaviour was deemed exemplary, with the leadership of the school labelled inspirational. Other areas of strength included the school’s positive, warm and friendly culture and the priority given to communicating and developing partnerships with parents. Maryssa O’Connor, Principal/CEO at WIS, said: “We are delighted to have achieved this result, which further endorses our DSIB Outstanding rating. This recognises the continued commitment and hard work of all those in the WIS team. We are pleased that the report acknowledges our relentless commitment to improvement and acknowledges the work to promote the whole child.”

Dubai school recognised as Apple Distinguised

Students take to the La Perle stage Students from Dubai American Academy and GEMS Modern Academy showcased their talents by joining a performance at Dubai’s La Perle last month. Their two performances of ‘The Voice of Tolerance’ showcased their incredible singing and dancing skills on 27 November. The performance was billed as a spectacle in honour of the Year of Tolerance 2019, held under the under the patronage of His Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, as well as world-famous director Franco Dragone of Cirque du Soleil fame.

The students rehearsed at La Perle for 10 consecutive weekends and during their mid-term break.

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Dubai American Academy Elementary has been recognised as an Apple Distinguished School from 2019 to 2022, for its continuous innovation in teaching and implementation of technology. Apple Distinguished Schools are centres of innovation, leadership and educational excellence that use technology to inspire creativity, collaboration and critical thinking. “We are thrilled that the innovative work of our elementary school educators has been recognised with an Apple Distinguished School designation,” said Executive Elementary Principal Craig Cantlie. “We focus on technology in the classroom as a tool for communication and creation, and through that lens our students are incredibly adept at leveraging the power of technology.” With 1:1 iPads in its classrooms, the school enables its students to be constantly innovating and creating, whether it’s putting together GIFs in Keynote, using iMovie to make tutorials to share with peers or creating multimedia eBooks.

Student and teacher well-being top priority Dubai’s Knowledge and Human Development Authority (KHDA) announced the rollout of its third annual well-being census in November.

This year, around 100,000 students and 20,000 school staff are expected to take part in the census, answering questions on a wide range of topics. The Dubai Student Well-being Census is a five-year project to find out how students feel and think about their own well-being, happiness, quality of life and engagement.

Dr Abdulla Al Karam, Chairman of the Board of Directors and Director General of KHDA, said, “Wellbeing is an investment in the future. As students go through life, exam results will be less important, but well-being will become more and more important.”

He also noted students spend 17 per cent of their time at school and well-being was not only the school’s responsibility; “Parents have to work together with schools, and schools have to work together with parents. These conversations help us improve each other’s well-being.”

Fundraiser for Dubai Cares Cambridge International School (CIS) clearly loves a challenge, focusing since October 2018 on raising AED 132,000 in support of the Dubai Cares ‘Adopt A School, Malawi’ initiative. Individual students, parents, teachers, Student Leadership and the Charity Team were engaged in a multitude of fundraisers, resulting in a community effort in international relations by helping children in Malawi gain access to quality education.

Book drives, movie afternoons, walks, Red Day, Quiz Night, Book Character Day, plant and pencil sales, art auctions, fun games, Young Enterprise Challenge, Malawi Day and Mufti Days… these were just some of the school’s innovative fundraisers. Students donated both their time and money, showcasing their compassionate spirit. The events were not only fundraisers, but also an opportunity for the school to celebrate its students and its proactive community - all fully in line with the Year of Tolerance.

Each baby step of 10 dirhams raised accumulated to a massive total of more than AED 130,000. The funds will go towards building a 1-2 classroom school for more than 100 children, complete with classroom furniture. All involved were delighted to present the cheque to Dubai Cares on 31 October at a special presentation assembly.

“Having an international community at CIS, it is only right that we work on an international scale to help students across the world with such a satisfying aim.

We are grateful for all efforts, big or small, and thank all students, parents and teachers for their generosity,” said Lynda Fernandes, Charity Coordinator.

International fitness star visits Dubai schools As part of Dubai Fitness Challenge, GEMS Founders School - Al Barsha (GFS) won a competition to have Joe Wicks, international fitness coach, author and presenter of ‘The Body Coach’, visit their school in October. GEMS Wellington Academy - Silicon Oasis also secured a visit from the Instagram star, who hosted an outdoor High-Intensity Interval Training (HIIT) workout with almost 2,500 students across both schools. GFS presented Wicks with a GEMS Jewels of Kindness and Respect camel.

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In Pictures

Snapped Take a look at what’s been happening at schools over the past few months. And if you want to see your school in print, send your photos to worldofeducationmag@gemseducation.com g@g

- Abu Dhabi l o o h c S h ig H e sitioned by the e Cambridg were expertly po bi ha D Pink Day at Th bu A ol s in October. ncer Awarenes idge High Scho e Cambr mark Breast Ca children from Th pink ribbon to an m hu a Primary school rm fo rm students to sive feat. school’s sixth fo pture the impres ca to r ai e th ok to A drone then to

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Issue 7 | December 2019

STS Smart Safety Bus

s (STS) visited GEMS from School Transport Service The so-called Smart Safety Bus r. The speciallyobe Oct of - Dubai towards the end Our Own English High School to promote road st que a in city the schools across equipped bus has been touring ents. safety awareness among stud

Road safety in action

The STS Smart Safet y Bus is equipped wi th a variety of intera learning about road ctive features that ma safety fun for all ages ke . Here, students from High School - Dubai GEMS Our Own Engli are all smiles as they sh pose for a picture ins ide the bus.

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A Focus On

> Accredited as a High Performance Learning World Class School, RDS strives for a ‘balance in education’, recognising the importance of each child’s individual learning experience

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GEMS Royal Dubai School Acknowledged as one of the emirate's leading British-curriculum primary schools, RDS has been rated Outstanding in every DSIB inspection since 2015 Campus highlights GEMS Royal Dubai School (RDS) has gone from strength-to-strength since it first opened its doors in 2005 and today it is acknowledged as one of the leading British primary schools in Dubai, further reinforced by being rated Outstanding in every Dubai School Inspection Bureau (DSIB) inspection since 2015. A relatively small standalone school, RDS has a family feel and friendly atmosphere and successfully combines a wellestablished, proven academic record with a host of modern facilities, including an innovation lab, wellbeing and mindfulness space, newly refurbished multi-purpose sports hall and swimming pool.

School mission The school vision, Achieving Excellence Together, is achieved through community partnership with teachers, parents and students working in synergy. This was recognised in the latest DSIB report, which described the school as a “vibrant, caring and harmonious learning community”. Close communication and effective relationships are at the heart of the school, keeping those all-important channels of communication wide open, offering easy access to teachers and leaders.

Senior leadership team The team leading RDS is well established, collectively boasting

Now in her second year as Principal of RDS, Vicky Martin has been with the school since it opened in 2005

over 60 years’ experience. The school is led by Vicky Martin, who has been with the school since doors opened in 2005 and who is now in her second year as Principal/CEO. She has a clear vision for the school, with a central priority of creating the right conditions for the growth of students and staff, and a safe and secure environment where everyone in the learning community can thrive. Principal Martin is also an advocate of ‘balance in education’, recognising the importance of each child’s individual learning experience and ensuring pupils develop their collaborative and social skills to be confident and responsible members of their class and school community.

She encourages high academic standards, while also ensuring there is an emphasis on fun and real-life, practical experiences.

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A Focus On

Teachers RDS recruits and retains excellent UK-experienced teachers, many of whom have been at the school for more than 10 years. The talented and dedicated teaching team focuses on the whole child, developing each student’s intellectual, emotional, social, physical, artistic and creative potential alongside academic progress. Over the last five years, four members of the teaching faculty were either overall category winners or shortlisted for the annual Mariamma Varkey Award for Inspirational and Outstanding Teaching.

Curriculum RDS offers an outstanding education that extends beyond the New National Curriculum for

England. The bespoke learning model (named the ‘RDS Learning Wave’), completed by a concept curriculum, ensures a holistic approach where students develop webs of information rather than purely memorising facts. The learning model is underpinned by educational theory and research in affiliation with Professor Deborah Eyre, which led to RDS being accredited as a High Performance Learning World Class School.

Through the curriculum, students are encouraged to be creative and critical thinkers through stimulating and meaningful experiences, leading to fun and wonder. The syllabus celebrates the diversity within the school and equips children with the skills and attributes needed

Modern facilities offered at RDS include an innovation lab, well-being and mindfulness space, refurbished multi-purpose sports hall and swimming pool

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to become active citizens in the international community.

Extra-curricular opportunities The formal curriculum is supported by an extensive array of extracurricula activities (over 1,200 places) across sports, cultural and performing arts as well as access to holiday and residential camps as well as cultural activities. In its last inspection, RDS received the highest DSIB rating for UAE Social Studies, Innovation and UAE National Agenda targets.

Furthermore, the school’s COBIS (Council of British International Schools) member certification recognises that RDS prepares students exceptionally well to enter or re-enter the UK system.

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Meet The

Meet the

Principal We get to know Stephen Brecken, the recently appointed Principal/CEO of The Cambridge High School - Abu Dhabi

Stephen Brecken has been working in the education sector for 26 years

Tell us about your background in education.

I was born in Harrogate, Yorkshire but educated in Scotland. I trained as a PE teacher at Leeds University (Carnegie) and qualified in 1993, so I have been in education for 26 years. I have been a senior leader in schools since 2005 and was a headteacher in the UK before I moved to Abu Dhabi to take up the role of Vice Principal at The Cambridge High School - Abu Dhabi (CHS) in August 2017. I became Principal in August 2019.

What attracted you to GEMS Education and CHS? To be honest, it was my first conversation with Carolyn Bailey, who was the principal at the time. We just ‘clicked’ and I knew immediately that we would work well together. She was honest about CHS and, most importantly, where she wanted to take the school in terms of its developmental journey.

I was convinced that I could help

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shape that journey, so I did my research and felt it was the right move to fulfil a lifelong ambition of mine to work overseas. The rest, as they say, is history.

How would you describe your approach to education? What is your vision for the school?

I am a firm believer in doing things that are going to have a positive impact on students. They are our core purpose and everything we do in school must be in their best interests. My vision is for all of us at CHS to work together to provide the best education for all our children, and I build upon a USP of ‘know, like and trust’. This is a very simple philosophy, but one I feel is crucial to the success of not just our school but any school.

Education is about parents putting their trust in us to deliver the best possible holistic education for their children. You must earn that trust, and that is why ‘know, like and trust’ is so important.

“I have always said that the day I come home from school not having learnt or seen something new is the day to give it all up. Fortunately, that day has yet to arrive.”

What, for you, are the big issues, challenges and opportunities across the education sector?

For me, one of the biggest challenges is consistency. Children in all schools deserve a consistent approach to their education. It is what I look for all the time from my staff. I want them to get the basics right, which then provides the opportunity for children to flourish both in and outside the classroom.

It is the same when it comes to external examinations. There are many different examination boards but I believe, especially in British curriculum schools, that we would benefit from having just one exam board that administers all the subjects in Years 11, 12 and 13.

This would prevent exam clashes for students, it would give one common grading system and would make it a level playing field as students embark on their next pathway toward future employment.

Who or what do you look to for inspiration, both on a professional and personal level?

On a professional level I look for inspiration from my colleagues. The teachers, admin and support staff are the heartbeat of the school, and seeing how they deal with students day in, day out is inspirational. I have always said that the day I come home from school not having learnt or seen something new is the day to give it all up. Fortunately, that day has yet

to arrive and I don’t think it ever will. On a personal level my wife and daughter inspire me. They are both so supportive and I am very fortunate to have them in my life. Family is immensely important to me and they give me the drive to be the best I can be as a father and a husband.

Tell us one thing about you that your students might be surprised to learn?

I am quite a good cook. I once auditioned for Masterchef in the UK and actually got through to the part where contestants appear on TV. Unfortunately, I was unable to attend the filming as I was in school, so that cut short my moment of fame.

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Meet The

The inclusion

agenda Meet Emily Ellington, GEMS Education’s recently appointed Head of Inclusion

Tell us a little about yourself – how did you arrive at inclusion?

GEMS Education is a company that is incredibly close to my heart because I am a proud alum from Jumeirah College Dubai (JCD).

When I left JCD and Dubai, I returned to the UK and graduated with an undergraduate degree in Psychology from the University of Kent. I continued my professional study through completion of a postgraduate degree in Integrated Counselling and a Master’s in Special and Additional Learning Needs. I also trained in a number of evidence-based interventions specific to supporting children with additional needs.

I think, for me, an affinity to education was inevitable.

Both my parents were teachers, school leaders, school inspectors and curriculum developers, so education is something I’ve been surrounded by my whole life.

More specifically, my passion has always been around supporting people who find it more difficult to do things, in whatever way that might be. And I firmly believe in advocating for those who may find it harder to advocate for themselves – and so my career has followed a pathway of inclusion.

I worked in both primary and secondary schools directly supporting children with special needs for several years and then

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I moved into local authority education services. There, I worked directly with schools to improve their provision of support for children and young people with special education needs and disabilities. Before moving back to Dubai to take up this post with GEMS Education, I was leading SEND [Special Educational Needs and Disability] services for a large London local authority. Education is all I’ve ever known.

What do you hope to bring to your new role?

I hope to bring innovation and experience of best international practice in relation to special educational needs and disabilities.

I want to bring energy around the inclusion agenda and to support GEMS Education to be the regional leaders around inclusive practice.

What are some of the biggest challenges facing the UAE education sector and inclusion?

It’s the fact that we are home to a very transient community. We have children from a range of different cultural backgrounds, school settings and curriculums and this can mean that we are dealing with different benchmarks, languages and practices. In turn, this might make it harder to identify additional needs swiftly.

Emily Ellington hopes to bring innovation and experience to her hew role as Head of Inclusion

Another challenge is that we are working in an environment and climate where practice maybe isn’t as well established as it is in other parts of the world. It’s great to see the UAE increasing the focus on inclusive education but the available expertise isn’t necessarily matched. Upskilling and providing continuing professional development around the inclusion agenda is therefore really important.

How do you go about supporting a student with special educational needs?

Supporting a child individually and leading a strategic agenda around inclusive education are two different things. Something I talk about frequently is the fact that inclusion is not one person’s

GEMS Education's Head of Inclusion, Emily Ellington

“Parental engagement is a real priority. We can have all the degrees and training in the world, but the people who know the child best are the parents”

job, one person’s responsibility or one department’s role to support a student of determination. It’s about everybody, the whole school practice, and it’s a team effort.

So, if you were to ask, ‘how would a school support the student’, I would say by working collaboratively. By making sure that support is individualised and tailored to the student’s individual strengths and needs. We would set appropriate targets and we would ensure that the support and intervention received is regularly reviewed to ensure it is impactful.

Our schools all have someone coordinating this process, but everyone is part of it.

What are your top three priorities for the year ahead?

Three of the main ones for inclusion are effective identification of additional needs, parental engagement and staff

training and awareness. We have children who have joined our schools from a range of different backgrounds and experiences, so making sure we are competent at identifying additional needs at the earliest stages is important.

Accurate and timely identification lays the foundation for early intervention, which is shown to be most effective for children with additional needs.

When it comes to planning and implementing support, parental engagement is a real priority.

We can have all the degrees and training in the world, but the people who know the child best are the parents. So, making sure that our families are at the heart of practice and process is important.

The third priority is staff training and professional development; making sure that every staff member feels competent to support these children.

What are the positives when it comes to inclusion in schools?

It’s fantastic that a lot of our schools are very proactive in reaching into the parent community, whether through coffee mornings or training and awareness sessions for parents.

That’s incredibly powerful, because we need to make sure parents feel able to continue to support the strategies that we’re using in the classroom at home.

Every child, whether they have additional needs or not, has a unique profile of strengths and areas where they’re not so strong, and one of the great things about GEMS Education is that we are a network of schools. Where one environment can’t be adapted for a child in a certain way, we will have other schools that are able to do so. We need to have a strong understanding of each school’s landscape, status and environment so that we’re able to effectively support parents and direct them to schools where their children’s needs can be best met.

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Meet The

Meet the

Linguist Micheline Chaia leads the Language Institute at GEMS World Academy – Dubai. She speaks five languages, with a sixth in the works, and is a big advocate of teaching children their mother tongue

Director of the Language Institute at GEMS World Academy, Micheline Chaia

Tell us about your role at GEMS World Academy – Dubai (GWA).

On a day-to-day basis, I do everything from meeting with parents and conducting language information sessions to observing teachers in classrooms and organising events. Another significant role that I play is to tie up the language programmes offered through the school’s Language Institute with embassies and consulates.

How does the Language Institute work?

At GWA we offer 13 languages across the school. Twelve of these are part of the mother tongue programme

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taught in Grades 1-6, while PreKKG2 students can choose from four beginner and two mother tongue language classes.

