Emirates Education Issue 3

E D U C AT I ON E M I R AT E S

EDUCATION Emirates

AU T U M N • W I N T E R 2 01 7

EARLY YEARS FS1 versus nursery

Tough decisions

Is university worth it?

AUTUMN • WINTER 2017

Plus…

FEELING ZEN

Fresh

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Mindfulness for kids

START THE NEW SCHOOL YEAR IS IN FULL SWING

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Your pathway to a degree London Brunel International College (LBIC) is part of the global Navitas Group, an internationally recognised education provider with the knowledge and resources of staff in more than 120 colleges and campuses worldwide.

• Brunel is ranked 24th in the Top 200 universities for international students • Brunel is ranked among UK’s top 50 and London’s top 10 universities • Accommodation facilities ranked 3rd best in London • Brunel Language Centre ranked 2nd university language centre in London and 3rd in the UK • Business School accredited by AACSB placing it among the top 5% of Business Schools worldwide • 2nd in London for Engineering

Contact us now Brunel University London Russell Building, Kingston Lane, Uxbridge UB8 3PH, United Kingdom T: 01895 265540 • E: info@lbic.brunel.ac.uk W: www.brunel.ac.uk/lbic Apply: www.lbic.navitas.com/apply

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CONTENTS AUTUMN • WINTER 2017

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GROUP EDITOR UA E

Katy Gillett

EDITOR-IN-CHIEF UK

Amanda Constance

UP FR O NT

PUBL ISHER UA E

12 NEWS

Amina Ahmed 

What’s going on in the world of education

A DV ERTISING M A NAGER

16 STUDENT VIEW

Hayden Taylor 

Reminiscing on our first months in the UAE

54

19 GET WELLTHY

A brilliant new fitness initiative for girls J UNIO R

24 OUTDOOR LEARNING The benefits of getting outside

28 BE INSPIRED

We meet GEMS' Most Inspirational Teacher

33 FS1 VERSUS NURSERY

Should you send your child to "big school" yet?

A RT DIR ECTOR

Phil Couzens 

SENIOR DESIGNER

Pawel Kuba 

DESIGNER S

Catherine Perkins, Rebecca Noonan  PRODUCTION M A NAGER

Chris Couchman 

FINA NCE DIR ECTOR

Alexandra Hvid 

PA TO THE DIR ECTOR S

37 MORAL EDUCATION

How one school is implementing the new programme

Kerry Hollingsworth 

39 CLASS SIZE

Greg Hughes, Alexandra Hunter 

DIR ECTOR S

Does smaller groups mean more student success?

PUBL ISHING DIR ECTOR

Sherif Shaltout

42 MIND OVER MATTER

Why we should teach our kids mindfulness

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46 NEW SCHOOL

Behind Dubai's latest drama facility

72

49 THE CAREER PATH

Making sure your children are work-ready

50 TALKING HEAD

Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs.

While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters.All rights reserved.

@AB SOLUTELY_MAGS ‘AB SOLUTELY MAGAZINES’

We speak to Repton School Dubai's David Cook

52 GIRLS ALLOWED

The advantages of single-gender education

54 EDTECH

Why we should be wary of educational technology

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63 UNI DILEMMA

How the landscape of higher education is changing S CHOOL’S OUT

72 SUMMER BOOKS

Top suggestions from Emirates Literature Festival

78 THE RIGHT PLACE

It's time to start thinking about summer school F RO NT COV E R

80 AGONY AUNT

The cover depicts pupils at Kings School. kings-edu.com

Your questions answered by Gabbitas Education

2017

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• E D U C AT I O N E M I R AT E S •

CON T R IBU TOR S

Sophie Oakes

Consultant, Gabbitas Middle East

Sophie Oakes specialises in early-years education and possesses a comprehensive knowledge of nursery and junior schools in Dubai and in the UK. She has two children who have been educated in the UK and Dubai.

She writes about choosing the right school.

What superpower did you want as a child?

I would like to time travel into the past and future.

Fiona McKenzie

Director Middle East, Gabbitas Education

Fiona McKenzie has over 30 years' experience in independent education across the UAE, UK and Australia.

She moved to Dubai in 2010. She writes about BTECs, Regional Boarding, Teaching in the UAE as well as solving your education dilemmas.

What advice would you give your school-age self?

Be bolder and braver and take more risks. Do not worry about what other people think of you.

Hannah Duale

Year 10 student at Repton Dubai

Hannah Duale moved from England with her family and has lived in Dubai for almost three years. Prior to that she was a student at Haberdasher Askes’ Girls, England. She really enjoys writing and putting her own perspective on all sorts of matters ranging from social issues surrounding youth and gender equality to humanitarian concerns. Hannah writes about her experience as a student in Ramadan.

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We l c o m e

From the

PUBLISHER

W

hen I first launched Absolutely Education in London the response was incredible.

We provided a platform for discussion and a connection between parents and teachers that just wasn’t there before. That’s why, four years later, we have decided to do the same thing in the UAE. As a father, and a third culture kid (I grew up in Bahrain), I recognise the importance that Emirates Education holds. This country has a vast, fascinating and increasingly exciting educational landscape like no other, and it’s only getting better and more competitive.

Emirates Education is the first magazine of its kind in the UAE, and I’m so proud to have had

country on the topics that matter to you. From educational technology to mindfulness and the benefits of “big school”, this issue – our third – covers a whole host of subjects that everybody on the playground is talking about.

Turn to page 46 to find out all about Dubai’s newest drama facility, which aims to encourage budding actors of all ages to tap into their inner Kate and Leo. On page 50 we meet the mightily impressive David Cook, the brand-new head of Repton School Dubai, who’s already shaking things up by announcing fee reductions, cost freezes and scholarship opportunities. Then, on page 63, JESS Dubai’s Director Mark Steed talks about whether or not it’s worth the investment of sending our kids to university any more. And that’s just scratching the surface.

We leave no stone unturned, and, decisively, we’re not afraid to push the boundaries. After

“THIS COUNTRY HAS A VAST, FASCINATING AND INCREASINGLY EXCITING EDUCATIONAL LANDSCAPE LIKE NO OTHER” a hand in it. It gives a voice to the nation’s top educationists, allowing them to communicate with existing and potential students and parents, but, most importantly, we also let mums and dads in on all the industry’s secrets, keeping you up-todate with what each and every school is doing, and how they’re doing it. Because, let’s face it, with the amount of new schools opening each year, it’s hard to stay well informed.

Significantly, we let the educators speak for themselves, and every month we welcome contributions from some of the best Headmasters, Headmistresses and Principals across the

all, this is what we hope for our kids – that they’ll live well, learn loads and push a few boundaries themselves one day (within reason, of course).

Before I sign off, I’ll leave you with wise words of Nobel Peace Prize winner Kofi Annan that I think are particularly apt. “Knowledge is power.

Information is liberating. Education is the premise of progress, in every society, in every family.”

Enjoy the issue.

Sherif Sha ltout PUBLISHER

2017

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Up Front SCHOOL NEWS P . 12 STUDENT VIEW P . 16 WELLTHY GIRLS P . 19

SEAN FEKETE, HALE EDUCATION GROUP

B AT T E R U P

The UAE has just produced its first baseball pitching phenom in Sean Fekete, a Hale Education Group student from American School of Dubai, who recently accepted a Division I baseball scholarship to play at the highest level of intercollegiate US university sports.

2017

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Sensor y workouts Able UK, a centre based in London and Dubai, has opened a gym at Dubai Healthcare City that caters to children with sensory integration (SI) issues. It aims to serve children affected by autism spectrum disorders, attention deficit, learning disabilities, developmental co-ordination disorder, and regulatory disorder, as well as help educate parents.

ALL AS Aldar Academies Al Yasmina Academy celebrated its best-ever IGCSE results, as it saw 87 per cent of its students achieving five or more A* to C grades. The school also celebrated a 100 per cent pass rate overall.

“The achievement of our Year 11 students this year is astonishing,” says Principal Dr Tim Hughes. “They have surpassed all previous achievements of our academy and we are rightly extremely proud of each and every one of them.”

“We are rightly extremely proud of each and every one of our students”

Breaking ground

GRASSROOTS BOOST

Dunecrest American School, Esol Education’s new flagship American school, has broken ground and begun construction of a new state-of-the art campus in Dubai. Welcoming students for the 2018-2019 school year, it will open with grades from Pre-KG to Grade 10 in its first year of operation, offering an accredited American curriculum.

GenNext Kings’ Cricket Academy and Kings’ Schools now provide a coaching programme designed by spin king Ravichandran Ashwin.

Alan Williamson, Director of Education at Kings’ School’s says: “Kings’ are delighted to enter into a partnership with quite simply one of the best cricketers in modern times.”

YO U N G DREAMS Nine young Emiratis, who took part in the very first Young ADIPEC Programme of the Abu Dhabi International Petroleum Exhibition and Conference (ADIPEC), will return to this year’s event to give talks and encourage others to follow in their footsteps as they launch their careers.

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today” M A LCO L M X

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UPFRON T / NEWS

Top Story

To p o f t h e wo rl d This year’s winners of the Outstanding Cambridge Learner Awards in the UAE included GEMS students Nida Tanveer (pictured) from The Winchester School – Jebel Ali and Simone Sanchia Fernandes from Cambridge International School – Dubai.

KICK OFF GEMS Royal Dubai School hosted Dr. Abdulla Al Karam, Chairman of the Board of Directors and Director General, KHDA, to kick start the Dubai Fitness Challenge in schools by performing the obstacle course. Kevin Loft, Principal of GEMS Royal Dubai School, said: “We encourage all of our students, parents and staff from every GEMS school to be involved in different fitness activities and look forward to completing the 30-day challenge and making Dubai the most active city in the world.”

N O M I N AT I O N TIME Nominations are now open for the second edition of the School Librarian of the Year award. Everyone is welcome to nominate outstanding librarians at public and private schools in the UAE. First place winners will be honoured at a ceremony during the 10th Emirates Airline Festival of Literature, which will be held from 1 to 10 March, 2018. Visit elfdubai. org/en/librarian-award-new.

Being mindful Life ‘n One, the Jumeirah-based wellness centre, is now offering a mindfulness programme for children aged three to 16.

The sessions are designed to encourage intelligence, physical balance and self-awareness in kids through yoga, meditation, storytelling, brain activation, holistic healing and counselling.

“Don’t limit a child to your own learning, for he was born in another time” R A B I N D R A N AT H TAG O R E

SOMETHING THEY SAID

“It is the mark of an educated mind to be able to entertain a thought without accepting it” A R I STOT L E

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UPFRON T / NEWS

Ye a r t e n

TOP RESULTS Deira International School celebrated its best ever IB Diploma results for the 20162017 academic year, stating it’s the fifth consecutive year that the Diploma average has been significantly higher than the world average.

Two students in particular achieved 44 points out of a possible 45 and have accepted places at Oxford University and the University College London.

New r ewa r d s People across the GEMS school network now have access to an exclusive rewards programme via a brand-new app, GEMS Rewards, which has been designed to help them make cost savings across a range of sectors, including eating out, spa treatments, hotel stays and more. Parents and staff can enrol for free membership and access more than 2,000 family-focused benefits, and even share with up to eight other devices.

“For the fifth year, the Diploma average is higher than the world average”

C R E AT I V E SCRIBES Budding writers in the UAE have a new chance to show off their creativity in the annual Emirates Airline Festival of Literature student writing competitions, The Oxford University Press Story Writing Competition and Taaleem Award for poetry. It allows kids aged eight to 25 to hone their writing skills in Arabic and English under the theme: Memories. The deadline to enter is 16 November, 2017.

As Repton School Dubai celebrated its 10th anniversary it announced that, in response to current economic pressure on parents, the Governors have received KHDA approval to reduce fees in the Senior School by an average of 10 per cent, with the fee reduction effective from the 2018/19 academic year.

It has also decided to implement a freeze on junior school fees for the next academic year, and launched 10 scholarships programmes for pupils.

Top Story

FITNESS FIRST Little Gladiators, the UAE’s new and first fitness centre for children, is participating in Fitness Expo Dubai 2017, from 16 to 18 November, and offering a line-up of classes during the Golden Mile Galleria Health Month. Little Gladiators aims to reduce childhood obesity in the UAE. After its successful inauguration at the Golden Galleria Mall, Palm Jumeriah in August, two more fitness centres are to be opened within the coming months.

SOMETHING THEY SAID

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” M AYA A N G E L O U

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NO STRANGERS HERE...

ONLY FRIENDS YOU HAVEN’T YET MET Every Child, Every Mind, Everybody

At Dubai Heights Academy we believe that a warm, fun and nurturing environment makes for happier, healthier children.

Our small class sizes and individual attention creates a home away from home to unlock potential and expand minds.

Dubai Heights Academy, Al Barsha South, Dubai, UAE T 04 3682677 E admissions@dubaiheightsacademy.com facebook.com/dubaiheightsacademy

www.dubaiheightsacademy.com

Open for admission in 2017, Dubai Heights Academy is conveniently located in Al Barsha South and offers the English National Curriculum.

Visit our website www.dubaiheightsacademy.com or call us on +971 4 368 2677 to find out more.

The school opening is subject to building completion and KHDA approval

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NEW IN DUBAI A student reminisces about her first few months as a newbie in the UAE HANNAH DUALE

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ow hot did you say it is?”

“Do all the police officers drive Lamborghinis?”

“Wait, no school on Friday?” “Did you just say the TALLEST building in the world?”

These are just some of the questions posed to me upon my first return to the UK after moving to Dubai. My former schoolmates seemed entranced by it all. The three years I have lived in the UAE have sped by quickly, yet everyone still raises their eyebrows quizzically when I discuss my new home. I believe the reason for this is the exotic perception of Dubai. The reality, I am pleased to say, is quite similar.

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“It was incredibly daunting, knowing I had no one to speak to” When I first came to Dubai, I had no friends, and no extended family. It was incredibly daunting, knowing I had no one to speak to. My parents were busy sorting out bits and bobs, and it was difficult starting a brand-new school. Thankfully, I quickly made a tight-knit group of friends

who helped me through my first year and answered any questions I had. It is through these people that I explored the parts of Dubai that I would not have found alone.

I was awed when I came to this wonderful city, where there are people from many different cultures co-existing peacefully.

For students growing up, this makes an immense difference to our lives. I believe that it has made me a better person (with better knowledge of foreign languages).

I have also developed a sense of selfconfidence. It might seem topsy-turvy that by being surrounded by so many cultures you learn to take pride in your own, but I found this to be the case. For example, as many readers may agree, the National Day

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UPFRON T / STUDEN T V IEW

“The Emirati culture presents hospitality and friendliness like I have never seen before” celebrations in this country are spectacular.

Every Emirati evidently has pride in their country. The fireworks, food and fun aside, what I enjoy the most is the fact that everyone is included, foreign or native.

As a student, you feel like a part of something greater. As you go through your teenage years, and deal with insecurities, it helps so much that you feel secure in your culture and heritage.

Furthermore, I have learned to appreciate every culture and the positives in all. For example, the Indian culture presents a feeling of community, whereas the Emirati culture demonstrates hospitality and friendliness like I have never seen before.

The United Arab Emirates – the key is in the name. The official language of our country is Arabic, but I did not fully comprehend this until I was greeted by passport control. The officer on duty said: “Marhaba”. Slightly confused, I nodded, feeling ignorant as I trailed behind my family. The memory of the embarrassment came back a few weeks later, when I walked into my Arabic class. Even though there was a minor language barrier between the teacher and me, I saw it as a positive.

I was immersed in the Arabic language and it became more familiar.

Although most people in Dubai speak English, this should not be an excuse.

