Absolutely Education Emirates Issue 9 2018

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

EDUCATION Emirates

I S S U E 9 . 2 01 8

Eco HERO

One mum’s mission to save the planet

Digital DECODE IS SUE 9 . 2018

We explore the four types of screen time

In the

LEAD

NEW READS Books to bury your heads in this season

ZE ST.LONDON

THE UAE SCHOOLS BOOSTING STUDENTS’ 21ST-CENTURY SKILLS

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CONTE N ISSUE 9 • 2018

upfront

10 NEWS What’s going on in UAE schools

17 ON THE COVER North London Collegiate School Dubai

18 SCHOOL SUPPLIES The best of this season’s school buys

22 ECO HEROES One mum’s mission to save the world

24 DESIGNERS FOR GOOD UAE student projects at the Global Grad Show

s c h o o l’ s i n

30 MY VIEW Lessons one Principal has learned from her students

32 EDUCATION ROAD MAP An expert outlines key milestones and timelines

34 CHOOSE WISE

18 42 BRILLIANT BOYS Terminology you need to be mindful of

How to pick a new international school

41 KEEP IT REAL

45 MOULDING MINDS The many uses of 3D technology in education

Why we need more authentic female leaders

46 ARTS FOR ALL Putting STEAM back into our lives

48 ASK THE EXPERTS What “inclusion” means to you

h i g h e r e d u c at i o n

55 WHO’S IN CHARGE? When to study a degree in management

98 72 MOOCS

57 PREPARE TO LAUNCH Pitfalls to watch out for when transitioning to uni

61 REACH FOR THE STARS

34

We bust some well-known Oxbridge myths

62 MAKE IT COUNT Great companies for gap years

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NTS

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GROUP EDITOR UA E

Katy Gillett 

EDITOR-IN-CHIEF UK

Amanda Constance 

A DV ERTISING DIR ECTOR

James Fuschillo 

A RT DIR ECTOR

Phil Couzens 

SENIOR DESIGNER

Pawel Kuba 

MID-W EIGHT DESIGNER

Rebecca Noonan  DESIGNER

Catherine Perkins  FINA NCE DIR ECTOR

Alexandra Hvid 

PA TO THE DIR ECTOR S

Eva Lehoczky  DIR ECTOR S

Greg Hughes, Alexandra Hunter  PUBL ISHING DIR ECTOR

Sherif Shaltout

For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing angie@zest-media.com

ZEST MEDIA PUBLICATIONS LTD 197-199, City Road, EC1V 1JN 020 7704 0588 ZEST-MEDIA.COM

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.

s c h o o l’ s o u t

68 AUTUMN BOOKS

@AB SOLUTELY_MAGS ‘AB SOLUTELY MAGAZINES’

Top new novels and non-fiction tomes to read

72 A GOOD MOTHER Meet Karen Osman, the Dubai-based mum and author

74 DIGITAL DECODE We review the four types of screen time

76 TIME TO DISCOVER A subscription service to the world of science

l a s t wo r d

82 DARREN GALE The incoming leader of Horizon International School

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F RO NT COV E R North London Collegiate School Dubai nlcsdubai.ae

2018

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NTS

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GROUP EDITOR UA E

Katy Gillett 

EDITOR-IN-CHIEF UK

Amanda Constance 

A DV ERTISING DIR ECTOR

James Fuschillo 

A RT DIR ECTOR

Phil Couzens 

SENIOR DESIGNER

Pawel Kuba 

MID-W EIGHT DESIGNER

Rebecca Noonan  DESIGNER

Catherine Perkins  FINA NCE DIR ECTOR

Alexandra Hvid 

PA TO THE DIR ECTOR S

Eva Lehoczky  DIR ECTOR S

Greg Hughes, Alexandra Hunter  PUBL ISHING DIR ECTOR

Sherif Shaltout

For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing angie@zest-media.com

ZEST MEDIA PUBLICATIONS LTD 197-199, City Road, EC1V 1JN 020 7704 0588 ZEST-MEDIA.COM

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.

s c h o o l’ s o u t

68 AUTUMN BOOKS

@AB SOLUTELY_MAGS ‘AB SOLUTELY MAGAZINES’

Top new novels and non-fiction tomes to read

72 A GOOD MOTHER E D U C AT I ON E M I R AT E S

Meet Karen Osman, the Dubai-based mum and author

74 DIGITAL DECODE

EDUCATION Eco HERO

One mum’s mission to save the planet

We review the four types of screen time

Digital DECODE

In the

LEAD

48

ZE ST.LONDON

82 DARREN GALE The incoming leader of Horizon International School

NEW READS Books to bury your heads in this season

THE UAE SCHOOLS BOOSTING STUDENTS’ 21ST-CENTURY SKILLS

BE_Emirates_09 KG.indd All Pages

15/11/2018 15:43

F RO NT COV E R North London Collegiate School Dubai nlcsdubai.ae

2018

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We explore the four types of screen time

I S S U E 9 . 201 8

76 TIME TO DISCOVER A subscription service to the world of science

l a s t wo r d

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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

Daniel Lewis

Principal, North London Collegiate School Dubai

Daniel Lewis finished his first university degree in Melbourne, Australia, where he also began his teaching career. Shortly after returning to the UK in 2001 he joined North London Collegiate School. In this issue, he writes about why the leaders of tomorrow will need much the same skills as pioneers today (page 17).

Inspiring

Individuals “There is something different about Campbell.

Pupils love it, teachers love it. It really is the best school.”

Inspiring boys from 3 to 18 years old, Campbell College is situated in a stunning 100-acre woodland campus five minutes from George Best Belfast City Airport. Just a short flight from London, we welcome students from all over the world with boarding fees starting from only £4,915 a term.

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Fiona McKenzie has more than 30 years’ experience in independent education across the UAE, UK and Australia. In this issue, she talks about why parents need to be prepared when it comes to mapping out their children’s educational journey, and which are the key milestones and deadlines you should be most aware of (page 32).

Dr UmmeSalma Mujtaba Husein Programme Director for BSc Business Management, University of Birmingham Dubai

Dr UmmeSalma is an academic and business consultant. Her core research areas are Islamic Tourism, Strategy, Islamic Management, Comparative Management, and various facets of Sustainability.

She writes for us about why studying a degree in management is still relevant (page 55).

To find out more, visit www.campbellcollege.co.uk

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Fiona McKenzie

Director, Gabbitas Education Middle East

19/10/2018 12:52 15/11/2018 09:41

We l c o m e

From the

EDITOR

I

n this magazine we talk a lot about the uncertain future workplace and how we can ready our children to be the leaders of tomorrow without knowing exactly what to expect. But, in this issue, Daniel Lewis, the Principal of North London Collegiate School Dubai, makes an interesting point.

He writes, in his opinion piece on page 17, “I can’t help feeling that the leaders of tomorrow will need very similar skills and attributes to the leaders of today.” I agree.

Simon Sinek, the British-American motivational speaker and organisational consultant, once said: “Leadership is not about the next election, it’s about the next generation.” While we often discuss our increasingly technology-driven world and how that will impact future generations, we must remember the skills that will remain exclusively human are leadership qualities – i.e. communication,

Critical thinking, the ability to make decisions, to be able to problem solve effectively, to be emotionally intelligent, and to have original, innovative ideas are skills that will no doubt be as important in the future as they are today.

Tomorrow’s leaders, as Lewis continues, “will not be programming computers – they will run the companies that make the computers and employ the programmers.” And today, we are the ones who must lead our children to a better, more creative and compassionate future.

Science teacher and mum-of-three Nichola Fisher, the founder of UAE-based My Discovery Lab, the UAE’s science-based subscription box service, says in our interview on page 76: “To think that some of our children may be the top minds of the future is exciting. Schools are making progress in this area by encouraging more skills-based development.

“TODAY, WE ARE THE ONES WHO MUST LEAD OUR CHILDREN TO A BETTER, MORE CREATIVE AND COMPASSIONATE FUTURE” innovation, creativity, integrity, passion and the ability to inspire.

As we begin to rely more on machines to do jobs that can be automated and no longer need humans, we are freed up to focus on what really matters; we’re able to create, to become agents of change.

Our success in this, however, all depends on the education we offer today. “Today, we can help our students to develop these skills and attributes by providing rich educational experiences for children that improve the ability to think for themselves,” Lewis adds.

“Children will find their own path in life and our job is to support and nurture them on this journey.” She does this through inspiring kids via science-based activities. Others may focus specifically on the environment, the arts, or even technology. You’ll find arguments for all of this and more in this issue of Absolutely Education Emirates, with opinions straight from today’s most innovative leaders. Enjoy.

Kat y Gillett GROUP EDITOR

2018 | E D U C AT I O N E M I R AT E S | 7

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Up Front SCHOOL NEWS P. 10 MUST-HAVE SUPPLIES P. 18 THE ECO-HEROES P. 22

GLOBAL GRAD SHOW

GOOD DESIGN

At this year’s Dubai Design Week, 150 innovative inventions from the next generation of designers were showcased at the Global Grad Show. Discover the UAE’s contributions on page 24.

2018

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Inspiring Te a ch e r s

T E C H STA R T The British School Al Khubairat has implemented Alef Education’s educational technology-driven platform. Geoffrey Alphonso, CEO of Alef Education, said: “The introduction of our innovative educational system in 10 Abu Dhabi public schools, two major private schools in the UAE and two schools in the USA is a significant development.”

GEMS Education recently celebrated 44 outstanding teachers in the third annual Mariamma Varkey Award for Inspirational and Outstanding Teaching at GEMS. Luke Oung from Cambridge International School – Dubai was declared the winner of the Most Inspirational Teacher award and received a cash prize of AED220,200. Dino Varkey, CEO, GEMS Education, said: “Our teachers are our most prized assets, and the Mariamma Varkey Award is our way of recognising and celebrating the truly remarkable things they do day in, day out.”

VISIT S H A R JA H Sharjah’s first annual festival of culture, art, music, dance, theatre, food and fashion will take place from 20-31 December, 5pm-10pm every day. Called “Reflection”, it aims to offer artists, sculptors, photographers and musicians a platform for expression, as well as giving the public a place to explore local talent. alqasba.ae

S p a rk i n g Curiosity

HIGHEST RANKED

Global Indian International School, UAE has introduced Qutuhal, a “creative, innovative and multi-disciplinary” initiative for students from all age groups and schools across the UAE. This programme will offer a series of workshops, competitions and collaborations, including activities focussed on STEAM, Robotics, IoT, Space Education, AI, virtual reality and more.

Many UAE students will be honoured at the Outstanding Cambridge Learner awards ceremony this year. This includes the 18 students who achieved the highest rankings globally, 56 students who attained the highest marks in the UAE in a single subject, and others with outstanding performance in subjects that are not widely studied in the country.

SCOUT’S HONOUR Scouts in Dubai will join school students in exciting activities as part of a new partnership between the KHDA and Dubai Scout Mission. A new camp, which is the second, will open in December at Al Marmoom Reserve and provide young people with opportunities to participate in programmes, events and activities that contribute to their active development.

“Our teachers are our most prized assets” D I N O VA R K E Y, C E O , G E M S E D U C AT I O N

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UPFRON T / NEWS Top Story

Ca r r y t h e B a t GEMS Heritage Indian School has launched the GEMS Heritage Cricket Academy, a world-class facility with an enhanced curriculum and ICC-qualified coaches, the opening ceremony of which was attended by West Indies cricketing legend Brian Lara.

AV I AT I O N DREAMS The University of South Wales’ (USW) new purpose-built, 3,000-squaremetre aerospace academy officially opened in Dubai South this September.

The specialist aerospace engineering facility will initially offer KHDAapproved programmes, including: BSc (Hons) Aircraft Maintenance Engineering with integrated European Aviation Safety Agency/ General Civil Aviation Authority (EASA/GCAA) Simplify to Tech training; BSc (Hons) Aircraft Maintenance Engineering top-up degree and Foundation course, through which a student can gain the right qualifications to move on to the degree programme.

A ST E P AHEAD The Arcadia Preparatory School has been recognised as an Apple Distinguished School for 2018–2021 for its use of technology to enhance teaching and learning. Creating multimedia iBooks, collaborative video projects and using the iPad’s built-in accessibility features to help children access their learning are just some examples of the initiatives The Arcadia Preparatory School has implemented.

Fo o t b a l l S t a r s Manchester City FC has brought City Football Schools to Dubai, giving aspiring players the chance to develop their football skills with guidance from professional coaches from the Premier League champions. Sessions take place at the sporting facilities of the newlyopened Brighton College Dubai and Dwight School Dubai.

“School cricket is the life and soul of this beautiful game” BRIAN LARA

SOMETHING THEY SAID

“The art of communication is the language of leadership” JA M E S C . H U M E S

2018

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Leaders in all aspects of international education Supporting families and schools worldwide with impartial, expert advice.

From early years to higher education we offer a range of services including school searches, mentoring, guardianship and assessment plus strategic school development programmes.

Contact us to see how we can help.

School Assessment

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www.gabbitas.ae admin@gabbitas.ae +971 (0)44 516 933

China Dubai United Kingdom

12/11/2018 14:57

UPFRON T / NEWS

5 0 Ye a r s i n Education

BOREDOM B U ST E R QiDZ is a new mobile app, founded by five mums, which features 3,000 listed activities happening in and around the UAE, in order to help you plan your next play date or family day out. You can search by area, filter by your kids’ ages and interests, as well as share activities with friends. qidz.com

To celebrate its 50th anniversary, the International Baccalaureate (IB) published a commemorative book about how the IB and its programmes have “shaped a new era of learning and teaching”.

The celebratory piece, titled “The International Baccalaureate – 50 years of education for a better world”, contains early memories of IB success stories right through to current ideas from leading education experts on the future of international education and the challenges that lay ahead. johncattbookshop.com

T E AC H E R S H O R TAG E To increase the amount of highly skilled teachers across the world, the University of the People and the International Baccalaureate have launched an online Master’s of Education programme, with no tuition or textbook fees, and minimal assessment fees.

NEW BOOKS

Vo l u n t e e r Opportunities

WO M E N O F ARABIA

It will take 20,000 volunteers to help host the Special Olympics World Games Abu Dhabi 2019, which takes place from 14-21 March next year. Ameera Al Muharrami, Volunteers Director at Special Olympics World Games Abu Dhabi 2019, said: “We have roles for people with a wide variety of skills, all you need to sign up is a positive attitude and a willingness to help.”

Motivate Media Group and GEMS Education have signed a publishing agreement to bring out a new book from Dana Al Balooshi, the 12-year-old child prodigy from the UAE. The book, tentatively titled 13 Amazing Women of Arabia, will highlight the importance of education, innovation, motivation and perseverance, and aims to be a resource for children across the Arab world.