History, geography, literature and cultural studies about each country are integrated within the language lessons and exhibited through a variety of organised events that take place throughout the year, such as national day celebrations, movie nights and book weeks. This gives our students the opportunity to learn more about their country and its traditions, to preserve their identity and to belong to a community that speaks their language. Every academic year, we hold elections for students of each language to select their ambassador, with whom I meet on a weekly basis. Together, we organise cultural events and brainstorm plans. Given such an opportunity, students feel more heard and that they belong.

Being an IB school with students of different nationalities, GWA now offers language support for students who choose to take their mother tongue as a subject in Diploma Programme. This year, we are

providing three languages and we aim to extend the programme across the 12 languages the Institute offers.

Why is learning languages important?

Nelson Mandela once said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart”.

Unfortunately, some words don’t give the same meaning or amplitude

“Children who learn a language as their mother tongue feel more connected to their roots and have a stronger sense of belonging, they find it easier to move back home and reintegrate in their schools or universities”

language. As such, I urge parents to continuously support and encourage their kids to use their mother tongue language at home as well as to refrain from mixing languages, as this might interfere with their language fluency.

Who teaches at the Language Institute?

All teachers at the Language Institute are native speakers, as we strongly believe that a mother tongue language should maintain its original accent and that can only be achieved through the correct pronunciation of words. Another important language learning aspect we take into consideration and keep a sharp eye on is vocabulary. Some languages have evolved over time, embracing new vocabulary that only mother tongue speakers are exposed to in their countries of origin, and that is another reason why we take teacher recruitment very seriously. if translated into English, and this can affect the understanding of a country’s famous sayings, quotes and colloquialisms.

Children who learn a language as their mother tongue feel more connected to their roots and have a stronger sense of belonging, they find it easier to move back home and reintegrate in their schools or universities and won’t feel like strangers within their own community.

What advice can you offer parents and students?

Language practice is as important as language learning. We have merely a few hours each week to teach students the necessary vocabulary, grammar and proper pronunciation as well as help with their oral development. On the other hand, parents have the advantage of always being with their kids, which gives them more time to practice and communicate in their native

Is the Language Institute open to everyone?

The mother tongue language programme is only for native speakers. Despite the variance in language level among kids who have just arrived in the UAE and those who were born here, all students must be fluent speakers in order to enrol. For those who want to learn a language, we provide after-school language classes at beginner level.

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Academics

Celebrating teachers The Mariamma Varkey Awards celebrate the teaching profession and the role of teachers in shaping the next generation. This year’s recipients tell us what winning means to them doing what I love and what I am passionate about, works. The award has given me a boost of confidence within my career in education, to move forward with my creativity and growth. I feel very proud to be able to set an example for my students and fellow teachers, that working hard and being passionate about what you do leads to success.

C

EO of GEMS Education Dino Varkey referred to teachers as “heroes” at the fourth annual Mariamma Varkey Awards (MVA) held on Thursday 3 October at GEMS World Academy, Dubai. He said teachers make GEMS “powerful” because they dedicate their lives to educating our children.

He added: “The Mariamma Varkey Awards are particularly close to my heart as they reflect the high standards set by my grandmother when she arrived in Dubai as a teacher 60 years ago. Thanks to her efforts and unwavering vision, GEMS Education is what it is today.”

The awards continue to underline the importance of the teaching profession and the fact that teachers deserve to be rewarded and celebrated. This year, 45 teachers were nominated for their year-long drive in motivating students and inspiring colleagues.

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MOST INSPIRATIONAL TEACHER

Who or what inspired you to become a teacher?

During high school and university, I watched my teachers and professors.

Thinking about the positive impact they made, I said to myself, “This is your future, Mohammad!” My passion to learn played a major role in my decision to become a teacher.

MOHAMMAD ABUSENENH GEMS UNITED SCHOOL – DUBAI SPORTS CITY Mohammad Abusenenh’s students say his classes stretch them to think, react, imagine and create, not just regurgitate knowledge, and this has had an evident impact, with a steady improvement in progress in Arabic and Islamic. Outside the classroom Mohammad gets involved in everything from coaching soccer teams to KHDA panel participation, and his commitment to educating the community about Islamic values and Arab culture is clear through numerous initiatives, particularly the school’s first student-run National Day celebration.

What does this award mean?

Personally, this award means recognition and that I am on the right path to reach my goals. For me, it also means that following my heart does work, that

What’s the best thing about being in the classroom?

The ability to make a difference in my students’ lives.

What advice would you give to aspiring teachers?

Let your students feel that you are one of them. Be a role model to them because the best way to teach is by using your actions.

What has been the highlight of your year so far?

I got engaged and I’m the new team leader for my department, starting this academic year.

If you had to teach a class on a desert island, what five things would you take with you?

The Holy Quran, sharpies, cardboard, books and a smile.

WINNER – INCLUSION

ELSPETH MACKIE GEMS WELLINGTON ACADEMY – AL KHAIL What does this award mean?

It’s the culmination of my hard work. I spent the past four years studying. I qualified as a British Dyslexia Association-accredited specialist dyslexia teacher. Next, I qualified with the NASENCO award from the University of Middlesex and I’m in my dissertation year of my M.Ed. in SEND.

WINNER – ARABIC AND ISLAMIC

RAMY WAGDY ABOUDISHISH CAMBRIDGE INTERNATIONAL SCHOOL – DUBAI What does this award mean?

I firmly believe that the influence of teachers is the driving force of student success. I feel overwhelmed with pride and joy at winning, and it motivates me to do better.

Winning this award isn’t about

Who or what inspired you to become a teacher?

My mother inspired me to become a teacher. She was an inspirational person and showed me what a difference a love of reading can make. Her mantra was always, “If you can read it, then you can do it!”

Don’t be afraid to admit to a student that you don’t know something. It is our job to model what learning is and that we are still learning as teachers. I would advise anyone wanting to become a teacher to always keep an open mind. Your students teach you things every day.

What is the best thing about being in the classroom?

It’s getting to know the personalities of the children and helping them to form connections and understandings. There is nothing as rewarding as when a child experiences that lightbulb moment.

That, “oh, I get it!” moment is what teaching is all about for me.

What has been the highlight of your year so far?

Securing approval for the first KHDA Rahhal agreement for a student with SEND was a milestone. As was establishing the ASDAN life skills and Small Steps programmes as alternative curricula for higherneeds SEND children. Seeing 85 per cent of my SEND students make progress was excellent, too.

What advice would you give to aspiring teachers?

Make sure that you start each day as a new day and that you get enough rest. Teaching is a really demanding job, both mentally and physically.

If you had to teach a class on a desert island, what five things would you take with you?

Water, factor 50, a whiteboard, pens, and a boat.

finishing in first place. It is about overcoming yourself, overcoming your limitations and your fears.

the opportunity to practice skills in a safe environment; (5) Technology must be incorporated.

Who or what inspired you to become a teacher?

My grandmother. She was a teacher before certification was required. In her 50s, she enrolled in college to receive her certification because the law had changed. Our school board paid for her tuition because she was such a great teacher. She has been the inspiration for a lot of teachers in our district, past and present.

What advice would you give to aspiring teachers?

Connect with other teachers and find out how they’re doing. You will learn about motivating and engaging students, dealing with failing students, and more.

What’s the best thing about being in the classroom?

I believe that there are five essential elements that are conducive to learning. (1) The teacher’s role is to act as a guide; (2) Students must have access to hands-on activities; (3) Students should be given choices and allow their curiosity to direct their learning; (4) Students need

What has been the highlight of your year so far?

My ability to create different projects related to Islamic values and UAE culture across my school as well as other schools, such as the Walk of Tolerance and Lunch of Tolerance.

If you had to teach a class on a desert island, what five things would you take with you?

A whiteboard, markers, charts, a gas lighter and some newspapers.

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Academics

WINNER – EARLY YEARS AND PRIMARY

emulate their care and kindness to each and every one of my students.

ANNAMMA LUCY OUR OWN ENGLISH HIGH SCHOOL – SHARJAH (BOYS) What does this award mean?

I have put my heart and soul into my work at school, and to be rewarded means the world to me. Receiving, recognising and winning this award has made me realise that I have an obligation to continue to mentor aspiring teachers. Professionally, it means I can connect with more people on a bigger platform and create positive change.

Who or what inspired you to become a teacher?

As my upbringing was under the tutelage of the Good Shepherd nuns from the age of three, and because 90 per cent of the nuns were teachers, they are my inspiration.

As a teacher, I humbly try to

WINNER – SECONDARY

AYESHA ASLAM GEMS WESTMINSTER SCHOOL – SHARJAH

What is the best thing about being in the classroom?

I love the way my students greet me by my name or with a smile when I enter the classroom. They ask if I’m sick when I’m tired. They share their ups and downs. When a new topic is introduced, I love to see their questioning expressions.

What advice would you give to aspiring teachers?

Let us cater to the diverse needs of students and cultivate a welcoming, safe environment bursting with energy, passion and intellect.

Apart from your award, what was the highlight of your year?

I was a runner-up in the speech competition conducted by the Mahatma Gandhi Culture Association.

What does this award mean?

It means a lot because there were so many great teachers nominated in this category. The entire journey was a learning experience, and with this success I am more energised to take on new and challenging responsibilities that will benefit my school and the environment. Your colleagues admire you and become motivated about how they can also make it possible in their professional lives. So I would like to say: just because I am a winner, it doesn't mean I have all the answers. I am still learning.

Who or what inspired you to become a teacher?

I stepped into this profession by chance and the students in my first class were my inspiration.

What’s the best thing about being in the classroom?

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If you had to teach a class on a desert island, what five things would you take?

A positive attitude, a solarpowered computer, first aid box, stationery and a mobile phone with a power bank.

The students, when they ask you questions and you can answer them.

What advice would you give to aspiring teachers?

Teaching is absolutely the most rewarding career. My advice would be to become a friendly facilitator and not a dictator. You should form a relationship with each child. Truly listen and show them you care.

What has been the highlight of your year so far?

The highlight was the outstanding achievements of my students in the recent IGCSE ESL results.

If you had to teach a class on a desert island, what five things would you take?

Water and food, a marker and a whiteboard, papers and a laptop with Internet access.

Transforming thoughts into comics Thirteen schools participated in this year’s INNORITE creative writing competition

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t the end of September, the walls of Our Own English High School Sharjah (Girls) resonated with students’ enthusiastic reflections on INNORITE, as thirteen schools participated in this year’s innovative creative writing competition, transforming thoughts into comics. Celebrating the Year of Tolerance, INNORITE 2019 revolved around this theme.

To facilitate the event, a workshop was conducted on innovative creative writing by Annemieka Woodbridge, Founder/ Managing Director of the Young Author Academy, Dubai, followed by a training session on creative writing apps. A story starter gave the students an ethical dilemma, prompting them to create a story by addressing the elements of tolerance, such as peaceful co-existence, happiness, stability and prosperity.

The students’ innovation in creativity was clearly visible in the brilliant way they transformed their storyboard into comics.

The winner of this year’s INNORITE was Our Own English High School - Sharjah (Girls).

However, being the host school, the first place was instead awarded to GEMS Our Own Indian School Dubai. Second place was awarded to GEMS Our Own English High School - Dubai (Girls).

Photos from top to bottom: Winners of INNORITE 2019: GEMS Our Own Indian School - Dubai; Our Own English High School Sharjah (Girls); and the winning comic entry.

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Academics

Children learn best when there is close collaboration between home and school.

The GEMS Jewels of Kindness and Respect initiative is a means of encouraging children to think about being kind to their family and peers and the wider community. It’s valuesled education in action!

Schools have been sharing examples of their students embodying helpfulness, empathy, compassion and respect. Here are some of the most striking, but there are plenty more online – just search for #GEMSJewelsofKindness

The Winchester School Jebel Ali: tidying up Secondary students push all the chairs in the class together and pick up garbage before leaving school to help the cleaners with their job

GEMS Heritage Indian School: spreading happiness KG student Rishit spends Saturday mornings with his parents sharing food and drinks with construction workers near his home

GEMS Westminster School RAK: nature lover Sinan Faizal helps his mother by tidying up around the house, and he enjoys watering the garden to keep the plants green and healthy

GEMS Millennium School Sharjah: beach clean-up Nileena from Grade 2 helps with the Bee'ah Beach Cleaning campaign to protect sealife from plastics

GEMS World Academy - Dubai: helping out with charity Students helping to gather old toys and clothes to donate to the Emirates Red Crescent charity

The Winchester School: tiny hands - big deeds Ayan makes an effort to keep the environment clean by picking up rubbish with his friend

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GEMS Dubai American Academy: recognition Third grader Chendi is presented with a surprise certificate to reward her random acts of kindness

GEMS New Millennium School Al Khail: community service Afifa donates almost 200 boxes of food every Friday to the labourers around her mosque and her house

GEMS International School Al Khail: teachers help too One of the teaching staff, Mr Alan, lends a hand to the support staff when he’s got free time

GEMS Winchester School - Oud Metha: supporting family Rob volunteered to carry his younger brother on his back when he got tired of walking at Global Village

Jumeirah Primary School: being a role model Rehan is presented with a Jewels of Kindness & Respect camel for always being polite and kind-hearted

GEMS New Millennium School Al Khail: cleaning up Even at such a young age, Shivani is thoughtful enough to help her mother with her daily chores

GEMS Heritage Indian School: donating to those in need Rhea Murali from Grade 1 was brave and cut her beautiful long hair to donate it to cancer patients

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Academics

< The Cambridge Student Leadership Conference involved a Q&A session with an expert panel

Inspiring better leadership The Cambridge Student Leadership Conference aims to spark dialogue between prospective future world leaders, writes Year 12 student Nabiha Sidat

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he Cambridge Student Leadership Conference (CSLC) is an annual event organised by GEMS Cambridge International School Dubai (CIS) that hosts more than 100 students from across the UAE. The aim of the event is to spark dialogue between prospective future world leaders who leave an imprint on their school ecosystem by participating in student leadership opportunities.

This year’s event on 12 October commenced with student leaders mingling and networking, which was integral to building a solid foundation for their exchange of ideas. All students gathered in the CIS auditorium for a Q&A session with a panel that included Fatima Martin, Principal at GEMS New Millennium School - Al Khail; David Fitzgerald, Vice President - Education at GEMS Education; Arfaz Iqbal, Senior Presenter at Arabian Radio Network; and Dr Arindam Banerjee, Associate Professor and Deputy Director Global

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MBA and Master of Global Business at SP Jain School of Management.

These panelists provided valuable insight into what leadership is in today’s context. They answered pressing questions concerning the evolution of the concept of leadership. Popular questions included defining parameters for success or failure, behavioural patterns in innovative leaders and the role of schools in inspiring a generation of such leaders.

The CSLC culture promotes actionbased development of key leadership skills, owing to which the conference inculcated four broad aspects: Action Planning, Crisis Handling, Debate and Emotional Intelligence. Student participants were divided into groups and sent away to partake in a day of productive discussion, aimed at helping them grow as leaders.

Action planning, headed by the CIS student leaders, provided a platform for young, innovative and enterprising minds to come up

with viable solutions to some crucial sustainable development goals, such as climate change, quality education and clean water and sanitation.

Crisis Handling offered an opportunity to polish skills in high pressure situations, providing insight into the practical world of leadership and a taste of the many obstacles students could encounter as leaders.

Debate, a favourite among the participants, opened up the floor to engaging opinions shared on motions related to leadership. Students challenged their beliefs with rationale and critical thinking skills, fulfilling the objective of the workshop.

Finally, the Emotional Intelligence workshop was headed by Sandra AJ Carter, Founder and CEO of Ms Sandra’s Educational Services.

The session imparted the benefits of using an emotional approach for more effective decision-making. Students came up with definitions of an emotional leader and discussions took place on how they could internalise this concept to become better leaders in their own schools.

The Cambridge Senior Student Leadership Team organised the CSLC for the second consecutive year: “We had to take everything right from last year’s event, and do it better… The constant cycle of ‘this is not good enough; it can be done better’ was mentally and physically taxing. However, the moment all 125 leaders from across the UAE walked in, we knew it was all worth it. It was a highlight in our academic year.”

Cover Story

‘World-Class, World-Ready’

The UK’s leading performing arts school, Arts Educational Schools London (ArtsEd), has launched a world-class creative partnership with schools in Dubai

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rtsEd, the UK’s leading performing arts school, is celebrating 100 years of worldclass training by launching across the UAE and partnering with eight schools including GEMS Wellington International School (WIS), GEMS Wellington Academy – Silicon Oasis (WSO), GEMS Wellington Primary School (WPS), GEMS Jumeirah Primary School (JPS) and Jumeirah College (JC).

This partnership will see ArtsEd working closely with each school

to achieve their strategic goals, including promoting performing arts, harnessing creativity and building self-esteem and confidence among students and teachers.

ArtsEd will also be providing open programmes for students to attend during school holidays.

