2016 Aldar Online Mag_Rev32 copy

ALDAR ACADEMIES’UING PROFESSIONALVELOPMENT UPDATE Aldar Academies’ Continuing Professional Development (CPD) programme has engaged in some exciting and incredibly valuable initiatives in recent months in its pursuit to equip teachers with the best continuing education, training and career assets available.

ALDAR ACADEMIES We thank all of the staCOLLABORATIVE TRAINING and delivered trainingEVENT FOR 700+ STAFFACROSS THE NETWORK Suzanne Sumner Louise Fear and FarraThis was a highly successful event which involved 33 Rhian NevilleAldar Academies staff working collaboratively, leading Kylie Darkerand delivering inspirational sessions, organised into four Amanda Gray and Jenkey themes: Vanessa Matthews Natalie MorrisEarly Years Rose WilcoxA cascade of key ideas from recent Alistair Bryce Clegg Emma ShanahanConferences and the opportunity to reflect on implications Wayne Howsenfrom a wide range of workshops, which focused upon Jinty Orange‘Big Talk’, ‘Learning Provocations’, ‘Effective Observation’, Fiona Sharpe‘Promoting Mark Making’, ‘Phonics and Early Reading’ Michelle Forbesand ‘Innovative uses of ICT to promote excellence’. Dr. Chiara Tabet Julien CandanerPitch Perfect Teaching Andy TurnerFollowing the recent changes to the National Curriculum, Lisa Marie WareingKS1, 2 and 3 colleagues had the opportunity to review and Jennifer Hutchinsonreflect upon sessions based upon ‘Pitch Perfect’ ideas Claire Crewefrom Chris Quigley; designed to inspire and offer a way to Stuart Burrowsplan for and assess progress. Joanne Mc LaughlinOutstanding teaching requires perfect pitch. This involves Kate McMillanlessons at just the right level of challenge to ensure all Ashley Costellopupils make visible and tangible progress. Sandra Gorman Laura BrennanCollaboration, Critical Thinking and Creativity Annie ElmerPractitioner led sessions to exemplify innovative flipped Sharon Barrlearning pedagogy supported by a range of platforms e.g. Helene FrancisGAFE, Edmodo, iTunes U etc. to promote collaboration, Wendy Crightoncreativity and critical thinking. Michelle Fry Leila AbdrahmanInclusionA professional development day for dissemination andcollaboration across the Inclusion Team membersworking in Aldar Academies schools.

aff who presented DICK MOOREg sessions: Visiting Speaker and Trainer ah Ann De Bruyn dickmoore.orgnnifer Gilchrist Dick Moore – “life is not about waiting for these countries have strong the storm to pass, it is about learning to school-based mental health awareness dance in the rain”. and intervention initiatives. Research shows us that intervention in It is estimated that 10-20 % of young adolescence improves outcomes for people resort to self harm as a way to individuals (including higher academic ease the pressure they feel and deal with achievement, increased levels of emotional pain. 1 in 7 students wellbeing and improved long term health experience a mental health issue. All outcomes) but also for the community, research conducted in the UAE to date and therefore access to this Youth Mental indicates similar levels of depression, Health PD offered an extremely valuable anxiety, eating and self harm disorders professional and personal development and mental health issues. opportunity for our staff. We were privileged that Dick Moore, The opportunity to have Richard Moore, inspirational guest speaker and trainer, guest speaker and instructor in Youth visited the UAE and worked with a team Mental Health to come and work with us of Aldar Academies staff on 16th was highly valued. He delivered training February to provide CPD in Youth Mental in the form of a one day Youth Mental Health. As educators, our staff benefitted Health for Schools course, which was from training in recognising and fully accredited. intervening when mental health issues arise. This CPD opportunity linked well with the existing wellbeing and resilience Since November 2012, Dick has been programmes being delivered by our visiting schools, universities and pastoral, inclusion and counselling organisations all over the world to help teams, but also supported our school raise awareness of mental health issues. improvement initiatives, which include meeting the needs of individual learners, The incidence of Mental Health personalising learning, using positive difficulties in the UAE correlates strongly behaviour interventions and improving with that experienced in the UK, school connectedness. Australia and other countries from which our student bodies are drawn. Many of

E-LEARNING Empower learners tIN FUSION continues 2016 withiENGAGING schools.LEARNERSTHROUGH This termTECHNOLOGY opportuni focused o platforms support F Many of o using a ra innovative Following Collabora January, w expertise profession to use, exp platforms (O365), Go (GAFE).

ring our teachers to engage through technology s to be a key priority for in Aldar Academiesm, training and research ities for our teachers areon evaluation of a range of s, which can be used toFlipped Learning Pedagogy.our teachers are already ange of services in e and engaging ways.g the Aldar Academies ative Training Event on 6th we have harnessed this to establish three nal learning communities plore and evaluate three s; Perusall, Microsoft 365 oogle Apps for Education