I cannot lie and say my linguistic skills are anything special, but just learning a few words can make a big difference. I truly believe that learning Arabic has made me more well-rounded academically as well.

Something I discovered when I was in my second year is the way people come and go in Dubai – I was used to having the same people around for years in my school in England. When I returned from the summer holidays that year, a lot of people had left. This is really

LEFT Inspiring patriotism

disorientating for a student, ABOVE because as soon A city built on passion as you settle in, BELOW people leave.

National Day celebrations The heat was also a shock for me.

Coming from England, the temperature change was huge. It took some time for me to acclimatise and adjust. Sometimes I have to stay in, not because it is gushing with rain – as would be the case in the UK – but because it is too hot. On top of that, there is a larger enthusiasm for sport in Dubai. I began doing more extra-curricular activities, such as tennis, on top of my

schoolwork, and I am able to do many more things outside of school here, especially since we finish at 3pm.

Overall, the differences between schooling in Dubai and England are noticeable. Of course, there have been ups and downs, but I can safely say it is much easier to be a teenager in Dubai. I gained independence when I moved here, since I could travel by myself and go to the mall without my parents, as the low crime rate in Dubai makes it a more lawful atmosphere.

I also became more open-minded after getting used to the many cultures and religions. I do more sports, as schools have better facilities and we are encouraged to participate. While this may all seem trivial to some, when combined these aspects of Dubai life make us more confident and selfassured teenagers. And, after all, isn’t this important when youth is the future?

There are many advantages as well as disadvantages, and similarities as well as differences, but I can say personally that I enjoy schooling in Dubai more than in England; I wake up here with a hop, skip and a jump each morning. Clichés aside, I honestly believe that living here has shaped me to be open-minded, relaxed and curious.

The new skyscrapers each day remind me of how much you can achieve with learning and passion combined. Dubai helped a thirst for learning grow in me, as I am inspired by the people around me every single day.

H A N N A H D UA L E Year 11 student at Repton School Dubai agirlspenandpaperblog.wordpress.com 2017

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I am limited only by my I am limited only by my

Imagination Imagination Admissions Open Admissions Open www.vhprimary.com admissions@vhprimary.com  www.vhprimary.com 423 1100 admissions@vhprimary.com   04  04 423 1100

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UPFRON T / FITNESS

The girls are enthusiastic and engaged both in and out of school time

ABOVE Greenfield Community School students play hockey

Wellthy girls

Greenfield Community School has introduced a new extra-curricular activity that’s proving to be a big hit with its female students K AT Y G I L L E T T

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t was a year ago that Jade Cunningham, a P.E. teacher at Greenfield Community School (GCS), noticed that many of her female students had misconceptions about what it means to be fit and healthy. Particularly in secondary, the girls thought it meant being competitive, or they lacked the confidence to try new activities. “In Dubai, kids grow up thinking they need to be perfect, especially the girls,” Ms Cunningham, who is also rugby player and CrossFit competitor, explains. “I wanted to change my students’ mindsets and, at the same time, encourage them to live healthy lives.” This is how she came up with the Wellthy Girls Initiative.

At first, Wellthy Girls was just a one-off workshop, but it proved to be so popular that GCS has now introduced it as a weekly extracurricular activity.

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UPFRON T / FITNESS

Essentially, it encourages young women to try something outside their comfort zones, while developing wider social circles and promoting mental and physical wellbeing.

Each time it offers a new experience for the girls. One week might see them trying out CrossFit, while another takes them rock climbing or orienteering. The following week, you could find the girls on the golfing greens or working on their warrior pose in a yoga class.

Since it started, GCS has worked with: Rock Republic, which boasts the UAE’s first and only indoor bouldering facility; CrossFit Sands, a Motor Citybased Box offering the notable strength and conditioning programme; and Float DXB, a fitness company offering swimming lessons and HIIT (high intensity interval training) workouts on water. The school will also be working with: Flipro, one of Dubai’s newest trampoline parks; sports school Aspire Gymnastics; Rackets Academy, which

“I wanted to change my students’ mindsets and encourage them to live healthy lives”

RIGHT The girls love classes at CrossFit Sands BELOW Instructors promote healthy competition

offers tennis and padel coaching; and Gravity Calisthenics, Dubai’s first calisthenics and parkour gym. Each partner company is chosen carefully, so that GCS students can continue exploring their favourite activities after school hours, too, if they want to.

“I never thought being a part of this initiative would be something I’d enjoy, but it exposed me to CrossFit and, now, I go to CrossFit Sands on my own and I love it,” says Sarah Karkeb, a Grade 10 student. “Wellthy Girls helped me realise that by making goals and working towards them, I can overcome my fears and increase my confidence.”

Ida Horskjaer, another GCS student, comments: “Wellthy Girls is a group of girls that come together and motivates [each other]. For example, being insecure about your own body and conquering that with girl power!”

Gaby, Dora and Jess, all Grade 10 students, agree. They say: “Wellthy Girls is an opportunity for girls who are self-conscious to express themselves in an environment where they don’t feel pressure to look or perform in a certain way. It has given us a new definition of the word ‘fit’. We have enjoyed the activities as they are alternative to what is usually offered to us in school, and we are having fun.”

Of course, this couldn’t have come at a better time, as His Highness Sheikh Hamdan Bin Mohammed Bin Rashid Al Maktoum, Crown Prince of Dubai and Chairman of the Executive Council for Dubai Government, recently launched his Dubai Fitness Challenge, which sees the city’s residents commit to 30 minutes of daily activity for 30 days, from 20 October to 18 November. Many of the Wellthy Girls, and indeed the entire school body, have signed up to it.

“The Wellthy Girls programme has linked in with Ms Cunningham’s passion for sport- and health-related events, both in the school and outside of it,” comments Callum Stevens, Head of GCS Physical Education. “The girls are enthusiastic and engaged both in and out of school time. There is a genuine buzz from those participating and lots of questions from those girls looking to get involved. This has added a new aspect to the range of healthy options at GCS, while complementing the existing diverse range of sporting, health-related and mindful opportunities for students at this school.”

Most of all, through the name Wellthy Girls, Ms Cunningham wanted to highlight wellbeing and activity as a lifestyle. “The goal isn’t to be perfect, to look a certain way, or to compete with each other,” she says. “The goal is to be happy and healthy in who you are right now, and to live life to the fullest.”

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A BRITISH PREP SCHOOL IN THE HEART OF DUBAI. Foremarke School aims to produce happy, well rounded, well-grounded young people who possess a thirst for knowledge coupled with the unending pursuit of academic excellence.

Admissions open for FS1 – Y6 (For pupils aged from 3-11 years)

INSPIRING EXCELLENCE. NURTURING RESPECT. P.O. Box 391984 Al Barsha South, Dubai, UAE Tel: +971 4 818 8600 Email: info@foremarkedubai.org Web: www.foremarkedubai.org

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Junior

VICTORY HEIGHTS PRIMARY SCHOOL

OUTDOOR EDUCATION P . 24 FS1 V NURSERY P . 33 MINDFULNESS P . 42

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The Great Outdoors Repton School Dubai's Enterprise Director explains why lessons learned outside the classroom help children develop vital skills GRAHAM MALKIN

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utdoor Education can provide the perfect complement to a well-rounded education. A carefully designed programme, which takes into account the ability of the pupils, a diligent approach to risk management, and a rich and varied use of activities, all combine together to provide pupils with invaluable learning opportunities. It was with this in mind that we started the Outdoor Education programme at Repton School Dubai a number of years ago, providing pupils with opportunities to attend camps and expeditions.

It has grown rapidly over the years, largely due to the ongoing support from our senior leadership teams, teachers who are prepared to give up their spare time, and motivated pupils hungry for a challenge and keen to push themselves.

Over recent years, we have expanded our offering. We aim to push the boundaries by creating unique, challenging experiences designed to foster and develop self-reliance, leadership, teamwork and problem solving.

When we started the programme, we offered just a few camps and overseas trips.

We now run a camp for every year group from Year 2 to 9, and organise an average of 15 overseas trips each year. Some of our forthcoming expeditions are ski-touring in the Swiss Alps and a summit attempt of Gran Paradiso in the Italian Alps, which will see pupils learning how to use ice axes, crampons and safe movement over glaciers in a five-day alpine mountaineering course.

Operating in the outdoors lends itself to developing different skills. Survival techniques are popular and important, and pupils learn how to make a fire, build shelters, source water and cook food in a wilderness environment. These activities encourage improvisation, the ability to adapt and overcome a problem under pressure; transferable skills for daily life. Students learn other key skills, too, such as navigation, risk management, first aid, camp craft, health and hygiene in the field, and route planning. They also get chance to develop know-how in canoeing, kayaking, rock climbing, mountain biking, skiing and sailing.

To ensure pupils are constantly challenged, we use an overview that

“We push boundaries by creating unique, challenging experiences�

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tracks progress of each year group.

Differentiation between the year groups may include extending the duration of a camp, progressing pupils from flat water to moving water in kayaking, or attempting a more challenging route in rock climbing. For example, The younger years will require closer supervision with the assistance of teachers, as well as instructors, while the older age groups, Years 8 and 9 for instance, will often take part in pupil-led exercises, such as command tasks and group hikes involving navigation with supervision at checkpoints, which encourages greater independence and self-reliance.

We have to strike a balance between planning camps and expeditions that take pupils out of their comfort zone, while at the same time managing the associated risks that come with operating in challenging environments. Meanwhile,

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JUNIOR / FOCUS

ALL PICTURES Repton Year 8 pupils enjoying a tough yet fun survival camp

we also need to ensure outdoor education does not become a tick-box exercise, where pupils sample a carousel of activities in a centre environment, but don’t experience the full value of what the outdoors has to offer. We strive to keep the itineraries exciting, diverse and ensure there are meaningful learning opportunities in different environments.

Overall, however, outdoor adventure programmes positively impact young people’s self-perception – allowing them to get a fuller understanding of their own personal strengths, limitations, and the value they bring to a team. We use them as a vehicle to develop key life skills and characteristics, such as leadership, teamwork, self-confidence, grit and determination. Ultimately, these characteristics benefit pupils as they graduate from Repton and prepare them for life in an increasingly competitive world.

The outdoors is often an unfamiliar setting with pupils, away from the comforts of the classroom environment. It means that pupils quickly develop coping mechanisms and learn to adapt to their surroundings. It is this learning curve that ensures they become more robust and resilient. Difficulties and obstacles in the outdoors often require pupils to take a hands-on approach to solve and overcome a problem, which can differ from the way they approach a challenge in a classroom environment. Yet, pupils have different learning styles, and some find they benefit more from an experiential learning environment over a traditional classroom setting. So, therefore outdoor education can further benefit pupils who seek to be engaged and have an active role in their learning experience.

Of course, some students will find their first camp experience to be quite a

“These activities prepare students for life in an increasingly competitive world” challenge. These, however, are the pupils who stand to gain the most and return home with a greater independence and inner strength. I personally recall one timid Year 5 pupil who was reluctant to attend camp.

After weeks of gentle persuasion from his class teacher and parents, he eventually joined the camp and, although a little nervous to begin with, eventually got stuck into the activities. He scaled the 30-foot climbing wall, paddled his own kayak and took part in the team-building activities.

At the end of the camp, he returned back to school with a newfound confidence. This pupil is now in Year 13 and will be taking part in a Repton expedition to climb Gran Paradiso later this year.

G R A H A M M A LK I N Enterprise Director Repton School Dubai 2017

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26/10/2017 10:13

A PLACE WHERE

A PLACE WHERE

STUDENTS

STUDENTS

EXCEL

EXCEL

One of the most well-respected

One of the most well-respected

and oldest schools in Dubai, and

and oldest schools in Dubai, and

a leading school in the Middle

a leading school in the Middle

East, JESS is a school which

East, JESS is a school which

aims to have a global reputation

aims to have a global reputation

for delivering a unique brand of

for delivering a unique brand of

education that challenges young

education that challenges young

people to make a difference.

people to make a difference.

The top IB school in the Middle East New BTEC Specialist courses in Sport, Art and Business available in the Sixth Form from September 2017

•

Large, attractive, leafy campuses with superb facilities

•

Large, attractive, leafy campuses with superb facilities

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One of the few ‘not-for-profit’ schools in the UAE

•

One of the few ‘not-for-profit’ schools in the UAE

•

‘Outstanding’ inspection ratings and excellent GCSE outcomes

•

‘Outstanding’ inspection ratings and excellent GCSE outcomes

•

A wealth of extracurricular and enrichment opportunities

•

A wealth of extracurricular and enrichment opportunities

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JUNIOR / FOCUS

“Tell them how wonderful it is that they are going on an adventure”

ABOVE Foremarke School Dubai

HOME and AWAY Residential school trips are wonderful but nerve-wracking, particularly for the parents.

Foremarke’s deputy head shares a few tips to help you feel more at ease ZO E WO O L L EY

T

he value that a residential school trip adds to your child’s education is immense.

Skills that cannot be taught from a textbook or in a classroom environment are developed, all contributing to building resilience and independence.

Yet parents often worry that children will not cope without the usual support around them. Actually, the opposite is generally the case. However, there are a few techniques you can use that will help to ensure the children have a super time, and will leave you feeling less nervous…

Packing is the start of the adventure. Give your child the list provided and ask them to find everything and then the items in their bag. Then have a “what if” discussion.

For example: What if it rains or your water bottle leaks? This is the opportunity for your child to suggest packing clothes in a plastic bag. Or how about: What if it is dark when you arrive? Perhaps they can pack the torch in an outside pocket.

Most school trips require electronic items to be handed to the teacher, or are often not permitted at all. If being without Minecraft or Candy Crush will be an alien situation for your child, why not start now by allowing them to be bored? Most likely, there will be a long coach journey at the start and end of

the trip. Prepare for this by taking custody of the iPad on their next journey and have an electronics-free afternoon at the weekend. It is usual on camps that children have to wait their turn for an activity or queue for a meal. As parents, we can model what to do in these situations by engaging in conversation, asking questions or simply being patient.

Food is also always a concern for parents.

The worry is there will be nothing your child likes. In my experience, children are often so hungry when it comes to mealtimes that any dislikes are soon forgotten. The companies catering for these trips are also very used to children; meals are simple and carbohydrate-heavy. If the food is not to your child’s liking, then there will always be plenty of rice, bread or potatoes to fill up on.

For the short duration of the trip, that will not do any harm The final and probably most delicate concern to address is the washroom. It is always a good idea to remind your child not to place towels and toothbrushes on the floor. A small drawstring bag is very handy for a facecloth and toothbrush, so this can be hung on a tap, door handle or their wrist.

Attach a loop to towels, so these too can be hung, or practise washing and brushing with a towel resting across your shoulders.

Above all, be excited about the trip, smile as you wave goodbye and say that you cannot wait to hear all about it. Tell them how wonderful it is that they are going on an adventure with their classmates, with opportunities to make new friends and try new activities. Pack your own schedule while the children are away, as keeping yourself busy will give you less time to worry. Remember to take some time for yourself, because the school bus will soon be returning and you will need to have the energy to listen to all the stories of great experiences and tales of mischief.

ZO E WO O L L E Y Deputy Head, Academics Foremarke School Dubai 2017

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SIMPLY THE BEST

Emirates Education catches up with Bradenton Preparatory Academy’s Head of Music, Heather Massaquoi, the winner of Most Inspirational Teacher at this year’s Mariamma Varkey Awards K AT Y G I L L E T T

Q What techniques do you use to inspire children in your classroom?

A The techniques I use are all the “best practices” that educators today use to engage their students.