For almost 100 years, ArtsEd has been providing outstanding performing arts training alongside excellent academic education to the likes of Dame Julie Andrews and Dame Angela Lansbury. It has been under the Presidency of Andrew Lloyd Webber since 2007.

GEMS Wellington Academy – Silicon Oasis “I strive to widen the performing arts provisions offered at WSO by designing bespoke programmes that enable students to have the best possible drama outcomes, through our exclusive acting and production arts pathways. Additionally, I collaborate with our partners, ArtsEd International, to further develop relationships with the stage school; this partnership aligns with our school vision to make our students ‘World-Class, World-Ready’. WSO is also the GEMS Centre of Excellence for Performing Arts and Theatre Tech, offering over 3,000 students weekly performing arts lessons taught by trained professionals.

The Arts Ed International partnership is focused on enhancing WSO’s provisions by: • Advancing the performing arts skills of WSO students • Developing the performing arts teaching skills of WSO staff • Improving the success rate of students applying for conservatoire places in musical theatre or acting drama schools • Progressing students’ ability to speak and present publicly • Refining the performing arts curriculum Our collaboration with ArtsEd is widening and strengthening the performing arts pathways at WSO. The stage school is providing five annual bespoke residencies, tailored to our students’ skillset, to help equip them for the future.

Through the partnership, students and staff have been able to upskill their knowledge. Students have been provided with many more performance opportunities and extra professional training in n the arts, through varying acting, musical theatre and dance courses with ArtsEd theatre professionals.

Equally, this support has given students a platform to build confidence and communication skills, while polishing audition techniques. ArtsEd also delivered

Jodie Quirke is Acting and Production Arts Programme Manager at GEMS Wellington Academy – Silicon Oasis, the Centre of Excellence for Performing Arts and Theatre Technologies specialist support and careers advice for our elite performing arts students, to ensure they feel fully supported to enter the industry.

In addition, the partnership has created a chance for ArtsEd teachers and WSO teachers to collaborate.

In February 2020, WSO staff will take part in a full teaching week at ArtsEd in London, to experience first-hand what it is like to work in a world-class drama institution.

This ArtsEd Experience Programme will upskill WSO performing arts staff and allow access to teaching material and techniques used by ArtsEd staff. Similarly, other tailored residency courses will provide an opportunity for WSO teachers and ArtsEd teachers to join forces creatively, sharing ideas on how

to direct students in large-scale productions.

All of these collaborations have been received extremely well; 100 per cent of students who attended the first residency said they enjoyed it and felt more confident auditioning for school productions.

WSO teachers also feel empowered to be offered such creative professional development and are excited about how it will develop teaching and learning at WSO. Because we are the Centre of Excellence for Performing Arts and Theatre Tech, performing arts are extremely popular at WSO. Our specialist Performing Arts Elite Teams are tailored to develop students in their most skilled performance area – ‘Adrenaline’ are our street dancers, ‘Dazzle’ are our musical theatre triple threats, ‘Illuminate’ are our most skilled actors, and ‘Resonance’ are our choir singers. All students from FS2 to Year 13 have the opportunity to access weekly performing arts lessons, taught by professionals, meaning the standard at WSO is extremely high. As a result, many of our alumni have gained a place at some of the leading theatre conservatoires in the world.”

“I ho hope hope pe e to to do d p pe perf performing erfor arts for the rest of my life because li bec e I don’t do don on’t know k ww kno whatt I’d do withoutt them. My sister ter is a alrea already rea eady ad dy att Arts A Art ArtsEd sEd and d I want an to follow in her footsteps eps an and nd go o to dram dr drama am ma a sc school.” c Chloe Boyle, Year 7

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Cover Story

GEMS Wellington Primary School

GEMS Jumeirah Primary School Charlotte O’Connor, Head of Music, GEMS Jumeirah Primary School

Daniel Baxendale, Head of Music, GEMS Wellington Primary School “Our partnership with ArtsEd is a bespoke partnership. This has been developed in discussion with WPS Principal Catherine McKeever, representatives from ArtsEd and myself. The partnership’s end goal is to produce a performance of Shrek the Musical (Junior) that raises the bar in terms of quality. The children have already had an intensive rehearsal with the ArtsEd team during Curtain Up Week, and the ArtsEd team will then be back in February 2020 to teach the children about polishing and refining their performance to a professional standard.

The partnership has enhanced performing arts at WPS by giving our Year 5 and 6 children exposure to choreography and routines that would be found in professional theatre productions. This will boost the quality of the productions here at WPS, and in turn raise the profile of performing arts throughout the school. Performing arts are already very popular. We are working on developing a culture of performing arts that is deeply rooted in positive attitudes and collaborative teamwork, rather than simply individual talents, which is one of the reasons for having ArtsEd in the school. Our ethos surrounding performing arts is all about commitment and dedication, which the ArtsEd team have been helping us to develop.”

“The Partnership with ArtsEd is exciting for JPS. Performing arts and music have been one of our strengths as a school for a long time, but this has given us the impetus to place them at the centre of everything that we do. We have developed a social media hashtag #jpsrewritethestars for this academic year with the belief that every child has a unique talent that they can bring.

CPD [Continuing Professional Development] for all staff at the start of the year enabled them to look at their planning and consider how they could embed more drama into our ‘Concept Curriculum’ lessons. This has led to some excellent new approaches to teaching. For example, in our Year 5 unit on migration, children have been encouraged to think and act as characters from a story.

In terms of performing arts, there has been an upsurge in interest from the children as a direct result of some of the ArtsEd alumni visiting us in June 2019. As a result of this, we’re now running three choirs and two musical theatre groups using both specialist and non-specialist teaching staff with over 200 children involved. We have plans for joint events with other partner schools such as WPS and JC. The partnership with ArtsEd has given specialist staff new skills and confidence to develop further what we do. We are currently planning an immersive theatre day for our school UAE National Day celebrations where the Year 6 students will deliver knowledge about the UAE through innovative techniques that will also push them outside of their comfort zones.”

“I like performing orming arts because it’s ffun to d orm do do. o The music T music c just j flows into my ears and I love ve it. it.” ” Emma, Emma ma a Ye Yea Y Year ea arr 6

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GEMS Wellington International School “I believe that the skills and lessons I've learnt in drama and theatre studies will help me evolve into a more confident, determined person, which I hope to expand on for the rest of my life.”

Shayl Bhalla, Year 11

Jumeirah College Georgina Ross, Head of Performing Arts, Jumeirah College “Through our partnership with ArtsEd, recent ArtsEd graduates and industry professionals will be working with our pupils and staff over the next year to promote creativity across the curriculum.

This is a hugely exciting development at JC. Our programme began in August 2019 with leadership training for our Year 13 executive team and our A Level drama students. Pupils spent a day with graduates and ArtsEd staff, learning a range of different leadership strategies and working on a performance. Our Year 13 pupils then spent three hours with our Year 7 cohort on their induction day. This was a fantastic experience for all involved, leading to a wonderful performance for pupils, staff and parents at the end of the first day.

Creativity was a key focus for our staff development at the start of this academic year and we have launched a wholeschool focus on creativity in the classroom. ArtsEd delivered a fantastic session on the importance of arts in schools, linking this to employability through a range of different examples from business professionals who see creative skills as vital for future graduates. This term we were thrilled to welcome Andrew Lee, Director of ArtsEd International, Chris Hockley, Principal of ArtsEd in London, and a few of their recent graduates to our school production of DNA. Our pupils received some fantastic feedback and we are looking forward to welcoming the team back in February and June next year.

The ArtsEd team will be returning in February and we are planning our first Expo. This will involve exhibitions of art, music and drama as well as TedEx talks on ‘Creativity and Employability’ for pupils and parents. In the summer term, we’re planning a ‘Play in a Day’ with our Year 8 cohort.

Performing Arts continue to be popular at JC with many former pupils now studying at top UK drama schools and universities.”

Joe Steede, Head of Performing Arts, GEMS Wellington International School “Our partnership with ArtsEd is enabling us to link together all aspects of the performing arts at WIS. We have music, dance and drama, and ArtsEd for us is the missing link to join them all onstage. We have now had over 130 students involved in our West End showcase performance and the buzz around the arts is incredible. This partnership has enabled all of our students in the middle and upper school a chance to work with professionals from all backgrounds of performing.

The partnership has also allowed students the chance to perform in small and large groups to an appreciative audience. It was clear that a lot of our students were challenged during the performance week, working out of their comfort zone, but they are all now much more confident and engaged with performance. As a teacher, I have found the experience valuable, as I’ve been able to work alongside professionals and learn from them.

Performing arts at WIS are becoming increasingly popular, with growing numbers of students involved in ECAs such as our school choir, dance groups and student bands. We are happy to say we now plan to offer IB Theatre Studies this year along with IB Music.

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Arts

Youth Expressions We hear from Mohammed Aadil, the talented student recently appointed UAE Ambassador for Arts, Fashion and Culture at Middle East Youth Expo 2020

Mohammed Aadil is a gifted artist and student at GEMS Cambridge International School - Abu Dhabi

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hrough art I feel that I can express my views, my opinions on issues and even my imagination.

It was when I was in Year 2 that I discovered I had a talent and that my passion lies in the field of painting and drawing. The discovery came when I first picked up a permanent marker and started making spontaneous sketches of houses, teddy bears and cars. From then on, my parents sent me to art classes, and I haven’t stopped pursuing my passion since.

My artworks mostly have a realistic touch, but they are at the same time very impressionistic and abstract. They are mostly done with

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great speed – speed that comes all by itself without my knowledge.

The theme of my artworks is mostly traditional and inspired by Emirati culture because I am very fond of the local culture and want to learn more about its traditions.

Emirati artists Najat Makki and Abdulqader Al Rais have had a great influence on my work, as their style is relevant to my style, especially when it comes to calligraphy. I also admire international artists such as Vincent Van Gogh, Picasso and Claude Monet, as there is so much I can learn from them.

Being appointed the Grassroots UAE Ambassador for Arts, Fashion and Culture at the Middle East Youth Expo 2020 is a huge honour but also a challenge, as I don’t currently hold any leadership positions at school that I might be able to draw on for experience.

Nevertheless, in my capacity as Grassroots UAE Ambassador, I will do my best to create new leaders.

Following the Middle East Youth Expo in February 2020, I hope to begin my new venture as an art entrepreneur, starting with a new art initiative I am working on. This

is an online art portal called Youth Expressions, where young emerging artists can learn about, create, discuss and share art. The aim for the platform is to have an online art gallery, art education video library and a complete art podcast radio station. Work on the project is currently underway and the entire portal will hopefully be launched on the sidelines of the Middle East Youth Expo next year.

Furthermore, the inaugural Youth Expressions art exhibition, titled ‘Art by Youth’, is part of the Youth Expo 2020, involving approximately 50 youth artists, who will exhibit their artworks at the event.

“Through art I feel that I can express my views, my opinions on issues and even my imagination”

Middle East Youth Expo 2020 For more information on the event taking place in Abu Dhabi from 3-5 February, visit http://themiddleeastyouthexpo.com

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Arts

Raneem Ayass successfully auditioned to dance alongside international star Jason Derulo

A dream come true Raneem Ayass, a Year 13 student from GEMS Wellington International School, got to dance alongside American star Jason Derulo at the Nickelodeon Kids Choice Awards. Here’s her incredible experience

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y experience dancing for Jason Derulo was amazing, the audition process was very competitive and hard to get as I was being judged and selected from a single video. In order to get the spot, I needed to learn a dance that was taught to us on the day and then freestyle for another eight counts.

This was to show the judges what I was capable of doing and how I could add my own touch of style

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into my moves. There was an exact number of dancers that they needed, which was around 12 in total (boys and girls) and there were hundreds of people waiting for their turn.

I was given a number and I had to wait patiently until it was my turn.

Then I was told to state my name and age to the camera and I started to dance. You were only given one shot so I tried my very best.

One week later I got an email which informed me that I had gotten

in, and I was extremely excited.

I started to learn the dances. We had four days to learn the whole performance. We had up to eight hours of rehearsals a day, just going over the moves until they felt natural.

Once it came to ‘show day’, which was in Abu Dhabi, we were full of energy and ready to perform.

We were told there was a make-up and hair crew and a stylist for our outfits. We were all given dressing rooms where we could relax in between shows, and it was an amazing experience to see these famous singers and actors behind the scenes. We had one dress rehearsal before the show, in which we tried out our hair, outfits and make-up.

Then the performance started and I remember being extremely excited. I had a rush of adrenaline.

I was still shocked that I had been given the opportunity to dance with an international star and this made me feel very happy and lucky. After I finished my number, I remember feeling great, knowing I had done an amazing job as Jason Derulo himself approached the team and told us we did absolutely amazingly.

I felt so proud to be part of the Nickelodeon Teen Choice Awards, performing on live television in front of a crowd.

I’ve been dancing ever since I could walk. I started off with ballet, then some gymnastics and then I came across this company, Diverse Performing Arts School in Dubai, which is where I currently dance.

I fell in love with it. I feel like they are my second family and I spend most of my days there. The love and support I get is insane as they always push me to do my best, which I appreciate. I dance for long hours and I go five times a week and I really enjoy my time. It helps me to have a balanced lifestyle while staying fit and I manage my time better with school work as this is my passion. I will never stop dancing, although I will still pursue my other dreams, which include working in a PR agency.

T I M E TO D I SCOVE R T H E E L I T E.

G ROW YOU R BUSI N ESS W IT H

Sports

What it takes to win Olympic, World and Commonwealth champion Chad le Clos joined the inauguration of GEMS Wellington Academy – Al Khail’s Swimming Centre of Excellence in October.

He took part in a panel discussion alongside the school's principal, Neil Matthews, and representatives from Hamilton Aquatics and Swim England, with Dubai Eye radio host Chris McHardy as emcee

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he event kicked off with a video of Chad le Clos famously snatching gold from Michael Phelps, the greatest Olympian swimmer of all time, in the 200m butterfly at the 2012 Olympics in London.

How does it feel looking back at that race now?

I’ve watched that race more than 1,000 times. After I won, I watched it every single day, at least three or four times. I’m not ashamed to admit that it was the best day of my life. It was unbelievable because everything I worked on growing up and dreamed of came true that day.

Michael Phelps, who was my idol growing up, hadn’t been beaten for 10 years. He was in the prime of his life, and then a young, skinny South African came and shocked the world that day. Swimming is a real privilege for me. It’s surreal that I’m here telling you my story.

Talk to us about the sacrifices you’ve had to make?

The sacrifices my parents made for me were unbelievable; the early mornings, the 4am and 5am wakeups to drive me to practice.

They were there for me at every competition, supporting me, guiding me, giving me advice at every turn.

It’s a cliché, but I wouldn’t be where I am now without them. Thank you to my parents.

What were the key ingredients of your success?

I truly did believe I was going to be successful. I remember telling my friends when I was 10 years old that I was going to be a world champion. I started to believe it. In my mind, I was always dreaming about racing Michael Phelps, about positive things. I always envisioned that. Looking back on it now, that was one of the key factors because I created that law of attraction in

my mind. I truly saw that Olympic race 1,000 times before it happened.

I would let Phelps go the first 50 metres and then shock him in the last 50 metres. I practiced that every day. I loved the competitive side.

It’s not to overstress it and put too much pressure on yourself, but to do it naturally. Of course, you need the discipline, the sacrifice, the hard work. There are a lot of factors, but that was key. It helped me subconsciously.

What did Michael Phelps say to you after the race?

Truthfully he was quite shocked.

In the water he didn’t say much.

I was quite shocked myself - I had just beaten the best swimmer of all time. He was gracious in the end.

We went to the hospitality house after the race and I was buzzing.

People like George Clooney and Nicole Kidman were there. I was this 20-year-old kid taking pictures of everyone. It was a crazy experience.

Is there a line that’s stuck with you throughout your career?

My dad taught me never to give up from a young age. It’s as simple as that. It doesn’t matter if I’m coming 80th or 100th in a race. I can lose today but I will come back tomorrow and keep coming back.

There’s only one man you have to fear and that’s a man who never gives up. That’s the way I approach my training and my competitive events. You judge a man’s character, not by how he celebrates victory.

You judge it by how he is when his back is against the wall. You see a person’s true character then. Come out swinging every time.

Back in South Africa, did you have any foes in the pool?

There were many guys that beat me when I was younger. You have to learn to lose before you can win. You lose a lot more than you win. I went through years of losing and learning how to swim, how to race. You have to endure it. Nobody is winning an Olympic gold medal at the age of nine years old. And a lot of parents concentrate too much on their children winning at a young age, but if you have the expertise around you, they will guide you and take you to that next level slowly. So enjoying the process and enjoying all the strokes is important. Nobody knows that I was a breaststroker until the age of 16. I was the Commonwealth Junior Holder and now I can’t even swim breaststroke. The steps and levels are very important.

You beat Michael Phelps in 2012 and for a few years, you admitted you lost your way.