HH Sheikh Dr Sultan bin Muhammad Al Qasimi, Member of the Supreme Council and Ruler of Sharjah, issued a directive to allocate AED4.5 million for new books bought from publishing houses that participated at the 37th edition of Sharjah International Book Fair. The initiative gives libraries access to the latest books on history, literature, politics and arts.

BIG SPENDERS Bloom Education partnered with Commercial Bank of Dubai to offer services to parents of students in Brighton College Dubai and Dwight School Dubai. Henning Fries, CEO, Bloom Education, said; “[It] offers a variety of benefits… ensuring parents can save for their children’s education.”

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www.jess.sch.ae

#FutureReady

+971 4 3619019

CONNECT

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admissions@jess.sch.ae

/J E S S D U B A I

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UPFRON T / NEWS

Good Reads The Sharjah-based Kalimat Foundation for Children’s Empowerment (KF) has supplied 1,000 books to 10 Armenian public libraries.

This is part of KF’s “Pledge a Library” initiative, which was launched to empower refugee Arab children and young adults by offering them high-quality reading materials in Arabic. Amna Al Mazimi, Manager of KF, said: “The key objective is to help these children open a new window into the world, one that will allow them to explore new cultures and human experiences, gain new knowledge and expertise, and become agents of positive change in their countries.”

FUTURE F O R WA R D For the sixth edition of the Sharjah Children Biennial children are being asked to draw invention ideas and imagine our future. Kids aged six to 18 can submit their ideas online before 30 November 2018, when the best will be turned into animations or real objects to be showed at the exhibition next year. sharjah.littleinventors.org

RESEARCH FOR NURSES VPS Healthcare has announced research fellowships for Abu Dhabi’s Fatima College of Health Sciences’ students. Every year, five nursing students will spend two weeks at some of the world’s top research institutions, observing the latest research methods.

IT’S ALL BUSINESS

Art Wo rk s h o p s

D R A M AT I C GAINS

Tashkeel has launched an Afterschool Art Club, a weekly workshop for eight- to 14-yearolds every Tuesday from 4-5.30pm. There are three categories in focus – painting, printing and sculpture. Each category has three workshops and parents can sign up for one block (all three within a genre) for AED90 or pay for individual sessions at AED30.

This September, Drama Scene, the Dubai-based performing arts school, celebrated its 10th anniversary by opening a new location at The Mall in Umm Suqeim 3. It places emphasis on building acting, musical theatre and pubic speaking skills, as well as the professional performance capabilities of all its students. It is also the largest private LAMDA centre in the Middle East.

The January 2019 intake for business programmes at the Middlesex University Dubai Business School is open. Those who missed the September 2018 intake are able to benefit from the opportunity to begin the first year of their Undergraduate Programme in January 2019 and progress to their second year in September 2019.

PHOTOGRAPHY FOR ALL Nikon has partnered with Dubai Autism Centre to integrate photography as a medium of expression within the centre’s programme. The children will be given a basic understanding of the medium and equipment in dedicated Nikon classrooms.

2018

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UPFRON T / NEWS

On the Cover The Principal of North London Collegiate School Dubai says it is all about developing a student’s mindset, when it comes to educating the leaders of tomorrow DA N I E L L E W I S

M

any parents express concern about what the future will hold for their children.

Experts tell them – and it has become the received wisdom – that many jobs will become obsolete, that the world is changing, radically, and that we cannot even conceive today of the jobs our children will have in 20 years. In my view, much of this concern about the future of technology is propagated by those who have a vested interest in creating this anxiety and therefore promoting themselves as “experts” who can help us to envision and plan for the future (for a price!).

There is no doubt that the world is changing, as it has changed dramatically since the start of the industrial revolution and will continue to change. There is no doubt that the advance of technology will play an increasingly important role as part of that change – but does this mean that we must all re-skill? That our children must all be coders, or robotics experts, or even AI programmers?

I can’t help feeling that the leaders of tomorrow will need very similar skills and attributes to the leaders of today.

They will not be programming computers – they will run the companies that make the computers and employ the programmers. They will not necessarily design a new AI/medical interface, but they may well persuade someone to fund the project, or provide the medical expertise that creates the software.

They will need to navigate change with a flexible mind-set and an ability to think independently. They will need to be able to take risks, and have the resilience to pick up and start again if a risk does not pay off. They will need self-belief and confidence – confidence in themselves and the confidence to know what they stand

ABOVE The students of NLCS feature on the cover of this issue

for, while being able to listen and adapt to the views and beliefs of others.

They will need to think analytically and creatively to solve problems, and be able to work with people – to be empathetic and emotionally intelligent, as well as leading by example and directing others when necessary.

None of these are attributes and skills that necessarily come naturally – and very few, if any, come from interacting with technology. Some of us have a few of these skills from childhood, but all of us have to develop them – and all of our children will need them if they are to become the leaders of tomorrow.

Today, we can help our students to develop these skills and attributes by providing rich educational experiences for children that improve the ability to think for themselves. By trusting them to take

risks in a safe environment, by providing opportunities to lead projects, clubs, teams, orchestras, etc. and by encouraging a broad palette of creative experiences for them.

Yes, of course technology will play a part in that – but, whether we like it or not, leading people will always be more complex, more difficult and fundamentally more important than leading machines. People are complex and unpredictable. They have to be understood, motivated, shown how to improve, and listened to. That makes them trickier, in general, than machines, but so much more rewarding to lead – and what makes developing the right qualities in our leaders so very important.

DA N I E L L E W I S Principal North London Collegiate School Dubai 2018 | E D U C AT I O N E M I R AT E S | 17

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TOP buys E M I R AT E S E D U C AT I O N

VIVA LA BOW

Bows for little girls, AED20; fivelittleducksme.com

OUTSIDE THE LINES

AW2018 collection, prices vary (worldwide delivery); outside-the-lines.co.uk

GUESS

Fall collection cap, AED95; shop.guess.com

ECCO

Girls shoes, AED549; global.ecco.com/en-ae

EGGS & SOLDIERS

Eco Lunchbox Three-in-One, AED115; eggsandsoldiers.com

DOODLE

Floral Monogram Notebook, AED30; jashanmalhome.com

ZARA KIDS

Donald Duck T-shirt, AED65; zara.com/ae

School supplies Fun and functional items for fashionable school kids

ECCO

Boys shoes, AED549; global.ecco.com/en-ae

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DELSEY

Two-compartment backpack, AED269; jashanmalhome.com

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UPFRON T / SHOPPING

ELLI JUNIOR

Baby and toddler products, prices vary; ellijunior.com

CITRON

Four-compartment lunchbox, AED119.70; sprii.ae

3 SPROUTS

Sustainable lunch set, prices vary, from AED30; justkidding-me.com

OKAÏDI OKAÏ ÏDI

Socks, AED49; okaidi.com

BAN.DO

Deluxe Sticker Pack, AED49; virginmegastore.ae

OKAÏDI

Autumn Winter 2018 collection, prices vary; okaidi.com

GULULU

Interactive Smart Water Bottle, AED523.95; mumzworld.com

HAPPY JACKSON Double-ended colouring pencils (12 pack), AED85; virginmegastore.ae

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Data-Driven

D EC I S I O N A consultant goes beyond the chatter and weighs in on what is really happening in the Dubai K-12 market ASHWIN ASSOMULL

BELOW Dunecrest American School in Dubai

T

hey say: “The Dubai K-12 market (kindergarten to 12th grade) is declining”; “Dubai schools do not offer value for money”; “Dubai is only opening expensive schools”; or “parents don’t have access to good quality schools at affordable prices”. As a parent, investor or observer in the region, you have probably heard multiple versions of these statements while discussing the city’s education landscape with “experts”.

My viewpoint? The best way forward is to go beyond the chatter and have a detailed look at the data.

THE MARKET IS NOT DECLINING. THE OUTLOOK REMAINS POSITIVE

The UAE has historically been at the forefront of the region’s education growth story and the Dubai market will continue to expand, driven by population and household income growth, as well as supportive government policies focussed on attracting high-quality supply across curricula and price points.

Overall, headline enrolment growth has been approximately 3% per year (over the last three years) with a number of segments still demonstrating 8-10% growth per annum. Population growth in Dubai is forecast at almost 5% and the

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ABOVE & RIGHT Exterior and interior renders of Brighton College Dubai

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overall population is expected to reach five million by 2030, according to the Dubai Municipality. Dubai’s GDP is also projected to grow at a steady rate of 3-4% per annum, driven by supportive government policies, including continued infrastructure spend and Dubai Expo 2020.

Consequently, I personally believe that the market is still well positioned for growth in demand.

RISING COMPETITION AND MARKET DYNAMICS

However, there is no denying that increasing competition has made for a more challenging operating environment for school owners. Operators need to work harder to differentiate themselves, raise quality standards and provide both students and parents with a world-class experience.

As one operator remarked recently: “We have to fight for every enrolment and our delivery has to be flawless to ensure we retain our students.”

“I believe that the market is still well positioned for growth in demand”

QUALITY, AFFORDABILITY, VALUE FOR MONEY

Headline-grabbing new school openings such as Brighton College and Dwight have created a perception that only expensive schools are being established in Dubai. While these high-profile openings have hogged the limelight, the (publicly available) data clearly shows how Dubai has added around 5,000 seats into the affordable schools segment (with average annual tuition fees of less than AED35,000).

To those who complain about the cost of school education in Dubai, I urge them to look at other comparable global cities such as Singapore, Hong Kong, London and Shanghai. In a recent (data-driven)

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UPFRON T / OPINION

expat survey, ExpatFinder International School Fees Survey 2018, Dubai was cited as the 18th most expensive city for international schools, behind Ho Chi Minh City, SĂŁo Paulo and Bangkok.

But what about quality at affordable prices? The KHDA is committed to driving quality across all schools and today 80% of pupils that attend schools rated as Good are in affordable schools. This demonstrates Dubai’s ability to offer quality across all price points.

Driving quality, affordability and access for the diverse range of parents in Dubai has been the main focus for policy-makers. If you go beyond the sensationalist headlines, dinner party chatter and dig deeper into the data, you will see that Dubai is well on its way to meeting this objective.

ASHWIN ASSOMULL Partner L.E.K. Consulting 2018

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Save Our World!

A new book series and website is inspiring youth in the UAE to care about environmentalism and teaches them how to save our planet…

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ecycled paper, the official Dubai font and lots of local suppliers were used in the making of Ecoheroes Recycling Trip Trouble, the first book in a series created by UAE-based author Colette Barr and illustrator Leona Collins. All together, there will be five books in the series, which are humorous, insightful and full of facts about our environment. They feature stories and multi-national characters relevant to UAE schoolchildren, and while this story focuses on recycling, the four to come will concentrate on energy, plastic, food and water. As the rest are rolled out over the next year, we have a chat with Colette, who tells us all about her inspirations and motivation behind this imaginative, educational book series and website.

yet matured. We want the UAE to continue to be an amazing place and want the children to be fully aware of how they can have a huge impact on that. Having local characters and stories based here seemed like a pretty good way of getting the message across and so far the response has been excellent.

A B OV E

Colette Barr and Leona Collins

Why is sustainability so important to you personally?

I love nature and travelling and being outdoors. I get my energy from the sun, the sand, the sea, the sand and the mountains; from animals, plants, the wind and the rain and from living things. We all do. When I see that our environment is under threat from climate change as a direct result of human actions, it really upsets me. The fact that so much of the world lives in poverty and that there is a growing global food, water and energy crisis, means that sustainability is the only way forward, in my opinion.

What inspired you to embark on this project and why do you think it will work?

I was feeling unfulfilled in the corporate world and wanted to do something 22

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meaningful and which would hopefully make an impact. I honestly, truly believe that I can help bring change for the better and The Eco-heroes is the first idea I thought of to do that. I was talking about my ideas to Leona, my next-door neighbour and now Creative Director, when we were running together and she loved the idea and wanted to be involved. She brought the stories and characters to life with her fantastic illustrations.

We wanted the books to be relevant to children living in the UAE because there is less environmental awareness here than in more established places such as Europe, for example. The UAE is a new country and has grown unbelievably since its inception.

However, that also means that some of the waste management infrastructure and environmental awareness levels have not

How do you approach the subject with your own children, and how are you making sure they grow up eco-conscious?

It’s something that we talk about a lot with our families. Our children and husbands don’t always agree with our approach and both our families have different ways of doing things from each other, but it’s not something we need to raise as a topic. It’s just there every day. The children comment on why we have to choose fruits and veg without packaging and why they need to reduce their meat and dairy intake, for example. Of course, they all have plenty of input on The Eco-heroes!

How do you incorporate sustainability into all aspects of your family's life?

It’s often a case of leading by example. Our children all have good eco-awareness at their various schools.

However, sometimes that can be left in the playground and it’s up to us to instill the good habits at home by making it easy for them to recycle, compost their food waste or to refuse single-use plastics. We try to buy from local businesses as much as possible and support ethical and ecofriendly brands. It’s about improving on what we are doing today and making small changes to embed good habits.

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A B OV E

Colette shops local and reduces plastic use where possible

activities. And we will continue to build on this throughout the lifetime of The Ecoheroes project.

Please tell us more about the other books in the series that are planned.

What can we expect from them?

The Eco-heroes Recycling Trip Trouble is the first book in the series of five. The others are based on food waste, plastic pollution, alternative energy and water conservation.

They are based on five schoolchildren in the UAE who get up to mischief and learn some important environmental lessons along the way. The books are for ages ranging from approximately six to 10 years old and based in the UAE. The second book is launching in January 2019 and the third will be in April. The last two books will be ready before the end of 2019. We are really excited as we have received fantastic reactions so far and have been invited to take part in the Emirates Airline Festival of Literature 2019, as part of its Education Programme.

We wanted the books to be from the UAE for the UAE, tackling important global issues on a local level.

And please tell us more about the website you are working on. Why should people take a look?

Our website, saveourworld.me, is where you can purchase the book and learn some interesting, fun facts that are linked to the topics of each book. We have added a resources page for teachers and children with links to loads of different sites and

“When people believe they can make a difference they do and so it’s about understanding the link between actions and impact, which is key”

In terms of sustainability and saving our planet, what do you think our biggest issue is today?

I touched on these earlier, when I mentioned the fact that we have climate change stemming from human impact and the global food and energy crisis. People hear these points often but believe they are someone else’s problems. They are our problems and we all need to work together to fix them.

When people believe they can make a difference they do and so it’s about understanding the link between actions and impact, which is key. We are all in this together and can help each other live better, healthier more sustainable lives.