Specifically, in Music, I always try to select repertoire that I think will challenge my students, as well as excite them. I offer students options in their learning, which allows them to choose music, work in small groups, accompany performing groups, and even decide on the best location for learning. We have a beautiful campus at Bradenton Preparatory Academy, which allows students to rehearse not only in the classroom, but also around the school. I try to divide each lesson that I teach into different sections to allow students to stay engaged. We may sing in a traditional style, then around the piano, and then in rotating circles – anything to keep the kids engaged and present in their learning.

When I assess my students, they have prior knowledge of the expectations. Last year, I implemented video assessments and I found that my students loved the addition because it allowed them to practise at home, and perform and video their task in a comfortable setting. I feel that my students have gained greater success with the ability to have some control.

I have had the opportunity to build this programme from the start and we have

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What is the most rewarding aspect of your job?

A I have the joy of providing students with the opportunity of being a part of something successful. I grew up in Canada and am of Trinidadian and Sierra Leonean parentage. In my culture, music is so important, as it is the way we socialise with each other, how we express ourselves, and the way we remember our history. On a day-to-day basis I get to watch my students connect to something powerful and enlightening. I am allowed to teach my passion every day and we get to pass that on during every performance we do for the school and the community. I love seeing the light in their eyes when they sing and perform. It’s all about providing them with a safe, non-judgmental place to be creative, reflect and to express themselves without the fear of being criticised.

I also love to bring my school community together. My expectation is that my colleagues and parents participate as much as possible in the musical success of our students. Our administrators sing with the choir, and they even perform on stage in our musical. The parents dress up for our thematic concerts. My colleagues sew costumes, sell tickets, manage student groups, from hair and makeup to sound and lighting, and the list goes on. Our audiences also have a part in many of our Q

ABOUT THE AWARDS

The Mariamma Varkey Awards were launched by GEMS Education, to recognise the best educators among the GEMS schools. It aims to underline the importance of the teaching profession and champions the fact that our teachers should be recognised, respected and rewarded.

There are a number of categories, including the top prize, Most Inspirational Teacher, which sees the winner take home $60,000. This year that person was Bradenton Preparatory Academy’s Head of Music, Heather Massaquoi.

grown in many ways. We offer electives to more than 200 students, which accounts for almost 50 per cent of the secondary school population. We offer interest level classes, introductory classes, performance classes and AP classes in music – this gives our students a wide range to choose from. Any opportunity I can find for my students to experience music I offer to them, whether it is at school or in the Dubai community. They perform throughout the year for school events and even have a lunchtime concert series run by themselves on Tuesdays. We as a department are very proud that we have the capacity to offer musical experiences to so many students.

2017

26/10/2017 10:20

JUNIOR / TE ACHING

LEFT GEMS Education CEO, Dino Varkey, with award winner Heather Massaquoi

Let’s hear from the Head performances. This year, I am working towards a Parent Choir, after they sounded so delightful at our annual Winter Concert.

How do you approach children with different learning styles?

A I approach it the same way I would want to learn, which would be through multiple ways. It’s all about the way you present the material and ideas to your students. They need to see it, hear it, feel it and sometimes move to it. We do it all in Music, and have a lot of fun. The key aspect to reaching kids is to meet them where they are and build upon it. I don’t grade students based on others.

I grade them against themselves and their own personal progress. A large percentage of my students are transient, and many have never taken a structured Music class before. When you mix experienced and

inexperienced students together, and still have a successful performing group, that is rewarding to me. It’s all about giving opportunity and a creative outlet.

Q

“I have the joy of providing students with the opportunity of being a part of something successful”

Q What advice do you have for other teachers in order to inspire their students?

A I would advise struggling teachers to take a break and rejuvenate. Whether it is to read a book, take a personal interest class or go home earlier than normal from work. We spend a lot of time working and thinking about our students to ensure they are okay, but often we forget to take care of ourselves. I was fortunate to work in Canada for The Toronto District School Board (TDSB) and my very first district meeting was about Personal Learning Workshops. They believed if their teachers were holistically satisfied, they would have an easier time inspiring and caring for students.

The classes were anything from photography to swimming, and available every night.

On the other end, we as educators are lifelong learners. Take a class and learn some of the new and innovative techniques that are being implemented in other classrooms. I recently completed my Honour Specialist in Music and now have a whole new outlook to the way that I educate the “changing voice” males in my middle school choir. Through conversations with other music teachers, and hours of research, I feel that I have made a bigger impact in the progress of my students.

Brandenton Preparatory Academy’s Head of School, Dan E Young, comments on Heather Massaquoi’s triumph

A

s a school head, I think Heather exemplifies what we all want in our educators. That is to be that educator, before a class of students, caring enough in her own personal way, making sure every student in class leaves each day feeling valued as a human being. Research verifies if a student likes the teacher and being in the teacher’s class, learning becomes more meaningful and retention of new learning increases. Doesn’t that just make sense?

Teaching is a most noble profession.

The journey to being a better teacher never really ends. Teaching involves life-long professional development, peer mentoring and feedback. After her nineteen years of teaching, I can assure you that if you put Heather in a workshop or class with other performing arts teachers she will shine in almost all areas.

She is remarkable. Heather walks the talk.

I can also assure you that Ms. Massaquoi will watch and learn, taking away something new from the other teachers in the group. That’s just what outstanding educators do!”

2017

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JUNIOR / OPINION

HEAD

The freedom of knowledge Tim Butcher, Headmaster of the UK’s Perrott Hill School, on balancing a ‘proper childhood’ with advances in technology

F

or those of us contending with how best to educate the next generation, certain now-accepted truths crop up regularly.

We are most firmly in a post-industrial – as some would have it, “posttruth” – era, and the shape of tomorrow’s world is essentially unknowable. Yet the majority of the traditional curriculum and subject specifications were devised for the industrial era. So-called More’s Law – that computational ability will double every 18 months or so – underlies a time of technological advance never seen before.

The fact that the job market into which today’s children will graduate is going to be remarkably different to that of their parents is clear. Challenges and exciting opportunities therefore exist equally.

I frequently speak to parents who seek a 'proper childhood' for their child, one that is not dominated by technology. It’s often a reason they moved or are moving to the South West of England. They adore the idea of the rural idyll that we offer, with our forest school, and woods and yew hedges for making dens in. Yet reluctantly those same parents know that in reality their 13-year-old will need to be ready for the world of senior schools, teenage-hood and social media when it comes. And this is the challenge facing those wanting to provide the very best preparatory education.

Is it a conflict? No, more of a span that we must aim to bridge.

“There’s the old chestnut of knowledge versus skills. This is a false dichotomy”

and technological come together, and sits as part of our science suite, taking inspiration from the art department. Open and staffed during morning breaks, pupils can drop in to get on with projects that come from them with minimal direction. Free engagement in this space builds a momentum of its own. At the simplest level, we aim to provide the time and the space for a full education.

Then there’s the old chestnut of knowledge versus skills within the academic curriculum. This is a false dichotomy, but people still so easily assume that emphasis upon one means the exclusion of the other. Academic The traditional ambition must underpin any curriculum, A B OV E and forward-looking and depth of knowledge retains its value Altogether now: Perrott Hill pupils should come together by providing the framework in which all get involved in an educational pupils’ growing understanding of the world experience that feels is contextualised. We learn better and more natural and exciting. effectively by new knowledge being related Our pupils are frequently absorbed in our to existing knowledge. In this regard, “you remarkably beautiful setting – Wellingtons can Google it,” is no argument at all. Yet and boiler suits to hand – it is clear from the responses of industry while building self-confidence and that the likes of skills such as collaboration expression through music, drama, art, and creativity are often paramount in their a traditional debating programme and wish list. The best curriculum must draw understanding the value of manners the likes of the latter out as explicit threads and relations with others. From these within a rich tapestry of knowledge. come constants that will always have While retaining an academic curriculum, currency with employers. the introduction of philosophy Simultaneously, Bee-Bots and allows the next generation to Spheros are used from predevelop discursive skills and prep to build a sense of playful critical thinking in a way that adventure with technology will encourage confidence. and an understanding of block The challenges of providing an programming. IT is judiciously education for the 21st century used within the curriculum, stimulate debate. a drone club has just sprung Above all else, they prompt TIM BUTCHER up and we have recently explorations in learning – and Headmaster opened our 'tinker lab'. This what could be more joyous Perrott Hill School is a space where the creative than that?

2017

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JUNIOR / E A R LY Y E A R S

The GREAT DEBATE

Should your kid really start school at three years old or are they better to stay at nursery?

An Early Years consultant explores the options S O P H I E OA K E S

N

ursery, FS1, Pre-KG, the Early Years, Foundation – call it what you will, the question is: Is your child ready for big school?

The UAE is quite unusual in the fact that many of its big schools open their doors to children as young as three years old. For some parents, the idea of sending their child into a large school environment at such an early age can cause great consternation. Some nationalities will argue that children should not start primary education until the ages of five, six or even seven, so the idea of putting one’s child into school much earlier is an anathema. However, for those who are familiar with such an early start, they are used to Nursery or Pre-KG education taking place in a completely separate environment from primary school.

The debate is often one-sided; parents generally need to be convinced that sending their child into FS1/Pre KG at big school is the right thing to do. It is rare to consider the problem the other way around unless it’s for logistical reasons. Having said that, there are lots of pros and cons to the decision, and it is worth considering them all.

“Many nursery approaches have strong pedagogical studies behind them ”

Nursery school

T

o begin with, most parents consider the nursery school option. Many children have been in a nursery environment from a young age, as they can offer brilliant daycare solutions for the working parent. The nursery has most likely been selected on location, childcare criteria and staff. However, once the child is over two years old, the question of which type of educational path you would like to follow raises its head.

Nursery schools offer a variety of different educational approaches that are dedicated to

this particular age group. You could consider a Montessori education, which has a large and dedicated following, or the Reggio Emilia approach. Perhaps a creative curriculum would suit your child, or a bilingual nursery is what you require. All these approaches have strong pedagogical studies behind them and nursery schools that are dedicated to implementing them. The management and the staff they employ will all be trained in the methods and most feel very passionately about them. Every one of these educational systems will set your child up beautifully.

Nurseries are cosy, nurturing environments.

The feeling of comfort and security is paramount for any leader, and that is generally why children settle in well. Potty training is not something to be hurried, but the nursery school will more often BELOW than not work with Nurseries are you and your child cosy, nurturing environments to make it as easy as

possible. There should be no sense of academic competitiveness and each child is encouraged to develop at their own pace.

Flexibility is also a pro at nursery. They give parents a choice of the hours and days when the child can attend.

Big school

T

here can be benefits of starting at big school in FS1 or Pre KG. First, let us consider if you have children already at the school – one school-run sounds the dream. Have their older siblings already been through the Early 2017

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Years? The staff may remember you and the whole experience will feel very familiar. If your little one has been on the school run for years, then they will no doubt be begging to start at the same school as their siblings.

For some children, especially those who have been in a nursery environment before the age of two, might well benefit from a new environment as they may have outgrown their surroundings and be ready for a new challenge. Children develop at different times and paces, so some are just readier than others for that big leap.

In terms of the size of the school, parents often stress about this, but for the children it is rarely a factor. Their world consists of their classroom, playground and bathroom.

They rarely go beyond these areas and are often oblivious to their larger surroundings.

The children in FS1 or Pre KG also tend to be doing much the same as they would in nursery school. There is always a huge emphasis on learning through play, it just tends to be a more structured day to fit in with the rest of the school timetable.

The schools generally don’t offer different educational approaches such as Montessori, although there are exceptions to this.

Now to choose

E

ssentially, it is time to consider what is best for your child. If it is your first, the nurturing environment of a nursery school would definitely be the best option to ease both parent and child into the world of education. It does seem early at the age of

“Some children may benefit from a new environment and new challenge” three to be thinking of a school you might be considering for the rest of their education.

Yet, the debate becomes more complicated because nowadays the competition to secure a place at big school can be intense in the Early Years. Many schools will insist that you join in FS1 if you want to secure your place further on. This puts parents under enormous pressure.

The institutions take every measure to

ensure their very young pupils will be looked after, but there is no escaping the more formal environment. They are often required to wear a uniform and there is not as much flexibility as there would be in a nursery.

Nevertheless, it is all too easy to say don’t feel pressured by the schools, but, in reality, if that’s the future school you want your child to be in, and the school is telling you there will not be a place available in FS2, then needs must and it would be wise to take the place.

Alternatives

O

n the other hand, there are some nurseries offering places up to the age of six. It would then be possible to apply for Year 1 instead of the oversubscribed Foundation Years. This

RIGHT Dubai's Children's Oasis Nursery is a haven for kids BELOW Blossom Education has a range of nurseries

might definitely give you longer to think about the right school for your child.

There are no pedagogical papers arguing that it is more beneficial for a child to start school at three years old – quite the reverse. Explore your options, as there are lots to choose from.

When visiting a nursery or school, make sure you think of your child at all times. Can you imagine them in the surroundings? Are they ready for a larger environment? Will they be treated age appropriately? Ultimately, follow your instinct and try not to feel under pressure from anyone else. If you need more advice, we are here to help you find the best educational solution for your child.

S O P H I E OA K E S Early Years Consultant Gabbitas Education 2017

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JUNIOR / FOCUS

A great

DREAM

We take a look at how Victory Heights Primary School is implementing Moral Education K AT Y G I L L E T T

O

ne in 10 children – an average of three in every classroom – have a diagnosable mental health problem, statistics show.

Furthermore, 75 per cent of the mental health issues we see in adults have their roots in childhood.

It’s staggering statistics like this that make the new national initiative for Moral Education, set forth by His Highness Sheikh Mohammed Bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, ever more important.

By now, you will know all about the programme, and how it covers four pillars – character and morality; the individual and community; civic studies; and cultural studies, incorporating academic content with an exploration of character and ethics.

It is now mandatory for schools to allocate one hour per week for the subject, although they’re free to implement whatever strategies they see fit.

Victory Heights Primary School launched its own programme in August. Besides the 60-minute lesson per week, every child has been given the ELLI and M.E. Student Rewards Booklet, which also interlinks with the GREAT DREAM programme, introduced by the KHDA to Dubai schools in June 2017, and merges the UAE Moral Education Framework with Victory Heights Primary Schools’ Effective Lifelong Learning Inventory.

“The Ten Keys to Happier Living are based on a review of the latest research”

ABOVE “Each of the Victory Heights letters [noted in the Primary School book] represents ABOVE RIGHT one of the ten keys Students are to happiness,” excited to join in explains Julia Costin, the school’s Wellbeing Coordinator, at the start of the booklet. “The Ten Keys to Happier Living are based on a review of the latest research from psychology and related fields. Everyone’s path to happiness is different, but the evidence suggests that these ‘Ten Keys’ consistently generate a positive impact on people’s happiness and wellbeing.” These are: Giving, Relating, Exercising, Awareness, Trying Out, Direction, Resilience, Emotions, Acceptance, Meaning (GREAT DREAM).

Each letter has three levels of tasks to complete, ranging from quick and easy to harder and more time-consuming. This could be anything from “smile at five people” to “pick up some litter” and “help your mum or dad carry something”. To get the Gold

award, the kids must think up their own kindness project and spend at least three hours helping someone in their community.

Then, once each level has been completed, a teacher or parent signs it off and the child is rewarded.

“The rewards booklets have already had a huge impact on the wellbeing and happiness of the children,” the school tells us. Mariam, in Year 6, says: “It encourages all children young and old to be mindful of others and to help out more at home, school and in public.” Meanwhile, Soliman, Year 5, comments: “It helps us to help out mums and dad and not just let them do it all!”