PERUSALL MICROSOFTPROJECT WITH (O365)HARVARD UNIVERSITY Designed to help students andPerusall is a digital platform which teachers work together in excitinghas been developed by a team ways, the Microsoft Office 365based at Harvard University. It platform can support simple fileenables student led debates on sharing, real-time co-authoring,academic texts both inside and online classes and conferencing —outside the classroom and has the all accessible anywhere.potential to transform textualanalysis into an a-syncronous We are delighted to announce thatdebate amongst students. It the regional Microsoft Educationadditionally serves the functions of: team will be supporting Aldar Academies with a programme of • A tracking tool training, to be delivered face to face • An assessment tool sessions for up to 25 identified • A tool to enhance individual 'Microsoft Teacher Ambassadors' over the coming months. Training and group accountability and development opportunities willLed by Dr. Chiara Tabet, a team of introduce our teachers to Microsoftteachers from Al Bateen Secondary Office 365 for Education as aSchool are working in partnership platform to support flippedwith Harvard University to evaluate classroom pedagogy and outlinethe impact of Perusall to support extended functionality withcollaborative, student led textual practical examples of how theanalysis on the development of the platform can be used to supportfollowing key competences: teaching and learning. • Collaboration • Critical thinkingThe development of thesecompetences will be measured,throughout the project, followingthe assessment criteria andrubrics associated with the ADEC –Pearson SCF (Student CompetenceFramework), which Al Bateen hasalready adopted as a pilot school.

GOOGLE APPSFOR EDUCATION(GAFE)Google Apps for Education (GAFE)is a core suite of productivityapplications that Google offers toschools and educationalinstitutions.This term, we have initiated arange of innovative GAFE projectsacross our schools, which include“online assessment and marking”and “blogging”.We congratulate those staff whohave already achieved ‘CertifiedGoogle Educator’ status and anumber of our staff will continuetheir study this term.

NEWDIRECTOROFHUMANRESATHRA MAJEEDAldar Academies welcomes our new Director of “I am incredibly excited to be a part of AldHuman Resources, Athra A. Majeed. Athra Academies,” said Athra. “I have a deep pabrings to Aldar Academies over 20 years of for what I do, so much of which is focusedexperience across a wide range of finding the right people for the right jobs,administration, management and HR, in both making sure they have what they need tothe Public and Private sectors in Abu Dhabi and the best results possible. When it comesDubai. something like education, this is extreme rewarding. Education is the key to our futPrior to joining Aldar Academies, Athra, who and I am very happy to be part of Aldarcomes from Bahrain, worked as the Human Academies team and the high quality ofCapital Advisor for Tecom Investments Group, education provided across our schools.”and Training and Performance ManagementManager at Baynounah Media Group. She holdsa Master’s Degree in Leadership andSustainability from the University of Cumbriaand Robert Kennedy College, and a Bachelor’sDegree in Human Resources Management fromST. Illinois University, USA.

SOURCES dar assion d on , and o deliver to ely ture,

STORIESFROM OURSCHOOLS



AL MUNEDUCATDrama in Education has a great nubenefits. It gives children confidenthem to practice their speaking anskills and it also helps them to learwith real life situations in a safe, leenvironment.At Al Muna, there is a big emphasiboth in and out of the classroom.Very often, teachers use drama asengaging and motivating the childrexample our Year Two children havlearning about traditional tales, andramatic lesson to try and found ouhad taken the porridge that was mthe three bears. Our Year Sixes, whabout the Grand Prix, used dramafreeze frames and imagined intervdrivers to capture the emotion andbig race.A number of children have the oppparticipate in the performing arts o

NA – DRAMA INTION umber of and for these children – as well as those that accompaniments and make posters and ticketsnce, allows have a hidden talent – they have the opportunity for the show. The children also make full use ofnd listening to share with the rest of the school in our weekly ICT – producing daily blog and news updates forarn how to deal Sunday Showcase. publication on our school website. After each earning child has visited every workshop twice, the whole The dramatic highlight of our school year is the school comes together on Wednesday to piece is on drama now annual drama workshop week. The children the show together. There is only one chance to and staff spend less than four days putting on a get it right – as the very next morning – the shows a way of show. Having learnt the songs beforehand, from is performed – just once. The children perform ren. For 10.00 on Sunday morning, everyone in the school from the centre of our playground and families ve been joins a mixed group – with children of every age sit all round the edge – seeing how much can bend took part in a and staff from all areas of the school – and visit achieved in a short space of time.out exactly who workshops involved in putting on every aspect ofmeant to be for a show. Past shows have included Hans Christian hen learning Andresen, The Jungle Book and Oliver! This year to create we are looking forward to flying kites with our views with the production of Mary Poppins. d tension of the Mr. Wayne Howsen Over the next three days the children make their own costumes, learn the dances,moves, act, Principal make props, scenery, prepare musicalportunity toout of school