We all have a part to play in preserving this amazing world and to make the UAE a better, more sustainable place to call home for generations to come.

T H E E CO - H E R O E S

by Colette Barr and Leona Collins saveourworld.com 2018

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FOR GOOD These seven projects by UAE-based designers demonstrate how a clever idea can be turned into something that can change the world E D I T E D B Y K AT Y G I L L E T T

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ne-hundredand-fifty inventions by the next generation of designers from universities across the world have been showcased at this year’s Global Grad Show 2018, which came as part of Dubai Design Week. These are forward-thinking ideas that are chosen based on how they can accelerate change and improve lives.

Seven of these are from the UAE. Here, we explore the projects and the people behind them…

SMARTPROed

D e s i g n e r : Yamen Saqallah Un i ve rs i ty : American University of the Emirates

A B OV E

Inside Out RIGHT

Inside Out

SMARTPROed

D e s i g n e r : Hebah Qatanany Un i ve rs i ty: American University in Dubai

W h a t i s i t?

A building designed to cater to the dual roles of working mothers. The project aims to support women in trying to achieve a work-life balance. Hebah Qatanany, a fresh architecture graduate from the

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W h a t i s i t?

This is a digital mirror that displays the interior of the body and reacts in real-time to the viewer, and is used for education purposes. A depth sensor and camera are used to detect the person’s skeleton, and so the designed model is moving exactly in sequence with the person’s movements. If a question such as “where is your heart?” appears in the mirror, the person should respond by showing the location on his body in the right place. Consequently, a heart model will appear, presenting some useful information about this organ.

This innovation will encourage kids to play with the interactive mirror,

American University in Dubai, is inspired by the female role models in her life – her mother and grandmother. The name of the project, Inside Out, refers to how women create a home inside the house and a career outside it, but also recognises that our cities have become hostile places to the needs of mothers. Through architecture and interior design, Hebah proposes a new office typology that de-privatises the home and embraces it within a working environment. hebahqatanany.wixsite.com/ hebah

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area. It is designed to be economical, due to its numerous uses, and to encourage people to spend more time in libraries. Both Maryam Alhammadi and Khawla Alsuwaidi are interior designers and graduates. maryamalhammadi.com

ReefRover D e s i g n e rs : Dani Carelli, Hazem Ibrahim, Jovan Jovancevic, Shien Yang Lee, Ali Abouelatta, Kyler Meehan, Antony Tahan, Rumail Memon, Shantanu Jain, Lujain Ibrahim, Praggya Ayshwarya, Guillermo Schlamp Un i ve rs i ty : New York University Abu Dhabi W h a t i s i t?

A submersible drone that autonomously scans marine environments and enables researchers and citizen scientists to collaboratively gather wellstructured image data about coral reefs at unprecedented rates. The ReefRover project is open-source, allowing anyone across the world to develop and deploy the Remotely Operated Underwater Vehicle and grow the

allowing students to learn far more about human anatomy.

Designer Yamen Saqallah is a fourth-year student studying digital animation. He decided to build this educational project to achieve a new level of education through technology and art. He hopes this work will change the future direction of technological development.

Sustainable Mechanical Pressure Converter for Water Desalination System D e s i g n e rs : Dr. Emad Alhseinat, Assistant Professor, Chemical Engineering Department; Rawdha Khalad Alhammadi, Mechanical Engineering student; Ohoud Alyammahi, Mechanical Engineering graduate; Shatha Almarri, Mechanical Engineering graduate; Dr Bashar El-Khasawneh, Associate Professor, Mechanical Engineering Un i ve rs i ty : Khalifa University W h a t i s i t?

It is a novel hydraulic system

that converts mechanical energy, i.e. wind energy, directly to the pressure that is needed to produce fresh water through membrane desalination, without the need to generate electricity. The system has been designed and fabricated by the research team at Khalifa University.

Briefly, it enables the production of fresh water via cycling without the need to use low efficiency and highenergy consumption electric motors that are currently the norm for the desalination industry. Thus, clean water is powered by clean energy. ku.ac.ae/pages/dr-emad-alhseinat

Circuit Chair D e s i g n e rs : Maryam Alhammadi and Khawla Alsuwaidi Un i ve rs i ty : Zayed University W h a t i s i t?

This multi-functional chair encourages more reading. It is a bespoke furniture piece designed to be placed in libraries. The chair can accommodate two people and includes bookshelves and a storage

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Circuit Chair RIGHT

Pressure Converter

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EPAA (Environment and Protected Areas Authority) researchers. It is to help them secure refuge from the elements on the mountains of Wadi Al Helo as they collect information about the local habitat. Lightness, mobility and prefabrication were prioritised to facilitate challenges of transportation and assembly.

Fourth and fifth year architecture students created this project.

Design development involved multiple phases of collaboration in small groups to explore different lines of inquiries, which then culminated with the entire studio working together on a single, synthesised concept to construct the final prototype in an assembly line-like process.

Agricultural Tourism, Re-imagined D e s i g n e rs : Team NYUAD Un i ve rs i ty : New York University Abu Dhabi

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Neonomads Shelter

collective knowledge about coral reefs. This is a student-led initiative that was awarded second place in the 2016 UAE Drones for Good competition. It was developed in conjunction with a marine biologist from New York University Abu Dhabi, whose research looks into coral communities in extreme environments and their response to mass bleaching events. reef-rover.net

Neonomads Shelter D e s i g n e rs : Afra Galadari, Azmiha Raza, Bana Mansour, Basil Al Taher, Divya Mahadevan, Farah Monib, Gopika Praveen, Misbah Shehreen Baig, Moza Al Mheiri, Nermin Hegazy, Omaima Al Ansari, Sarah Al Maddah, Shahd Abdulghani, Yasmin Abdelrehim, Zahra'a Nasralla Un i ve rs i ty : American University of Sharjah W h a t i s i t?

An easy-to-assemble shelter designed specifically for the needs of

“THE HOUSE CELEBRATES THE PAST AND FUTURE OF FOOD, CULTURE AND DESIGN IN THE UAE”

W h a t i s i t?

The first solar-powered, agricultural tourism destination in the UAE. It combines fogponics and local food production to comfortably connect guests with lovely landscapes and ambitious initiatives in food security and resource conservation. The house celebrates the past and future of food, culture and design in the Emirates, reimagining sustainable living. This includes classic and modern interpretations of recipes, reclaimed wood, alongside highperformance engineered materials, abundant natural light and a balanced use of energy.

With unknown future innovations in mind, the house is designed to ease retrofitting and readily accommodate the continuous advancements in technology and infrastructure.

Modular prefabrication enables smooth assembly while adopting environmentally friendly practices, offering novel approaches to construction methods.

Team NYUAD is a group of undergraduate students from 15 countries. The collective has designed, modeled and constructed a new vision for off-grid residential housing, working with government and industry to realise an experimental home that can shape the future of building in the UAE. reimagine.house 2018

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MY VIEW

ALDAR ACADEMIES

The Principal of one Aldar Academies school shares three of the most important lessons she’s learned from her students over her career so far. Turn to page 30 for more.

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MY VIEW The Principal of Aldar Academies West Yas Academy shares three powerful lessons she’s learned from her students…

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s any educator will tell you, the experience of teaching is a lesson in itself.

The triumphs and troubles encountered in the classroom tell teachers a lot about themselves, their profession, and what it takes to nurture young minds. Here are three lessons I have learned from the students over my career so far...

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“BELONGING” IS AN EXCELLENT MOTIVATOR

The “little ones” – kindergarten students – have an uncanny way of surprising me with the most profound lessons. One example happened early on in my career, when I realised the motivating power in giving students a sense of belonging, especially at the youngest grades.

I’ve always allowed my students to call me Ms Casey or Ms Cosgray, to demonstrate that everyone has an identity; even authority figures that children often

see as playing a very specific role in their lives. It’s only when I refer to them by their own first names in return that their eyes light up. They realise that we recognise them as individuals with a unique identity, even when they’re among a class of many. This tells them they belong, they’re accepted, and they’re safe. This is extremely motivating, because learning becomes so much easier when students feel comfortable and confident.

Such a supportive environment is where deep learning can blossom, because the

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student is free to focus on the task at hand, rather than concerns over their surroundings. For a primary age student still figuring out the ways of school life, something as simple as friendly eye contact and a first-name greeting are highly encouraging.

STORYTELLING IS A FORMIDABLE TEACHING TOOL

Back when I first started out ALL IMAGES Students from Aldar at West Yas Academy I was Academies West Yas greeted one morning by a Academy, teaching the Grade 2 student – we’ll call teachers a thing or two themselves her Emma – with tears rolling down her cheeks. She didn’t want to go to her swimming lesson later that day, and when I enquired why, she told me she was tired act of storytelling, and the next day, I saw (we can all relate here). To reassure and just how influential stories are in guiding motivate her, I confided that just a couple our students. Emma told me that I was of days before I felt exactly the same. I right, because she felt the same after her explained how I didn’t want to go to the swimming lesson. gym, but knew it was the right thing to It was a worthwhile reminder that as do. So I told myself I’d feel energised the modern-day teachers, we’re also mentors. moment I began, and once finished, I’d Students look to us not just for subject feel accomplished and pleased that I had knowledge but also holistic guidance in gone. I explained to Emma that I was right, life. This is especially true of our American and how she’d feel the same if she just Massachusetts curriculum, which took that first difficult step as I had done. emphasises sports and extra-curricular Sharing my own experience was a simple activities to nurture the whole student.

Storytelling is one of the most powerful ways we can do so, because the human mind is wired to solve problems as a narrative: identify the challenge, find the solution, and learn from the outcome.

TEENAGERS WANT TO BE UNDERSTOOD, NOT DICTATED TO

Thanks to my past experiences, I’m confident declaring that one of the easiest ways to connect with a teenager is empathy. We all know how difficult this period of life is, and as educators, we must find a balance between being demanding and empowering.

I quickly learned early on that to empower our students we need to show we understand their challenges in life and

in education. We also need to give them a voice to express these challenges, and hand ownership of learning over to them.

Ultimately, as they navigate adolescence and begin to feel comfortable making decisions and mistakes, our students must feel like they’re in control. This is because the opposites of understanding and empowerment – judgement and dictatorship – are extremely demotivating forces.

I was reminded of this recently after speaking with the parents of a student who faced a challenging start to the year, with difficulty forming relationships. Rather than dictate a solution and expect him to act on it, we presented him with multiple correct options to choose from. We didn’t assume we knew the right answer to his problems, but simply said “we get it – have you considered the following?” and allowed him to choose the outcome he was most comfortable with. We simply listened, showed empathy, and empowered him with potential solutions, using a gentle guiding hand. The change in the student and his outlook since then, according to his parents, has been remarkable.

As a teacher, no two days are ever the same. But one thing is for certain: whenever we step into the classroom to teach, there’s a lesson to be learned in return.

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

“STORYTELLING IS POWERFUL, AS THE HUMAN MIND IS WIRED TO SOLVE PROBLEMS AS A NARRATIVE” 2018

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Education ROAD MAP Above all else, it is important to be prepared when it comes to your child’s future education, says the Director of Gabbitas Education Middle East FIONA MCKENZIE

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hether you are thinking about moving your child to a new school in the UAE or contemplating looking further afield for your child’s education, we at Gabbitas Education Middle East advise that you start considering it earlier than you thought.

Choosing a secondary school for your child can seem a far-off dream when you are still getting to know your child’s new Year 5 teacher. But, actually, by this stage the next move should be firmly on your agenda. Too often I meet with parents who are delighted to tell me they have found the perfect school for their Year 7 child, only for me to have to gently break the news that they have missed all the registration and assessment

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deadlines and that all the places in that school have already been allocated.

One of the challenges of living in the UAE is that many families are not sure how long they will be here for. While jobs and economics can play a role in the decision to move, I would argue that education should also be a key consideration. There are certain transition times, particularly at secondary level, which make moving a relatively straightforward process both in the UAE and the UK. For instance, as the student moves into Year 7, Year 9 or Year 12.

However, there are some that you definitely need to try and avoid; moving in Year 11 or Year 13 in the British system would mean moving half way through a two-year exam programme. Similarly, with the International Baccalaureate programme, once you start in Grade 11 you are committed to two years.

So how can you avoid disrupting your child’s education at critical stages and give them the best chances of success without restricting the family’s movements?

Information is key! One of the many services we offer is the “Education Road Map”.

Starting a few years before any key transition points, we identify a range of schools both here and in the UK that would be suitable for the family given their potential location or family ties. An Education Road Map can then pull together all the options, choices and key dates that everyone needs to be aware of in order to secure a place at the chosen schools and to be sure that no deadlines are missed.

“To apply for Year 9, highly selective schools, such as Winchester College, will want to meet your child when they are still in Year 4” For many British curriculum schools in Dubai the Year 7 entry assessments take place in the November of Year 6.

Registration dates will often be early in the autumn term and, because of the competitive nature of the applications, these deadlines are rigorously enforced. Prior to the registration there is plenty to prepare for – information days in the schools, taking your child to look around, collating all the information required for application, and notifying the child’s current school. Then it is important to be aware of what form the assessments will take, the dates they are offered and what preparation your child will need to do to be in the best frame of mind to take the tests.

If you are considering applying to schools in the UK, then you need to start even

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ABOVE Eton College LEFT Winchester College RIGHT JESS Dubai

earlier. Highly selective schools, such as Winchester College, will want to meet your child when they are still in Year 4. At this point, Winchester offers a series of Open Mornings for families to visit. In Year 5, a Housemaster will interview a potential student and, if successful, they will be invited to sit the bespoke test in Year 6. If the student is then offered a provisional place, they will still need to take the Winchester entrance exam in the May of Year 8 before being able to take up their Year 9 place. So it is a five-year process.

Other well-known schools operate under a similar timeline, with Eton and Harrow requiring prospective students to be registered by the summer of Year 5. Many UK schools such as Wellington College, Charterhouse or Bradfield, require prospective pupils to sit the Independent Schools Examinations Board test in the November of Year 6. Successful candidates will then be invited for interviews and assessment days the following spring. So, for families considering this option, it is best to be prepared even if you decide not to action it later on.

For a move to Sixth Form, the timeline is less pressured. Most schools will expect you to be registered by the September and many will offer assessments in the November of the year preceding taking up a place.

There are, of course, a wide range of other schools in the UAE and the UK that operate more of a rolling programme of admissions, so there is absolutely no need to despair that all avenues will be closed! There will always be great schools with a less rigorous approach happy to accommodate a lastminute application.

Being forewarned is to be prepared, and arming yourself with an Education Road Map can give you a clear timeline and information on how your child needs to prepare. Most importantly, it gives you peace of mind that you will not miss out on a place in your child’s dream school.