Parents, too, have been impressed by the kids’ reactions. “The children are excited to do it and get their book out when they get home!” enthuses one parent of a child in Year 1. Another Year 2 parent believes “so much can be done for our children in Dubai. It is important that we encourage these life skills.” We could all do with being a little happier, after all.

2017

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26/10/2017 10:48

A British Curriculum School in the heart of Dubai Festival City

UK Primary | UK Secondary | IB Diploma Deira International School (DIS) offers a world-class international education at one of the region’s best campuses with more than 1,600 students at the school representing over 80 nationalities. At DIS, we value the diversity of cultures; we are proud of our multi-cultural environment and warm family atmosphere that supports the personal and social development of every child. DIS is a happy and exciting place to learn and work. We believe in placing the students at the centre of their own education and that learning is a life-long experience.

For more information, please call 04 232 5552 or visit www.disdubai.ae LOCATED IN

DIERA.indd 1

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26/09/2017 09:35

JUNIOR / OPINION

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ABOVE Dubai Heights Academy students learn in small groups

A matter of

TIME Does the size of a class really have a significant impact on student performance?

The Principal of Dubai Heights Academy examines the evidence ANDREW PROSSER

ver the numerous prospective parent tours I have conducted, there is always one question that I will be asked: “What is the maximum number per class?” Or: “What is the teacher-student ratio?” Class size, and its effects on student performance, is one of the oldest debates within education circles, and one that parents really focus on. Yet, as with any topic in education, there are many different sides to investigate in order to really understand what the impact of class size can have on a child.

Some research shows that students in smaller classes perform better in all subject areas, and on all assessments, when compared to their peers in larger groups. Students in smaller classes can be as much as one to two months ahead in content knowledge, and they score higher on standardised assessments.

Another study indicates the positive effects of small class sizes are greatest in the early years of a student’s schooling and these effects are magnified and become longer lasting with the more time spent in smaller classes. Pupils who have experienced smaller class sizes in their formative years will benefit from this even if they move to larger groups later in their schooling.

However, if this is the case, then you may ask why countries such as Singapore, China and Hong Kong, which have large class sizes of more than 30 students, continually top the Programme for International Student Assessment (PISA) rankings. However, there are a multitude of factors that need to be examined to determine why, such as how these countries have a very strong cultural focus on education and high levels of parental support, including extensive private tutoring, which all contribute to the success of their students in these global assessments.

Academic performance is very important, but it is not the only measure of student success. Student engagement is also significant, and small classes can help to 2017

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THE BEST BY EVERY CHILD

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JUNIOR / OPINION

promote that, as children talk more and are more actively involved in the learning process – it is more difficult for them to hide and get left behind.

On top of that, each individual will benefit from greater teacher attention, and they will be encouraged and pushed to be actively involved while expressing their opinions. They are also more likely to interact with the teacher, rather than listen passively, and will often say they have a better relationship with their mentors.

Meanwhile, teachers of smaller class sizes have more opportunities to observe and assess the class as a whole, and the students as individuals.

Learning is further enhanced when teachers and students can interact spontaneously. It gives students the opportunity to learn at a faster pace and allows the class to cover the curriculum content at a greater depth, thus giving the pupils a better understanding of the topic. Students’ confidence will then develop and they

“Research shows students in smaller classes perform better in all subject areas”

RIGHT Teachers can easily track students' progress BELOW Children's confidence grows in small classes

will feel comfortable to share their opinions, and ask and answer questions. It also allows them more opportunities and confidence to share their own perspectives, which, in turn, enhances the learning of others.

Of course, teachers can also spend more time teaching the material and less time getting the attention of those who get distracted, too. It has been shown that students in smaller classes also display less disruptive behaviour.

With less energy spent on general classroom management, teachers can get to understand each of their students better, and alter the methods of delivery to accommodate different learning styles, ensuring they stay actively engaged and fully understand what is being taught.

Teachers also have more time to personalise their feedback and

can make sure that each student understands what they are learning, and, if not, offer the help the child needs in order to reach their potential.

They can then diagnose any issues and track student attainment.

Importantly, students can connect more closely with their peers, becoming more confident and comfortable when sharing ideas.

These connections tend to lead to lasting friendships. Particularly in the UAE, in an international school environment, students will learn to respect and connect with peers who are from a range of different cultures and countries.

All the many mentioned benefits of smaller class sizes have one thing in common: they allow the teachers to teach, providing greater time to nurture students and offer more individualised attention. The quality of a teacher and their skills has been recognised as the most important variable in the success of students; a good teacher will have a far greater impact on progress and attainment than any other factor.

It doesn’t take an education expert to work out that fewer students in a class means more opportunity for learning, but only if the teacher makes the most of that opportunity.

ANDREW PROSSER Principal Dubai Heights Academy 2017

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26/10/2017 10:50

MIND OVER MATTER The world of education is taking mindfulness more seriously. But what exactly is it and how can we teach our kids its benefits early on?

ASHLEY GREEN

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JUNIOR / W ELLBEING

M

indfulness.

A word that is blooming in education all around the world, more so now than ever.

Personally, I embarked on my mindfulness journey a few years ago and the benefits have increased my wellbeing in unspeakable volumes.

The inevitable next step, as an educator, was to bring my new-found passion into education and so mindfulteachinguae.com was born. I wanted to create a platform not only for teachers but also for parents, where we could come together to share mindfulness and wellbeing activities for all children in our care. No data, no measuring, no competition. Everything is for one sole purpose – the flourishing of children.

WHAT EXACTLY IS “MINDFULNESS”?

 It means living in the present moment, noticing and being aware of the here and now in a non-judgmental way. This is not just an awareness of physical surroundings, but also what is “here now” emotionally.

Living mindfully allows you to do just that – to live. Live in such a way that gently brings the mind back to the present moment, which is hugely important when you stop to think about how much “mind” we actually give to revisiting past situations or worrying about what the future holds.

Mindfulness softly quietens that little, sometimes mean, judgmental inner voice.

Now imagine introducing mindfulness to young, developing children in their formative years and beyond, strengthening their emotional intelligence and making them more resilient when faced with inevitable, hard life experiences. When children reach the age of exams, busy schedules and demands on their time, mindfulness is a proven method to reduce anxieties and increase productivity, attention and focus. Equally important is enabling children, and ourselves, to be entirely aware of those joyous experiences in life, even if that is just stopping to smell the roses during a stroll in the park.

HOW CAN WE TEACH MINDFULNESS TO YOUNG CHILDREN?

 I feel very grateful that I’m able to try all my mindfulness ideas with the children at the chalkface. My class is always receptive to the activities we do together and, as the year

progresses, so does their astounding level of wellbeing vocabulary. They can freely talk (in child-speak, of course) about using various strategies, breathing techniques and “mindful minutes” to regulate their emotions. Children are keen to tell you about times they have meditated outside of school, albeit for a short time. But this is how it begins - little and often. So, what can you do to introduce children to this concept? Begin with trying the activities yourself first. When we begin our own mindful practices, and see the personal benefits, then we can enrich the experiences of our children. As mentioned, most schools have turned a focus to mindfulness as part of the PSHE (Personal, Social, Health and Economic Education) or Well-Being Curriculum. The good news is you can also easily introduce this concept at home…

wrong with you.” Have a “mindful minute” to start the day for yourself or together with the children. This could seem like a pretty impossible challenge at first – in between putting on uniforms, eating breakfast and getting to the car on time – but a calming start to the morning could set the precedence for the day. Children sit or lie comfortably with closed eyes and focus on breathing in and out. Emphasise that this time is just for them. You can remind them at regular intervals to bring their thinking back to their breath. After a minute or two, invite them to slowly come back to the room, wiggling fingers, toes and, lastly, opening their eyes. As children become more used to the practice, they then have ways to take responsibility for their own focus during other activities.

MINDFUL MINUTES

 Eventually, mindful eating leads to an overall positive relationship with food, gratitude and healthy choices. And children love this activity. It can be practised at any snack or mealtime, and the adult can guide the children to “mindfully munch” the first bite. To begin, the child can choose one thing from their box or plate. Ask them to really look at it and see what they notice.

Work through the senses, enabling them to become aware of what they feel, smell, hear and, finally, taste. Taking a bite and letting the food rest in their mouth for a moment while “noticing” the sensation is a challenging ask of any little one, but they can do it, and the language they use afterwards when discussing the experience is fantastic. Practices like this can sharpen focus and attention in children over time.

Wellbeing in education and promoting the care of mental and physical health, for the children and everyone involved, in daily life is what truly puts fire in my heart. Immersing ourselves in mindful living can give clarity and understanding of our own emotions, and true empathy and more compassion dutifully follow, and the world surely needs more of that.

This topic always reminds me of a wonderful quote from Gandhi: “A thousand candles can be lighted from the flame of one candle…” Let’s share our ideas and let wellbeing light the way.

 As the father of mindfulness, Jon Kabat-Zinn, once said: “As long as you are breathing, there is more right with you than

“When we begin our own mindful practices, then we can enrich the experiences of our children”

MINDFUL MUNCHING

A S H LE Y G R E E N Teacher and founder @mindfulmissgreen mindfulteachinguae.com 2017

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SSAT Education is a respected Education Consultancy working with schools across the Middle East SSAT is entrusted by both private and government schools in the Middle East to provide quality, pedagogically trained educators from around the world. SSAT Middle East is a British Company, with their recruitment department located in Abu Dhabi, the capital city of the United Arab Emirates. The United Arab Emirates is a safe, thriving and rapidly growing 21st Century Country.

GET IN TOUCH Abu Dhabi, United Arab Emirates PO Box 15703 Tel: +971 03 7640331 | Fax: +971 03 7640339 Web: www.ssat.me

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Senior

EDUCATIONAL TECHNOLOGY; SHUTTERSTOCK

THE ACTING SPACE P . 46 GIRLS-ONLY P . 52 EDTECH P . 54 DEBATING SKILLS P . 58

2017

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26/10/2017 09:57

No More Drama The Acting Space is a brand-new, hands-on drama facility in Dubai.

We learn more from its founder...

JOHN PUGH

T

here are people of all ages, but particularly the young, for whom acting is a singularly exciting prospect and preoccupation.

Perhaps it is the process of revealing oneself emotionally that excites the actor, or of stepping into the shoes of a character and losing oneself for a while to become another person.

The dovetailing of three threads – emotional, intellectual and technical – make acting satisfying, fulfilling and irresistible. And then there is talent, which, when thrown into the mix, never fails to surprise and enthrall.

Beyond the obvious lure and tenuous promise of a career in acting, there exists a deeply rooted, solid set of benefits that emerge from the exploration of drama.

Collaboration, creativity, confidence and communication are all qualities and

skills that new drama school The Acting Space, Dubai seeks to nurture in its cohort.

Nowadays, educators are under pressure to measure every aspect of teaching and “progress”, where we need to tick boxes and “prove” learning as if it is a technology. The Acting Space will trust in its approaches to long learning and will value less measurable outcomes.

Viewing the world through the eyes of great dramatists, from Sophocles to Arthur Miller and Edward Albee, is a way of examining the human condition and the wonderful (if often flawed) world that we share. The process, too, of empathising through intense character development and improvisation, equips learners for later life, relationships and the workplace.

The wonderful and gifted Cate Blanchett has said that she has never chosen a project for the part, but for the project itself. This attitude – collaborative, inquiring and free of egocentricity – will be valued and promoted by The Acting Space. Students who walk through the doors will be much

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THE ACTING SPACE

It's a new school offering opportunities in drama education, acting classes and ensemble theatre-making for committed actors from across the UAE, from teenagers to adults, as well as a foundation course for children in Years 5 and 6. Courses run within the facilities of Kings’ School Al Barsha, with small group sizes.

theactingspacedubai.net

like journalists on a mission to investigate, examine and understand characters, situations and behaviours. Their tools will go beyond the use of a notebook and camera, though; their voices, their sense of their own physical actions and their emotional intelligence will be features of every workshop and class. An appreciation of the diversity of students’ abilities is a feature of the school.

In terms of school-based drama education, these are interesting times, particularly in British curriculum schools.

Drama and Theatre courses, which are examined at GCSE and A Level, have taken on a supposedly “academic” character, with the assessment emphasis shifting further towards written examinations. Drama specialists, students and their parents have never doubted the academic value of drama

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and theatre exploration in practical forms and performancebased activities.

So, to see young people communicating the works of great playwrights successfully, excitedly and intelligently is absolute evidence of academic success and intellectual understanding. The powers that be in British educational policy-making might feel more secure in less subjective opportunities to straightforwardly mark progress in Drama from an exam paper, but Drama teaching colleagues would be inclined, in most cases, to keep it on the stage.

Perhaps for those students at GCSE and A-Level, who will inevitably be spending more of their taught sessions being prepared for such written examinations (often 40 per cent assessment weighting), the opportunity to embrace more practical performance, ALL IMAGES The Acting Space offers classes and drama opportunities for budding teenage actors

acting and directing experience would be welcome. After all, there is certainly tremendous value in cultivating our writing skills and literacy through experiential practical work, and excellent experience always aids strong written reflection because passion, opinion and evaluation are born out of challenging performance work.

The learners who flourish through drama education – those who love to flesh out social issues and chew over human psychology and

behaviour – know that the study of theatre is everything – politics, history, sociology, psychology, language, art, literature, philosophy and people. For such learners, a couple of hours of drama is never enough.

They know its value and they want more.

J O H N PU G H Founder The Acting Space, Dubai 2017

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DUBAI COLLEGE A tradition of quality in education

An outstanding British Curriculum secondary school in the heart of the city Outstanding sporting and creative success for almost 40 years The leading Oxbridge, UK and US university admissions record in the UAE The best GCSE and A Level results of any school in the Middle East and Africa UAE Sports School of the Year 2016-17

Sporting

Philanthropic

Creative

Academic Visit www.dubaicollege.org for further details

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1/31/2017 12:55:36 PM 30/05/2017 12:14

SENIOR / OPINION

A New Focus How career-related learning develops well-rounded, work-ready graduates ALEX HARRISON

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oes academic study or career-focused learning offer young people better preparation for the workplace? It is a topic frequently debated in the education sector.

Academic studies have traditionally been held in higher esteem than career-related routes, but general opinion is now changing.

Sharing many of the benefits of the wellestablished and highly regarded Diploma Programme (DP), the Careers Programme (CP) includes a minimum of two courses from the DP, ensuring students gain a theoretical underpinning to their education; a careerrelated study, preparing students for life after Sixth Form, or Grade 12, whether that be at university, an apprenticeship programme or in a role within their field of interest; and the CP “core”, allowing students to learn personal and professional skills to help them navigate different situations. Through the core, students also undertake a reflective project, community service and language development. Other pathways available to

“The CP encourages students to learn beyond the classroom” students could adopt a style of teaching that merely “teaches to test”. This method of teaching could be said to discourage independent learning and hinder students’ confidence. The CP encourages students to learn beyond the classroom to better ensure that, when they graduate, they are prepared to continue learning but in a wider context.

It also raises students’ aspirations, and allows them to reach their potential and to seize more opportunities. How do we know what anyone’s potential is if they have been limited through an education programme that doesn’t suit them? Of course, career-related

learning is not aimed solely at those who GEMS students already have a clear career goal in mind – the idea is that students will develop skills for life and for the workplace, as well as some industry-specific knowledge and experience.

From the CP core, students will learn skills such as working within a team and the art of problem solving. The programme gives them an insight into theory while also giving them industry-specific experiences through collaborations with external institutions.