Talk about the lessons you learned from that dark spell?

After winning the Olympics, I was thrown into the deep end, no pun intended. I didn’t change as a person, my morals didn’t

How has swimming changed when it comes to technology and training and science?

Swimming has changed so much in the past decade. When I started, it was about doing a couple of pushups a day and a few minutes of stretching. Now people are doing cross training, CrossFit, gym work, everything and the sport has evolved. You see guys that swim more events now, too, continuously throughout the season. In the past, people were picking one or two events and swimming only those.

I definitely need to pick my game up for the Olympics next year.

Chad le Clos with Michael Phelps after beating him to take first place in the 2012 Olympic Games

Credit: Getty Images.

Olympic champion Chad le Clos is the Commonwealth record holder in the 50- and 100-metre butterfly and the first man to win three consecutive 200metre butterfly Commonwealth titles

change, but it became difficult as everywhere I went, people knew me and took pictures. You don’t understand until you’re in that situation. I came out of my relationship with my coach and we had a falling out. After the Olympics I decided to move to Turkey where I had a great coach and he understood me. I was happy with that decision.

Success is how you perceive it. Next year [at the Tokyo Olympic Games], I will know that I’ve left no stone unturned. I’ve had a lot of injuries over the past two years. When you’re stepping up for that event or that exam, you just have to give yourself the best chance and be the most prepared you can be and if it doesn’t happen, c’est la vie. You’ve got to be proud of yourself. I truly believe that I will win one gold medal in 2020.

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Sports

Swimming at GEMS Wellington Academy – Al Khail #WEKswim

Neil Matthews, Principal of GEMS Wellington Academy Let’s hear from you, Neil, about the role of parents when it comes to sport in school?

The Centre of Excellence here is all about passion and about belief.

My philosophy as a leader and our philosophy as a school is if our students believe they will achieve anything, then they will. But the difference is having people around them to help, and having parents that love them and give them every opportunity they can. And teachers who love to teach and love to give children those opportunities.

What makes the Centre of Excellence here so unique?

I think the key is the flexibility and the personalisation that we’re able to provide through the programme.

We enable our students to train here, and we’ve seen the hours of training they do and the competitions they get involved in. On top of that,

our students have got to learn and succeed academically. So the Centre of Excellence enables our students to do everything, in a package. But it’s personalised, so where our students are able to replace parts of the curriculum for training, then we can offer that. We can also offer a package of nutrition so they’re able to get the right food here at school. No longer do our parents have to spend hours on the road, taking children from school to school, and to different events. It all happens in one place.

So you're tailoring the academia programme to ensure that students are getting good marks as well as swimming, how key is structuring that?

It’s essential and this is where the partnership with teachers and parents is really important, so that personalisation for every athlete is done in consultation with families to ensure we get the balance right.

But, again, it’s about recognising the importance of also ensuring our students are achieving great things academically, as some of our scholars are in the middle of GCSEs, but also looking for those opportunities where we can be more flexible, like when students are involved in an overseas competition or event. It’s having the understanding from our

teaching team that those students are having a hard time, and knowing they will come back from overseas events really tired. So it’s building an environment to allow them to have the space and time to catch up.

How do parents add to the Centre of Excellence offering?

That partnership with parents and communicating with them on a frequent basis is essential to the success of the athletes. We cannot do enough to communicate with our families. It’s vital. It’s ensuring that our parents are invited to the school for a range of activities. It’s about building opportunities to invite parents in, to involve parents in decision-making. We have a parent council and we have various groups where parents can come to leaders and get involved in decisions about the direction the school is going in.

No school is perfect. The key is to get parents involved and have them at the heart of the community.

< Chad le Clos addresses swimming scholars at GEMS Wellington Academy - Al Khail

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Issue 7 | December 2019

Students also had the chance to interview Chad le Clos When you first went to the Olympics, how did you feel?

It was a dream come true. When I was 12 years old, in 2004, that’s when Michael Phelps was swimming at the Athens Olympics and that’s when I used to look up to him. So when I was training at the first Olympic Games, I was racing against my hero.

How did you feel when you beat Michael Phelps?

It was a great moment for me because it had been my dream to race my hero. When I was young, I dreamed of going to the Olympics.

What is your favourite exercise?

Inside the pool, butterfly is my favourite stroke. Outside the pool, I think pushups and pullups are the most underrated exercises. I'm not very good but I practice every day.

What inspired you to take up swimming?

Michael Phelps was my inspiration.

When you were 10, were you good at the butterfly?

No, I wasn’t very good when I was 10. I don’t think I even swam butterfly then; I did breaststroke.

My mum always said she liked when I swam butterfly and then 10 years later I beat Michael Phelps. Maybe in 10 years one of you can beat me.

How do you manage nerves?

It’s good to be a little bit nervous, and when I was younger I definitely got extremely nervous - just ask my dad! But what I learned over the years is how to control those emotions. We had a sports psychologist who I went to about two years ago and he said, you

Photos from left to right: Swimming scholars interviewing Chad le Clos; another scholar poses for a photo with Chad

have to be controlled. Not too excited, not too laid back. Not too overly-aggressive, but not too chilled either. I like to listen to music to get in the zone, about 20 minutes beforehand. Even now, I’m always nervous before my first race, shaking on the block. At the end of the day, we’re all human.

What do you do when you feel like giving up?

There’s always a time when you don’t want to get up for training in the morning. What kept me going was my family support and my goals. I think about them every day.

My goals drive me. It’s different for everyone. It’s whatever motivates you – what you want to achieve. You have to believe in yourself and just go for it. It’s down to you. I always wake up to my Olympic dream.

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Sports

A date with destiny How one lucky coincidence led to this GEMS student fulfilling his kart racing dreams

Liam Crystal was crowned Senior Champion at the Dubai O Plate Karting event

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rade 11 student Liam Crystal was crowned the 2019 Senior IAME X30 Champion at the prestigious Dubai O Plate Karting event in January. The event pitted 130 leading kart racers from the GCC and beyond against each other, with 32 competing for the number one spot.

The UAE’s premier event for professional kart racing, the Dubai O Plate’s 1.2km-long circuit boasts 17 corners, a tunnel and a bridge – to test the full range of a driver’s skills. As the most coveted title at the Dubai O Plate event, the senior category is also the most hotly contested. As such, the championship win didn’t come easy for Liam, who struggled to hit peak performance in the qualifying round, where he finished fourth, a full tenth of a second slower than the winner.

But Liam never gives up and went on to win two of the three heats as well as the Pre-Final – in which he beat his nearest contender by 1.427 seconds. His performance in the subsequent championship race confirmed his undeniable racing instincts, when he beat the driver in second by more than nine seconds!

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Issue 7 | December 2019

Up for the challenge Liam’s date with destiny can be traced back to a happy coincidence.

His parents booked the indoor track at the Dubai Kartdrome for his birthday. His performance attracted the attention of the manager, who convinced him to take up kart racing seriously, which eventually led to him racing for a professional team.

“Racing makes me feel awesome, it’s something that I have worked hard towards,” Liam explains. “I think my mindset is what makes me a good racer. If a racer has one bad race and gets disheartened, they will never be a successful racer. I think

Liam Crystal is a Grade 11 student at GEMS World Academy - Dubai

my perseverance and resilience contribute to my success.”

Yet Liam also attributes his success to his school, GEMS World Academy - Dubai (GWA). “I love a lot of things about my school,” he says.

“In other schools I have attended, it was sometimes difficult to fit in, but I’ve always felt a positive and welcoming environment at GWA. My teachers are friendly and their enthusiasm is infectious. I also like the collaborative and studentcentered approach to education.”

As one of his prizes for winning the senior category at the Dubai O Plate, Liam also won a F4 test drive. Practical enough to realise the uncertainty of a career in racing, Liam wants to study Motor Sport Engineering, complementing his aspirations as a competitive driver.

“I think it is important that I do well in my studies, but I want to remain in touch with my passion at the same time. Whatever facet of racing I am involved in; I will be happy.”

A changing world GEMS Xhibit gathered together students, teachers and industry leaders to discuss how to best prepare students for the future

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n 28 October, GEMS Education officially marked the launch of its five Centres of Excellence. These Centres, covered extensively in our last issue, are designed to promote technological and digital learning and create unique student pathways and experiential learning around emerging industries. The launch was part of GEMS Xhibit, an annual innovation-focused event that gathers students, teachers and industry to explore the evolution of the K-12 learning experience and how to prepare students for a rapidly changing world.

Held at GEMS Wellington Academy – Al Khail, the event took place in the presence of Her Excellency Reem Al Hashimy, UAE Minister of State for International Cooperation and Director General of Expo 2020 Dubai Bureau, who delivered a keynote address. Over 100 business leaders also attended.

A first-of-its-kind initiative, the five Centres of Excellence include: Artificial Intelligence and Robotics at GEMS Dubai American Academy; Digital Industries and Sustainability at GEMS FirstPoint School – The Villa; Aviation and Space at GEMS International School – Al Khail; Performance and Theatre Technologies at GEMS Wellington Academy – Silicon Oasis; and Entrepreneurship and Youth Start-up at GEMS World Academy – Dubai.

Memorandums of Understanding in the fields of curriculum leadership and development support for AI, robotics, entrepreneurship, sustainability and e-commerce were signed between GEMS Education and its partners including Noon, Siemens, RIT Dubai, Al Tamimi & Co and American University in Dubai.

Student applications GEMS Xhibit serves as an opportunity to highlight the tech-innovation skills of students in front of industry experts, underpinning the value that innovation brings to education and how it contributes to shaping the future of young people.

Seventeen school teams showcased their Global Innovation Challenge solutions and products.

These projects included ‘SHERO’ and ‘Smart Bandages’, both of which were selected to showcase at the Singularity University Global Summit in California this year.

“This is what future-focused education should be about – bringing together the latest thinking with technology applications and AI through a range of real-life challenges and partnerships with leading businesses and universities,” said Michael Gernon, GEMS Education’s Chief Education Innovation Officer.

“It will add unique and incredible value into the K-12 sector in a way that has not been possible before.”

Michael went on to underline the increasingly important role

L-R: Michael Gernon, Chief Education Innovation Officer at GEMS Education; students showcase their invention

that innovation, research and development is playing across the GEMS network, and he confirmed that the new Centres of Excellence will lead the way. “We are aiming to blur the traditional boundaries of school, university and employment, and create a new learning ecology for GEMS students – one which will see them earn a range of credentials and qualifications from our partners from age 14 and, through these unique experiences, be better prepared for the future,” he said.

Commenting on the MoU signed during the event, Dr David A Schmidt, President of American University in Dubai, said: “AUD is pleased, proud and honoured to strengthen our long-running collaborative partnership with GEMS Education. This partnership is emblematic of both institutions’ commitment to education in the UAE and the immense benefits of collaboration.”

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Innovation

< Raya Bidshahri is a past winner of the Sheikha Fatima Bint Mubarak Award for Excellence

Awecademy Raya Bidshahri, a former head girl of The Winchester School – Jebel Ali, was included on the BBC’s 2019 list of 100 influential women from around the world You describe yourself as a serial entrepreneur – tell us more.

My journey with entrepreneurship started in high school, when I joined the founding team of SciFest Dubai, a platform that is dedicated to promoting the sciences through the arts. SciFest Dubai grew to welcome 10,000 annual visitors, received support from the Knowledge and Human Development Authority (KHDA) and was even featured on the BBC. I also co-founded Intelligent Optimism and Café Scientifique Dubai, both initiatives that served to increase scientific and technological literacy among the general public. Later, I moved to the US to do a degree in neuroscience. There, I was part of the founding team of SheWorks, a contingent workforce platform for women. And now, I’m the founder and CEO of Awecademy, an award-winning organisation that offers future-focused education.

Through an online platform and offline programming, we equip young minds with skills, values and mindsets that are often not covered in traditional school curricula.

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Issue 7 | December 2019

What does entrepreneurship mean to you?

For me, entrepreneurship is all about finding solutions to problems.

I didn’t wake up one morning and decide to be an entrepreneur, but rather, there were problems that motivated me to bring about solutions. Entrepreneurship is one of the many ways that we can contribute to human progress.

What does it mean to you to be included on lists such as the BBC’s, and what inspires you?

It is an absolute honour. It’s an incredible validation of the work that my team and I have been doing, which is very motivating. I recently gave a talk on the BBC stage in New Delhi, alongside several of the other inspiring women on the same list.

It’s fair to say that every single one of them inspired and motivated me to keep doing what I’m doing.

To what extent did your school years influence you?

When I was a student at The Winchester School – Jebel Ali (WIN), I was very lucky to have access to an

innovative range of extracurricular opportunities as well as a Gifted & Talented programme. We ran an astronomy club, organised TEDx events, contributed to SciFest Dubai, spoke at national conferences and even contributed as thought leaders on radio stations. My then principal, Ms Ranju Anand, encouraged risktaking, student-led innovation and purpose-driven accomplishments.

Which of your accomplishments are you most proud of and why?

I’m very pleased with the incredible progress that we’ve made so far with Awecademy. This autumn, we launched the Awecademy Learning Hub where learners build core competencies through interactive workshops, engage with inspiring leaders and receive mentorship from industry experts. The first Learning Hub has been launched in partnership with Dubai Future Foundation’s Area 2071. Many of the students have begun working on innovative solutions in areas such as future ethics, exponential entrepreneurship and post-earth.

What else is on your horizon, any new projects or initiatives?

I’m speaking at a range of conferences around the world, with the goal of spreading our vision for the future of education. My mission is to create alternative models for education that are aligned with the needs of our technological era.

What advice would you give to budding entrepreneurs?

The advice I always give to youth is to prioritise building their skills, portfolio and network. I encourage young minds to not ask “what do I want to be?”, but rather “what problem do I want to solve?” and “what is my purpose or passion?”

Above all, it’s okay not to know the answers to these. The point is to not stop seeking those answers.

The next chapter We caught up with a few ex-high school students now at university to see how they’re getting on and what their plans are for the future

Lani Deakin High school: GEMS Dubai American Academy (DAA) Year of graduation: 2015 University: St Francis Xavier University (StFX), Nova Scotia, Canada How are you getting on at StFX? I love the university and the community here in Antigonish, Nova Scotia. I decided to do my Bachelor of Education at StFX after finishing my Bachelor of Human Kinetics here this year. Students develop fantastic relationships with professors and the connections you make at this little university are endless!

What have been the highlights and challenges so far?

Being able to maintain a full course load on top of extra-curricular activities is still challenging, even though I did it throughout high school. One highlight was getting my X-Ring. This is a special graduation tradition for all StFX students, with parents invited. The ceremony was so meaningful.

Do you feel DAA prepared you well for university?

It definitely prepared me for my core

classes and even though I took only a few IB courses, I found the high schoollevel classes still prepared me for what I wanted to do. I understood the core material and had the learning skills necessary to be successful.

You got to meet 2017 Global Teacher Prize winner Maggie MacDonnell – how was that?

Listening to her speak was amazing.

She started the presentation by asking, “How could a gym teacher be worth a million dollars?” But after sharing her story and all the work she has done for so many communities, it was very understandable and she was truly inspirational. Maggie really emphasised how building interpersonal relationships with your students is crucial for them to be engaged and make real-life connections that help to prepare them for life outside school. The part that I loved most – with physical

Lani Deakin graduated from Dubai American Academy in 2015 and is now studying to be a teacher in Canada education being my teachable subject – is how getting to know your students, and making PE applicable to what they like, will keep them engaged in physical activity for the rest of their lives.

What are your aspirations for the future?

I hope to teach internationally after I complete my Bachelor of Education in 2021. I loved growing up overseas and being a Third Culture Kid, and I hope to continue to grow and develop and practice my profession in global environments. I am so excited to teach PE – I hope to bring a new and fun pedagogical approach, all while being inclusive and generating a safe learning environment for my students to maximise their physical fitness and understanding of physical literacy.

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Beyond School

Sonali Chawla High school: GEMS Our Own English High School Year of graduation: 2019 University: University of Birmingham Dubai (UoB) We hear you were awarded a scholarship – tell us more.

After graduating from high school with a percentage of 95.4, I joined the University of Birmingham Dubai as the awardee of the Chancellor’s 100% Scholarship.

The exceptionally supportive teaching unit at my school and my ever-encouraging parents provided me with a constructive study environment both at school and at home, which aided me in attaining scholastic achievements throughout my academic life.

How do you feel about winning such an amazing grant?

I feel honoured to receive this prestigious scholarship.

It was a delightful accomplishment and a financial relief for me and my family. I now want to make the most of the opportunity.

GEMS UniConnect Sonali’s scholarship at the University of Birmingham Dubai was made possible by the GEMS UniConnect programme, which partners with universities in the UAE and internationally to offer scholarships for summer, undergraduate and other courses exclusively to GEMS Education students.