FIONA MCKENZIE Director Gabbitas Education Middle East 2018

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Beyond the Rankings United World Colleges weighs in on how we can determine which are the best international schools and where our children are likely to thrive B Y U W C I N T E R N AT I O N A L

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hen it comes to choosing an international school for your child, you might be tempted to turn straight to in-country rankings to seek out the top of the table. But since international schools are all wildly different to one another, United World Colleges (UWC) takes a closer look at factors that can make all the difference.

Firstly, there are many reasons why you would consider sending your child to an international school: • You’re living away from your home country (like many of us here in the UAE) and want your child to continue with your home nation’s curriculum, or be taught in your native language.

• You travel the world and want them to experience an education and curriculum that will transfer with as little interruption as possible to each new country and school that you move to.

• You travel the world and want your child to have a consistent education in a single school, and so seek an international boarding school.

• Or – and here’s where an international school experience can be truly special – you and your child want to have a transformative experience that comes from the diversity that some international schools can offer.

But the international school market is vast, and the term “international school” can refer to schools that are completely different to each other. While international

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school rankings are available in some countries, they tend to have inconsistent criteria across different locations, and can be like comparing apples with pears.

So, what else can you consider in finding the perfect international school for your child?

LOCATION

Consider where in the world you would like your child to be – and, crucially, where they want to be. Many international schools also offer boarding opportunities, and so the entire world could be open to them, with destinations you might not have considered.

Some children will want to remain close to their family, but others will flourish elsewhere, with a fully immersive, independent experience that comes from being part of a residential school away from home.

Do you want the school to be a gated community, like an island? Or do you want the school to feel integrated with its local community?

ALL IMAGES This might be particularly United World Colleges has 17 schools and colleges important in a school that on four continents, the sees community interaction majority of which focus exclusively on the 16-19 as part of the learning process, year-old age group and offers exposure to other environments.

CURRICULUM

Explore the different types of curriculum available around the world through different types of international school and consider what will suit your child the best.

Do you want them to follow your home country’s national curriculum, or do you want them to experience something with more of an international outlook, such as the International Baccalaureate?

When considering the right curriculum for your child, at least three key considerations are worth bearing in mind:

Portability of the curriculum • Is this curriculum offered in different locations around the world?

• If they need to move school, can they pick this curriculum up elsewhere?

Recognition and reputation of the curriculum • How well regarded is the curriculum by leading universities and employers?

• What impact on the world have alumni of this curriculum had?

Preferred learning styles for your child • Is your child better suited to following structured subject-focused study approaches, or more suited to blended subjects delivered through multi-disciplinary themes?

• Do they thrive more in a teacher-led or self-directed study environment? Do they prefer to be “taught” or “mentored”/“guided”?

DIVERSITY

This is where international schools vary significantly.

Some international schools are deliberately highly diverse. But some were established to serve expat communities from specific countries.

If your child attends the local American international school this means they might mostly be studying

with Americans. Or attending the French international school might mean that a significant part of that community is French. When familiarity is important to your child, this type of international school may appeal. But others may find a more diverse community has the potential to offer a more transformative experience.

Ask yourself how diverse you and your child would like the community to be.

International schools that are deliberately diverse in terms of nationality and background offer a unique experience for your child to not just learn about other cultures, but to understand how to live and work with those from other backgrounds to their own. Studies have shown that the more diverse a community is, the more creative those within that community become.

Since many international schools are also private schools, often with tuition fees funded as part of company relocation packages or privately funded by parents, there can also be a skew towards wealthier families attending them. A truly diverse experience brings together students from all kinds of socio-economic backgrounds.

STUDENT LIFE AND EXPERIENCE

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BOTH IMAGES The student body across UWC International schools is diverse and inclusive

schools offer a broader experience, but even so this can vary significantly: • A broader experience in some schools means offering a range of co-curricular clubs or sporting activities, but typically within the school itself.

• In other schools, a broader experience may include service in the community or social change projects that get students engaged in the world beyond the school boundaries, or allow them to explore and understand other parts of the world and other communities.

• Some schools also create a deliberately diverse community inside the school. This can challenge and empower students to debate and think deeply about a wide range of issues, including issues that affect those in the school community itself.

MISSION

For some students, the choice of school is a means to an end to get into a great university or achieve top grades. This is perfect for some students, and most schools focus on individual achievement as a core tenet of their success.

But there is an opportunity to be part of something bigger, if that is appealing to your child. Some international schools see themselves as part of a bigger mission, and while education contributes significantly to that mission, it is just part of it. It could be: • A faith or religious-based set of beliefs and values

“A truly diverse experience brings together students from all kinds of socio-economic backgrounds”

• A strong environmental focus at the school • A commitment to a particular model of learning United World Colleges, for example, uses education as a force to work towards global peace and sustainability.

UWC does this by uniting in a unique education experience young people from more than 150 countries, cultures and backgrounds who have the qualities to be tomorrow’s changemakers.

IMMEDIATE OUTCOME OR LONG-TERM IMPACT?

Consider how in-country school rankings are assessed. Some are based only on narrow outcomes such as exam results and university destinations rather than a longer-term and more holistic impact on the student and the world. These are absolutely important metrics, and may be an indicator for potential future impact on your child’s life, as well as their potential to have an impact on their world.

But what about the impact that they have right now, while they’re at school? And what about a focussed intention to have a positive impact on the world? You might also consider your child’s ambitions to have an impact on their world, and use this as criteria to assess whether the school can help your child’s dreams become a reality.

CHALLENGE

Finally, when choosing an international school for your child, consider how challenging their experience will be from school to school, and your child’s readiness to embrace such a challenge. That challenge comes in many forms...

• The educational model, teaching and learning methods adopted by the school, with some schools placing heavy emphasis on selfdirected study.

• The curriculum followed, with some curricula following clearly defined subjects all taught separately, and others challenging your child to blend subjects together through a thematic learning approach (such as IB).

• The diversity of the community. While diversity may nurture creativity, it can also create challenge through divergent cultural beliefs and values. In such an environment your child will have an opportunity to learn how to work constructively with cultural diversity, instead of seeing it as a block.

• Juggling the academic experience with co-curricular and service expectations, as well as pursuing their own outside interests and passions. A rounded experience is a wonderful opportunity for your child, but also challenges them to balance priorities and live – in some schools – a very busy life.

When choosing a school for your child, it’s therefore important to consider how challenging that experience should be. The child who is ready for the most stimulating of environments is often the child who guides their own education experience.

They’ll seek out those life-changing experiences and will be a pilot in guiding their own future.

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Research

REIGNS The Extended Project Qualification helps to develop the independent learning and leadership skills so vital for university success, says one educator R O RY GA L L AG H E R

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he Extended Project Qualification (EPQ) is an independent research project that truly extends Year 12 and 13 learners beyond the curriculum and beyond themselves.

It allows them to work on a topic of their choice, while giving them the structure of a teacher mentor and a taught course to foster the skills they need to be successful.

Students are assessed not only on the outcome (written report or artefact), but also on the project process – their planning, research and evaluation skills.

The EPQ embeds the concepts and competencies that are so often mentioned, but rarely quantified or assessed,

“The EPQ embeds concepts and competencies such as leadership, critical thinking and independence”

such as leadership, critical thinking, independence and many others.

At Cranleigh Abu Dhabi, we see the value of the EPQ both in the fact that it gives students the equivalent of half an A-Level, and also in that it helps them develop as learners – here and at their future place of study or work. While other schools may offer the EPQ as an extension activity, we firmly believe that all of our Sixth Form students are capable of undertaking this qualification, and that it helps all students to develop their academic maturity and their confidence. Our first Year 13 cohort have just submitted their projects and are now guiding and mentoring their peers in Year 12 as they start their project process. The growth of student leadership in the school is due to the way students are treated as responsible young adults, and the EPQ facilitates and enables the transition

from pupil to independent learner, from teenager to young adult.

Students’ projects are each unique, based on subjects they are passionate about, and are strongly related to their personal context and local environment.

Titles this year include research into cultural identity in the UAE, the relationship between diabetes and economic growth, the design and creation of running shoes, websites, and even the architectural plans for a multi-faith place of worship for Abu Dhabi. The first EPQ presentation evening this

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SCHOOL’S IN / A BU DH A BI

W H AT T H E Y THINK

Eductors and students share their thoughts on the Extended Project Qualification QUEEN’S COLLEGE, CAMBRIDGE “We welcome the Extended Project and would encourage applicants to undertake one as it helps to develop independent study and research skills valuable for higher education.”

RUSSELL GROUP “Russell Group universities value the EPQ which can be drawn upon in your personal statement and at interview to provide evidence of enthusiasm for your chosen subject. Some Russell Group universities include the EPQ in their offers.”

UNIVERSITY OF BATH “Having an EPQ will show universities that you have the independent writing and study skills needed to study their courses. If you take the EPQ alongside A-Levels, you could get an offer for most of our courses that is one grade below our typical A-Level offer.”

ABOVE EPQs promote independent learning LEFT Student at Cranleigh Abu Dhabi

October showcased the high quality of the work students produced, and also their presentation skills as they explained, analysed and evaluated their projects with staff, peers and parents. Teachers commented that the work completed and the level of professionalism was in many cases well above A-Level standard.

The EPQ has without doubt made all our students better candidates for university, and has allowed them to rediscover their passion for learning. It is what makes students stand out as learners and leaders at school and beyond.

R O RY G A L L AG H E R

RODOTHEA PAPACHRISTOFOROU, CRANLEIGH ABU DHABI Y13 STUDENT “Through the EPQ I have learned how to manage my own time, to work under pressure, and to meet deadlines, while learning how to balance my commitments. I believe the EPQ was the perfect experience to prepare me for what life at university may be like.”

XINYI ZHU, CRANLEIGH ABU DHABI Y13 STUDENT “EPQ has been a challenging process where I explored game theory and normal distribution as a potential model for making university choices. Most excitingly, I have just received an offer from the University of Bath, while one grade lower than their usual requirement.”

Head of EPQ Cranleigh Abu Dhabi

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Talking

SCHOOL’S IN / GENDER

HEAD

KEEPING IT REAL Antonia Beary, Headmistress of England’s Mayfield School, says we must provide girls with strong, realistic role models

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ho are the role models for our young women today? Anyone relying upon the media could be forgiven for thinking the scantily clad protagonists in reality shows of dubious morality, or individuals who are simply famous for being famous, are the best one can aspire to as young women today. Surely this is not the case?

There are, of course, strong women working hard and making a difference. We have many alumni who come back to talk to our girls, to offer advice, mentoring, guidance and work experience. Why do we not hear more about women like them? What type of leadership should we be promoting in schools? Strong women who never make mistakes, who balance high-powered jobs with a growing family and being a perfect wife or partner? There

“There may be a few women appearing to live the dream but I am not sure they are good role models” may be a few women appearing to live that dream but I am not sure that they are necessarily good role models. You cannot focus 100% of your energies on being a mother, a wife, and a boss at the same time – it just doesn’t add up.

You might not be able to play all these parts perfectly all the time, but you can do some of them well some of the time and there is consolation in that. I applaud and encourage the celebration of women as good mothers, but wish the same focus was

co-ed environment when research reminds us that whatever their nurture, young girls automatically begin to defer to boys at an early age.

Sadly, it seems there are also still women in powerful positions who see younger women as a threat and are not ready to support them. A recent poll we ran with our alumni indicated many felt surprise on leaving school that, while they had been educated to believe A B OV E that success was achieved Last year's by working together and head girl at Mayfield building each other up, in the real world, in a wide range of careers, this is placed on men being good fathers – not to seldom the case. Often women were the mention both being good parents. worst offenders. We have more work to do.

In a generation of “post-feminist” women, Our duty is to give girls at school the who have been brought up to believe that confidence to make mistakes without being opportunities are equal, it turns out that we scarred for life. Furthermore, being able still need to develop leadership skills and to accept that others also make mistakes aspiration in our young women. Something is an important element in the making of is going wrong, because clearly there are not a good leader. It helps the development enough women in positions of responsibility of perspective and the establishing of a and too many of those who are in the public sense of respect for themselves and others. profile are at risk of being undermined.

To promote good leadership we need to We want to instil a sense of entitlement encourage and nurture trust, teamwork, and the understanding that they have a sense of give and take; building people as much right as the next man to any up rather than breaking them down; job – providing, of course, negotiation, discussion and that they can show they debate. Many of these skills have the skills, talent and come not from straight A* commitment or perseverance grades, but from Duke of to do the job well. We need to Edinburgh, community service, ensure that girls leaving our drama productions, musical schools are able to engage concerts and orchestra. confidently and effectively We need leaders with with men and women in integrity to respond to the ANTONIA BEARY the work place, as well as in challenges of today’s world: Headmistress personal relationships. This and that means strong women Mayfield School, UK is not always easy to do in a to complement strong men.

2018

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BRILLIANT

BOYS A passionate campaigner for raising boys’ achievement, says we must stop the clichéd put-downs and celebrate boys GARY WILSON

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’ve been working exclusively on raising boys’ achievement for 25 years in total. You’d have thought I’d have got it sorted by now, wouldn’t you? But sadly there don’t seem to be too many people working on it. I can only remember one public pronouncement on the gender issue and that was a few years ago when a UK Education Minister at the time declared, “We’re going to reduce the gender gap by making sure that more three-year-old boys read more books!” That is just so wrong in so many ways.

All teachers know that it is only in countries where children don’t start with formal education until they are seven that boys are on a par with girls all the way through school. Denmark and Finland are two notable examples. My message to parents is, it doesn’t matter if he can’t read before he starts in education, what matters is that he has a love of stories. Similarly it doesn’t matter if he can’t write when he starts school, what matters is that he has got well-developed fine motor skills.

What matters above all else is that parents should not be made to feel this is all their fault. It’s nobody's fault but those

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who dictate what we should know and what we should be capable of doing by the age of three and four. The development of boys’ fine motor skills take significantly longer than girls’. It’s not his fault.

So why has the issue of the gender gap not been on the agenda? I believe it’s relatively straightforward: it’s because some may feel that if we are seen to be focusing on boys then surely the girls are going to suffer! I call that sloppy thinking.

Anything we do to help boys will have a positive knock-on effect for girls. Not least because it can be boys that behave in ways sometimes that are detrimental to all. I only concern myself with strategies that hit all the buttons for boys without disadvantaging girls.

Also, if in education we are trying to develop a caring masculinity then that surely is for the benefit of all.

What are the reasons? How long have you got!? It is more complex than it first appears. A lot of people in the UK, where I am based, have suggested that if only there were more male teachers in primary education then our boys would be all right.