It is no secret that employers look beyond the academic qualifications on a CV when hiring new employees. Applicants are expected to have some work experience and professional knowledge, and it is not always easy for young people to gain a foothold in a career without having first acquired this prior experience. What the CP can uniquely offer students is the development of workplace skills through the programme’s Personal and Professional Skills (PPS) element of the “core”. It encourages students to think about: ethics, and develop an appreciation A B OV E

of identity; key skills such as responsibility and resilience; and an understanding of the complexity of the modern world. Graduates of the CP can think critically, have foreign language skills, have experienced an environment in which they are expected to act maturely and responsibly, can manage their time and, most importantly, have a strong work ethic and passion to carry on learning.

There is a well-known saying that I like: “If you need something done, ask a busy person”. I say, don’t give busy students less work – give them more opportunities to try their hand at new challenges and to show how talented they can be.

ALEX HARRISON CP/DP Coordinator GEMS Wellington International School 2017

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Q&A

WHAT’S COOKING? Emirates Education speaks to David Cook, the new Headmaster at Repton School Dubai, about his future plans and bringing his family to the UAE K AT Y G I L L E T T

T

aking over the reins as headmaster at any school is never an easy task, but stepping into a 1.3 million-square-foot facility – one of the largest in the region – and following a popular predecessor is a serious challenge.

But it’s one that educator David Cook, who was recently named as headmaster at Repton School Dubai, has taken in his stride.

Cook comes to Dubai with 16 years of senior leadership experience in UK schools under his belt, and takes the place of Jonathan Hughes D’Aeth, who served the school for more than seven years. We got chance to speak to Cook just before he moved over, to chat about emigrating, his own childhood experiences and, naturally, the weather...

How do you feel about the move?

Moving to a dynamic, multicultural country, with a rich cultural tradition, combined with a determination to embrace modernity and innovation, is hugely appealing. The opportunity to experience a different culture and way of life, while also retaining a close link to the best of our UK curriculum-based schooling at Repton Dubai, is hard to resist.

Q

A

Q What do you think you'll miss the most about the UK? A There are many excellent things about living in the UK, not least the range of seasons and the sheer beauty and variety of the UK’s natural and historical

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landscape. A Scottish glen or a magnificent Welsh castle is hard to beat; but I won’t miss the cold and wet winters.

Q How do you think a headship in Dubai will differ from the role in the UK? A Leading an Outstanding school will mean many of the same challenges and opportunities, irrespective of

location, whether in Liverpool or Dubai.

Incorporating Arabic and Islamic Studies is different to the curriculum in Liverpool, but here Latin, Ancient Greek and Mandarin are part of what the school offers. Important cultural sensitivities and opportunities have to be understood and met, but again this is one of the appeals of moving to Dubai.

Q You have a military background – has this influenced your style of leadership?

A My early military career instilled values and ideas on leadership and management that have relevance in many other walks of life, including education. The importance of teamwork, courtesy, enthusiasm and thorough preparation are not unique to the military; I have experienced them all, in the four UK-based schools I have taught at, during my teaching career. My wife Carla would say that I still walk too fast and that I don’t like to be late for anything.

Perhaps they were reinforced by my short service commission in the army.

Q Repton has more than 2,000 pupils and the headship will be an enormous role. What challenges do you think you'll face? And how will you tackle them?

A The leadership and management of a complex and large organisation is always a challenge, and I approach that with huge anticipation and excitement, and a little trepidation. Elite or Outstanding institutions are invariably values-driven organisations.

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SENIOR / PROFILE

Once agreed and understood, these values need to be effectively communicated, so that everyone in the school community – pupils, staff, parents and governors – are travelling in a similar direction and have a shared vision for what we are all trying to achieve. Therefore, the articulation of the school’s shared vision and aims, and then the communication of plans to try and reach them, these are the key challenges facing all of us at Repton Dubai.

There will obviously be a very strong legacy from Jonathan Hughes D'Aeth.

What will you pick up on and what might you change?

A Jonathan has done a superb job and is universally admired and respected by all those involved with Repton. He has taken the school on a journey, including increasing the numbers of students to ensure a full school roll, and also leading the school through the recent successes in KHDA inspection outcomes, with Repton Dubai one of only a very modest number of Outstanding schools in Dubai. And Jonathan has achieved all this with humour, dignity and charm.

In order for Outstanding organisations to continue to meet the complex demands of students, staff, parents and regulators, and changes imposed by technology and external events, the school has to be flexible and confident enough to embrace change where it is beneficial. We will try and hold on to what we already do well, but there is no complacency at Repton, and the culture of ongoing self-review and a determined focus on improvement and learning will continue.

Q

Q Repton teaches more than 45 subjects and follows the IGCSE and IB curriculums. How do you think you'll adjust to this having been in the UK education system for so long?

A Having worked in four Outstanding independent HMC schools in the UK, each with their own curriculum and focus on academic and pastoral excellence, I welcome the challenges of adapting to Repton’s modus operandi. Merchant Taylors’ in Liverpool has taught IGCSEs rather than GCSEs for the past several years, because of their academic rigour and their beneficial links with A-Level studies.

It may not teach IB, but it has a rich variety of ABOVE subjects, 34 at Repton School Dubai the last count, and my previous experience in large London day schools has given me a familiarity and confidence in the international diploma. The IB is a rigorous and relatively demanding course of study, but is also an excellent preparation or foundation to enable young people to thrive in higher education and the world of work, and particularly aligned with a global perspective. With Dubai hosting Expo 2020, I can’t think of a more appropriate programme of study. It is the job of our schools, and our teachers, to give our young people the confidence and skills to meet these challenges.

LEFT David Cook

What beliefs do you think your own schooling instilled in you as a pupil?

A I learnt the value of hard work and perseverance and that failure is an important part of learning. I also learnt from a young age that people matter, or rather that all people matter. When we treat each other with respect, courtesy and consideration, this goes a long way Q

in creating an environment where each individual can be themselves and can thrive.

In addition, a good sense of humour is vital; we have to have some fun and retain a sense of energy and adventure. Tigger is usually more popular that Eeyore, but his enthusiasm sometimes gets him into trouble, too.

Q What beliefs would you like your future pupils to leave Repton with?

A In my view, academic measurement or exam results at fixed ages of 16, 18 or 21 have their value, but excellent schools should also be judged on the calibre and character of their leavers, and how they are getting on in their 20s and 30s and beyond. Alumni of Repton Dubai should be confident and compassionate, not arrogant or indifferent.

They should be curious and active citizens, wanting to make a contribution and to lend a helping hand to those less fortunate than themselves.

Q What advice would you give to a pupil finishing their schooling?

A I can’t improve upon one of Nelson Mandela’s famous pieces of advice: “There is no passion to be found playing small – in settling for a life that is less than the one you are capable of living.”

ALUMNI OF REPTON DUBAI SHOULD BE CONFIDENT AND COMPASSIONATE, CURIOUS AND ACTIVE CITIZENS 2017

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26/10/2017 11:44

Girls Allowed Aldar Academies busts some myths and explores the truths about single-gender education W E N DY R O D E R I C K

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hought your education had ended? Think again. There is plenty of homework to be done before choosing the right school for your child.

One discussion that is becoming more pertinent is the decision between co-ed or single-gender schooling. While it might be easy for some, for others it raises more questions – and myths. So, as demand grows for girls-only education in the UAE, it is important parents know fact from fiction.

To help, Emirates Education asked Wendy Roderick, Principal of Aldar Academies’ Al Mamoura Academy, a leading co-ed primary and girls-only secondary school in Abu Dhabi, to share three common myths and three truths about single-gender education...

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MYTH #1

Girls don’t learn how to interact with boys The idea that girls face a social disadvantage once they leave single-gender schooling, because they have not been educated among boys, is simply incorrect. Outside of school girls have fathers, brothers, uncles, cousins and male friends to interact with and learn from, which effectively teaches them how to communicate with men.

Meanwhile, many girls-only schools, including Al Mamoura Academy, employ some male teachers, because gender plays no role in the recruitment decision.

We want the best teachers imparting knowledge to our girls. Stepping into a co-ed university or the workplace therefore doesn’t mean meeting an alien species.

MYTH #2

Girls-only education isn’t as well-rounded as co-ed

Actually, students get to play every role at school, free from gender stereotypes and the influence of boys’ decisions. For example, they become the leaders of the Student Council and Heads of Houses, so leadership feels natural once they progress to university and beyond. And, they are more inclined to captain the football team rather than leaning

towards netball, because traditional gender roles have been stripped away.

What’s more, they have greater freedom to immerse themselves in the STEAM (Science, Technology, Engineering, Art and Maths) subjects, which are typically favoured by boys.

According to the UCL Institute of Education in London, women who attended a girls-only school are more likely to pursue a STEAM-related career as a result.

M Y T H #3

Girls-only schools are only for certain cultures Although some base the decision to choose girls-only education on cultural beliefs, single-gender schools are in demand across the world. Take the UAE, for example, which is one of the most

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SENIOR / FE ATUR E

LEFT Teachers are able to tailor the education to their female students RIGHT Some of Al Mamoura Academy's educators are also male

T RU T H # 2

Girls-only curricula are tailored to their interests From the ground up, girls-only education is built around their interests and way of learning to provide the best possible education. This is why many of the teachers at Al Mamoura Academy went to girls-only schools themselves. Not only are our teachers great role models, but they also have a deep, personal understanding of how girls learn, and shape their methods and pedagogy accordingly.

T RU T H #3

Girls-only education isn’t right for everyone

multicultural countries on the planet, and where demand for girls-only education is growing. Meanwhile, some of the longest-established girls-only schools can be found outside this region, such as England’s Plymouth High School for Girls, which opened in 1874; it is a school where demand for places outstrips availability.

“Stepping out of girls-only education doesn’t mean meeting an alien species”

T RU T H # 1

Some girls-only students show more confidence For many girls, being away from their male counterparts boosts their academic and self confidence. With less emphasis on gender stereotypes, girls are more confident being themselves. Boys are also known to be more daring in the classroom, which can cause some girls to take a back seat. Without this influence,

they are encouraged to be bolder – and this builds confidence that stays with them through life. A study from the UCLA Graduate School of Education & Information Studies supports this. It found that 81 percent of women graduates from independent single-sex schools rate themselves “above average” or “in the highest 10 percent” for academic ability. This compares to 75 percent of women from co-ed schools.

With all this in mind, it is important to remember that girls-only education is not right for everyone, just as some students in co-ed schools would perform better in a singlegender environment. Yes, recent GCSE results in the UK have shown that singlegender schools outperformed co-ed, as identified by education data analysts SchoolDash, but the decision must depend on your child’s own personality and approach to learning.

If you are considering a girls-only school, we recommend attending an open day or school tour at both a girls-only and co-ed school before talking to your child about which they prefer. Once on-site, you can quiz the Principal and take a close look at the facilities, to make sure your decision is based on fact, not fiction.

W E N DY R O D E R I C K Principal, Aldar Academies’ Al Mamoura Academy 2017

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26/10/2017 11:45

TRYING TECH One headmaster questions how much we should rely on educational technology MICHAEL LAMBERT

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f we want to enable the students of today to access the world of tomorrow, what should we be doing to prepare them in school to use technology that has not even been conceived yet? The answer being sold to educational leaders is that we should be introducing current technology into schools and teaching our students how to use it.

The positive impact on teaching and learning about current technology is indeed certainly worthy of exploration. However, just as teaching students how to use an abacus wouldn’t have helped them to use a scientific calculator, teaching them how to use an iPad or app will almost certainly not help them use the new devices and software that will be replacing them all too soon.

Nonetheless, the pressure on educationists to adopt EdTech is coming from all angles.

Firstly, governments have recognised the unprecedented and exponential rate of technological development, and the massive skills gap that now exists in the jobs market. The Internet of Things, 5G, virtual and augmented reality, autonomous vehicles and big data are the major

industries of the future and, as such, nations and governments, which are looking to safeguard the future prosperity of their citizens, must ensure they are able to ride these waves as they gain momentum.

In the UAE, for example, the Vision 2021 National Agenda made clear that the transformation of the current education system required new ways of using technology and aims “for all schools, universities and students to be equipped with Smart systems and devices as a basis for all teaching methods, projects and

research”. The inspection framework for private schools makes clear that in every school and every classroom, “learning technologies should enrich, stimulate and promote students’ capacities to be innovative”.

Educationists are also hearing compelling sales pitches from immensely powerful technology firms. The likes of Apple, Google, Microsoft and, increasingly, Facebook are telling us that we need their technology in our schools. Yet, before their products and services were invented we didn’t know we needed them or even wanted them. Now we cannot imagine a life without them.

With such experts in the invention of need looking to dominate the educational technology marketplace, it certainly feels as if resistance is futile. Given that the market is variously valued at around US$20 billion per year and growing annually [a recent report from EdTechXGlobal estimated spend will reach $252bn, approximately AED925bn, by 2020], we can rest assured that we will be unable to politely decline the educational overtures of the big four. These companies are promising us that their hardware and software will make our lives easier, our lessons more engaging and our

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SENIOR / TECHNOLOGY

students more future-ready.

Finally, ABOVE increasingly VR is now also being competitive used in schools educational landscapes are compelling market-savvy principals to articulate their unique selling points in order to secure and enhance their position. And one of the safest and most sensible selling points is to ensure that they are seen as pioneers in such technology.

So, how do we tackle all this?

Undoubtedly, schools must engage with technology. While parents and teachers do need to be careful about seeing today’s technology as a solution to the skills gaps of the future, engagement with the ongoing digital revolution is simply engagement LEFT Today's technology will soon be replaced

School leaders should not be seduced with our current reality. In order to make by shiny hardware or flashy software it meaningful, however, schools would do and think they are helping their students well to research and analyse the impact prepare for the future. Instead, by enabling size of the introduction of technology students to acquire logical, systematic and into their schools systematically. Action computational thinking, they will allow research at the point of introduction, and at students to apply fundamental skills to periodic points throughout the year, must any future hardware or software. Possibly, be implemented in order to judge whether the greatest gift we can give our students we are indeed helping or hindering our is not a new laptop, but a students’ education. department of teachers Ultimately, we do still skilled in coding and the live in a world in which our transfer of that knowledge. A students’ performance in high school that teaches advanced stakes public examinations coding without a computer will determine their onward in sight is arguably a greater trajectory for several years. servant to the future than one And if technology impedes that teaches its students to their ability to perform well MICHAEL LAMBERT consume current technology in these exams, then we Headmaster without understanding first are doing a disservice to Dubai College how it is created. our charges.

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PREMIUM BRITISH EDUCATION

A reputation for excellence stands behind every GEMS Wellington School INSPIRING FUTURE LEADERS THROUGH CREATIVE TEACHING AND LEARNING GEMS Wellington Academy - Al Khail (Dubai) is part of the successful, thriving and trusted GEMS Wellington group of schools. We offer the National Curriculum for England from FS1 to Year 11 adapted to the context of the United Arab Emirates and incorporating best practice from across the globe.

Our students benefit from: » A fully inclusive school that accepts children of all abilities, focusing not on a child’s starting point but on what they can achieve » Digital technology embedded into the classroom to inspire creativity, collaborations, sharing and innovation » A forward thinking school that engages its students in their own learning » A setting that nurtures academic excellence in a creative and happy environment. Children are

encouraged to see mistakes as a necessary part of the learning process » Highly trained British teachers with a proven track record » A broad range of extra-curricular activities to cultivate social, emotional, artistic and physical competencies » An investment in infrastructure and innovative teaching methods which allows our students to become independent learners

ENROLLING NOW FS 1 to YEAR 11 for 2018-19 For more information please contact: +971 (0)4 512 9100 registrar_wek@gemsedu.com gemswellingtonacademy-alkhail.com GEMS.indd 1

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CURRICULUM CONUNDRUM

GEMS New Millennium School's Principal shares the benefits of the Indian curriculum, and how it continues to go from strength to strength FAT I M A M A R T I N

ON THE INDIAN CURRICULUM IN DUBAI

ON SCHOOL CULTURE

 “GEMS New Millennium School is a multi-cultural school embracing the identities of all our students. We celebrate internationalism, multiculturalism and global values. Thematic weeks develop global perspectives and understanding among students.