A UoB representative said, “We are delighted to work in partnership with GEMS Education to reward students who exhibit the highest standards of academic excellence and showcase the best educational achievements from the United Arab Emirates. We are proud to offer students the opportunity to pursue the highest quality study and graduate from a world top 100-ranked institution in the heart of Dubai. Many congratulations to Sonali. We look forward to helping you do exceptional things over the next three years.”

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Issue 7 | December 2019

How are you getting on at university?

I applied to the University of Birmingham Dubai for my degree in Computer Science and started my journey with an aspiration to continue excelling and successfully receive a highly reputed British degree.

I’m impressed by the quality of education and the global career opportunities the university provides.

What are your plans for the future?

Thanks to the scholarship, I can devote myself to my academic and career aspirations, invest in my postgraduate degree and eventually become a prosperous professional so I can contribute significantly to the field of artificial intelligence and robotics. I am looking forward to a glorious journey at UoB and hope to thrive academically, socially and professionally.

Checking in with GWA graduates

“I’m from GEMS World Academy – Dubai’s Class of 2018, and I am now entering my second year studying Veterinary Medicine at the University of Bristol, UK. I’ve met some wonderful people here, and several nights out have been a fun part of me figuring out British culture. My favourite memory of my first year is driving back from a farm with a lamb I had saved from an inhumane euthanisation in the backseat of my car. Looking back at my high school experience, I feel Mrs Arnold really prepared us for university life, by encouraging us to be more independent and willing to figure out answers by working hard.

I hope to someday open my own vet clinic and help as many furry friends as possible.”

Alice Recoura

“I’m a graduate of the 2016 batch at GEMS World Academy – Dubai, and I'm finishing my final year of Geological Engineering at the University of British Columbia, Vancouver. After graduating in 2020, I hope to find a geotechnical engineering job in Vancouver or at home in Bangkok, Thailand. As my undergraduate education comes to a close, I have a great appreciation for the role my school played in my life, as a positive influence. The many opportunities to get involved in clubs, music and sports helped me to develop the skill of balancing school, extra-curricular activities and a social life. I can’t emphasise enough how much I value my DP teachers; they always had my best interests at heart and I thank them for shaping me into the learner that I am today.”

Neeranuch Vootivakinskul

“I graduated from GEMS World Academy – Dubai in 2015. Since then, I’ve completed a two-year acting course at the American Musical and Dramatic Academy in New York City.

I am currently continuing my studies in the UK where I’m aiming to earn my full bachelor’s degree. After completing my degree course, I hope to make acting a full-time career (both on stage as well as on film and TV) and become fully certified in stage combat. Taking part in the school productions at GWA not only allowed me to get a taste of what it takes to be part of a production’s cast and crew, but it was also during this time that I realised performing was something I wanted to pursue professionally.”

Noa Bleeker

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Beyond School

Learning on the go Real learning occurs not just in schools; even holidays and travel play an important part, argues Dr Amrita Vohra, Director Education – GEMS India and Executive Principal – GEMS International School, Gurgaon

Dr Amrita Vohra is Director of Education - GEMS India

T

he kids were running amok with glee. Well, that’s what was apparent to fellow travellers staring at us, askance expressions on their faces.

We teachers simply smiled back at them, knowing there was method to the madness – because we had created it. To us, the madness reflected the levels of engagement in our students, the depth of learning taking place.

We were at Jaipur’s Amber Fort.

More than 100 primary and middle

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Issue 7 | December 2019

school students were working in explorer groups to unravel the secrets of history, geography, mathematics, architecture and politics ensconced in this epochdefining building. They had been given half an hour to run around, find information, places, justifications, rationales and possibilities to answer a set of thinking questions assigned to each group. Each little discovery was a victory of teamwork. Within their teams, they distributed areas of work, defined timelines, planned circle-back discussions and brainstormed conclusions based on analyses of evidence collected.

Can learning be achieved in a mere 30-minute lesson? Yes, absolutely!

And yet, all that is but a trickle in the stream of true learning that naturally gets integrated with travelling. The planning of a journey, backpacking for survival in an unknown territory, often with unfamiliar companions, dealing

Dr Amrita Vohra recounts some of her most memorable travel experiences as journeys with students to the Amber Fort in Jaipur, India (above and below) and to the Great Wall and the Shaolin Temple in China (facing page)

with an array of deep emotions, exploring, navigating, improvising to make it all work out better. It is a simulation of life, a simulation of growing up and becoming.

Each journey is a chapter in the overall Bildungsroman.

Young globe trotters To the educator, travelling with children is an opportunity to create a multi-level and thoroughly inclusive classroom. The classrooms depicted in the famous autobiographical memoir Totto-chan: The Little Girl at the Window were made out of converted railway coaches, metaphorically capturing the essence. The child’s eyes wistfully peering out of the classroom window stand for the innate desire to break free and learn from the world beyond. Birds frolicking to create their nest in the tree trunk outside are bound to be more interesting than black and white boards filled with semantic symbols.

Charlotte Bronte’s eponymous heroin in Jane Eyre, too, looks longingly at the horizon from within the four walls of her orphanage school. Freedom calls – and yet even then we have our innate fears of freedom to tackle as well. Human existence is quite a paradox!

While on tour, our students add to their portfolios, participate in art competitions in some of the most inspiring art galleries, they explore relics of history and royalty in preserved palaces and design their own magazines with the help of photography and creative writing workshops as an integrated aspect of the journey. Indeed, some of my most memorable experiences as a

student, teacher and school leader have been these journeys with children. From learning Kung Fu at the Shaolin Temple in China, wearing veils with my Delhi girls at Abu Dhabi's Grand Mosque, building castles on the beach with my primary school ‘happiness champions’, to excavating deserts and braving the heights of the Himalayas with teenagers, these journeys have been phenomenal learning expeditions. The learning outcomes have been exponential, multi-dimensional.

Observing my spirited young globe trotters navigating their way through cultures, cuisines, arts, histories and languages of human civilisations in varied geographies, I have often admired the merging of dissimilarities, the acceptance of the ‘other’, an effortless sensitivity to global concerns emerging in the most natural manner. This is genuine global citizenship education, moving beyond the ‘here and now’ to much larger paradigms.

Citizens of the world While a travelogue school sounds quite utopian, at GEMS Education we have managed to create our own global citizenship explorations within the confines of our everyday lives. As Siddharth Krishnan, one of our students in Grade 7, noted; “While we explore different

countries each month, it is amazing to note that there is so much to learn. Each country has such a rich culture, such an inspiring history and so much happening in the present. Physical, virtual and experiential travel exploration makes learning very powerful at our school. I feel like a citizen of the world, rather than just one nation.”

Tushar Garg of the senior section at GEMS International School, Gurgaon, notes; “While we travel to different places, the experience of collaborative work with our teams in an unknown setting is particularly special. I explored the world’s largest sundial and various astronomical instruments made before 1734 in my own country.

One has to see it to believe it!

These instruments just make so much sense. Between our team and our teachers, we connected and noted real-life applications of countless scientific and mathematical concepts. Here, are our subjects in real-time action.”

Nothing motivates a teacher more perhaps than the joyous sense of achievement on a child’s face, the unadulterated hunger for knowledge, the drive to ask the right questions. It is our manna in the incessant journey of learning.

The destination is for our students to reach, and we are proud of them when they do.

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Beyond School

MTS students pose with their Teen-to-Teen Mental First Aider certificates

First aid for mental health Eight students are among the first in the Middle East to qualify as Teen-to-Teen Mental Health First Aiders “Eight GEMS Metropole School – Motor City (MTS) students are part of the first cohort in the Middle East to be qualified as Teen-to-Teen Mental Health First Aiders. Students in the sixth form were offered the opportunity after an intensive selection process that involved written applications followed by interviews.

Interest in attending the course was overwhelming, with approximately 50 per cent of students putting themselves forward through letters of interest.

“Mental health and growing awareness of its issues are of paramount importance among staff and students at MTS. To mark and celebrate World Mental Health Day on 10 October teachers and students drew a picture of a sun on their hands in support of those suffering from poor mental health. The students will now use the skills and the qualification they have obtained to support and mentor younger students in school.”

Mark McAdam, Deputy Head of Secondary and Designated Safeguarding Lead, MTS

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Issue 7 | December 2019

“The aftermath of the Teen-to-Teen Mental Health First Aid training changed me in a way that is difficult to express. It increased my awareness of mental health issues and how profoundly necessary it is to destigmatise mental illness. The four-hour session was the equivalent of physical first aid training and provided a plan on how to identify signs of mental health issues experienced by teenagers and how to respond to such situations, with the instruction to receive the help needed from a responsible adult as soon as possible. It also set out the difference between sympathy and empathy as well as the correct way to talk to people in need, which led me to reflect on the incorrect support I had been offering and educated me about the correct route to take.

“Consequently, the training has enabled me to aid my friends in a more professional way. And I have seen instant progress with one of my friends, which makes this opportunity even more beautiful. To see my friend receive the help she needs gives me a sense of satisfaction that’s all down to the training I received.

“Finally, I have realised my limits as a Teen-to-Teen Mental Health First Aider – that I am not a therapist but a better person to be around when my friends are going through a crisis. Ultimately, our goal is to comprehend and make others understand that ‘ideal’ mental health isn’t about being constantly happy, but rather it’s about being able to deal with a crisis more efficiently; that sometimes it’s okay not to be okay and the sense of suffering won’t last forever. Because as humans we are unyielding creatures, and the training will allow me to make others realise this as well.”

Sarah Khan – Year 13 Sixth Form student, MTS

The career accelerator

Credit: shutterstock.com

Designed specifically for teens, Lifology is an education technology project that aims to guide students towards a fulfilling career

B

illed as the world’s first ‘career accelerator’ designed specifically for teenagers, Lifology holds the sole Guinness World Record in the field of career development. In essence, it is an education technology project that aims to systematically lead students towards a happy and fulfilling future. Its goal is also to change how people view a career – to see it not merely as a way of gaining financially, but as a lifelong process of learning and growth.

Lifology is one of several student-focused organisations involved in My Path to Uni, a recently launched consortium of globally recognised partners that together offer holistic, bestpractice services for students in secondary school, graduate school and work. The ultimate goal is to provide young people with all the tools they need for academic and career success – with Lifology playing a primary role in the latter.

Lifology’s comprehensive platform, available online at www.lifology.com, helps students in a variety of different systematic ways, with services including psychometric assessments, career coaching and information on the universities best suited for specific professions. It also aims to bust a number of widespread myths about career choices and guides students to make more informed decisions.

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Beyond School

Find Lifology’s comprehensive platform at www.lifology.com

“At a click of a button, students can find all the information they need in our career library, which introduces careers from 23 different pools as well as over 90,000 corresponding university courses from around the world,” explains Lana Eghterafi, Lifology’s Regional Director based in the UAE. “Students can book coaching sessions with our team of certified career coaches. We also understand that in the rapidly changing world

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of today, students need to have certain life skills – skills that we address through interactive videos.

In a couple of months, we will also commence our mentoring programme with a team of experts from different industries.”

One of the most interesting aspects of Lifology is around matching students with a profession that will be fulfilling and rewarding. “We can help by giving career suggestions

specifically suited to your personality,” explains Lana. “The dream you didn’t know you had, is just a click away!” She emphasises the gravity of the decision when it comes to choosing a future career, and advises students take their time. “You are not alone – your families, counsellors as well as the Lifology team are here to listen and help. We want you to be happy and purposeful. Be open to new experiences and actively explore.”

Listen and support

“At a click of a button, students can find all the information they need in our career library, which introduces careers from 23 different pools as well as over 90,000 corresponding university courses from around the world.”

Lana Eghterafi, Regional Director, Lifology

Does it work?

Of course, the real test is whether the Lifology approach works, and from Lana’s and the wider Lifology team’s experiences around the globe, it certainly seems to be effective. They have seen students successfully gain admission to universities around the world and be offered jobs as altogether happier individuals who are more confident in the decisions they have made and more comfortable with the

transition phases involved as they move forward in their lives.

“I really wasn’t sure what I wanted to focus on, with two key areas of interest,” says one Year 12 student at GEMS Metropole School who tapped into Lifology for guidance.

“Being able to talk to someone who didn’t know me like my teachers, take the assessments and complete the assignments allowed me to join the dots. I’m now heading in the direction I want to be.”

Another student, in Year 10 and also from GEMS Metropole School, points to Lifology helping them to identify a career path that they weren’t yet aware of: “I didn’t even know the career area I ended up being recommended existed!

There’s so much to research and think about now.”

But the services provided by Lifology benefit not only students, but also teachers. “I was looking for a program that allowed our students to assess themselves, reflect on their interests and start to pull a picture together,” explains one of GEMS Metropole School’s Career Advisors.

“Lifology has allowed students to feel they have more information to start their personal research. It has created motivation for the students to start planning their individual pathways to university and work experience. Even if students aren’t sure about the final pathway recommended to them, they still learn a lot about the process of selfevaluation, research, understanding their strengths plus career interests and how they all fit together.”

Given the success of Lifology thus far, we asked Lana what’s in store moving forward? “We are in the process of setting up digital career accelerators across GEMS Education schools in association with My Path to Uni,” she says.

“Our platform offers a great facility for advisors, counsellors and principals to follow and monitor the career development process of their students.

Moreover, our My Path to Uni link-up opens opportunities for GEMS Education parents and alumni to become career coaches or mentors with us.”

Indeed, according to Lana, so-called Lifologists are the coolest people in the world. “A Lifologist could be considered a career or life coach who follows the framework set by Lifology,” she explains. “A Lifologist is actually a blend of three things: a psychometric analyst, an academic coach and an expert in labour market information.

The systematic nature by which the Lifology platform guides students greatly helps counsellors in those areas of work that they are currently doing manually and individually for every single student. Similarly, a parent or alumni who becomes a Lifologist can further assist counsellors, because it is impossible for a single counsellor to attend to every single student and all the needs they may have.”

So, any final advice and words of guidance for parents when it comes to supporting their children in choosing their path forward?

“Always remember that the most important thing is your child’s happiness and health,” says Lana.

“Listen to your child, explore their strengths, talents and capacities. Support them in pursuing their passions and interests. This age group does not like to be told what to do, but they still dream of a meaningful and successful future.”

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Parents

Reset for 2020 Two Dubai-based behavioural specialists offer their advice on how the whole family can best handle some common emotional issues

P

arenting is never easy. No matter how many books or articles we read, parenting is different for everyone. As parents, we have a very important role and impact on the development of our children’s emotional intelligence. Parents must remember that when their children are upset, they need help to manage these feelings and the only way to resolve emotions is by acknowledging them and working through them.

Dr. Daniela Salazar from The Lighthouse Arabia

Dr Daniela Salazar, Clinical Psychologist at The LightHouse Arabia (lighthousearabia.com), shares the following tips for parents to help children process and understand their negative emotions.

3. Empathise: Repeat what your 1. Stay calm: First, stop and take child is saying to help them a deep breath so that you’re in know you’re listening. the right headspace to engage Acknowledge their perspective. with your child.

4. Be understanding: Don’t fight 2. Connect: Reach out to connect or contradict your child’s feelings. emotionally and, if you can, What’s important is that he/she physically. Create safety with your feels understood. touch, your warmth, your tone, 5. Get to know more: Offer support and your attitude. If you breathe and invite your child to tell you slowly, your child will usually more about how they’re feeling. begin to breathe more slowly.

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SELF-REGULATION If your child is upset or angry or frustrated, it’s important for parents to first do a self-check in. Ask yourself how you are feeling in that moment.

Dr Daniela Salazar, Clinical Psychologist at The LightHouse Arabia, recommends stopping and taking a deep breathe or even leaving the room or space if you are not in the right headspace to engage with your child at that time. She shares three tips: 1. Remind yourself that the goal is to calm the “big” feeling your child is experiencing, not to escalate it.

2. Don’t take your child’s emotions as your own, even if they are saying hurtful words, as these words are being said out of anger because they don’t yet have the skills to cope adequately. Their brains are still developing and they need your guidance.

3. Notice the sensations in your body.

Notice if you feel any tension or anxiety and, if you do, let go of these emotions and tune into your children’s feelings instead. Decide if this can be an opportunity to build a closer relationship with your child.

Credit: shutterstock.com

Salazar recommends welcoming the emotions and reflecting them, mirroring your child’s tone. “You seem very upset!” or “You seem a little worried about this sleepover.”

She also recommends repeating what your child is expressing to help them know you are listening: “If I understand correctly, you’re upset with your brother taking your toys.” Describing what your child is physically expressing helps them to feel seen and heard.

CREATING CONFIDENCE Salazar says that parents can help children to challenge their anxietycreating thoughts (also called negative self-talk) by getting to know more. “You can do this by offering support, validating your child’s emotion or simply inviting your child to tell you more,” Salazar says. “Validation doesn’t necessarily mean you agree, only that you understand why your child would feel this way.” Salazar gives some examples of things parents can say to help their children deal and develop confidence in a variety of situations: “It could be really embarrassing, to have your teacher say that.”