My response is it’s not going to happen, get over it and move on. It is not the gender of the teacher that is most important, it’s the quality of the teacher and how well they

ABOVE Campaigner Gary Wilson

recognise and link into what’s going on in a boy’s head, in a boy’s world, in a boy’s universe.

Others suggest that laddish behaviour is to blame. Laddish behaviour, as teachers know, is very often a cry for help. It’s far better for them to be seen not being bothered about winning than entering and not winning and if they are struggling very often they’ll throw up a smokescreen.

Another common area for debate is teaching and learning styles. The vast majority of adults tend to prefer to learn in

2018

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SCHOOL’S IN / GENDER

more visual ways while the vast majority of boys tend to prefer to learn in more active ways until at least their early teenage years. Goods schools recognise this and teach appropriately Certainly there are elements in all of these areas that have an impact, but then there is also negative peer pressure which can start in the nursery (“you can’t wear that you’re a boy”, “that’s pink, what are you playing at”). Also, from the outset, boys tend to be less independent. We should have the same expectations of boys being as independent as girls.

Boys and writing is a universal concern.

Dare I say it... girls in school tend to be massively biddable while there are many boys who, if they don’t see a sense and purpose in doing something then they won’t do it or at least they won’t do it to the best of

their ability, and writing is a particular case in point. There are also issues around the lack of positive male role models, the dropoff in interest in reading as many boys get older, emotional intelligence and more...

It is a fact that girls tend to develop language faster, use more language in their play, tend to be more capable of talking about their feelings than boys as they often spend more time at their mother’s knee doing just that. Boys are often encouraged to keep their emotions hidden, certainly by their own peers but often by the older males in their family. “Pull yourself together, you're a boy!” “Man up!” I hate it. If we want to turn out decent young men, then we must honour their tender feelings.

We have to give boys the words so they can unclench their hearts. The latter has to be a huge priority in education.

Why is this article called “Boys will be...... brilliant?” Boys tend very often to get a bad press – look at the number of useless males on TV adverts, the T-shirts adorned with everything from “Here comes trouble” to “Boys are stupid throw rocks at them!”

How often have you heard, “Well he’s a boy, what do you expect?” “Boys will be boys”!

I’m on a mission when I’m working with teachers, boys and parents and I say to you now, promise that you’ll never ever say boys will be boys again. You’ll say: “Boys will be brilliant”. Your boys will be brilliant because they have your belief in them and you are helping develop their belief in themselves. garywilsonraisingboysachievement.com Boys Will Be.... Brilliant! By Gary Wilson and Linda Tallent is out now

“IT DOESN’T MATTER IF HE CAN’T READ AT THREE, WHAT MATTERS IS THAT HE LOVES STORIES” 2018

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SCHOOL’S IN / TECHNOLOGY

Moulding

MINDS One expert tells us how she is using 3D printing technology to encourage students to learn more about creative problem-solving methods RUBA AL NASHASH

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t was in the early ’80s that 3D printing first emerged. Back then it was simple powder-based additives that were used to fabricate simple three-dimensional shapes. It is safe to say that 3D printing has come a long way since then, and is not limited to the industrial field anymore.

In order to advance the field of 3D printing in the UAE, one of today’s most innovative nations, 3Dinova has put the 3D printing technology into the hands of the youth – the ones who will be shaping the future.

What we have done is pave the way for future generations by providing 3D printing workshops, which can help students pursue a more pioneering and creative career path. These workshops are hands-on and bring more fun into the world of design.

Throughout them, we encourage students to learn about the different aspects of 3D printing – different methods, materials, and the numerous applications where this kind of technology can be utilised.

The process of our workshops starts with an idea to solve a problem. Once the student has that, then they move on to the design stage, when they troubleshoot and sort out the specifics of what they imagine their outcome to look like. Designs are modeled using 3D design software, which is on par with professional, industryleading software, but is still user-friendly

“After every workshop we have students coming back wanting to learn more”

ABOVE 3Dinova runs workshops for UAE students

to keep the experience entertaining. In the final stages of the workshop, the students are then able to print their designs using the stateof-the-art machines.

Our ultimate aim is to help students understand that the use of 3D printing is not limited to design fields, such as architecture and aerospace, but also in fields such as medicine, where these models can help enhance the understanding of organs, for example. We aim to plant this seed of curiosity, and we find that, after every workshop we conduct, we have students coming back to ask us more about 3D printing and wanting to learn more. It is

clear that this technology nurtures a want for learning in these young minds.

While 3D printing is admittedly still in its infancy stages, when it comes to development I am sure that such technology will skyrocket in popularity and applications in this ever-growing, technology-dependent world we live in.

I, with my team at 3Dinova, hope to continue to be at the forefront of this movement in the UAE, to help mould the minds of future leaders.

R U BA A L N A S H A S H Founder of 3Dinova; 3dinova.com 2018 | E D U C AT I O N E M I R AT E S | 45

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15/11/2018 10:51

The Power of

THE ARTS In a world of STEM, there needs to be more than a little STEAM, says the Deputy Director of Dubai-based arts organisation, Tashkeel LISA BALL-LECHGAR

Y

oung people today require an indispensable skill-set in order to become significant contributors to the communities in which they live, as well as meaningful participants in the knowledge economies driving all industries in the 21st century.

To prepare young minds to perform in this dynamic world, many of us subscribe to the STEM philosophy (Science, Technology, Engineering and Maths), while others have nailed their colours to the STEAM mast (add Art in there). These acronyms have been the subject of much debate across countries and continents in recent years. And as an arts advocate, you would expect me to be a fully paid-up member of the STEAM party. Sorry to disappoint, but I actually believe in a less compartmentalised approach to education.

Just as our lives cannot be neatly filed in pre-destined categories, so too should the arts not be kept in a box.

The Arts is not just a subject; it is a set of keys that unlocks, ignites and releases a learner from the walls that surround them. Whether in Science, Technology, Engineering, Maths or the fellow humanities

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“I actually believe in a less compartmentalised approach to education”

of History, Geography and Languages, The Arts is an application tool that fosters, nurtures and sharpens the universally required skills of problem solving, collaboration and communication. To have the confidence, the independence of mind and the emotional intelligence to question and to look beyond the boundaries of convention requires not only knowledge but discipline, patience and the cognitive ability to apply that knowledge in ways not conceived before.

I don’t expect (nor want) a world of only artists and designers (like every profession that takes skill and sacrifice).

However, I do hope for an interconnected world where The Arts can be utilised by every profession to address, explore, inform and inspire.

At Tashkeel, we have been nurturing creativity through the visual arts and design since 2008. Yes, our year-round programme of workshops and courses does aim to increase the UAE’s population of art and design professionals, but it also seeks to grow the number of teaching-artists in the country. It is a place where teachers come to upskill and exhibit; where schools bring

2018

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SCHOOL’S IN / OPINION

ALL IMAGES Tashkeel’s new weekly Afterschool Arts Club focuses on painting, printing and sculpting

classes for workshops and tours to learn about the UAE’s culture, history and geography through its art; and where young people can gather at our seasonal camps to experiment with processes and materials, explore their potential and express their identity.

Tashkeel is a unique facility in the UAE where our studios contain equipment more often associated with engineering, science and technology than creative expression.

And that’s just it. When nothing is exclusive, everything is possible.

L I S A B A L L- L E C H G A R Deputy Director Tashkeel is an organisation for visual arts and design practice established in 2008 by Lateefa bint Maktoum; tashkeel.org 2018

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Ask the

EXPERTS Ahead of the brand-new Inclusion & Wellbeing – MENA 2019 conference, we ask some of the speakers: what does inclusion mean to you?

SARA BOOMSMA

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he ambition and expectations across the region are clear – schools must become fully inclusive and ensure the curriculum is accessible for all students. Many schools across the Emirates are having to reflect on their current practice and shine the spotlight on their policies and procedures when it comes to supporting students of determination. In light of this, we spoke to some of the speakers at the newly launched Inclusion & Wellbeing – MENA 2019 conference to ask them the simple question: what does inclusion mean to you?

2018

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SCHOOL’S IN/ INCLUSION

EMMA DIBDEN

ROGAIYAH HAMIDADDIN

H EAD OF INCLUSION JESS

S P E E C H - L A N G UAG E PAT H O LO G I S T Lighthouse Arabia

“Inclusion has long been a passion of mine, as a parent and professional.

The exciting changes within recent months in the UAE have both motivated and inspired, but they also bring challenge. A significant shift in ‘hearts and minds’ is required; wherein the attitudes and experiences of all members of the community must be positive and valued, in equal measure. It is our collective responsibility to remove potential barriers in order to create an equality of opportunity that will allow everyone to prosper.”

“Inclusion is the core belief that every child – every person – is born included. Inclusion is a natural state of being and our society is enriched by the diversity of its people, exemplified through the various ethnicities, cultures, challenges, and experiences. We, as educators and a community as a whole, have come a long way from when students of determination were first included in the general education system. We have learned that these students are not visitors in the classroom, nor do they impede the academic progress of

LEFT Students at JESS, where Emma Dibden is Head of Inclusion

“Inclusion is a road upon which we travel, not a destination at which we arrive” their typical peers. These students are no longer ‘dumped’ on teachers as a burden without support or accommodations but are provided with Individualised Education Programmes, shadow teachers, and additional support for them and their teachers as needed.

“But there is still lots we can do and so much more to learn and work towards. Our jobs are not complete until all students of determination are fully participating members in their school communities in academic and extracurricular activities. Physical integration as well as social integration. And by sharing experiences and spreading knowledge on platforms such as the Optimus Education conference, we are moving closer to achieving that goal.”

RIGHT Inclusion is for all types of learners

DAVID BARTRAM OBE SEND Consultant

“Although there are many definitions of inclusion, the central theme is one of social justice and equity. If we are to define inclusion as ‘all schools meeting the needs of all their pupils’ then, by definition, if any child isn’t educated or is ‘left behind’ the inclusion agenda is seen to have failed. In a more pragmatic approach, we might redefine inclusion as ‘more schools meeting the needs of more of their pupils’. This redefinition avoids a potentially deficient, unachievable notion of inclusion and moves us towards seeing inclusion as a process not a product. Inclusion is a road upon which we travel, not a destination at which we arrive.”

2018

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SCHOOL’S IN/ INCLUSION

LEFT Pupils at Dubai British School Jumeirah Park, where Melissa Skiles is Head of Inclusion

GARETH D MOREWOOD “We must commit to the idea that we have a responsibility to each other, to care for and support each other in all realms of life”

DR. AMY BAILEY

MELISSA SKILES

CLINICAL P S YC H O LO G I S T kidsFIRST Medical Center

H EAD OF INCLUSION Dubai British School Jumeirah Park

“To me, an inclusive school is one that accepts, nurtures and appropriately challenges children regardless of their needs. They are open to educating all children including those with learning, emotional or behavioural challenges.

Such children are treated as equals and supported to be involved in all aspects of the curriculum thus offering them the same opportunities as those available to regular students without additional needs.”

“Many people think of inclusion as the continuing gesture of accepting and involving others – regardless of difference. In education, inclusion most often refers to the support and encouragement of those with additional needs. But it is important for the success of inclusion for people to understand that it can’t be isolated to a single domain. Inclusion is not simply tolerance. In all domains of life, we must commit to the idea that we have a responsibility to each other, to care for and support each other in all realms of life: social, health, education, independence, and more. Inclusion is a responsibility.”

D I R E C TO R O F CU RRICU LU M SU PPORT Priestnall School

“For me inclusion is a simple concept made unnecessarily complex by external accountability measures and political whim. In essence, inclusion is about being included, in society, in school, socially and as a human being, whatever your disability, ethnicity, race or gender.

“Simply being born disabled, for example, shouldn’t automatically define poorer life chances.

Communities and schools are essential in how the children of today become the adults of tomorrow; education is a gateway to successful adulthood. However, removing young people from their communities, not letting them be educated with their peers and isolating them creates division and a second-class system where outcomes are poorer.

“So, in response to the question posed, my answer is a world where difference and disability isn’t seen as ‘abnormal’ but one that values each individual within it as a unique person, who has equal value as a human being and isn’t defined by society and systems as less worthy.

A simply message, I am sure many would subscribe to, so why are we so divided?”

Optimus Education’s Inclusion & Wellbeing – MENA 2019 conference is taking place in Dubai on 13 and 14 February. For more information and to register visit oego.co/MENA-2019 2018

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Higher

Education MANAGEMENT DEGREES P . 55 UNIVERSITY PREP P . 57 OXBRIDGE MYTHS P . 61

RALEIGH INTERNATIONAL

G O TR AV E L

If your child is considering taking a gap year before university, then turn to page 62 now. We review some of the best gap year companies, and some of the great, educational options that are open to students today.

2018

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15/11/2018 12:04

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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HIGHER EDUC ATION / BUSINESS STUDIES

Who’s in Charge?

The world of work is fast changing and so studying management at university will set you up well for the future…

D R U M M E S A L M A M U J TA B A H U S E I N

F

rom the world’s first collegiate school of business established in the United States in 1881 to the exciting era of prestigious management schools today, business and management studies have come a long way. And choosing this course of study is still most certainly a sound decision.

Management studies touches on pretty much every facet of contemporary society, allowing students to develop a broad understanding of business operations.

Students get to explore various industries of differing sizes, and several facets of the business spheres these industries operate in. Management students examine complex, large and sensitive cases, such as managing inventory at hospitals, educational institutions and sophisticated furniture warehouses. Interestingly, they are equally involved in analysing small and medium-sized businesses with relatively

“Skills learned on management courses are easily transferred to just about any future career” less complicated sets of operations, and these could be established local small businesses and newer start-up operations.

This range of analytical study across a variety of industries and size of operations offers management students an enhanced understanding of any marketplace and prepares them for work with an edge. This scholarship is crucial when management graduates encounter their first few interactions with potential employers.

While this is true for all management

ABOVE Dr UmmeSalma says a degree in management is still relevant

degrees, it is pretty much a norm to place heavy emphasis on the practical application of theory, through the use of case studies and analytical tasks that involve teamwork.

This brings us to discuss another significant aspect: what skills do these students gather? Management students develop team working and poised communication skills. They get practical opportunities to be involved in real markets, which makes management students really good at networking, creating and building relationships, and instils in them a much-needed commercial awareness as fresh graduates. Such involvement is key to broadening the skill set of management graduates. And these skills are easily transferred to just about any future career.

Again, “just about any future career” is suitable to all business and management graduates, as the mix of academic tasks and real-world focus they learn through makes the prospect of studying for a management degree highly appealing for those attracted

to the competitive and globally integrated world today.