Tolerance and respect for all cultures is embedded in the ethos of the school through character treaties designed by students. Parents witness the resounding benefits of our all-inclusive school programme through valuable behaviours in our students, including integrity, confidence and competence.”

 “Indian curriculum schools have underpinned the finest education systems in Dubai in addition to schools offering different other curricula. The Indian schools in Dubai are some of the oldest, and have produced alumni who are now leaders here.”

ON HOW THE SYSTEM DIFFERS FROM OTHERS

 “There are two main Indian curricula – CBSE (Central Board of Secondary Education) and ICSE (Indian Certificate of Secondary Education). Both curricula are considered rigorous in terms of the volume of syllabus in all subjects. Up until Grade 10, students are required to take all subjects on offer, with very little selection choice.

The assessment pattern in Grades 9 and 10 is based on the entire course, assessed at the end of the school year. Subject choices are only made in Grade 11. This is when students are allowed to pick based on their interest. In other curricula, subject choices are made in Grade 9.”

“There are more than 40 nationalities currently enrolled at our school” ON STUDENT DIVERSITY

 “Although a majority of families that choose the Indian curriculum are from India, or the surrounding areas, there is some interest in the CBSE curriculum from other nationalities. GEMS New Millennium School is an example of this. There are more than 40 different nationalities of students currently enrolled at our school.

“We teach English, Arabic, French and Malayalam.

Subjects including Mathematics, Science, Social Studies, ICT, PE, Music, Dance, Drama, and Art are facilitated in English.”

ABOVE Lessons at the school are taught in English

ON WHERE IT SITS IN THE GLOBAL EDUCATIONAL LANDSCAPE

 “Indian curriculum schools in Dubai are recognised for their immense contribution to the education landscape, with students from GEMS Indian schools being accepted to some of the world’s leading universities and colleges. At GEMS New Millennium School, we ensure our students know that the world is open to them. They have aspirations to go on to universities, both in India and the rest of the world. It is because of this we ensure we are preparing students for competitive examinations and assessments they will have to undergo for university entrances in India, the US or the UK, to name a few.”

ON THE DEVELOPMENT EDUCATION IN THE UAE

 “The Indian schools have embraced the UAE National Agenda fully. The focus on raising standards, including students’ achievement in standardised tests and their personal and social development, will only get better in Indian schools owing to the sound leadership across the board.

“Almost all Indian students pursue their tertiary education in universities of first choice and this is testament to their commitment, their parents and, of course, the education system.”

FAT I M A M A R T I N Principal GEMS New Millennium School 2017

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POWER of TEN The founder of SpeakFluence Global discusses turning your child into an intellectual decathlete SU BRIDGMAN

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he thought of debating in front of an audience of peers may seem frightening to your child at first, but it is one of the most challenging intellectual exercises they can endure.

A debater is directly comparable to a decathlete. To reach the Olympics, a decathlete requires years of dedicated and focused training. And so it is for worldcalibre debaters – you need to commit to the mastery of a multitude of skills.

In sport, the decathlon is a combined event in athletics, consisting of ten track and field events. The word decathlon is of Greek origin; déka, meaning ten and, áthlon, meaning feat. Competition winners are determined by their combined performance across two-day events, and then performance is judged on a points system in each challenge. The events are intense and gruelling, demanding endurance and speed, mental mastery and strong emotional intelligence, which is why decathletes are widely considered to be the most well-rounded athletes. Coaches often speak of a “decathlon mentality”, referring to the athlete’s ability to maintain focus.

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Those good at debating are the most well-rounded students

speech. So, both decathletes and debaters are driven by a wait-until-next-time attitude or, as made famous by world-renowned psychology professor Carol Dweck, a 'growth mindset'.

To encourage your child to become an skilled debater, you will need to support their ability to master a holistic set of skills that produce persuasive speech within a highly stressful environment.

If your child can develop these ten skills, they will be on a positive journey towards becoming a precocious, debating decathlete...

COMMUNICATION CONGRUENCE

They strive for personal bests, but are rarely satisfied with their performance.

We consider debaters to be the decathletes of the intellectual world because they are the most well-rounded students.

They need to be intelligent, persuasive, eloquent, and industrious. Not only are debaters gifted advocates, they have mental toughness, resilience and grit. A debater must maintain focus and develop strength in ten different skill sets that enable grace and gravitas while under time pressure.

Whether you are a world champion or a novice, there is no such thing as a perfect

 Elocution, intonation and nonverbal cues account for 93 percent of communication. A strong memory and structured thought will decrease reading and increase one’s focus on eye contact, gesticulation, projection, breath control and body language. These critical skills are developed through technical training and practice.

ORGANISED CONTENT AND VOCABULARY

 While only seven percent of one’s communication impact relates to content, it is no coincidence that the most persuasive debaters often have the most expansive

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vocabularies. Successful debaters articulate their strongest arguments using varied vocabulary to promote agreement with their position. Knowing how to structure your speaking and concomitantly prioritise arguments is a skill that requires guidance.

HUMOUR

 Anyone who has ever watched a session of Question Time in the UK House of Parliament knows that the most effective speeches infuse critical analysis with both wit and humour.

The same phenomenon applies to debating.

ANALYSIS

 This skill refers to the ability to deal with a fact pattern in a deductive and/or inductive way. An effective debater is someone who has the ability to collect, visualise and analyse information, and identify a bigger picture or trend behind facts.

REBUTTAL

 A rebuttal is strictly defined as the presentation of evidence and reasoning that directly attacks or undermines an opponent’s arguments. The most effective rebuttals are where a debate is boiled down to a choice the audience has to make. The team that uses a well-rounded combination of strong analysis, reasoning and humour is often the winner.

ACTIVE LISTENING

 Active listening empowers the debater to respond to another person with a heightened sense of understanding.

If a debator is not focused or distracted, s/he will be challenged to provide an effective rebuttal.

World-calibre debaters need to master a multitude of skills

In addition to using wit to rebut arguments made by the other side, humour can often be used to cut through tension and help unsettle nerves in the early part of a debate.

REASONING

 Reasoning is the act of thinking about an issue in a logical manner. Debaters develop mental agility that enables consistent articulation of well-reasoned arguments.

COMMUNICATION GRIT

 In extemporaneous parliamentary debate, students are given their resolution 15 minutes prior to the start of the debate. The ability to think and thrive under this intense pressure is key. Specific positive psychologyand science-based strategies can be learned

to empower a child to persevere through the inevitable stress that exists in a debating competition where debaters are forced to abide by restricted times.

CONFIDENCE

 Debaters need to be persuasive salespeople.

The fundamental purpose of every debate is for the debater to advocate or sell their side to the audience. Without confidence in their delivery and argumentation, a debater will not be compelling.

SELF-AWARENESS

 Self-consciousness kills communication, but self-awareness empowers communication's impact. This is a skill that requires very specific technical feedback to understand what resonates with the audience. Debaters, like decathletes, are not born, but are developed by years of focused training and determination. Nurturing these ten skills will give a student the tools to be successful, not only as a well-rounded debater, but, more importantly, a person armed with 21st century skills who is poised for great success in life. The resilience and grit one develops through debate transforms a student and catapults him/ her to future success. What starts as a nerve-wracking, stressful exercise becomes a natural, intellectually stimulating and thrilling opportunity that is embraced in a personal journey to demonstrate persuasive prowess. As they say: once a debater, always a debater.

S U B R I D G M A N , LLB Founder and Managing Director SpeakFluence Global

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School SWITCH Are you concerned about your child’s academic performance and general wellbeing? It might be time to consider choosing another path C A S E Y C O S G R AY

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School standards are slipping

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he decision to pull your child out of their school and find another should not be taken lightly, but, with education playing such an important part in their future, this tough choice is often the right one in certain circumstances. Is bullying a problem? Are your kid’s grades falling? There are a variety of reasons why a school switch might be the best step to take. To talk you through it, Casey Cosgray, Principal of Aldar Academies West Yas Academy, shares five signs it’s time to find another facility.

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LEFT Happy students at West Yas Academy RIGHT Choose schools with top facilities like these

Academic standards were probably the first attribute you looked at when choosing your child’s current school, so it should not be any different when they start to slip. Reversing a trend of poor results cannot happen overnight, and may come too late for your child. Voice concerns to the Principal to understand their plan of action and keep a close eye on standards by looking at recent exam results across all years. School inspection reports from the Abu Dhabi Department of Education and Knowledge (ADEK) or the Dubai School Inspection Bureau (DSIB) will help you monitor the progress of your school.

2

“Our daughters are encouraged to be bolder, and this builds confidence”

There is a more effective curriculum out there Across the many different curricula offered in the UAE, not all are created equal. For example, the American Massachusetts State Curriculum, taught at Aldar Academies West Yas Academy, is the most highly regarded in the US, as students regularly record the highest exam scores in the

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LEFT You children should be sufficiently stimulated RIGHT Active students are attentive pupils

“Your child needs to be challenged every day” 3

Your child is not being challenged No matter how strong the school is performing overall, your child still needs to be challenged every day to make sure they are getting the most from every lesson.

If they are regularly assigned extra tasks or complain of boredom, they may be too advanced for the level of education provided.

“If your child needs a tougher test, the school should be well prepared to provide it,” recommends Casey Cosgray, Principal of West Yas Academy. “This could mean grouping them with students of a similar ability, or offering extensions and booster classes as exams approach.

“If this need cannot be met they may not be able to realise their potential in the classroom, which limits their opportunities to grow.” country. Similarly, your child’s many international curricula options don’t all have the same influence. The International Baccalaureate Diploma Programme, American Massachusetts State Curriculum, and English National Curriculum are all looked upon more favourably by universities.

That’s why many parents of different nationalities choose one of these three curricula.

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Your child is unhappy While it is normal for children to sometimes dislike school (we’ve all felt it), a prolonged period of unhappiness suggests something may be wrong. The cause of this unhappiness could be bullying, difficulty making friends, anxiety, or a problem

teacher – all of which can do serious damage to their education. The first step should be to understand exactly what is troubling your child before informing the school Principal and counselors. They can help you solve the issue, but if the problem persists a school switch should be considered.

Feelings of unhappiness at school not only harm your child’s academic ability, but also begin to affect their personal life. This is a big red flag that needs to be addressed.

5

The school will not listen The school/parent relationship should be a partnership; a collaboration to solve problems and create the best learning outcomes. If this is not the case, and teachers or authoritative figures will not listen to your concerns, how can you trust their actions?

These concerns should be shared with the Principal, but if no action is taken, then a new, stronger partnership should be seriously considered for the good of your child.

The decision to change your child’s school isn’t an easy one to make, but in the situations above, it is often the best choice for them and their future.

C A S E Y CO S G R AY Principal Aldar Academies West Yas Academy 2017

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University CHALLENGE Is it time we considered choosing another path in higher education? The Director of Jumeirah English Speaking School weighs in MARK S. STEED

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s many older students start thinking about their applications for university, quite a few are thinking: Should I even go? There are many reasons for going to university, however, arguably the most important three reasons are: 1 T o have a life experience, making the first steps to independence by living away from home, with like-minded people.

2 T o gain an internationally recognised qualification, which will open doors into the job market.

3 T o learn skills and engage with a body of information.

Universities have had it good for a long time, with governments around the world

encouraging ever greater student numbers, but I suspect that the tide is about to turn.

The arguments for going to university are not nearly as strong as they were in the past.

GOING AWAY TO UNIVERSITY IS A LUXURY NOT EVERYONE CAN AFFORD

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n Europe, Australia and North America there was a time when going to university was a privilege for a minority that was earned by gaining good grades in high school, and was made possible by governments that invested in our “brightest and best” by paying the fees or providing cheap loans. Those days are gone. Today, they are far from free.

Students have become paying customers, and universities businesses operating in a competitive global marketplace. And there is a real danger that higher education is pricing itself out of that marketplace.

Soon, going away to university to have a life

experience is going to be a luxury many young people cannot afford.

NOT ALL DEGREES ARE EQUAL

T

he graduate employment market is increasingly competitive, with job prospects broadly being determined by the following three factors – university ranking, class of degree and prestige of subject. While there remain significant rewards for those with First Class Honours (and even Upper Seconds) from top institutions, the reality is that a 2:2 in a Humanity from a middleranking university will mean that your employment prospects are very limited.

All of this begs the question if there will be any “graduate premium” for a significant proportion of our university leavers, let alone whether or not it will be of a significant level to justify taking on the inevitable debt that follows.

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So what of the future of higher education?

The laws of supply and demand will hold sway and it is likely we are going to see the top universities continuing to get stronger.

I predict that: There will be a flight to quality. Degrees from the top universities will always have a currency in the job market and there will always be enough people willing to pay for that experience, education and qualification. Increasingly savvy students are likely to decide that it just isn't worth the debt studying esoteric courses or studying at lesser universities.

•

A DEGREE IS NO LONGER A GUARANTEE OF A BETTER JOB

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raduate employment patterns are changing around the world. For example, according to the UK Office for National Statistics, 46.4 per cent of recent graduates are in employment, but in what are traditionally considered non-graduate roles (2016 statistics). No wonder top professional firms (the banks and “big four” accountancy firms) are looking to tempt talented school leavers with work-and-study packages leading to professional qualifications, bypassing university.

MOOCS WITH ACCREDITATION WILL CHANGE EVERYTHING

M

assive Open Online Courses (MOOCs) are set to transform higher education. Imagine having Open University courses available for free and taught by the world’s experts. The leading universities around the world are making their courses (not just lectures) available in online versions.

MOOC provider edX brings some of the best courses from Harvard, MIT, Berkeley, McGill et al (find a full list of institutions on its website, edx.org), and Coursera is a similarly distinguished body. At present, the range of courses is limited, but it is only a matter of time before complete undergraduate programmes are available online.

The only problem with MOOCs at the moment is, although you can get a “statement of accomplishment” for reaching the standard in each unit, the courses themselves are not accredited and don’t

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Increasing numbers of students will study while living at home, perhaps going away to university for a year to have the experience.

count towards degrees. MOOCs are in effect the wedge that will separate a university’s role as a provider of education and their function as a degree-awarding institution.

These functions have been related; the university taught the course to its students, it examined them and it awarded them a degree. MOOCs mean that an online student can do a course, learn the skills, assimilate the information and even be assessed, but they can’t be accredited for the work they have done. It begs the question – why?

We might even envisage a situation where a MOOC student has completed the first two years of a degree course online and then applies to transfer as a resident student in the third year of the undergraduate programme. How will that university react?

How can it argue that the student hasn’t reached the requisite standard?

A further complication is that employers, or even professional bodies, might accept MOOC courses, even though they are not accredited by universities. Take, for example, the Coursera course An Introduction to Financial Accounting, which is taught by the University of Pennsylvania – employers and the Institute of Chartered Accountants are likely to be more concerned that an applicant has mastered the principles of financial accounting than they are about a shiny degree certificate.

Indeed, it is easy to see that they may be more impressed with the self-starter from a humble background, who has shown the motivation to complete an online course, over and above the resident undergraduate.