“I didn’t understand how important this was to you. Tell me more about this.”

“I hear how angry you are about this. What can I do to help make this better?”

EMPATHISE – VALIDATE THEIR FEELINGS Match your child’s tone. When kids feel that you really get how upset they are, they don’t need to escalate.

PROBLEM-SOLVING After the child has felt their feelings have been understood, it’s likely their overwhelming feelings will start to decrease and they will be open to problem solve or see other perspectives. If your child is still upset and is not willing to look at other perspectives, it’s a sign he or she has not worked through their emotions yet. Salazer highlights the importance of not jumping in to solve your children’s problems for them; “This gives the message that you do not trust them to make decisions on their own. It’s constructive to say words such as; “Ok, I see. What do you think can happen after you do X? Give them room to reflect and come up with their own observations and answers.” While this process can be tiring, it is crucial to help children become more emotionally intelligent and helps you build more empowered and self-regulated kids.

MAKING FRIENDS Doctor Salazar says parents need to understand that every child is different in the way they socialise.

She says to help your child make friends and before any intervention, it’s important to take time to observe him or her interacting with children their age. Salazar says it might then be helpful to give your child a head start by getting to know other parents at the school and inviting them over to get the ball rolling.

Role-playing social situations at home is also very useful to teach social skills, Salazar concludes.

Psychologist Sneha John at LifeWorks Holistic Counselling Centre

BULLYING Bullying can take place in person or online and can be obvious (overt) or hidden (covert).

Psychologist Sneha John at LifeWorks Holistic Counselling Centre (www.lifeworks.ae) says each child who is exposed to bullying will have a different experience of it. She lists some warning signs that parents can look out for: 1. Reluctance to go to school; look out for signs of agitation when getting ready for school such as temper outbursts, excessive crying or refusing to ride the bus. Some children may display physical symptoms such as headache or a stomach ache.

2. Quiet, withdrawn and disengaged; the child may become teary or irritable without an apparent trigger. He or she may zone out while being spoken to or avoid family activities and spend more time alone.

3. Projecting aggressive behaviour; aggressive behaviour towards family members can be a sign of frustration and a way to communicate their victimisation due to bullying. Younger children may have frequent temper tantrums or crying spells.

4. Unusually hungry after school; this may be due to skipping lunch to avoid being bullied. The bully may also be stealing the child’s lunch or lunch money.

5. Nightmares and difficulties sleeping; the child may intentionally try to delay bedtime. Younger children may throw tantrums while going to bed and wake intermittently during the night. They may experience bed-wetting or teeth grinding.

6. Personality changes; a once happy, bubbly child may show significant personality changes such as being moody and emotional. The child may lose interest in topics, food, friends and outings.

7. Changes in appearance; the child may adopt a different style and engage in selfneglecting behaviours such as not taking showers or not combing their hair. They may complain that they are tired and do not have the energy to look after themselves.

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Parents

Quality time Regular and open communication between teachers and parents lies at the heart of every successful school community. It enhances learning outcomes and ensures happy students, parents and teachers, all working together towards a common purpose

H

ow much do you know about your child’s progress in school? Do you know what they struggle with and what areas they excel in? Are you aware of how they interact with other students in the class, which friendships have blossomed, and which have not? If they find maths easy but chemistry difficult, do you know the reasons why and what steps their teachers are taking to support them? Most importantly, is your child happy?

Every parent has the right to ask these questions – but, crucially, also the right to know the answers.

What it boils down to is communication. A successful school – one that values its relationships with students, parents and teachers, and one that places students first – will go out of its way to communicate with all members of its community. It will do so not merely to keep them informed, but also to listen and, in turn, use the feedback received to continuously make improvements and enhance the school’s education provision.

In the past, report cards were the preferred way to update parents about their child’s learning. These,

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however, involved a great deal of manual work to aggregate all the assessment information, which is why report cards were done in batches and only a few times a year.

Yet today’s learning management systems can share assessment data with parents and students instantaneously, allowing parents to view up-to-date ‘reports’ whenever they please. This raises the question; do we still need report cards, or could we shift to an ongoing approach to reporting?

When it comes to the channels of communication available to schools today, there are numerous and wide-ranging options, running the gamut from more traditional modes including phone calls, letters, circulars and emails, to newer, high-tech additions including social media, apps, virtual learning environments and more. Yet while all of these play an important role in schools, there is ultimately no substitute for communicating in person, face to face. A great school should therefore be actively involved in evolving communications strategies to improve the frequency and quality of face-to-face meetings and interactions.

GEMS Education has recently rolled out a network-wide initiative to enhance communication between teachers, parents and students

“A successful school - one that values its relationships with students, parents and teachers - will go out of its way to communicate with all members of its community.

It will do so not merely to keep them informed, but also to listen and, in turn, use the feedback to make improvements”

Quality Assurance Programme Interestingly, GEMS Education, which owns and operates 48 schools in the UAE alone, has recently rolled out a network-wide initiative that recognises the importance of communication between teachers, parents and students and seeks to enhance the communication already taking place in its schools. This ‘Quality Assurance Programme’ aims to increase the opportunities for all parties to interact regularly and consistently, so that schools can extend the learning experience already in place to deliver a more personalised service to parents, enabling them to be increasingly involved in their child’s education and progress.

“Great communication is one of the hallmarks of a great school,” says Matthew Tompkins, Principal of GEMS FirstPoint School. “The Quality Assurance Programme looks to take communication

to a truly outstanding level, providing personalised channels of communication that aid a positive and open relationship between the school and its families.”

Rollout of the Quality Assurance Programme is being spearheaded by teacher training institute TELLAL, whose Senior Vice President, Dr Linda Rush, describes the vision of the initiative as a re-commitment to the centrality of the parentchild-teacher relationship. She says, “Strong and positive relationships are good for the well-being of the child and, in turn, we know that this supports improved student learning outcomes. We know that such relationships are rooted in trust, where parents having confidence that their voice and experiences are respected and heard. We are committed to supporting schools to develop their own response and way of working that understands and respects the needs of their parents and children.”

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Parents

Asked how this initiative is different to what other schools might already be doing, Dr Rush points to the fact that the starting point is to be explicit about what the minimum expectations are in terms of the relationship between parents and schools. “This statement of intent is intended to stimulate and support individual schools when adding to and developing their own local framework for ensuring highquality teacher-parent engagement,” she says.

A stronger network The response has been very positive so far, from teachers and parents.

“At GEMS FirstPoint, we are already seeing the benefits, with parents appreciating the opportunity to discuss their child and the benefits of attending a GEMS Education school,” says Matthew Tompkins.

He reports that many parents say that they feel more valued and part

Parents say the Quality Assurance Programme helps them feel more valued and involved

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of their children’s learning journey as a result of the initiative. “As a school, we are getting an even better understanding of our students,” he says, “and we can therefore provide even better support in maximising the progress every child makes.”

Darryl Bloud, Executive Principal at GEMS Heritage Indian School and Vice President – Schools at GEMS Education, echoes Matthew’s sentiments, adding that while life at his school revolves around the child, the essence of being a good teacher is to understand the child, know their strengths and skills, and bring out their true potential. “The core responsibility of every school leader is to ensure parents play a vital role in the life of a school,” he says. “What the Quality Assurance Programme does is to create crucial links between the school, its parents and their children. It is my view that there is no better person to provide this link than the child’s teacher.”

Benefits of parent engagement Jodh Singh Dhesi, Head of School Performance and Standards at GEMS Education, explains why passionate parents who are closely involved in their children’s education can only ever be a good thing.

“In one of my previous roles as a principal, I would do playground ‘duty’ at the end of the day. It was the perfect opportunity to interact with students, staff and parents who were picking up their children.

It also gave me a chance to catch up with the senior leadership team in the brief interlude between the teaching day and the time for administrative tasks.

“Sometimes our discussions would address the occasionally challenging conversations we had had with parents. But no matter the issue, or how contentious the concern, we would acknowledge how lucky we were that the parents were so interested in their children’s education. We knew that having a community of families who cared about the school, often passionately, meant that we had the chance to work together towards a common purpose.

“Fast-forward to my current role at GEMS Education and I have the pleasure of sitting on the Local Advisory Boards of five schools. I see first-hand the passion, commitment and enthusiasm of parents. I also see it in the parental organisation at sports days and fairs, parental turnout at concerts and shows and parental fundraising and profile-raising on the part of PTAs. Our schools here are lucky to have such commitment and will thrive because of it.”

THE POWER OF

EDUCATION

To make a donation, visit:

www.DubaiCares.ae

Lifestyle

Holidays From tree lightings and Christmas brunches, to winter wonderlands and more, thereâ&#x20AC;&#x2122;s lots of festive fun to be enjoyed by the whole family

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Fairmont the Palm The Fairmont Falcons Kids’ Club will be transformed into Santa’s workshop comprising handicraft sessions, Christmas tree and decoration making and lots of seasonal games.

AED 140 per child aged 3–15 years, 23 and 24 December, 2-4pm, Palm Jumeirah, Dubai.

Madinat Jumeirah Festive Market This popular festive market will run from 13 December to 28 December, offering 15 jampacked days of Christmas fun with a live band, daily visits from Santa from 5-7pm, gingerbread house decorating, abra tours with the big man himself, cookie decorating sessions and plenty of delicious food and drinks.

Free, 13-28 Dec. Sun-Wed 3pm-late, Fri-Sat noon-late (2425 December noon-late).

Madinat Jumeirah Conference Centre, Umm Sequim, Dubai.

Winter Wonderland at the QE2 Dubai’s iconic ocean liner, the QE2 is bringing back its big ‘Winter Wonderland Weekend’, featuring special Peter Pan performances, Captain Hook brunches and a Christmas tree

lighting event with a choir performing carols and lots of pretty seasonal markets offering handmade arts, crafts and gifts.

Prices vary. 12-14 December.

QE2, Port Rashid, Dubai.

Dubai Opera Get the family together for this jolly sing-along including favourites such as Frosty the Snowman, Silent Night and Let it Snow, led by the London Concert Orchestra Show Band, Capital Voices and West End soloists.

There's a free Christmas market, too, from 4-14 December.

From AED 175. 12 December 8pm, 13 December 11am, 3pm & 8pm, 14 December 2pm & 7pm. Dubai, www.dubaiopera.com

Ripe Market One of Dubai’s most popular markets is getting a festive makeover. Little ones will be excited to meet Santa in his grotto and jump aboard the Polar Express train as it winds its way around the park. Kids can partake in gingerbread man and housemaking and there’s holly wreathmaking lessons and gift wrapping workshops for grownups, too.

Free. Fridays 9am-7pm, Saturdays 10am-7pm until 21 December.

Dubai Academy Park.

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Lifestyle

The Ritz-Carlton, Al Wadi Desert Little ones can get crafty with pastry experts at a Gingerbread House Decorating Day. AED 120 children 4-12 years.

Saturday 7, 14 & 21 December, from 2-3pm.

Or indulge in a festive afternoon tea at Farmhouse, offering a scrumptious array of goodies.

Free for children under six years, AED 80 children 6-12 years, from AED 160 adults. Daily 8-23 December, 2-5pm. Ras Al Khaimah.

Kempinski Mall of the Emirates Who said it doesn't snow in Dubai? Enjoy a backdrop of the white stuff as you shop the many treats on offer at the Aspen Lounge and enjoy a selection of mince pies and cookies.

Free. 3 December-8 January.

Sheikh Zayed Road, Dubai.

Jumeirah Golf Estates Leave the cooking to someone else and enjoy a family brunch at the Earth Terrace. A festivethemed buffet will serve up all the traditional favourites, with a bouncy castle, face painting, Santa and live entertainment.

From AED 135 children, AED 290 adults. 25 December.

Sheikh Mohammed Bin Zayed Road, Dubai.

will offer live entertainment, with a festive brunch on Christmas Day from 1-4pm.

From AED 275 per person, kids 7-11 years half price, kids under 6 free. Downtown Dubai.

Bab Al Shams Desert Resort & Spa Escape the city and spend an afternoon full of festivities at Al Forsan Garden. Tuck into a delicious roast turkey while kids enjoy face painting, magic shows and a mini zoo, with a surprise visit from Santa Claus himself.

From AED 250 kids 6-12 years, free kids under 5 years, from AED 495 adults. 25 December.

Media One Hotel Pick any three hours and enjoy a roast turkey with all the trimmings, unlimited house drinks and entry to the famous garden Quizzmass quiz with Dubai 92 DJs playing tunes.

From AED 399. 25 December 12pm-10pm (quiz starts 8pm).

Dubai Media City, Dubai.

Le Meridien Dubai Hotel Santa’s Garden will be open for 12 days, during which elves will be helping kids build and decorate gingerbread houses.

AED 25 kids 12 years and under.

12-24 December, 4pm-8pm. Near Dubai International Airport.

Rosewood Abu Dhabi The Meydan Hotel From turkey takeaways to festive afternoon teas, sumptuous brunches and New Year’s Eve celebrations, this is the ultimate holiday hotel. Farriers restaurant offers live entertainment and surprises for the little ones.

Kids under four dine for free, kids 5-12 years half price.

Al Meydan Road, Dubai.

Manzil Downtown The hotel will be transformed into an enchanted wonderland.

The three Fridays of December

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Majlis will serve a festive afternoon tea with a chef’s table of treats throughout Christmas and into the New Year.

From AED 250. Until 15 January, 3pm-6pm. Al Maryah Island.

WAFI’s Elf Adventure Treat the kids to a magical experience at Elf Mountain, featuring a ski simulator, mince pies and Santa’s grotto.

From AED 70 (grotto ticket includes simulator). 6-24 December, 8.30am-9.30pm.

Oud Metha Road, Dubai.

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Food

C H E AT â&#x20AC;&#x2122; S

CHRISTMAS Cheatâ&#x20AC;&#x2122;s vegetable tart

Less time in the kitchen means more time with family and friends. Try these during the holiday season easy yet flavourful recipes from

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CHEAT’S VEGETABLE TART Quick cheat’s butterflied and glazed turkey

Instead of cooking five different vegetable sides, this tart is a quick and easy way to combine them all in a tasty, show-stopping way with minimum effort.

Prep time: 15 minutes Cook time: 30 minutes Serves: 4-6

Photography, Food Styling & Recipes Katelyn Allegra

400g ready-made puff pastry 200g crème fraîche 50g Parmesan cheese, grated 1 garlic clove, crushed spinneysFOOD salt, to taste spinneysFOOD Whole Black Peppercorns, freshly ground, to taste 100g baby tomatoes, sliced 100g red onion, peeled and thinly sliced 100g butternut, peeled and thinly sliced 100g spinneysFOOD Organic Baby Corn, halved 100g broccolini, thinly sliced spinneysFOOD Mediterranean Extra Virgin Olive Oil, for drizzling 1 Preheat the oven to 200˚C, gas mark 6.

2 Roll out the puff pastry on a clean floured surface to form a 20cm x 30cm rectangle about 5mm thick. 3 Prick the centre of the pastry with a fork, leaving a 1cm border. Bake in the preheated oven for 10 minutes until just cooked but not golden. 4 Remove from the oven and allow to cool. 5 Mix the crème fraîche, parmesan and garlic, and season well.

6 Spread the crème fraîche mixture in the centre of the cooled tart, then arrange the vegetables on top in sections. Season well, drizzle with olive oil and return to the oven. 7 Bake for 20-30 minutes or until the tart is golden brown and the vegetables are cooked.

QUICK CHEAT’S BUTTERFLIED AND GLAZED TURKEY Prep time: 15 minutes Cook time: 50 minutes Serves: 4 1 x 2kg turkey (neck, giblets and backbone removed and reserved) 2 onions, quartered 4 large carrots, peeled and halved

4 celery stalks, chopped 3 heads of garlic, halved 2-3 sprigs spinneysFOOD fresh thyme, plus extra for garnishing 125ml spinneysFOOD Mediterranean Extra Virgin Olive Oil 4 tbsp red grape vinegar 4 tbsp soya sauce 105g brown sugar, divided 6 spinneysFOOD Bay Leaves 2 tsp spinneysFOOD Whole Black Peppercorns ½ tsp allspice berries 125ml water 1 Place the turkey, breast side down, on a cutting board. 2 Use a knife to score down either side of the backbone.

Use kitchen scissors to cut out the backbone completely. Turn over the turkey and press down firmly on the breastbone to flatten. You should hear a crack and feel the bones give way.

3 Preheat the oven to 160˚C, gas mark 3.

Arrange the onions, carrots, celery, garlic and thyme in a roasting pan.