Management students also pick up critical thinking skills, as they learn to evaluate alternative solutions to reallife managerial issues. These issues are generally challenges faced by today’s managers and involve students in using and presenting evidence to support their chosen solution.

Finally, for those pupils who want to be a chef, for example, knowing how to cook is only a very small piece of the business puzzle. For your business to prosper you will need to understand other managerial aspects, too, such as financial management, human resources and marketing your tasty food. These are all exciting reasons to study management today.

DR UMMESALMA M U J TA BA H U S E I N Programme Director for BSc Business Management University of Birmingham Dubai 2018 | E D U C AT I O N E M I R AT E S | 55

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All children can achieve

An award winning independent SpLDs specialist school VISIT OUR NEW WEBSITE www.moatschool.org.uk

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04/09/2018 12:56

HIGHER EDUC ATION / PR EPA R ATION

PREPARE to launch How can we best ready young people to take the right steps after school?

BRIAN SCHOFIELD

T

he final exams have been taken, the eyes are dabbed with hankies, the childish (but forgivable) final day pranks have all been performed – and school’s out, forever. But while the seniors stride out on their final day of compulsory education, confidently expecting to conquer the world, one question rattles edgily through the mind of every parent and teacher proudly watching on. Are they ready?

Have these school-leavers developed sufficient self-awareness and resilience to cope with a less structured, more independent young adult lifestyle? Have they made the right choices about their future, to ensure their next few years are packed with purpose, meaning and joy? Do they know how to use a tin-opener?

The right education can answer all

those questions. If parents and teachers collaborate on an effective and enjoyable “launch sequence”, there’s plenty of time in the last few years of school to give young people the skills they need to complete a smooth transition into university or its alternatives. Not everyone gets the help they need – last year, a faintly depressing 26,000 young people dropped out of uni in the England without finishing the first year, a sure sign of insufficient preparation. But with a little thought, those next steps after school should be on the sunny side. Here’s a thorough pre-flight checklist.

START THE COUNTDOWN EARLY

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henever I talk with university admissions officers, their consistent complaint is that young people engage with their post-18 choices too late. Their open days are

crammed with Year 12 students, but they wish they were packed with Year 10s. That may seem very young, but remember, most students settle on their A-Level choices by the February of Year 11. And it is heartbreaking to have to tell a Sixth Former who’s fallen in love with the idea of Economics at the University of Warwick that their decision to drop Maths at age 16 has left them without a hope. The Russell Group’s “Informed Choices” website is a very helpful resource to start perusing early, and university events for Year 10 and 11 students are a great investment of time. It’s not “tiger parenting” to start researching early, it’s prudent.

LEARN TO COACH, NOT STEER

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he key to preparing young people to leave school is ensuring they are heading in the right direction for them. That direction might bemuse or even 2018

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YES, IT’S A CRYING SHAME…

…that she left it too late to apply for Hurtwood House, because it’s simply the best for acting, dancing, singing, film-making – “A utopia for creative minds” – as the Good Schools Guide says.

And crucially, this exciting school is equally successful academically. In fact, it’s statistically one of the top co-ed boarding schools in the UK. So, if you’re looking for a really exciting and rewarding change of school at 16 – don’t leave it too late.

Contact Cosmo Jackson or visit our website for more information.

T: 01483 279000

E: info@hurtwood.net

hurtwoodhouse.com

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HIGHER EDUC ATION / PR EPA R ATION

RIGHT In the science lab BELOW A Sixth Form student in the UK

disappoint the adults in their life, but if the decision-making process has been thorough, thoughtful and sincere, so be it. Wouldn’t you rather build a happy computer-game designer than a miserable dentist? At England’s Hurstpierpoint College, where I am Head of Politics and Sixth Form Registrar, we have employed executive life coaches to train our Sixth Form teachers to guide students towards decisions based on self-awareness and self-honesty, through the use of questioning and listening techniques which prevent staff from diving in and delivering solutions that may not match the individual. The process takes time and patience, but it’s the right approach. Never forget (in the nicest possible way) how long it’s been since you left school.

T-SHAPED OR I SHAPED?

I

n the final two years at school, it’s all about finding the balance between two “shapes” of people. Employers consistently say they are looking for “T-shapes”, people with a breadth of experiences and skills, but also the capacity to focus and specialise in one area. A good Sixth Form, with a full spectrum of extra-curricular activities and a strong academic core, should produce just that shape. But university admissions officers are different, they are focused on “I-shapes” – committed academic specialists who

“Last year 26,000 young people dropped out of England universities”

love to study beyond the classroom. That means schools must offer a strong “supercurricular” programme of academic enrichment and extension, and students and parents must make careful choices between immediate applications and long-term development.

EXPLORE THE ALTERNATIVES, BUT CAUTIOUSLY

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lternatives to university are certainly improving, and it’s a great idea to make young people really stress-test the idea of a conventional degree – is it worth it, or can I do better elsewhere? But there must also be a strong note of caution here. Of 36,000 Higher level apprenticeship spaces, only 2,000 were actually offering degree-level training, the remainder only offered training to the level of a foundation year or higher education diploma. As a comparison of scale, there were over 450,000 degree places available from UK universities last year. Suffice to say, there’s much to be said for apprenticeships, but there’s also a lot of hype surrounding them, too.

NOW’S THE TIME TO ENCOURAGE AMBITION

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he final years at school are not a time for crushing dreams. The arguments in favour of letting students shoot for aspirational post-18 goals are more than just psychological, they’re also pragmatic. One impact of recent higher education reform is that universities now offer many more unconventional routes to long-term success, meaning students who aim high and fall short have more choices than they once did.

Want to be an engineer, but made a mess of your Maths A-Level? University Maths Foundation Years for engineers are now commonplace. Missed that steep uni offer for Law by a grade? Your excellent Extended Project Qualification might mean you still get the place. Got no offers from any medical schools this year? Gap year applications to medicine are now absolutely the norm, as is the pathway of taking a Biomedical Sciences degree first. If a school is using a lot energy persuading your child of what they can’t achieve, it may mean their knowledge is outdated or their agenda is self-serving.

Either way, it’s worth reminding them that one characteristic every new arrival into adulthood will need is persistence. That, more than anything, will fuel a successful launch from school.

2018

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HIGHER EDUC ATION / A PPLIC ATIONS

REACH FOR THE STARS The founder of UK-based tutoring agency, The Profs, debunks some Oxbridge myths R I C H A R D E VA N S

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veryone has their own idea of what an Oxbridge student looks like, and it’s usually wrong. This is because of certain misconceptions surrounding Oxbridge requirements and the admissions process. I’m here to debunk the common myths.

As an admissions specialist and the head of The Profs, a company that works with students going through the admissions process, I see students who have been given poor advice and inaccurate information more often than you’d expect. University admission stress is a serious problem for the whole family, with parents often feeling the greatest strain, so let me give you an insight into the truth behind the most common application myths.

MYTH 1 YOU HAVE TO BE A GENIUS TO GET INTO OXBRIDGE • I often see students who are more than capable of applying to Oxbridge, either not aiming high enough, or discouraged from applying by teachers or friends.

The criteria for a successful applicant to Oxbridge is actually quite simple. Firstly, hit the entry requirements. Secondly, show how passionate and knowledgeable you are about your chosen subject. Beyond that, there’s no such thing as the “right person”.

Your child has five spaces on their UCAS application form. If they’re applying in the UK, why not use one of them to reach for the stars?

MYTH 2 UNIVERSITIES CARE ABOUT EXTRA-CURRICULAR ACTIVITIES • An application filled with extra-curricular achievements irrelevant to a student’s desired courses will sadly not impress the university admissions team. While it’s no mean feat being the captain of the football team – there are enough in the UK to fill up every Russell Group university, tenfold.

Ultimately, all that universities look for in a

opportunity to “level up” university choices if their grades are better, so don’t be afraid to slow down if it leads to a better quality application – the deadline this year isn’t until January 15th!

MYTH 4 THE COSTS OF MISINFORMATION ARE SMALL • I believe that making the decision of which universities and courses to apply to through UCAS is one of the key turning points in a person’s life. Those who made prudent, informed course choices are far more likely to have enjoyed their degree and converted their studies into a relevant job.

UNIVERSITY CHOICES Which way to go?

personal statement is that your experience enables you to excel in academic study at degree level.

As I always say to my students: “If it’s not relevant, keep it out!”

MYTH 3 EARLY APPLICANTS ARE ALWAYS BETTER • Schools historically set very early UCAS deadlines (as early as September) for their students. This isn’t necessary for students who aren’t applying for Oxbridge or early-entry subjects like medicine, and can often force students to rush these important decisions.

For many high-achieving students, waiting and applying later is the right option. UCAS adjustment also allows the

“Don’t fill your application with irrelevant extra-curricular achievements”

MYTH 5 ADDED SUPPORT IS ONLY FOR STRUGGLING STUDENTS • As an admissions specialist and tutor, this myth hits particularly close to home. There is, unfortunately, still a stigma around receiving additional support to further one’s education.

There seems to be an assumption that if you are looking for help you must not be bright enough, when in reality, many high-performing students use application support to give themselves a further edge on their peers when competing for places at the world’s most competitive universities.

When one in six students seeks additional support for applying to Oxbridge, can you afford for your child to miss out?

R I C H A R D E VA N S Founder of The Profs theprofs.co.uk/admissions-tutors 2018

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REAL GAP

MAKE IT COUNT Absolutely Education’s pick of the best Gap Year companies GEORGIA MCVEIGH

i-to-i WHO

i-to-i provides TEFL (Teaching English as a Foreign Language) courses and internships.

WHAT

For those who would rather not spend thousands on a glorified beach holiday, i-to-i’s top-quality TEFL packages combine online and classroom learning, followed by an internship abroad. An internship package includes between 120 and 270 hours of combined teaching (online learning and physical teaching experience). Following this, students put their new skills into practise at a local school in their preferred destination. Internships last between two and nine months.

WHERE

Those who have successfully completed the TEFL course will have the option of travelling to China, Spain, Thailand or Cambodia. i-to-i.com 62

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15/11/2018 11:18

HIGHER EDUC ATION / GA P Y E A R

“NONSTOP SNOW IS PERFECT FOR SPORTY TYPES WHO TAKE THEIR SKIING SERIOUSLY”

Perfect for any sporty types who take their skiing seriously, head further afield than the generic Meribel, Courcheval or Morzine for some proper skiing. Nonstop Snow offers the option of ski and snowboard instructor courses in both New Zealand and Canada, as well as a competitive six-month internship in Canada where you will have the opportunity to put your instructing skills to the test.

The original and one of the best; Raleigh International was started by the UK’s Prince Charles and Colonel John Blashford-Snell in 1978. It is a sustainable development charity that aims to help communities abroad by recruiting young volunteers. They also create partnerships with other local organisations and community members in the countries that they operate in.

Open to everyone, all Raleigh asks for is an open mind, commitment and a desire to help the community and environment. Younger volunteers (17-24) help on the sustainable development programmes with the main focus being on providing access to safe water and sanitation and protecting vulnerable environments.

Expeditions will be broken down into

WHO

WHAT

WHO

WHAT

Nonstop Snow Established in 2002, Nonstop Snow’s founder, Rupert Taylor, came up with the idea when skiing on a typically deep powder day in Canada’s British Columbian backcountry. He wanted to share this experience with others, so he set up the first 11-week ski instructor course in Fernie, BC.

Raleigh International

three parts: community, environment and adventure. The community project is the opportunity to be completely immersed and to live and work alongside local people, and will focus on water sanitation and safety, health and education facilities or raising awareness of issues such as health and hygiene, gender equality or access to education.

The environment phase is the chance to protect vulnerable environments around the world.

Students may be expected to raise awareness about deforestation, and ways to manage natural resources.

For the adventure phase, students will trek across landscapes and rough terrain, meeting local communities, camping, learning about wildlife and working as a team. This is often the most popular phase.

WHERE

Raleigh International offers expeditions to Nicaragua and Costa Rica, Tanzania, Nepal, Malaysia and Borneo. raleighinternational.org

LEFT Real Gappers on conservation work in South Africa BELOW Volunteering with The Leap in Namibia

WHERE

Courses take place in both Canada and New Zealand. Canada’s Banff is the most popular destination with Gap Year students as more legal freedom is provided to 18-year-olds in comparison with the resorts further south. The other Canadian destinations are Red Mountain and Fernie.

The New Zealand courses take place in Treble Cone. nonstopsnow.com 2018

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“A clear-eyed, energetic, forward-thinking school” - The Good Schools Guide

Call us to book a visit

01572 758758

When you board

You’ll never get bored Benefit from all that Oakham has to offer

With a proud heritage and progressive outlook, Oakham is a high-achieving independent school in the heart of England where opportunities are both inspirational and obtainable. A shared belief in making the most out of any opportunity and to be the best you can be sets us apart from other schools. With a welcoming and friendly support structure, Oakham offers an ideal environment for boys and girls aged between 10 and 18 to learn, thrive and prosper in our modern world.

OS.indd 1

What makes Oakham so special?

oakham.rutland.sch.uk/Arrange-a-Visit To organise a visit please get in touch with our admissions team:

admissions@oakham.rutland.sch.uk 01572 758758 oakham.rutland.sch.uk We look forward to meeting you

01/11/2018 14:55

“A clear-eyed, energetic, forward-thinking school” - The Good Schools Guide

Call us to book a visit

01572 758758

When you board

You’ll never get bored Benefit from all that Oakham has to offer

With a proud heritage and progressive outlook, Oakham is a high-achieving independent school in the heart of England where opportunities are both inspirational and obtainable. A shared belief in making the most out of any opportunity and to be the best you can be sets us apart from other schools. With a welcoming and friendly support structure, Oakham offers an ideal environment for boys and girls aged between 10 and 18 to learn, thrive and prosper in our modern world.

OS.indd 1

What makes Oakham so special?

oakham.rutland.sch.uk/Arrange-a-Visit To organise a visit please get in touch with our admissions team:

admissions@oakham.rutland.sch.uk 01572 758758 oakham.rutland.sch.uk We look forward to meeting you

01/11/2018 14:55

HIGHER EDUC ATION / GA P Y E A R

“It’s guaranteed to be a mix of conservation and adventure”

Interning. Whatever the chosen course, it’s guaranteed to be a mix of conservation and adventure, and not simply whiling time away on a beach.

The Leap also offers two internship opportunities – one for medical interns, and one for those hoping to teach abroad.

BELOW Trekking in Tanzania with Raleigh International BELOW RIGHT Local children in the Congo

Real Gap WHO

Established in 2003, Real Gap provides quality gap year experiences to students travelling abroad on their own.

WHAT

Real Gap has travel destinations all over the world and offers both paid and volunteering opportunities.