MOOCs pose no threat to universities that are in the top 50 in the world rankings – there will always be demand for these institutions’ courses. In fact, these universities will drive

•

A bigger minority will head to the big name universities in Europe, which have lower entrance requirements (EE at A Level), lower fees (universities are free in Germany) and that are increasingly offering courses delivered in English (in order to attract the Far East market). This is certainly the best option for the average candidate when the British and North American alternatives are overpriced for the end-value of the degree they have to offer.

•

Increasing numbers of school leavers will choose to work for top firms aged 18, rather than going to university. Top firms battling for talent, combined with spiralling costs of higher education, will mean that many will follow the work-and-study option.

the expansion of MOOCs to enhance their reputations worldwide. However, MOOCs will pose a real threat not only to the Open University (why pay if you can study online from HarvardX for free?), but also to lesser British universities, which are likely to guard their degree-awarding powers jealously lest their residential numbers plummet.

Ultimately, this is out of their control. There is little doubt that MOOCs will be a significant catalyst for change in the whole structure of higher education around the world.

M A R K S . ST E E D Director JESS Dubai @JESS_Director

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You need to strike a balance between the right course and the right university

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FLYING the NEST Your ultimate guide to helping your kids make the right choices while applying for universities FIONA MCKENZIE

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t’s that time of year again.

The 2018 university application cycle has begun. With an ever-changing university landscape and concerns about student debt growing around the world, it has never been more important to make the right choices when it comes to applying to university. As Director of Gabbitas Education Middle East, I have helped to guide students through this process for years. So, here are my thoughts and tips for helping our young adults achieve their dreams...

Plan ahead

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hile studying hard for their final exams, students simultaneously need to be looking ahead to what happens next. For most, this process begins in Year 11, when they are thinking about which A Level or IB subjects to pick. It is vital at this stage to project ahead and make sure students have the right subject combinations in place.

By Year 12, students need to be researching different courses at universities.

In the UK there are more than 37,000 degree courses available at 130 universities. It can be very helpful at this stage to seek independent careers advice to help narrow down the

choices to a realistic range of options.

The spring break or summer holidays can be a great time to go and visit campuses and get a real feel for what it would be like to live and study there. Would a big buzzy metropolitan environment be a good fit?

Or would a smaller campus, more focused around student activities, be a more conducive experience?

Course versus university

T

he big debate is always whether it is more important to choose the right course or the right university. Ultimately, it has to be a balance between the two. There are many league tables ranking universities by academic performance, student satisfaction and employability rates, and similarly rating subjects by where they are best taught, by their earning potential post graduation and other various factors. This year, a new assessment, the Teaching Excellence Framework (TEF), really shook up the old established order by rewarding teaching standards rather than research. This catapulted some of the newer universities up to the top of the tables.

While this information can be useful, it should never be used as the sole means of making a decision. For some students, the brand name of a university is the most important factor in their decision-making, 2017

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but, for others, it will be about the quality of the particular course. If you want to study Computer Animation, then Cumbria University is a great choice. Similarly, Bournemouth has a top reputation for Hospitality. However, if you are looking for a Law or Chemistry degree, then there is a huge choice. It is important to look at each course carefully, as they will vary, with different styles of learning and different combinations of modules on offer.

York University, for example, teaches Law using a problem-based learning approach, whereas somewhere like Bristol runs its programme on more traditional lines, with lectures and seminars. Business Studies, a very popular choice, can be taught in a very academic style at a research-based university, but one of the newer ones will offer a more hands-on learning style with the option of work experience as part of the programme. A word of counsel – it is wise to be realistic about applications, because,

It is important students seek advice on perfecting their personal statement if the entry requirements for a course are three A*s and the predictions are three Bs, then it is probably not the right course at the right university.

The next steps

O

nce you have decided on a course and identified a range of universities that offer it, the next stage is to make the application. Applying to a British university is a straightforward process compared with the US system. All applications are handled via a centralised system known as the Universities and Colleges Admissions Service (UCAS). For most subjects you can select a maximum of five universities and it is advisable to choose similar courses for each of them. The application is made online and submitted to UCAS, then sent to the universities, which then either make an offer to the student or decline the application via the online portal. Most students are applying before they have received their results, so the offers made are generally conditional on achieving the predicted results. This is, of course, a tricky balancing act; schools want to predict the

Should they go?

With slipping standards, sky-high fees and far more options, is it still worth investing in your child going to university?

Fiona McKenzie says a resounding “YES”. Here’s why...

best possible outcomes for their pupils, but they also have to be realistic so that universities can trust their judgement.

Schools come under enormous pressure from parents to over-predict, but they have to be within the bounds of possibility otherwise results day can be a disaster.

Further down the line, the university choices have to be whittled down to two – a firm and an insurance offer. This again takes some consideration.

A personal statement They get to study something they really want to. They may be taught by world experts.

And, with access to the latest research and great resources, they will truly become an expert in different aspects of their subject.

•

They will not just be learning about their subject, but will also learn how to access information and how to evaluate it and critically analyse it, all of which are vital life skills. Plus, they’ll also acquire other skills, such as time management, self-motivation, self-reliance and how to get on with lots of different people. These soft skills will all be transferable in other parts of life.

•

They will learn to be independent and stand on their own two feet.

• Most professions and leading employers expect a degree. They want proof that who they are hiring has reached an educational level that means they have the necessary skills for entering the workplace.

•

Universities have great careers departments and they will help translate your child’s studies into employability. Plus, some courses have a 'sandwich' year, where they spend time working in their industry.

•

On average, a graduate will earn 35 per cent more than a non-graduate, according to a 2016 Institute for Fiscal Studies report.

•

They will establish a great network of friends, who will go on to become the next generation of architects, lawyers and business gurus of the future.

• It will probably the last time in their life when they get to do what they want to do with no one telling them where they have to be and when (we all remember that period fondly).

•

They will have fun socialising, playing sport, joining societies that cover everything from the weird and wonderful to the thought-provoking and truly bizarre. Student life for them will be about so much more than just studying.

T

he two major additional components of the application are the teacher reference and the personal statement. The personal statement is critical – it is the only part of the application where the student has a chance to connect personally with the admissions team and convince them of their passion and motivations for wanting to study this course. The same statement goes to all of the choices, so it has to be generic while also being relevant. It can be hard to pull that off in 4,000 characters and it is important that students seek advice on how to get their thoughts coherently put together in such a tight word count, while also avoiding howlers and clichés.

Meet your deadlines

T

he next thing to be aware of is the relevant deadlines. Some courses also require additional test results to be submitted – BMAT or UKCAT for medicine and LNAT for Law, for example. This will vary for each university, so it needs to be well researched and identified in plenty of time, as the deadlines for testing can be strict.

Sometimes it is advisable to get in some test prep beforehand, to give the student the best possible chance. The Thinking Skills Assessment, for example, can be quite a challenge if you are presented with the paper for the first time in test conditions, so it pays to have put in some practise in.

Don’t rest on your laurels

O

nce the application is completed and sent, then is it time to relax? No! There is still the small matter of actually achieving those results. Come results day, with the combination of good research into making the right choices and hard work to get the right results, there should be much cause for celebration!

FIONA MCKENZIE Director Gabbitas Education Middle East 2017

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Study Hotel Management

in Dubai

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School’s Out

GEORGE'S MARVELLOUS MEDICINE

SUMMER BOOKS P . 72 A NEW STAGE SHOW P . 76 ASK AN EXPERT P . 80

2017

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In association with...

M U ST READ

for winter

ADULT

The season’s top reads to see both kids and grown-ups through the cooler months

Y V E T T E J U D G E , C O O E M I R AT E S L I T E R AT U R E F O U N D AT I O N

A STRANGER IN THE HOUSE

by Shari Lapena BANTAM PRE SS

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hari Lapena’s second thriller is as tense and gripping as her debut novel, The Couple Next Door. A car crashes, a husband arrives home to find his wife missing, and a man is dead on a restaurant floor. The story that emerges and ties together these incidents is brilliantly crafted and full of suspense, keeping you turning the pages and guaranteeing a tense and provocative read. Shari Lapena is a fairly new name in the world of psychological thrillers and definitely one to watch – and read.

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ADULT

Rich People Problems

by Kevin Kwan DOUBLEDAY

Kevin Kwan returns with the third in his series of novels that look at the excesses of the super-rich and the secrets of Asia’s most privileged families. Kwan brings satire and humour together, leaving the reader marvelling at the intrigue that goes along with the desire to inherit the family fortune.

The Shang-Youngs gather to see who will take ownership of the Singapore estate, as grandmother Su Yi is on her deathbed. Family rivalries play out and old romances are rekindled. This is a rollicking ride through a world far removed from our own, and one that will soon be captured on film, as the first in the series, Crazy Rich Asians, is all set to hit the big screen soon.

2017

26/10/2017 12:13

SCHOOL'S OUT / BOOK R E V IEWS

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CHILDREN: 7+

The World’s Worst Children 2

M U ST READ

b y David Walliams, i l l u s t r a t e d b y Tony Ross HARPERCOLLINS

Tony Ross’ colourful illustrations are the perfect match for these tales of truly awful children. For those who enjoy Roald Dahl, David Walliams shows he is the perfect successor. We can all recognise familiar traits in these brilliantly penned sketches, from the terrifying – but ultimately lonely – Competitive Colin, to the petulant Noe, who has only one word in her vocabulary (and it is a very short, negative one)! This book will entertain children and is a delight for adults to read aloud with drama and enthusiasm.

ADULT

THE WORD IS MURDER

ADULT

THE ONE THAT GOT AWAY

b y Anthony Horowitz

b y Annabel Kantaria HARPER COLLINS

CENTURY

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School reunions – do we really want to confront the past and see how people’s lives have changed? Stella does just that in Annabel Kantaria’s The One That Got Away, and then has to face the consequences of re-kindling an old passion and disrupting others’ lives. But who is the victim here? The twists in this compelling thriller highlight the dangers of past wrongs being addressed, and the folly of thinking we can reconcile with those we hurt.

he master of storytelling returns with a page-turning new thriller in which the author himself has a starring role. Anthony Horowitz has created the world of Alex Rider for children and has also written for TV, including early episodes of British show Midsomer Murders, and the entire series of Foyle’s War. In The Word is Murder we find the wealthy Diana Cowper making arrangements for her own funeral, and then six hours later she is murdered. Our reluctant author is drawn into the case by Hawthorne, the not-always-likeable detective. For anyone familiar with Horowitz’s other work, there is a great deal of fun in this novel, and for those new to his writing it remains an excellently conceived thriller.

ADULT

5 INGREDIENTS – QUICK AND EASY FOOD b y Jamie Oliver MICHAEL JOSEPH

Jamie Oliver’s latest cookbook reflects the recipes demonstrated in his latest TV series and does exactly what it says on the tin – offers the busy cook simple dishes that each have no more than five ingredients. Anyone who loves cooking wholesome meals, but finds it hard to fit that in with a busy lifestyle, will love this book; the layout is perfect, and with more than 130 recipes we are spoilt for choice.

2017

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SCHOOL'S OUT / BOOK R E V IEWS

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CHILDREN: 11+

Illegal

M U ST READ

b y Eoin Colfer and Andrew Donkin i l l u s t r a t e d b y Giovanni Rigano HODDER CHIDREN’S BOOKS

This graphic novel boasts glorious colour artwork throughout and is a timely and memorable story that will resonate with readers of all ages. The main character is Ebo, who finds himself completely alone as his sister and then his brother disappear from his life. He knows his only option is to start on his own epic journey, crossing the Sahara to Tripoli and then embarking on a perilous sea crossing.

His motivation is to find his sister and start a new life – but can he do this all by himself?

CHILDREN: 10+

THE ISLAND AT THE END OF EVERYTHING

CHILDREN: 2+

A LOUD WINTER’S NAP

by Kiran Millwood Hargrave CHICKEN HOUSE

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by Katy Hudson CURIOUS FOX

Author and illustrator Katy Hudson follows up Too Many Carrots with this book that’s bound to delight young children and their parents. Explore the winter world with tortoise, who really just wants to nap, but can’t find a quiet place. There is much to discuss in the illustrations, and this is the perfect picture book for snuggling up with and having some family fun.

his is a fictional story with fact at its heart – a powerful combination from this talented young children’s writer. Kiran Milwood Hargrave transports us to the Philippines and takes us more than one hundred years back in time, to the island of Culion, where Ami lives and where the blue oceans are filled with sea turtles and the sun shines out of cloudless skies. But this is the island of no return, the island at the end of everything, and no one chooses to go there. Discover why Ami is banished to an orphanage and why she wants to get back to the island in this beautifully written story. I recommend adults borrow this from their children, too!

ADULT

Eastern Horizons: Hitchhiking the Silk Road b y Levison Wood

HODDER & STOUGHTON

This is a true traveller’s tale by an award-winning author, explorer and photographer. Levison Wood undertook this journey when he was only 22 years old, with the aim of finding out more about the Caucasus. Some of the characters he met were hospitable and some not quite as friendly as he would have liked, and his stories of the eccentricities, bravery and antics of those he encountered make for a wonderful read.

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26/10/2017 14:07

Medicine

SHOW As the hit stage show George’s Marvellous Medicine arrives in Dubai, Emirates Education speaks to two of our favourite characters...

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t’s coming! George’s Marvellous Medicine, the smash-hit children’s stage show featuring one of the most famous grandma/ grandson duos, arrives in the UAE this November. Roald Dahl’s classic children’s tale has been brought to life by the Birmingham Stage Company and contains all the magic and mayhem of the much-loved book.

At the centre of the story is eightyear-old George, who lives with his mother and father on their family farm.

Life takes an unpleasant turn when his Grandma decides to visit. “Growing is a nasty, childish habit,” Grandma declares, in between barking orders at George. Funnily enough though, Grandma is about to experience a growth spurt of her very own when George decides to “improve” her medicine with a few key ingredients (floor polish, horseradish sauce and shampoo, to name a few). She’ll be as big as a house and as small as a flea before he’s finished with her.

To find out more about this exciting show, we were granted a rare interview with the show’s two most famous characters. Here, George and Grandma give us the scoop on everything from celebrity crushes to their favourite school subjects.

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GEORGE KRANKY

Age: Eight years old Job: Practiced potion producer Who is your favourite superhero?

I love Superman because he can fly.

It means I could fly to see my friends whenever I wanted, because living out in the countryside on a farm means I don’t get to do as much socialising as I’d like to.

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The show contains all the magic and mayhem of the much-loved book

What’s your favourite subject at school?

I like reading, so I enjoy English most.

Best of all I like to read books about magical and marvellous things. I think someone should write a book about what happens to me, called George’s Marvellous Medicine…

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Q Jack Frost [George’s pony] is quite large since you gave him a dose of your marvellous medicine. Is it tough owning a pony the size of a dinosaur?

A It’s definitely harder keeping animals that are on the, erm, humongous size. Dad and I tried to make the fence bigger in order to keep Jack Frost from escaping his paddock, but he just keeps stepping over it. And he eats an awful lot of grass now. And small trees. And all the bushes in Mum’s garden.

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26/10/2017 12:25

SCHOOL'S OUT / E V EN TS

Think you’ve got star quality?

Here Ferne Reynolds, founder of Drama Scene, give us her top tips on how to break onto the stage...

1 LEARN THE CRAFT In order to learn the skills required to act and perform, enroll in a reputable performing arts school or programme in the UAE. Like most skill sets, acting takes time and practise.

2 WATCH AND OBSERVE Take every opportunity to watch theatre and performances. Watching skilled professionals perform gives budding actors a strong reference point.

Q If you were ABOVE Grandma getting a taste a fizzy drink, of her own medicine which one would LEFT you be and why?

George whips up his A I’m hoping crazy concoction my marvellous medicine will make Grandma as fizzy as a can of Coke, so I suppose that would be my favourite drink.