Drizzle with olive oil. Place the flattened turkey on top of the vegetables. 4 Bring the vinegar, soya sauce, brown sugar and spices to a boil in a small saucepan over a medium heat, stirring to dissolve the sugar. 5 Reduce the heat and simmer, stirring occasionally, until the mixture is thickened to the consistency of molasses (it needs to be very thick to stick to the turkey), approximately 5-8 minutes. Strain and allow the glaze to cool completely. 6 Brush the turkey with the glaze, add the water to the pan, and roast the turkey for 50 minutes, basting with the glaze every 20 minutes until the skin is a deep golden brown and crisp. Check the turkey is done by piercing the thigh, if the juices run clear, the turkey is cooked. 7 Cover with foil and allow to rest for 30 minutes before carving. Garnish with the fresh thyme leaves.

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Food

Find these recipes and more in Spinneys Magazines and online at www.spinneys-dubai.com

Cheat’s trifles

CHEAT’S TRIFLES Prep time: 20 minutes Serves: 4 250g mascarpone, softened 250ml cream 1 tsp vanilla extract 200g firm nougat, thinly sliced 100g crystallised ginger, chopped 4 fresh figs To serve spinneysFOOD Honey Honeycomb, for sprinkling 1 Place the mascarpone, cream and vanilla in a medium-sized bowl and whisk until soft peaks form. 2 Divide the mascarpone mixture, nougat and crystallised ginger and fresh figs between serving glasses to create a layered effect. 3 Drizzle the trifles with the honey and sprinkle with the honeycomb.

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CHEAT’S CHRISTMAS PUDDING A frozen pudding with all the flavours of Christmas but much better suited to our hot climate!

Prep time: 20 minutes (plus freezing time) Cook time: 8 minutes Serves: 8 110g spinneysFOOD Fine Grain White Sugar 250ml water 100g raisins or dried fruit cake mix 100g dried cranberries 1 tsp spinneysFOOD Fine Cinnamon 1 tsp ground mixed spices 100g glazed cherries 100g pecan nuts or almonds, toasted and chopped 2L spinneysFOOD Madagascan Vanilla Ice Cream To serve Fresh cherries (frozen until they take on a frosted look) spinneysFOOD Super Fine Icing Sugar 1 Place the sugar and water in a small saucepan over a low heat and stir until the sugar has dissolved. Bring to a boil for 1 minute. 2 Place the dried fruit, spices, glazed cherries and nuts in a bowl and pour over the sugar mixture. Set aside for 10 minutes or until the fruit is plump.

Drain and allow to cool completely. 3 Stir the soaked fruit into the softened vanilla ice cream and spoon into a 1.75 litre pudding bowl lined with a muslin cloth or cling film. 4 Top with a round sheet of non-stick baking paper and freeze for 4 hours or overnight until set. 5 To unmould, briefly dip in hot water, then turn upside down onto a cake stand. Top with the frozen cherries and dust with the icing sugar.

Photography, Food Styling & Recipes Katelyn Allegra

Cheat’s Christmas pudding

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C r h e r t i s h t g m i l as A

Food

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Superfood truffles

Get your kids to help you make these light yet deliciously indulgent desserts that are simple to make from

OMNIA CHOCOLATE CAKE

SUPERFOOD TRUFFLES

Prep time: 10 minutes Cook time: 15-20 minutes Serves: 8-10

Prep time: 15 minutes Makes: 12 balls

Recipes by Silvena Rowe

½ cup unsweetened dark cocoa powder ½ cup coconut flour 2½ tsp gluten-free baking powder 6 spinneysFOOD Organic Free Range Eggs ½ cup spinneysFOOD Honey 1 tsp vanilla bean paste ½ cup coconut milk ½ cup extra-virgin olive oil 500g coconut yoghurt 1 tin organic coconut milk (left in fridge overnight) Coconut cream, to serve 200g 70 per cent chocolate, grated 1 Preheat oven to 160°C, gas mark 3. 2 Place the cocoa, coconut flour and baking powder in a mixing bowl. 3 Add the eggs, honey, vanilla, coconut milk and olive oil. 4 Whisk until smooth and combined. 5 Pour into a 20cm baking tin lined with baking paper.

6 Bake the cake for 20-25 minutes or until cooked through. 7 Remove from the oven and cool. 8 Whip the coconut yoghurt, adding the cold coconut milk while blending. 9 Pour coconut cream over the cake and sprinkle with chocolate shavings.

½ cup quinoa flakes ¾ cup blend of linseeds, sunflower seeds and almonds 4 tbsp vanilla 2 tsp honey bee pollen 1 tbsp dried blueberries 1 tsp acai powder Chia seeds, coconut, goji berries, cacao or matcha, for rolling 1 In a small bowl, combine all the ingredients and mix well – the mixture should be sticky but dry enough to roll easily. 2 Roll into balls and then cover with chia seeds, coconut, goji berries, cacao and matcha.

CHOCOLATE AND CHERRY OAT COOKIES Prep time: 10 minutes Cook time: 12 minutes Makes: 12 200g organic rolled oats 50g freshly grated coconut 60g cold pressed coconut oil or avocado oil 60g spinneysFOOD Organic Maple Syrup 1 spinneysFOOD Organic Free Range Egg 100g block good quality 70 per cent dark chocolate 50g dry cherries, chopped 1 Preheat your oven to 150°C, gas mark 2.

2 Combine the oats, coconut, oil, maple syrup and egg into a mixing bowl. 3 Mix through with your hands for a few minutes – squishing the ingredients together until the cookie dough starts to come together. You may like to rest the mixture for 5 minutes after mixing so the oats soften a little more and hold together when squished. 4 Chop up the chocolate with a large knife and add to the oats and mix through. 5 Form mixture into 12 cookies. 6 Place onto a lined baking tray and flatten slightly. 7 Bake for approx 15 minutes or until golden. Check half way through the cooking, they are delicate so you need to watch them. 8 Remove from the oven and cool completely.

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Food

Fresh & fruitful Kickstart healthier New Year mornings by juicing any of these for breakfast on the go ingredient combinations from

SWEET PAPAYA PUNCH (Immunity boosting) 2 cups Swiss chard, 1½ cups papaya, 1 medium steamed sweet potato, 2 tbsp almond butter, 2 tsp spinneysFOOD Fine Cinnamon, 2 cups water

GREEN DETOX MACHINE (Detoxifying) 2 cups kale, 2 green apples (core and seeds removed), 1 cup cucumber, 1 celery stalk, ½ cup pineapple (can substitute with mango), ½ lemon (peeled), 2 spinneysFOOD Fresh Mint, 1 tbsp coldpressed, unrefined coconut oil, 1 cup coconut water, 1 cup water, 4-5 ice cubes

Issue 7 | December 2019

RUBY SIPPER (Anti-ageing) 2 cups red Swiss chard, 2 small beetroots (raw or steamed), ½ cup pure pomegranate juice, 1 banana, ¼ cup almonds, ½ tsp fresh lemon juice, 2 cups water, 3-5 ice cubes

TURMERIFIC (Inflammation soothing) 2 cups spinach, 1 cup diced pineapple, ½ cup diced papaya, ¼ lime, ¼ lemon, ½ cup grapefruit slices, 1 tbsp flaxseeds, ½ tsp turmeric powder, 2 cups water

BLUES BE GONE (Brain empowering) 2 cups kale, 1 cup blackberries, 1 cup blueberries, 1 banana, ½ cup cooked black beans, ¼ cup walnuts, 2 tbsp raw cacao, 2 cups almond milk

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Travel

Forward and upward A personal account of a father-son challenge to summit the world's highest free-standing mountain Written by Alex Reeve

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Issue 7 | December 2019

T

he 747 jet is so large it seems to take up the entirety of Kilimanjaro International Airport when it rolls to a stop, 24 hours later than planned. My son Will and I cross the apron, ducking the selfietakers to find the driver who will take us to Kilimanjaro Mountain Resort hotel – a two-hour journey without a halt as we are told it is too dangerous to stop en route.

We have just stepped off a Norwich–Amsterdam–Kilimanjaro long-haul, are grateful that our luggage has kept pace with us, and are looking forward with some trepidation to starting a trek to the summit of the world’s highest freestanding mountain.

Being a day late means that we missed the briefing and kit check the previous day, but things are relaxed in Tanzania and our guide introduces himself to us over breakfast, gives our equipment the once over and we pack our kit into the two large bags which the porters will carry between camps.

The three other people that will make up our group are gathered in the hotel lobby talking to a weather-beaten, high-spirited woman, walking poles still

strapped to her rucksack, who, having gotten to within 500 metres of the summit, began coughing up blood and was forced to return.

Despite the fact that no formal climbing training or experience is required, it is made clear from the time of booking that this is not a trek to be taken lightly.

The team of helpers that accompany any such journey is large, and it would be true to say that making the summit without the tireless support group of guides, porters and cooks would be impossible for the overwhelming majority of non-professional trekkers. Having met our support team, we set out from Marangu Gate (6,164 ft) on the first leg of the trek to Mandara Hut (8,860 ft).

Several routes to the summit are possible and each is different.

Only the Marangu route has hut accommodation (all the others use tents), with each camp being roughly 3,000 ft above the last, helping acclimatise trekkers over the course of the ascent. It is also the route which takes the least time, (six days of trekking from start to finish) and, unbeknown to us at the time of booking, has the highest failure rate.

Writer Alex Reeve (second from left) and his son Will (centre) with the rest of the group and Jacob the guide at the summit of Mount Kilimanjaro

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75

Travel

Alex and Will reach the final camp at Kibo Hut (15,485 ft)

“We could see her, the mountain, by this point.

Terrifying and brutal and magnetic. A constant reminder, if it were needed, of why we were there.

Of the months of anticipation, of preparation” The two are not unrelated, as acclimatisation is key to making the summit, something we would find out in due course.

Back to basics The first camp is Madaro Hut, reached through monkey-populated, heavy rainforest. Accommodation across all the camps is spartan and utilitarian, with up to eight people sharing a small hut, with no heating and the most basic of conveniences, requiring tightly choreographed night-time routines, a good sleeping bag and a cast iron constitution.

Evening meals, a source of much-needed energy, are prepared and cooked by the team’s chef and consumed in a large communal mess hut. These, like the camps

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Issue 7 | December 2019

themselves, comprise a collection of disparate, weary, footsore and friendly travellers from all corners of the globe brought together by the all-consuming goal of ‘summiting’.

Some on their outward journey, some returning – elated or crestfallen – some in catatonic shock from a first visit to the ‘facilities’ and being cared for by concerned companions.

During the next stages, climbing through moorland to Horombo Hut, situated at 12,200 ft, the negative effects of high altitude started to materialise. An eagerness to sit when taking a break, a shortage of breath, a grasped opportunity to lean elbow on knee, headaches, nosebleeds and, worryingly, a bout of blindness. As the air thinned and we climbed higher we saw

with disconcerting frequency, like an unnecessary Memento Mori, exhausted climbers being carried down the trail by sure-footed and tireless stretcher-bearers.

An extra ‘acclimatisation day’ at Horombo Hut may well have made the difference between summiting or not. The additional day at altitude enabled tired bodies to adjust and accustom themselves to the increasingly thin air before pushing on to Kibo Hut, the final camp. Miraculously, our bodies seemed to re-calibrate, the debilitating conditions receded, and with them the doubts that had begun pressing upon us. Setting out from Horombo the following morning, we dared to believe again.

The final ascent We could see her, the mountain, by this point. Terrifying and brutal and magnetic. A constant reminder, if it were needed, of why we were there. Of the months of anticipation, of preparation.

Practical travel info and advice

Kibo Hut (15,485 ft) is essentially “Base Camp” and the usual practice is to arrive after the trek from Horombo, eat and bed down for a short sleep, rise at around 11pm and set off for the summit at midnight.

Adrenaline and nerves make any sort of sleep impossible for the majority, so we whiled away the hours playing cards and checking kit, before pulling on several layers of clothes, headgear and gloves and setting out in the inky blackness to begin the final push of 3,900 ft, in temperatures well below freezing.

A theory of why the final push is undertaken at night is that it prevents anyone from seeing the scale of the climb ahead of them.

This is, quite rightly, trumped by the proposition that seeing the sun rise on the continent’s highest mountain is among the most awe-inspiring sights on the planet, but it contains a kernel of truth. The seven-hour ascent is tough. Physically and mentally. In the darkness, the ascent alternated between the monotonous and the surreal; the rapid climb and

breakthrough into what is technically described as ‘extreme altitude’ – anything above 18,000 ft – plays tricks with one’s sight, one’s body and one’s mind. Hallucinations were commonplace. Time lost meaning.

Anxiety surfaced. The only reality became the relentless push forward and upward. The only constant was the sound of one’s own breath and the thin layer of ice that had formed on beards, eyebrows and hair.

Gilman’s Peak (18,650 ft) heralded the end of the darkness, signifying the culmination of the repetitively steep climb, and our spirits rose with the sun as it revealed enormous glaciers in the distance and a frozen, stark and otherworldly landscape. Our group, light of heart and with Journey’s End in sight, completed the final part of the ascent and, exhausted and disorientated, with new friendships forged in adversity, proud of ourselves and each other, looked over a vast and beautiful continent from its very highest point.

y Prepare; It is physically demanding.

Train in the months leading up to the trek. y Invest in decent equipment; During the final push saw the temperature hit -15 degrees, and we also experienced rain and intense sun. y Pack light with essentials; Heavy DSLR cameras will weigh you down and smart phones take high quality pictures nowadays. y Use a reputable tour operator. y Don’t pretend you’re OK when you’re not; It is difficult to accurately assess the deaths per year on Mt Kilimanjaro, but the majority are from high-altitude illness. Your guides will monitor you but they rely upon you to be honest in your self-appraisal. y Show gratitude to the guides, porters and cooks; Look up the rates for tipping before your trip and tip accordingly. These people will look after you throughout the trip. y Take a Power-Pack to recharge your phone and LED flashlight. y Be aware that extreme temperatures do not respect technology. Batteries react to extremes and smart phones have powered down quickly. y Age; The writer and son were 46 and 15 respectively. Check with your operator on the age acceptance criteria.

The writer booked through Intrepid Travel, www.intrepidtravel.com/en

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Lifestyle

Books

We Are All Greta: Be Inspired to Save the World

By Valentina Giannella (Author), Manuela Marazzi (Illustrator) Follow in the footsteps of the Swedish teenage activist and Nobel Peace Prize candidate in We Are All Greta and join the global mission to combat climate change.

This clever book sets out the basic ideas required to understand climate change, explained in a scientific and accessible way. With a chapter on key words and sites to help you understand the climate challenge and a list of websites to visit, this is a book for all ages and anyone having to answer direct questions about what must be done to protect our world.

Available from: Amazon Price: AED66.27

The Starless Sea

The Ride of a Lifetime

The Beast of Buckingham Palace

By Erin Morgenstern

By Robert Iger

By David Walliams

Those who loved The Night Circus have waited nearly a decade for Erin Morgensternâ&#x20AC;&#x2122;s next novel and The Starless Sea does not disappoint.

Morgensternâ&#x20AC;&#x2122;s mastery of words and imagery is exquisite. This is a masterpiece of stories within a story where fables of pirates and princesses converge with the saga of Zachary Ezra Rawlins, the son of a fortune teller. A series of unusual events leads Rawlins to a secret repository of books and fairy tales revealing layers of complexity as fiction and reality blend.

Robert Iger became CEO of Walt Disney in 2005. Competition was intense and technology was changing fast. His vision came down to three ideas: quality matters, embrace technology instead of fighting it, and think global. Fourteen years later, Disney is one of the world's most respected media companies, counting Pixar, Marvel, Lucasfilm, and 21st Century Fox among its properties. In this book, Iger shares the lessons he's learned and explores the principles necessary for true leadership.

The latest release from this bestselling author is an epic adventure of myth and legend, good and evil, and one small boy who must save the world.

London is in ruins. The young Prince Alfred has never known life outside Buckingham Palace - but when strange goings-on breach its walls in the dead of night, he is thrust into a world of mystery and monsters.

And when his mother, the Queen, is dragged away to the Tower of London, Alfred must screw up his courage and battle to save her and the entire city.

Available from: Amazon Price: AED106.45

Available from: Amazon Price: AED80.32 (plus shipping)

Available from: Amazon Price: AED75.99

KIDS

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Issue 7 | December 2019

Star Wars fans will be lining up to see the surviving Resistance facing the First Order once more in the final chapter of the Skywalker saga. This will be the third film in the Star Wars sequel trilogy: a continuation of 2015's The Force Awakens, which Abrams also directed and co-wrote, and 2017's The Last Jedi. Expect to see the conclusion of Rey’s journey of discovery in the ways of the Force. Also, previously unused scenes with the sadly-departed Carrie Fisher as Princess/ Commander Leia feature in the trailer, implying a fitting conclusion to her storyline.

Super spy Lance Sterling and scientist Walter Beckett are almost exact opposites in this animated spy comedy movie set in the highoctane globe-trotting world of international espionage. Lance is smooth, suave and debonair. Walter is… not. What Walter lacks in social skills he makes up for in smarts and invention, creating the awesome gadgets Lance uses on his epic missions. When events take an unexpected turn, Walter and Lance have to rely on each other in a whole new way. If this odd couple can’t learn to work as a team, the whole world will be in peril.