The trips are well organised and fully supportive, whatever students hope to do. Volunteering programmes include working in a wildlife sanctuary in South Africa or teaching English in Nepal and paid roles include working on a ranch in Australia or au pairing in the USA.

WHERE

Worldwide. realgap.co.uk

WHERE

Like Real Gap, The Leap offers internships in every continent.

Countries on offer include: Cambodia, Borneo, Madagascar, Tanzania and Costa Rica. theleap.co.uk

The Leap WHO

Run by the dynamic Milly and Guy Whitehead, The Leap is a gap year volunteer and internship company that has expanded from its humble roots offering volunteer opportunities in Africa to offering destinations in every continent.

WHAT

More fine-tuned than Real Gap, but similar in the wide variety of choice of destinations, The Leap and Raleigh International maintain the most contact with those on their programmes, providing expedition leaders who frequently touch base with their charges. Courses are typically six to ten weeks long, depending on your destination and are divided into Interest, Volunteering or 2018

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47 Berkhamsted Students have gained a place at Oxford & Cambridge since 2012

45% of Berkhamsted Boarders secured an A*- A in 2018

Discover Berkhamsted

Only 30 mins from London and 40 mins from Heathrow, a boarding school offering outstanding academic teaching and pastoral care 01442 358001 BERKHAMSTED.indd 1

admissions@berkhamsted.com

berkhamsted.com

@berkhamstedsch 25/09/2018 15:09

School’s Out

SAUDI COMMISSION FOR TOURISM AND NATIONAL HERITAGE

AUTUMN BOOKS P. 68 DIGITAL DECODE P. 74 MY DISCOVERY LAB P. 76

R OA D S O F A R A B I A

Take an educational family trip to the Louvre Abu Dhabi, where the exhibition Roads of Arabia: Archaeological Treasures of Saudi Arabia is now on until 16 February 2019.

It explores the history of the Arabian Peninsula through archaeological and cultural artefacts, including rare pieces from the UAE and the pictured burial mask from Saudi’s Eastern Province, which dates back to 1-100 CE. louvreabudhabi.ae

2018

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TOP AUTUMN

Books

The quality of books being published this autumn is breathtaking. But how do you choose from the huge selection out there? I hope to steer you to books, for children and teens, which can’t fail to inspire both avid readers and the more reluctant ones, too. So whether it’s fabulous fiction or fantastically awesome non-fiction, read on.

LOUISE WEIR

ere is some truly special fiction for 9- to 12-year-olds.

The first, The Skylarks’ War by Hilary McKay (Macmillan), is published to commemorate the end of World War One this autumn, so for that reason alone it should be read but, quite separately, it is a beautiful story following the loves and losses of a family growing up against the harsh backdrop of the period. Heartrending at times but also full of hope and expectation, it’s already being called “a future classic”.

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his is a laugh-outloud comedy with wonderfully wacky characters for 7+ year-olds by Tom McLoughlin. The Day I Became the Most Wanted Boy in the World (Walker Books) is an action-packed adventure featuring Pete who is about to have his worst day ever. Not only does he accidentally rob his local corner shop, he irritates a gangster mob and steals a phone. He’s wanted by the police and it’s down to him to prove his innocence...

one Talk by Candy Gourlay (David Fickling Books) is a tale full of spirit and soul that will transport you to the heart of a remote Filipino tribe. Samkad is burning to become a man so he can become a warrior and his best friend, a girl called Luki, wants the same but no girl has ever become a warrior.

With news of a people called the “Americans” bringing war to their home everything changes, and for the children it’s a question of life or death. Bone Talk is an eye-opening story for 9+ year-olds that will change how they view the world.

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lmost half a million copies of A Robin Stevens’ Murder Most Unladylike series have now been sold for 8+ year-olds. No problem if you’re new to the series, just jump in with the seventh, Death in the Spotlight (Puffin), and enter the glittering world of the theatre setting, where secrets and murder stalk the stage!

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f your 7 to 10 year old is looking for fiction in which the words and pictures fit together in telling a story, then look no further than The Afterwards (Bloomsbury), a darkly comic and deeply moving story about friendship at its most extraordinary, acceptance and moving on, by the combined talents of A F Harrold and the inimitable Emily Gravett.

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2018

15/11/2018 11:21

SCHOOL’S OUT / BOOKS

iers Torday’s favourite book as a child was The Lion, The Witch and The Wardrobe, so, as part homage to that all-time classic of children’s literature and partly as an interrogation of that classic from a modern perspective, he has written The Lost Magician (Quercus), a magical tale set in 1945.

It is the story of four children who step through a mysterious library door into the world of Folio, where an enchanted kingdom of fairy knights, bears and tree gods is under threat from a sinister robot army. The many stories of the library are locked in eternal war, and the children’s only hope is to find their creator – a magician who has been lost for centuries. It is a thrilling adventure, the first in a planned series, with unforgettable characters and plenty of humour thrown in, too, for good measure.

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“The Restless Girls is a dazzling feminist reinterpretation of a classic fairy tale” upremely talented middle grade author Emma Carroll, the queen of historical fiction, tells the story of Egyptian pharaohs and ancient curses in her latest novel Secrets of the Sun King (Faber). Set in 1922, a long dead pharaoh is discovered, a famous Egyptologist is found dead and a cursed package, holding the key to a story archaeologists are desperately hunting for, is received by 13-year-old Lil. It is up to her and her friends to embark on an incredible journey to return the package to its resting place and break the deadly pharaoh’s curse.

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or 11+ year-olds there’s a debut children’s novel by Jessie Burton, author of the adult bestseller, The Miniaturist. In The Restless Girls (Bloomsbury) the author creates a dazzling, feminist reinterpretation of the classic fairy tale The Twelve Dancing Princesses.

Burton said the story “completely captured” her imagination as a child, but “when I revisited it as an adult, I could see that there were bits of it that just wouldn’t do”. The Restless Girls is an irresistible tale of sisterhood, survival, fun and importantly freedom that’s suitable for modern girls and women.

F

usin Nielsen, the author of We are All Made of Molecules, is back with No Fixed Address (Andersen Press), a heart-warming tale of a 13-year-old boy who lives in a van with his mum. He’s too embarrassed to tell his friends, so he keeps it a secret until he hatches a plan to turn his and his mum’s lives around. Susin Nielsen deftly combines humour, heartbreak and hope in this moving story about people who slip through the cracks in societies, and it is also about the power of friendship and community – and how they make all the difference.

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“Melvin Burgess’s novels don’t come along very often, but when they do, they are not to be missed” or teens and young adults I have picked just two but both are by supremely talented authors. The first is by Carnegie Medal winner Melvin Burgess. His novels don’t come along very often, but when they do they are not to be missed. The Lost Witch (Andersen Press) is the story of Bea, who has started to hear and see things that no one else can. She is being hunted, and she doesn’t know who to trust, or where to run for her life is in danger. This is an incredibly powerful, thrilling fantasy about mystery, myths and following your instincts.

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he second, Are We All Lemmings and Snowflakes? by Holly Bourne (Usborne), the Queen of YA fiction, is a raw and compelling exploration of mental health, friendship and the power of compassion. With her trademark honesty, accessibility and humour, this is a novel for the modern day.

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here's also some great new books for fact fans. First Names is a brand-new, fun and fact-packed series for 8- to 12-year-olds. The launch titles in the series are Emmeline and Elon (David Fickling Books) with Harry and Amelia to follow (Pankhurst, Musk, Houdini and Earhart, respectively, of course). These are brilliantly entertaining, factually accurate and designed to educate and inspire. It has black-and-white comic-style illustrations throughout and, uniquely, lots of speech bubblestyle comments from the famous people themselves. So why not get to know some amazing people on first-name terms?

T

e curious, be imaginative, be determined and develop your talents by drawing inspiration from the greatest of geniuses in How to Think Like an Absolute Genius (QED Publishing).

A pot pourri of inspiration for 8+ year-olds from 27 geniuses of different eras and disciplines. Packed with facts, games and activity ideas to boost your intelligence, creative, inventive, and critical thinking skills, this book is sure to show you how to become absolutely awesome at whatever you put your mind to.

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nd for curious 7+ year-olds, Curious Questions & Answers About…

(MilesKelly) is a brilliant new series with four books covering Animals, Science, Our Planet and The Solar System. With bold, quirky illustrations, these books take a sideways look at all that is wild, wonderful and downright weird about the world through surprising questions and answers. Perfect for inquisitive learners.

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2018

15/11/2018 11:21

SCHOOL’S OUT / BOOKS

or sport-mad kids look no further than Sportopedia (Wide-Eyed Editions), the ultimate guide to the exhilarating world of sport. Learn amazing facts about all your favourite sports, and discover new ones you may not have come across before. This book also showcases a diverse array of athletes – able-bodied and Paralympians – and celebrates the unique talents of sportspeople everywhere, making it a treasure trove for all the family to share.

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“The Silk Roads is possibly the most stunning children's book published this year”

o round off this foray into this autumn’s best books is possibly the most stunning and interesting children’s book published this year. The Silk Roads (Bloomsbury) is a must-have world history tome by the phenomenal bestselling author Peter Frankopan.

It’s a spectacular retelling for older kids and teens of his bestselling title of the same name. Coupled with some stunning illustrations by Neil Packer this feast for the eyes will take you on a journey that marries east and west connecting events, empires and continents from ancient world history to the present day with a remarkable voyage at its heart – the journey along the Silk Roads through time and history.

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2018

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A GOOD MOTHER As Karen Osman’s second novel is released, we speak to the Dubai-based author and mum-of-two about her inspirations, new projects and how on earth she manages to get it all done B Y K AT Y G I L L E T T

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15/11/2018 11:24

SCHOOL’S OUT / BOOKS

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hen British expat Karen Osman was younger, she was certain of two things: that she wanted to work with language and she would travel. “Today,” she tells Absolutely Education Emirates, “having lived all over the world and running a successful content writing business, I would say I have achieved those two things, and writing novels is the icing on the cake.” Not to mention settling down with her husband in Dubai to raise two beautiful boys.

It wasn’t until Karen was pregnant with her second son, Ryan, that her new career as a fiction writer began. She wrote her first book, The Good Mother, as a submission for a competition – the Montegrappa Novel Writing Prize at Emirates Airline Festival of Literature in 2016 – which went on to win top prize. It also scored Karen a three-book deal with UK publishing house Head of Zeus. “Being a novelist was always something I imagined doing when I was a lot older, perhaps even retired. But winning the award provided me with such an incredible opportunity, I knew I had to make the most of it.”

The Good Mother is a suspenseful crimethriller novel, or “domestic noir” book, about three different women with very different secrets, and it draws parallels with global big-hitters such as Gone Girl or The Girl on the Train. At the time she wrote it, that style of book was very much on-trend.

“It was purely by accident that I hit on the domestic noir style,” Karen explains. “The judge for that competition is renowned literary agent Luigi Bonomi, who introduced me to the sub-genre. Saying that, I do read a lot within the thriller genre so it was probably a subconscious decision that I applied the same style to my own work.”

Her next book, The Home, which has just been released, is set in 1980s England and is just as suspenseful as her debut, but this time tells the story of one girl, Angela, who is left to grow up in a nasty children’s home she is desperate to escape. When she finally finds her birth mother, however,

their reunion is not quite how either of them imagined, and soon sinister events start to unfold. “As a mother of two young sons, aged two and four, I still remember that double-edged maelstrom of emotion of those new-born days – a mix of joy and worry – and it’s been a powerful influence in my writing for my new book.

“At the same time, I was researching about the horrors of children’s homes in the ’60s and ’70s, much of which only came to light many years later. It’s incredibly disturbing that such events could have happened in places that are supposed to protect children. From here, I started to develop the outline of a plot and the character of Angela was born.”

Now Karen is working on her third book, The Perfect Lie, which will be published next year. “It’s about a lawyer who is representing a young woman who has been [abused]. As the case develops, the lawyer is reminded of a past she would

rather forget and her perfect life starts to unravel.”

To write three books in just three years is quite a quest, but when you add to that the fact that Karen already runs her own writing and communications business (called Travel Ink) and has two young boys to contend with, it’s a wonder she gets time to write a paragraph, never mind an entire book. “Some days everything runs smoothly and other days it’s absolute chaos,” Karen admits.

“But I just do my best and work through my to-do list. Of course, it doesn’t always happen, but I try and remember that these are exciting times and to make the most of it.

“It’s not easy to do, but I believe it’s important to make time for yourself – I find by doing that I have a lot more energy for all the other demands of work and family.”

And as if all that’s not enough, Karen is also currently creating novel writing and copywriting workshops, which she hopes to launch early next year. “I’ve found that there’s a huge passion for writing in this region and people are really enthusiastic to learn the techniques of writing a page-turner.”

So what’s her advice for any budding novelists out there? “Read and write as much as you can,” she says. “It’s not always easy to carve out the time and quiet space that a novel requires. Many people assume that as an author you wait for inspiration to strike, but the majority of the time it’s simply a case of finding the daily discipline to get the words down on paper.”

Now it’s our turn to be certain of something: Karen Osman is a master of getting things done. Oh, and we can’t wait to read her next book.

THE HOME

by Karen Osman, out now in digital and paperback; karenosman.com

“As a mother, that double-edged maelstrom of emotion of those new-born days – a mix of joy and worry – has been a powerful influence in my writing” 2018

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D I G I TA L

DECODE Elizabeth Tweedale, the CEO of CypherCoders, describes the four types of screen time and their pros and cons

A

s parents, we are bombarded with “good advice”: Don’t let your kids eat this, eat more of that, spend quality time with them, make sure they run a mile a day... One recurrent piece of advice is about screen time – and generally we’re told it shouldn’t be very long each day. But what exactly do we mean by “it” – screen time?

It’s useful to identify the four different types of screen time – and whether they have a generally positive or potentially negative effect on our children.

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1. CREATIVE SCREEN TIME

T

he most positive of screen times. This is about making music, creating digital art, making videos. It can be a collaborative or single creator, but it is genuinely developing skills and crafting something that has the potential to be shared or performed. The substance of what is made is important, the quality of the software and learning the skills to use it help the enjoyment.

This is an almost limitless area for learning – and will become significantly more relevant to the future generation.

2. COMMUNICATIVE SCREEN TIME

A

really important one.

The use of email has almost wiped out letter writing, but it is often poorly used and under-estimated. The rules of manners, grammar and structure are no less relevant in emails – and could save many misunderstandings. Apps such as BOTIM in the UAE have been great for keeping in touch with grandmas and family members.