Q Having changed proportions a few times (thanks to George’s marvellous medicine), what do you like best, being as big as a house or a small as a flea?

A Big as a house. It means I can boss my family around and there is nothing they can do about it, and no way they can ignore me, because if they do I will crush them like insects! So don’t ask me any rude questions, or I might just crush you.

Q If you were an Olympic contender, which sport would you represent?

A It would be the high-jump, because then I could jump over all the giant animals that are now running around our farm. The only good thing is that giant chickens lay giant eggs, so I am currently eating a very large (and yummy) omelette.

Who is your favourite author?

I hate reading – it’s a stupid activity and should be banned. That said, I heard that guy Roald Dahl did a good book featuring a very scary grandma. He might be worth a look.

Age: Mind your own business…

Job: Expert Moaner and Certified Grouch Q What’s the best thing about being Grandma?

Turning up on my daughter’s doorstep when she least expects it, and then demanding that my grandson George moves out of his bedroom so I can stay in there. That really makes me smile.

PUT YOUR CRAFT TO THE TEST Take every opportunity to get up and practise your craft, whether it’s in a school production, delivering speech or singing in a talent competition. Refining one’s craft is ongoing, even for the top of the crop.

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Your car of choice?

A Ferrari. Then I could drive at 250 miles an hour around parks and playgrounds and scare all the children.

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GRANDMA

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And your ultimate celebrity crush?

It would have to be David Walliams, because people say he’s the new Roald Dahl, so I’m hoping he’ll write a story about me.

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EXPERIENCE THE INDUSTRY Look for opportunities to volunteer or gain work experience within theatres, theatre groups and production companies in and around the UAE. A well-rounded knowledge of how theatre works is invaluable to every performer.

5 PUT YOURSELF OUT THERE Get a good headshot and begin auditioning as much as you can. You may even want to sign up with an agent. Stay positive and remember every “no” is one step closer to a “yes”.

George’s Marvellous Medicine will be at the National Theatre in Abu Dhabi from 9-10 November and Ductac in Dubai from 13-17 November. tickets.virginmegastore.me

dramascene.com

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s admissions to US colleges become more and more selective, it is important that students use their summers as an opportunity to improve their profiles. A meaningful summer can take many forms: an athletics camp, an online course, volunteering, shadowing a professional, or a programme deeply focused on an academic topic he or she loves, whether creative writing, medicine, aerospace engineering, entrepreneurship, or business management. While summer is a great opportunity to demonstrate continued commitment to intellectual and extracurricular passions, it also offers the perfect opportunity for students to venture beyond their comfort zone. Students shouldn’t be afraid to study a subject that falls outside of their curriculum or have not had the chance to explore, or to try something completely new – like volunteering to build homes.

Regardless of their choice of programme, it is important that students understand the various options available to them, and begin their application early. Many summer programmes in the US accept qualified applicants on a first-come, firstserve basis through May, but tend to fill up quickly. Other programmes, specifically the more competitive ones, have deadlines in February and March, and require a lot of writing as part of the application.

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The Right Place It’s already time to start thinking about applying for 2018 summer programmes in the United States, says the founder of Hale Education Group P E T E R D AV O S

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SCHOOL'S OUT / SUMMER LE A R NING

“Students will develop a sense of intellectual curiosity and passion” Families should already be looking into their summer schedule and identifying what types of opportunities the student is most interested in, as well as how much they would be willing to pay – even within the US, summer programmes can vary greatly in cost and length. Students will be able to find shorter programmes of just a couple of days, as well as longer ones of six weeks or more. The earlier families start looking, the more time they have to identify a suitable option, understand the application process, and gather the application materials.

Students can begin by looking for summer programmes at universities they are interested in, as well as ones focused on specific interests they hope to explore. Most major US universities offer opportunities for high school students, where they can take classes for academic credit while also living on campus with other students from all around the world.

A student who completes a selective summer programme that is rigorous or offers university credit demonstrates the ability to succeed in college-level work.

Completing a challenging programme also highlights the student’s intellectual curiosity, and this can certainly add value to the college application. However, students should not take summer classes for college credit if they are not adequately prepared; they should be aware that most college credit courses condense a semester of undergraduate course work into three to

LEFT Campus life

four weeks, and any transcripts ABOVE they receive for Yale University credit-bearing BELOW courses will Making new friends have to be disclosed when the student applies for universities as a senior.

Remember, certain options are more reputable and selective than others.

For example, a programme hosted on Harvard’s campus may be run by a private company unaffiliated with the university.

Such programmes are open to anyone with the means to pay their fees and add very little value to the college application.

There are other ones, such as Yale’s Young Global Scholars Program and MIT Launch, which are quite selective and have rigorous admissions criteria. These types – a majority of which are hosted by the university itself – are typically taught by reputable university faculty members and push students to achieve their full intellectual potential. Ultimately, the rigour of the programme, and not necessarily the location, is the most important factor when determining how much value it will add to an applicant’s general profile.

While the options might seem endless at first, the main question students need to ask themselves is: Am I passionate about the topic I will explore? The most valuable summer is one that allows a student to discover his or her interests in a new way.

At the end of the season, students should evaluate their experience and ensure they are coming away with the most valuable

outcome. They should ask: What have I learned? How have I grown? And how has this influenced the path I want to pursue in the future? It is advisable to keep a journal for the duration of the programme, so that students can easily reflect on the details of their day-to-day experiences after returning home. Keeping a copy of the course syllabus and class materials is also a good idea, as this will help the student refresh his or her memory when describing the programme in the college application. If the student developed a positive relationship with an instructor, it is a good idea to ask for a recommendation letter.

Ultimately, the best summer programmes, academic or otherwise, would be ones where the student will develop a sense of intellectual curiosity and passion, regardless of what he or she is planning on studying at university. Travelling to the US and experiencing college life in person is a special opportunity for students to get a taste of what’s to come and, more importantly, to become excited for it.

However, not every student has the time or resources to complete a residential programme in the US, so taking a free online course, volunteering, training for an athletic competition, or even working, are other valuable ways for students to spend the summer productively.

P E T E R DAVO S Founder and Managing Director Hale Education Group 2017

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QUESTION TIME The experts at Gabbitas Education have the answers

KIRSTY REED

LEAD TUTOR CONSULTANT

My daughter is about to start Year 6 and has an entrance exam next January for her senior school. We have been working on some practice papers over the summer and she is on track in most areas, but is finding her maths questions challenging and I am finding it difficult to support her as so many things have changed since I studied. Should I let her go at her natural pace or could introducing a maths tutor increase her confidence and have a positive impact? I want her to enjoy her evenings and weekends and don’t want them to become too workfocused. I would appreciate your advice on this.

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A B OV E

Pupils at St Mary’s Shaftesbury

Almost every student will have different areas of the curriculum they thrive in and others they struggle with.

Private tuition is certainly a good option to consider if your daughter is showing an area of weakness that may affect their performance at a critical stage in her education. The key is to find a tutor who can establish a strong rapport with your daughter and who can conduct their lessons in way that is not seen as an extension of school. A good tutor will be someone who can bring their

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subject area to life and employ teaching techniques that will build your daughter’s confidence, as this is a critical part of every student’s progression. Private tuition should never be viewed as additional pressure; the tutor’s role is primarily to support your daughter and help her to believe that she can accomplish her goals. Do ensure that all the necessary checks are made by the tutoring agency on your behalf, and that you only choose an agency that is a registered member of the Tutor’s Association.

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26/10/2017 12:32

SCHOOL'S OUT / AGON Y AUN T

CATHERINE KELSEY DIRECTOR OF ELITE CLIENTS

My youngest child has been in some trouble at school over the past year and as a result had a period of exclusion.

We are working hard to support him but feel that the best thing for him would be a fresh start at a new school. He is quite bright and is expected to do well in his GCSEs, however we are worried that he will not be considered due to his past record. Please could you give us some advice on what we should do.

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Our initial response is always to say that you mustn’t panic; there will be a school that will be right for your child and be prepared to give them a chance. It just takes a bit of time, understanding and courage to find it.

Using an experienced education consultant in this situation can be very helpful as they will have good relationships with schools and can relieve some of the emotional pressure you may be feeling. They will also be able to support your child over the longer term to ensure their troubles are addressed. Should you choose to approach schools directly, however, you should clearly explain the reason for your enquiry and ask whether they will consider him right at the start. The school will also want to talk to your son’s old head of year or housemaster to find out some more background. Once you are past this first hurdle then you should

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focus on the pastoral aspects of the school and arrange a visit for the whole family, which will involve formal interviews. Make sure your son is prepared to admit to his past poor behaviour and be able to demonstrate that he learned his lesson from this experience. And please remember, exclusion doesn’t mean the end of your child’s journey but the start of a new opportunity.

Both my husband and I travel a lot with our jobs so we are considering sending our daughter to a boarding school, but aren’t sure whether boarding is right for her. What would you suggest?

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The great thing about almost all UK boarding schools nowadays is that, in addition to a good education, they also offer top-rate facilities, opportunities for meeting new people from different cultures and a chance to develop a sense of independence and confidence in a dynamic environment. Long gone are the old days of boarding being seen as a punishment; it’s now a privilege.

Most children new to boarding settle in really well after the first term of understandable homesickness, but it is inevitable that for some it just doesn’t work. One way that you can really test whether boarding is right for your child before they take the plunge is to send them on an Immersion Programme. A good education consultancy should be able to offer you a programme which gives you a choice of schools for your child to ‘immerse’ themselves in over a trial period during term time; ‘try before you buy’, as they say. At Gabbitas Education we work with 10 very different boarding schools across the UK and are able to arrange a trial from as little as two weeks up to a term or more, depending on what's required. It is a wonderful chance for a child to see if it is something they (and their parents) would be suited to.

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“LONG GONE ARE THE OLD DAYS OF BOARDING BEING SEEN AS A PUNISHMENT; IT’S NOW A PRIVILEGE”

DANIELLE FLOOD STUDENT SUPPORT SERVICES & GUARDIANSHIP MANAGER

We live in South America and are thinking of sending our children to a UK boarding school in the next year or so. We have heard that they will need a ‘guardian’ but do not understand what this means.

Please can you explain this?

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A guardian is a UK-based, English -speaking contact who is responsible for an international student’s welfare whilst they are at school in the UK. A guardian is expected to be responsible for arranging transport and accommodation for exeats (weekend leave) and half-term holidays, and also for the beginning and end of terms. Guardians are expected to take an interest in the children’s school life and attend any meetings on behalf of parents as requested and report back. A Guardian Agency will appoint a local guardian family for your children to stay with. The Guardian Agency will perform all the appropriate checks and obtain the necessary references to ensure the family meets the required child safety and protection standards. Children who have a guardian arrangement in this way often flourish as they are well cared for and supported from every angle.

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“Guardians are expected to take an interest in the children’s school life and attend meetings on behalf of parents” 2017

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PA R EN TS' DICTIONA RY

J UST JARG O N?

What is a parent to make of the barrage of initials bandied about by British educationists? Gabbitas Education explains the truth behind the acronyms FIONA MCKENZIE

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ducation is like any other professional field: a mystery of jargon, acronyms and highfalutin words. So rather than being bamboozled by it all, Gabbitas Education, which has more than 100 years of experience in the field, have put together a Parents’ Dictionary (British edition) to cut through the confusion.

taken at the end of Year 11 in a range of subjects, which have to include Maths, English, the Sciences and normally a language, plus a choice of other Humanities, Arts or Science subjects.

The acronyms

 Schools with these initials belong to the Girls’ Schools Association, which represents single-sex girls’ schools. Rather like HMC (see below), it acts as a benchmark for quality.

BSA

 The Boarding Schools Association is the voice of British independent and state boarding schools, promoting and supporting them. The establishments in the organisation range from small rural boarding prep schools to some of the best known schools in the world. A school that belongs to this organisation will be strong on pastoral care and the staff will be well trained in boarding.

BSME

 British Schools of the Middle East. Several of the leading British schools in Dubai and Abu Dhabi are part of this group. They have 106 schools in the network spanning 10 countries and educating 95,000 students. They also host inter-school competitions.

BTEC

 This stands for Business and Technology Education Council qualifications, which can be taken alongside traditional academic subjects. With more than 2,000 subjects to choose from, they work alongside GCSEs, A Levels and as part of the IBCP (see IB), as they can be taken to the equivalent of degree level.

COBIS

 Council of British International Schools. This might be a familiar set of initials to parents in the UAE, as several of the British Curriculum Schools are part of this organisation. It provides representation for its member schools to the UK government and also offers professional development training for international teachers.

GCE ADVANCED LEVEL

 Better known as A-Levels, these exams are taken at the end of Year 12 in the British curriculum, generally in three or four subjects of the student’s choice.

GCSE

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GDST

 The Girls’ Day School Trust is similar to the GSA (see below), but is a network of schools spread across the UK that offer day education for girls.

GSA

HMC

 This stands for the Head Masters’ (and more recently Head Mistresses’) Conference. This is a collection of the great and good of British independent schools. It’s an accolade to belong to this group as it demonstrates that the school regularly achieves high academic results and offers an education that is globally recognised as excellent. There are more than 300 members, 54 of which are international schools.

IAPS

 The Independent Association of Prep Schools performs a similar role for Prep Schools (see right), promoting excellence in independent education for those under the age of 13. If a school has these initials after its name then you can rest assured that its staff will be top quality, there will be the broadest possible curriculum on offer and children will be getting a high-quality, well-rounded education.

IB

 The International Baccalaureate – this wellestablished curriculum originated in Switzerland.

It is formed of more acronyms: PYP (Primary Years Programme, for ages three to 12); MYP (Middle Years Programme, for ages 11 to 16); IBDP (International Baccalaureate Diploma Programme, the final two years, much like A Levels); IBCP (International Baccalaureate Careers Programme, becoming a more popular alternative to the IBDP as it offers a vocational route by including a careerrelated element).

UCAS

 The University Central Admissions System. This is an important set of initials for students getting to the university stage. Applications to UK universities all go through this centralised portal.

The schools INDEPENDENT SCHOOLS

 These have been set up to be independent of the government and the curriculum is set centrally by politicians, although most in practise do follow the key elements of the National Curriculum.

Independent schools are governed by a Board of Governors and funded through fee income.

Approximately 2,500 independent schools educate more than 600,000 children in the UK.

PREPARATORY SCHOOLS

 Traditionally these schools offered education to children between the ages of eight to 13 (Years 5 to 8) and their role was and still is to prepare the children for their public (or independent) school.

Prep school culminates in the children taking the Common Entrance Exam to secure a place at an independent, private school. Meanwhile, pre-prep is to prepare children to go to prep school and can run from nursery age children to the age of eight.

PRIVATE SCHOOLS

 Independent schools are also known as private schools, although it has to be noted that some private schools are owned by individuals or families, while some are owned by education groups.

PUBLIC SCHOOLS

 Confusingly, these are also private schools and also independent of state regulations. The term public was originally used because they were accessible to all regardless of religion or occupation. The Clarendon Commission in 1864 introduced the Public Schools Act, which gave seven schools independence from the crown or church. These schools – Eton, Harrow, Charterhouse, Rugby, Shrewsbury, Westminster and Winchester – are now some of the most prestigious schools in Britain, but the term now includes most major, selective independent boarding schools.

STATE SCHOOLS

 Schools that are government funded and maintained, also known as Maintained Sector Schools. All UK citizens are entitled to a free place at a state school. There are several different forms – some are highly academically selective, such as the grammar schools, and some of the newer academies have a comprehensive intake with children of all abilities. There are also faith schools, community schools and technology colleges. They all have to follow the National Curriculum, as set down by the government.

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