Release Date: 19 December Starring: John Boyega, Mark Hamill, Daisy Ridley, Andy Serkis

Release Date: 26 December Starring: Tom Holland, Will Smith

Merry Happy Whatever

A Cinderella Story: Christmas Wish

The first series of this American comedy television series stars Dennis Quaid as a gruff but protective patriarch who must balance the demands of his tight-knit but complicated family with the stresses of the Christmas season when his daughter brings her musician boyfriend home for the holidays. The first season consists of eight episodes.

Treated like a servant by her vain stepmother and mean stepsisters, an aspiring singer is forced into a demoralising job as a singing elf at Santa Land. When she gets invited to the prestigious Wintergarden Christmas Gala, her step–family is determined to prevent her from attending and snag their own invitation. This modern–day reimagining of the cherished classic features original music and holiday favorites.

Available: Netflix now

Available: Netflix now

Streaming

Spies in Disguise

Movies

Star Wars: The Rise of Skywalker

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Directory

School Directory BRITISH CURRICULUM SCHOOLS School

Grades / Years

Fees

Contact Details

GEMS Wellington Primary School Location: Sheikh Zayed Road

FS1 to Year 6 Opened: 2007

AED43,388 to AED54,691

T: 04 343 3266 E: registrar_wps@gemsedu.com W: www.gemswps.com

GEMS Wellington International School (also offers IB) Location: Al Sufouh, Sheikh Zayed Road

FS1 to Year 13 Opened: 2005

AED43,941 to AED95,597

T: 04 348 4999 E: reception_wis@gemsedu. com W: www.wellingtoninternationalschool.com

GEMS Wellington Academy - Silicon Oasis (also offers IB) Location: Silicon Oasis

FS1 to Year 13 Opened: 2011

AED36,540 to AED82,511

T: 04 515 9000 E: registrar_wso@gemsedu.com W: www.gemswellingtonacademy-dso.com

GEMS Wellington Academy - Al Khail Location: Al Khail Road, Dubai

FS1 to Year 13 Opened:

AED43,941 to AED86,760

T: 04 512 9100 E: egistrar_wek@gemsedu.com W: www.gemswellingtonacademy-alkhail.com

Jumeirah College Location: Al Wasl Road, Jumeirah

Year 7 to Year 13 Opened: 2000

AED72,988 to AED91,235

T: 04 395 5524 E: info_jcd@gemsedu.com W: www.gemsjc.com

GEMS Jumeirah Primary School Location: Al Safa 1

FS1 to Year 6 Opened: 1996

AED40,865 to AED51,511

T: 04 394 3500 E: info_jps@gemsedu.com W: www.jumeirahprimaryschool.com

GEMS Royal Dubai School Location: Al Mizhar 1

FS1 to Year 6 Opened: 2005

AED38,331 to AED48,331

T: 04 288 6499 E: s.cain_rds@gemsedu.com W: www.royaldubaischool.com

GEMS Al Barsha National School - Boys Location: Al Barsha South 2

FS1 to Year 11 Opened: 2016

AED42,000 to AED62,00

T: 04 506 9222 E: registrar_nsg@gemsedu.com W: www.gemsnationalschoolforboys-barsha. com

GEMS Al Barsha National School - Girls Location: Al Barsha South 2

FS1 to Year 11 Opened: 2016

AED42,869 to AED63,283

T: 04 506 9222 E: registrar_nsg@gemsedu.com W: www.gemsnationalschoolforgirls-barsha.com

GEMS Metropole School - Motor City Location: Honsho Road, Motor City

FS1 to Year 13 Opened: 2014

AED33,792 to AED45,056

T: 04 550 7200 E: registrar_mts@gemsedu.com W: www.gemsmetropoleschool-dubai.com

GEMS Cambridge International School - Dubai Location: Al Garhoud

FS 1 to Year 13 Opened: 1983

AED18,194 to AED24,703

T: 04 282 4646 E: info_cis@gemsedu.com

GEMS Founders School - Al Barsha Location: Al Barsha South

FS1 to Year 13 Opened: 2016

AED22,455 to AED33,683

T: 04 882 4323 E: registrar_gfs@gemsedu.com W: www.gemsfoundersschool-dubai.com

The Winchester School - Jebel Ali Location: The Gardens

FS1 to Year 13 Opened: 2003

AED13,822 to AED30,835

T: 04 882 0444 E: principal_win@gemsedu.com

GEMS Winchester School - Oud Metha Location: Oud Metha Road

FS1 to Year 12 Opened: 2011

AED11,494 to AED24,845

T: 04 337 4112 E: enquiries_wsd@gemsedu.com W: www.gemswinchesterschool-dubai.com

GEMS FirstPoint School - The Villa Location: The Villa, Dubai

FS1 to Year 13 Opened: 2014

AED40,183 to AED68,734

T: 04 278 9700 E: registrar_fps@gemsedu.com W: www.gemsďŹ rstpointschool-dubai.com

GEMS Founders School - Al Mizhar Location: Al Mizhar

FS1 to Year 8 Opened: 2018

AED23,000 to AED30,000

T: 04 519 5399 E: registrar_gfm@gemsedu.com W: www.gemsfoundersschool-mizhar.com

The Westminster School - Al Qusais, Dubai Location: Al Qusais

FS2 to Year 13 Opened: 1995

AED7,860 to AED15,281

T: 04 298 8333 E: westmnst@emirates.net.ae W: www.gemsws-ghusais.com

Wesgreen International School Location: Qarayen 3, Sharjah

FS1 to Year 13 Opened: 1991

AED21,420 to AED47,465

T: 06 534 6333 E: admissions@wesgreen.net W: www.wesgreeninternationalschool-sharjah. com

GEMS Westminster School - Sharjah Location: Sharjah School Zone Area

KG 1 to Grade 12 Opened: 2012

AED12,000 to AED23,000

T: 06 542 6323 E: registrar_wss@gemsedu.com W: www.gemswestminsterschool-sharjah.com

GEMS Cambridge International School - Abu Dhabi Location: Baniyas City, Abu Dhabi

FS 2 to Year 13 Opened: 2013

AED21,300 to AED36,220

T: 02 510 4343 E: registrar_cia@gemsedu.com W: www.gemscambridgeinternationalschoolabudhabi.com

GEMS Winchester School - Fujairah Location: Al Qasar Road, Fujairah

KG 1 to Grade 11 Opened: 2016

AED22,000 to AED33,000

T: 09 222 0502 E: registrar_wsf@gemsedu.com W: www.gemswinchesterschool-fujairah.com

The Cambridge High School Location: Mohammed bin Zayed City, Abu Dhabi

FS2 to Year 13 Opened: 1988

AED15,230 to AED32,100

T: 02 552 1621 E: k.essa_chs@gemsedu.com W: www.gemscis-abudhabi.com

GEMS Winchester School - Abu Dhabi Location: Madinat Zayed, Abu Dhabi

FS2 to Year 9 Opened: 2013

AED17,900 to AED24,490

T: 02 403 5499 E: registrar_wsa@gemsedu.com W: www.gemswinchesterschool-abudhabi.com

GEMS Westminster School - Ras Al Khaimah Location: Seih Al Uraibi, Ras Al Khaimah

FS2 to Year 13 Opened: 2013

AED12,128 to AED22,050

T: 07 203 5999 E: registrar_wsr@gemsedu.com W: www.gemswestminsterschool-rak.com

GEMS Cambridge International Private School - Sharjah Location: Muwailih School Zone, Sharjah

Pre-KG to Year 5 Opening: Sep 2019

AED20,000 to AED22,000

T: 06 502 4800 E: registrar_gcs@gemsedu.com W: www.gemscambridgeschool-sharjah.com

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Issue 7 | December 2019

EARLY YEARS SCHOOLS School

Grades

Fees

Contact Details

Little GEMS International - Al Barsha Location: Al Barsha 3

Grades 1 to 4, EYF Opened: 2014

AED46,800 to AED55,000

T: 04 399 5244 E: h.rahmy_lab@gemsedu.com W: www.lgipreschool-barsha.com

INDIAN CURRICULUM SCHOOLS School

Grades / Years

Fees

Contact Details

GEMS Modern Academy (also offers IB) Location: Al Ain Road, Abu Dhabi

Pre KG to Year 12 Opened: 1986

AED28,646 to AED52,427 (Indian) or AED68,302 (IB)

T: 02 203 3333 E: info_mhs@gemsedu.com W: www.zayedacademy.ae

The Millennium School - Al Qusais Location: Al Qusais

KG 1 to Grade 12 Opened: 2000

AED16,898 to AED24,849

T: 04 298 8567 E: tms@gemsedu.com W: www.gemsmillenniumschool.com

GEMS New Millennium School - Al Khail Location: Al Khail Road

Pre-KG to Grade 10 Opened: 2013

AED18,188 to AED31,025

T: 04 339 6533 / 04 445 2900 E: registrar_nms@gemsedu.com W: www.gemsnewmillenniumschool-alkhail.com

GEMS Heritage Indian School - Dubai Location: Sheikh Mohammed bin Zayed Road

KG 1 to Grade 11 Opened: 2016

AED14,290 to AED24,000

T: 04 389 4888 E: registrar_ghs@gemsedu.com W: www.gemsheritageindianschool-dubai.com

GEMS Our Own Indian School Location: Al Quoz

KG 1 to Grade 12 Opened: 1991

AED6,360 to AED12,965

T: 04 339 1188 E: info_ois@gemsedu.com W: www.gemsoo-alquoz.com

The Kindergarten Starters Location: Garhoud

KG 1 to Grade 5 Opened: 1990

AED7,711 to AED10,292

T: 04 282 4090 E: maria.d_kgs@gemsedu.com W: www.gemskgs.com

Our Own English High School, Dubai Location: Al Warqa’a 3

KG 1 to Grade 12 Opened: 1968/2011

AED7,237 to AED15,313

T: 04 236 1335 E: communication_ood@gemsedu.com W: www.gemsoo-dubai.com

Our Own High School, Al Warqa’a Location: Al Warqa’a 1

Grade 1 to Grade 12 Opened: 1968/2005

AED8,734 to AED15,069

T: 04 280 0077 E: oohs@emirates.net.ae W: www.gemsoo-alwarqa.com

GEMS United Indian School Location: Baniyas West, Abu Dhabi

KG 1 to Grade 12 Opened: 2016

AED9,570 to AED19,030

T: 02 205 9777 E: registrar_uis@gemsedu.com W: www.gemsunitedindianschool-abudhabi.com

GEMS Millennium School - Sharjah Location: Sharjah School Zone Area

KG1 to Grade 12 Opened: 2010

AED14,400 to AED20,700

T: 06 535 8176 / 6 535 8176 E: info_gms@gemsedu.com W: www.gemsmillenniumschool-sharjah.com

Our Own English High School, Sharjah - Girls Location: Industrial Area-6, Sharjah

KG 1 to Grade 12 Opened: 1982

AED7,712 to AED14,488

T: 06 538 6486 E: info_oos@gemsedu.com W: www.gemsoo-sharjah.com

Our Own English High School, Sharjah - Boys Location: Juwaiza’a

Grade 1 to Grade 12 Opened: 1982/2007

AED9,075 to AED14,278

T: 06 535 5227 E: info_oob@gemsedu.com W: www.gemsourownenglishboys-sharjah.com

Our Own English High School - Al Ain Location: Manasir Area, Al Ain The National Curriculum for England is also offered

KG 1 to Grade 12 Opened: 1992

AED5,800 to AED11,480

T: 03 767 9747 E: info_ool@gemsedu.com W: www.gemsoo-alain.com

AMERICAN CURRICULUM SCHOOLS School

Grades

Fees

Contact Details

Dubai American Academy Location: Sheikh Zayed Road, Al Barsha

KG 1 to Grade 12 Opened: 2016

AED61,190 to AED86,260

T: 04 704 9777 E: communication_daa@ gemsedu.com W: www.gemsaa-dubai.com

GEMS United School Location: Sports City

KG 1 to Grade 12 Opened: 2009

AED32,421 to AED79,258

T: 04 818 3600 E: registrar_gus@gemsedu.com W: www.gemsunitedschool.com

Al Khaleej National School (also offers UAE national curriculum) Location: Al Garhoud

KG 1 to Grade 12 Opened: 1992

AED16,546 to AED31,661

T: 04 217 3900 E: info_akn@gemsedu.com W: www.gemsakns.com

GEMS American Academy (also offers IB) Location: Khalifa City A, Abu Dhabi

KG 1 to Grade 12 Opened: 2007

AED52,870 to AED73,670

T: 02 557 4880 E: registrar_gaa@gemsedu.com W: www.gemsaa-abudhabi.com

The Sheikh Zayed Private School - Boys Location: Al Khalidiya, Abu Dhabi

KG 1 to Grade 11 Opened: 2015

AED52,560 to AED70,260

T: 02 203 3333 W: www.zayedacademy.ae

The Sheikh Zayed Private School - Girls Location: Al Bateen, Abu Dhabi

KG 1 to Grade 12 Opened: 2015

AED30,520 to AED70,360

T: 02 203 3333 W: www.zayedacademy.aem

School

Grades

Fees

Contact Details

GEMS World Academy Location: Al Barsha South

Nursery to Grade 12 Opened: 2007

AED40,000 to AED114,128

T: 04 399 5244 E: h.rahmy_lab@gemsedu.com W: www.lgipreschool-barsha.com

GEMS International School - Al Khail Location: Al Khail Road

Pre-KG to Grade 12 Opened: 2013

AED48,460 to AED73,490

T: 04 339 6200 E: registrar_gis@gemsedu.com W: www.gemsinternationalschool-alkhail.com

GEMS World Academy - Abu Dhabi Location: Fatima Bint Mubarak Street, Abu Dhabi

KG 1 to Grade 5 Opened: 2007

AED41,910 to AED61,360

T: 06 641 6333 E: info_waa@gemsedu.com W: www.gemsworldacademy-abudhabi.com

IB CURRICULUM

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81

Lifestyle

What’s On An exciting line-up of events promises to provide plenty of entertainment for adults and kids alike

Mubadala World Tennis Championship The weather will be perfect for watching some of the world’s best players battle it out on court. The tennis village also offers live music and games for kids.

When: 19-21 December Where: International Tennis Centre, Zayed Sports City Details: cyclechallenge.ae/events/ spinneys-dubai-92-build-ride-3-3-85km Dido Live in Dubai The popular British artist returns after a 15-year hiatus to mesmerise audiences with melodic numbers like ‘Thank You’.

When: 13 December Where: Dubai Media City Amphitheatre Details: www.visitdubai.com/en/events/ dido-live Art Explorers’ Winter Camp Aimed at children aged from 8 to 16 years, this camp is divided into two categories: pre-teens and teenagers.

Workshops offered include painting and mobile making.

When: 15-19 December Where: Louvre Abu Dhabi Details: visitabudhabi.ae/en/see.and.do/ leisure/events/art.explorers.winter

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Issue 7 | December 2019

Weekend at the Oasis Discover this UNESCO World Heritage Site while participating in fun games, oasis-inspired handicrafts workshops and bicycle tours through the oasis.

When: 19-21 December Where: Al Ain Oasis Details: visitabudhabi.ae/en/see.and.do/ leisure/events/weekendat.the.oasis

Welcome 2020 Whether you’re in the city where you can watch the NYE fireworks or out in the desert, under the stars, Dubai offers a host of exciting new year events.

When: 31 December Where: Various locations Details: www.visitdubai.com/en/articles/ things-to-do-for-nye-dubai

Winterfest at Ferrari World Enjoy a variety of attractions and events, from snow globe dancers to the snow slide race, along with irresistible traditional cakes and cookies. Shuttle buses run from Saadiyat and Dubai.

When: 20 December - 4 January Where: Abu Dhabi Details: www.ferrariworldabudhabi. com/en/events/winterfest

Aventure Obstacle Race Catering to all fitness levels, this fun 2km course can be covered as an individual or team. Besides cash prizes, participants can look forward to other spot prizes as well as a lucky draw.

When: 18 January 2020 Where: Mushrif Park Details: www.premieronline.com/event/ aventura_obstacle_race_5012

Dubai Shopping Festival Back for its 25th edition, DSF is a shopaholic’s dream. Get set for unbeatable bargains and fantastic prizes along with thrilling entertainment.

When: 26 December -1 February 2020 Where: Citywide Details: www.visitdubai.com/en/events/ dubai-shopping-festival

Le Petit Prince Based on the 1945 classic by Antoine de Saint Exupéry, Le Petit Prince will charm audiences with brilliant performances and stunning sets and costumes.

When: 23-25 January 2020 Where: Dubai Opera Details: www.dubaiopera.com/events/ le-petit/

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