The visual link gives a stronger sense of being in the presence of someone. Other apps such as WhatsApp and Snapchat allow kids to keep in touch and compare notes (sometimes, “So what are you wearing?”, but also at other times, more usefully, “What is the history homework?”).

3. ACTIVE SCREEN TIME

B

est summed up as gaming and searching.

Games cover a wide range of subjects, styles, age appropriateness and effects.

Violent games are always negative for kids. Some games however have benefits such as increasing hand/eye coordination or some develop logic and actually get physical, like Wii Tennis. Searching can be done

2018

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SCHOOL’S OUT / TECHNOLOGY

for homework, a useful task-based activity, or “social grazing” on Instagram, for instance. Viewing a constant stream of Instagram posts with the associated FOMO (fear of missing out) can absorb teenagers for a surprising amount of time.

4. PASSIVE SCREEN TIME

T

his is watching TV. Something we have come to accept as a background activity and relaxation for adults. But good television can be highly influential, beneficial and worth seeking out and watching together. For example, Blue Planet, Shakespeare, Horrible Histories, Bake Off or Springwatch.

Some programmes have little benefit to kids and they’d be better off kicking a ball around. Some educational programmes have positive stimulation – but the TV should never be a babysitter/pacifier.

THERE ARE POSITIVES Building modern skills. Digital skills are essential for pretty much all future careers – learning the skills of communication and coding now will equip kids to succeed in an as yet unpredictable future.

Digital citizenship. Being fluent in media and communication skills enables our children to be engaged members of the community.

Education. Learning and creativity are benefits of the right sort of digital activity – and can be found in different measures in all four types of screen time.

Finding a like-minded group.

Finding friends who have the same outlook on life/interests can make young people feel less alone.

“MAKING MUSIC OR DIGITAL ART IS THE MOST POSITIVE OF SCREEN TIMES”

AND NEGATIVES Behavioural issues. Too much screen time – or the wrong kind – can lead to problems with attention and concentration.

Childhood obesity. It’s a timebomb and well reported – being on screen can deter kids from getting out and getting active.

Anti-social behaviour. There are incidents of bullying online.

This can occur both in active screen time – for instance, online games– and in communicative screen time, where kids can suffer from negative, harmful and upsetting comments.

Loneliness. It has been reported that children can feel a sense of isolation or low self- confidence when they see “everyone else having fun”.

As mature adults we may be able to be cynical about Instagram posts, but it’s very hard for young minds to process this in a balanced way.

WHAT CAN PARENTS DO? Be a parent in the digital world, just the way you are in the real world. Help your kids to navigate the digital media. Talk, listen and share experiences. Let them be part of your screen time and vice versa – for example, ask them about their games, ask to learn how to play, create something together, use your screen time to find a recipe or instructions for a craft project and make it together, call granny online together, have a family movie night so that you share and discuss even in “passive” mode, talk about technology and screens you see when you’re out and about together.

Most importantly, lead by example.

Set up boundaries that apply to you and the children, have digitalfree times, or digital-free areas, set curfews for phone and screen usage, put all your phones in a basket for “off grid hour”. The best way for children to learn about screen time is from your own example.

But don’t over-limit. Okay, this may sound crazy, but we do need to

“THE BEST WAY FOR CHILDREN TO LEARN ABOUT SCREEN TIME IS FROM YOUR OWN EXAMPLE” get real about screen time and what it means. At school kids may be on their iPads doing really constructive, creative work. There may be useful research they need to do for homework or to pursue a hobby, and there is no real limit to the amount of screen time for our types 1 and 2 – Creative and Communicative – within the capacity to avoid eyestrain and with the caveat that time is used responsibly and monitored. If we over-limit screen time kids may be unprepared for education where exams are likely to be on computers, touch typing is a valuable asset and navigating the digital world is a positive benefit.

Overall, be aware of what your child is doing on a screen, and be hyper-sensitive to the moods and behaviour post-screen time. Ensure you are being realistic in the context of the modern world, and discount productive useful screen time from their daily limit. Your mantra for screen time may become: Measured, Monitored, Meaningful.

2018

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Time to DISCOVER Meet Dubai-based science teacher and entrepreneur, Nichola Fisher, who is passionate about inspiring kids through STEAM-based experiments, activities and investigations they can do at home K AT Y G I L L E T T

I

t seems Science is not a subject best reserved for school – or at least it won’t be anymore, if UAE-based science teacher Nichola Fisher has anything to do with it. Fisher is the founder of Rock It Science – a company that hosts science-themed birthday parties, educational workshops and shows – and she recently launched My Discovery Lab, which delivers monthly at-home laboratory boxes filled to the brim with cool STEAMinspired experiments, fun activities and interesting investigations you can all do together as a family in order to support your child’s learning. Here, Absolutely Education Emirates speaks to Fisher to learn more…

What inspired you to start My Discovery Lab? The journey began for me when I left my teaching position, after winning an entrepreneurial award, to set up Rock It Science. Very quickly, I realised that children could be inspired with the simplest of science activities; those that make them want to look at the 76

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SCHOOL’S OUT / SCIENCE

THIS PAGE My Discovery Lab founder, Nichola Fisher, and her sons OPPOSITE PAGE Kids can explore space in the comfort of their own home

“Create relevance to our everyday life and children will want to learn more” world they live in, ask questions and try to find answers to how things work – the very essence of science! At school, the curriculum is very knowledge-driven and opportunities to think like a scientist and follow the scientific method in investigations are limited. This led me to develop My Discovery Lab – my idea to “box up” discovery-based activities with all the kit included could help parents support their children on this marvellous learning journey from the comfort of their own home.

and the advances in our current use of technology, how do we prepare our young children for the future? The answer lies in equipping them with the skills for the 21st century, by training them to effectively think for themselves, to solve problems by creatively using new ideas.

I have designed and run a whole range of STEAM teacher training courses and have been signed up by British Schools Middle East (BSME) to run these in the coming months.

Why is STEAM so important to you?

I am passionate about encouraging STEAM learning experiences for young children. With a rapidly changing world

How do you keep your own kids interested in learning and science-based topics and investigations?

My three children are my product

testers for My Discovery Lab and they get all the fun of trialling the activities.

My kitchen table is always full of a mix of interesting things for them to experiment with. I also use themed experiments, like making crystallised snowflakes for our tree at Christmas and we do “egg-cellent” experiments at spring time.

Most importantly, I engage them in conversations when we discover something, whether at home or when we are out. It might be a spider making a beautiful web, leaves turning a different shade of colour on trees, the position of the sun in the sky affecting our shadows. If they ask a question as to how something works, I let them research and find out the answers to these 2018

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Transformation through education An independent boarding and day school focused on social diversity and mobility, for boys and girls aged 11-18.

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how uncertain the future workplace is?

I think we need to remain open-minded about the future workplace. Yes, technology is advancing at an amazing rate but if we equip children with the skills to think for themselves, they will help lead us forward. To think that some of our children may be the top minds of the future is exciting.

Schools are making progress in this area by encouraging more skillsbased development. My son’s own school has now set Typically, in the past, there have been up a STEAM lab where fewer girls interested in STEAM they are learning subjects than boys. How and programming and why has that changed in coding in exciting your opinion?

RIGHT activities.

When I started My Discovery Lab helps kids teaching 12 years ago, it understand how plants grow used to be that mostly Even with BELOW girls did Biology and tricks like your box of fun One box guides children on how boys did Physics. This has activities, what would to design and build a rocket definitely changed, as roles you say to parents who have grown in the different are struggling to keep their employment sectors. Opinions kids interested and focused on have changed towards genderscience-based activities? stereotyped roles, too, which is a I may be biased, but I find it hard to positive thing. imagine any child that isn’t interested in At My Discovery Lab we provide activities science. It’s about how you engage them that are for both boys and girls. There is that hooks them in. no gender separation of activities and why If your child loves football, then you should there be? Whether it is designing and need to get them to think about the building a bridge, designing an aerodynamic design of their football boots, their shape rocket or growing a seed to a flowering plant, and the special materials used to make both boys and girls can enjoy this equally. them. If they love baking, you need to ask them about the chemical reactions that happen in the process. If they love As a teacher, what do you think is dancing, you can ask them about how most important for our children to focus the body is able to move the way it does. on now, particularly when considering questions so they take greater ownership in their learning process. This is important to me, that they develop their own enquiry skills and learn to look at this wonderful world we live in and ask why things behave the way they do.

I believe that a love for learning should be nurtured and when you can inspire children with an activity that has relevance to them, it happens naturally. For me, it is not important for my children to be top of the class, but rather that they can use their brains effectively to solve problems and think outside of the box. This will help them in the future more than being able to regurgitate knowledge in examinations.

Create relevance to our everyday life and children will want to learn more.

When it comes to helping your child figure out their place in the world, what advice would you give our readers?

Let children be children. Let them play, create and discover, even if that means that they make a mess in the process. This is part of the learning process. Let them get some slime on their hands and watch it drip off, let them try to roll it into a ball to explore its properties and when finished we can clean and tidy up (which is also part of the learning process)!

Children will find their own path in life and our job is to support and nurture them on this journey.

MY D I S COV E RY L A B What is it all about?

My Discovery Lab is a monthly subscription service that delivers boxes of science kit straight to your home. There is a new theme each month and it is categorised by age group (three to five years, six to nine years, and 10 to 14 years). The boxes contain all the necessary (safe and non-toxic) materials you need to conduct up to five experiments.

You might be exploring space, understanding the properties of polymers, or investigating plant growth, for example. Whatever it is, it is all good fun and age appropriate. Prices start from AED131.25; mydiscoverylab.com

2018

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The great

OUTDOORS Now the weather is glorious again in the UAE, it is time to get kids outside, says an Early Years expert M O N I C A VA L R A N I

G

iven that children spend most of the year indoors, sheltered away from the sweltering heat, the opportune good weather that we are now experiencing allows for ideal conditions for outdoor play.

Outdoor activities – be it a sport or simply play time with friends – help to boost fitness levels and enable children to take in the sights, sounds and fresh air of the city firsthand. It develops physical and motor skills, which are critical for growth, and allows children to connect with nature and understand the importance of caring for our environment. Additionally, such activity gives rise to the chance to bond with friends and family, as a result of which young children are exposed to opportunities for them to interact with their loved ones in a different setting on a regular basis, be it during recess at schools or nurseries, or during weekends and long holidays.

There are also a number of socialisation benefits to be obtained from outdoor play, as children learn multiple skills such as sharing and taking turns, promoting patience. These opportunities arise, as the child may have to wait their turn to get on a swing or share toys in sand play.

Communication skills are yet another

“Most beaches in the UAE are home to schools of fish, a number of which can be observed right at the very shore”

A B OV E

Winter weather means beach time

ability enhanced as a result of playing outside, as kids coordinate the distribution of toys, for example.

There is no shortage of activities to undertake here in the UAE, as outdoor play can encompass anything from nature walks, sand play and taking on the swings and slides, to kicking a ball, water play and even gardening. A great idea when with family is to have a picnic. It comes of no surprise that the promise of a meal under the blue skies never fails to put a smile on the face of a child. If a child is with friends, they can arrange a game of football to precede their meal, which is sure to boost their appetites as well as give rise to a spot of friendly competition. Here in the UAE, we are fortunate to be able to spend our days on the beach, too, where little ones can unleash their inner artists as they sculpt

sandcastles and decorate away in the sand, or can take to the water to enjoy the cool waves. For an added treat, if you go early enough, most beaches in the UAE are home to schools of fish, a number of which can be observed right at the very shore, before the beaches start getting busy. This makes for an exciting start to the day as the little ones can play among the waves and learn more about the exciting wildlife found in the most surprising places.

Overall, children should spend a minimum of 30 minutes to an hour per day – and even longer over the weekends if time permits – in the great outdoors. Enjoy!

M O N I C A VA L R A N I CEO; Ladybird Nurser y

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60

L A ST WOR D

seconds with

Darren Gale Meet the new leader of Horizon International School, who champions a growth mind-set and open communication

Why have you chosen to work with Horizon International School?

The overarching role of a headteacher is going into a school with the aim of having an impact and to make a noticeable, positive difference. To do this, there needs to be a high level of synergy and alignment between the values and ideals of the school as a whole, and every member of the leadership team. This is why I have chosen to work with Horizon International School, as my ideology and educational beliefs are reflected by the educational ethos of the school. Raza Khan, the new CEO at Al Najah Education, and I share a vision for premium quality, competitively priced, child-centred schools in which every child has a personal pathway to success. We want children to develop as unique individuals. I am excited to support and lead the school with this, in the next stages of its journey.

What changes will you make?

The introduction of a new headteacher usually brings about a sense of angst among the school community, with regards to the changes that could possibly be implemented.

This is not the case, as I plan to spend my initial time building strong understanding of the school’s current context. Based on my evaluation, I will be able to identify the strengths in the students, faculty and the campus, upon which we can build. This will also bring to light the areas in which we can better the school’s strategy based on the school’s unique identity and the ideals for which it stands. I will also be looking into possible realignment of efforts and investments from areas in which return is low, to avenues that will lead to the overall flourishing of the school and its performance.

What will you and the rest of the school be working on for the rest of the year?

My immediate focus is and always will be to ensure that the students feel both safe and happy, and that this continues to be the case. Following this, my priorities lie in the quality of what happens in the classroom.

This is non-negotiable for me. Schools

style, however, is to listen and put people first.

A B OV E Horizon International School students

are now data-rich and we must ensure that this data is being consistently used in planning, adapting the curriculum, assessment procedures and in our teaching practices to ensure it has a significant impact on our children’s progress and personal development.

What is your leadership style?

My leadership style, first and foremost, is to be flexible and adaptable. This allows me to take on different styles – be it autocratic, collaborative, democratic – as per the requirements of the situation. My personal

“My leadership style, first and foremost, is to be flexible and adaptable”

What is the biggest challenge facing educators?

The biggest challenge is change. Preparing children for a world and careers that do not currently exist, as well as for the shifting landscape in Dubai, prove to be significant challenges. It is one the school faces with regards to both its pupils as a source of education, and its faculty as a source of employment. Managing such a challenge requires a growth mind-set and open communication with all parties, to ensure that all concerns are addressed as and when they arise. Furthermore, embedding an innovative culture into the school is a way to ensure that students and teachers are exposed to creativity and ingenuity regularly, both of which will prove to be valuable qualities in the future.

Why did you get into education?

All I have ever wanted to do is be a teacher, right from the time I was in school. It has been the only thing I could see myself enjoying in the future. Once I became a teacher, my drive and ambition is what helped me to make the necessary differences, which then led to me becoming a headteacher. I have been fortunate to follow my passion throughout the course of my career, as I have only worked in the field of education.

DARREN GALE

Headmaster Horizon International School

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