AL YASMCUP SUCThat’s what our incredible post 16entered the World Scholars Cup chave achieved! Our incredible teaall competitors, returned with 10This incredible success story begNikita Amir expressed her ambitiPrincipal to represent Al YasminaScholars Cup competition. She wYasmina to win, it’s as simple asof 6 superstars emerged, Nikita AKhan, Daniella Pretorius, BidishaAl Mokatash and Yara Al Fawarescommenced and confidence grewagainst an incredibly strong fieldArt, History, Literature, Social Stuand Debating. Our students wereoverall, winning first place, bringcollection of trophies for both teaindividual performances.PARTICULAR SUCCESSHIGHLIGHTED BELOW:1st place: Team Bowl (Carol Al MoDaniella Pretorius, Yara Al FawarIndividual Debate (Daniella Pretoplace: Individual Writing (Shahzaplace: Team Debate (Carol Al MoDaniella Pretorius, Yara Al FawarTeam Writing (Nikita Amir, ShahzBidisha Misra); 1st place: Team C(Carol Al Mokatash, Daniella PreFawares);2nd place: Team Challenge (Nikita

MINA – WORLDCCESS 6 students who Shahzain Khan, Bidisha Misra); 5th place: Overall Of course our team has been well led and competition Team Score (Nikita Amir, Shahzain Khan, Bidisha supported by our wonderful teachers. Miss am of 6 beat Misra); 1st place: Overall Team Score (Carol Al Barton, secondary English specialist, Mrs.0 trophies. Mokatash, Daniella Pretorius, Yara Al Fawares); Holcroft, secondary English specialist and Head and lastly, School’s Top Scholar: Nikita Amir. of Year 7, are guiding the way and coaching thegan when team to success! ion to me as Our school’s vision is based on inclusivity, family, a in the World leadership, citizenship and developing an We are incredibly proud of our students and theirwanted Al understanding of the global perspective. These wonderful achievements. that. A team students are certainly inspirational examples of Amir, Shahzain this ambition. They also are shining examples of Dr. Hughes a Misra, Carol our core values of Opportunity, Aspiration and Principal s, revision Collaboration and prove that if you put your mindw. Competing to it anything is possible.d of schools in udies, Writing Nikita, Bidisha, Shahzain, Yara, Carol ande unbeatable Daniella all have exciting plans for their futures atging back a top universities and, ultimately, for their careers.ams and Whether it’s as a top lawyer or scientist, the World Scholars Cup will surely stand them inSES ARE good stead to achieve their dreams.: okatash, res); 5th place: orius); 4th ain Khan); 2ndokatash, res); 1st place: zain Khan,Challengeetorius, Yara Al a Amir,

AL AININTERNSCHOOLTHE IMPORTANCETHE UAE IN OUR CHis Highness, Sheikh Zayed, famocommented: \"A nation without a pawithout a present or a future. Thanknation has a flourishing civilisation,this land for many centuries. Thesealways flourish and bloom in the glof our nation and in its anticipated fIf you ask most people about the hUAE they will probably tell you abospecifically, the 2nd of December wunification of the Emirates, spearhwise Bedu leader by the name of Sbin Sultan Al Nayan, took place. It wat the time as an “exercise in optimTimes newspaper, who believed thcountry with little military capabilitand great natural resources wouldby one of its larger neighbours.Fast forward 40 years and we see tmetropolises of Abu Dhabi and Duthe world with innovative architectdesign. In the very near future, theworld will be on the UAE as EXPO 2a reality. In the themes of this excitfor the world we can see lessons frDubai’s World Expo’s theme of ‘CMinds, Creating the Future’ echopowerful spirit of partnership anco-operation that has driven thesuccess in pioneering new pathsdevelopment and innovation. Thrtheme, Expo 2020 Dubai will sercatalyst, connecting minds fromworld and inspiring participantsaround shared challenges, durinExpo of unprecedented global scthe sub-themes of: Mobility, Sust& Opportunity.In Aldar Academies schools, our cuinvestigates how the people of thethrough deserts and across the se

NATIONALL E OF THE HISTORY AND HERITAGE OF CURRICULUMously that environmental sustainability is not a new As pupils consider their role in the globalast is a nation idea and, in fact, poeple sustained themselves in workforce, they will be faced with similar ks to God, our conditions far more hostile than the ones we live challenges as those of their ancestors. They will , deep rooted in in today. People of the past respected the need to be involved in developing business withe roots will resourses they had and conserved them for their people of differing beliefs, in showing respect forlorious present children accordingly. It was, as Sheikh Zayed other cultures whilst hanging on to their ownfuture.” said: \"On land and in the sea, our fore-fathers heritage and customs. In essence, they will need lived and survived in this environment. They were to learn how to be a global citizen while, at thehistory of the able to do so because they recognised the need same time, retaining and being true to one’sout 1971, to conserve it, to take from it only what they cultural DNA.when the great needed to live, and to preserve it for succeedingheaded by a generations.” Learning about the history and heritage of theSheikh Zayed UAE is not only a fascinating way to see how was described Our pupils learn about the Trucial States and the civilisations have changed over time, but it alsomism” by The importance of diplomacy, allies, leadership and provides the 21st century pupil with importanthat this tiny peaceful trade with other nations. They also lessons from the past about leadership, vision, ty of its own learn about the great days of maritime and dealing with a changing society using thed be taken over exploration and the wonderful navigators of the compass of an ethical code that seemingly region. One such character we focus on is served our ancestors well. the futuristic Ahmad ibn Mājid (‫)أحمد بن ماجد‬, who was anubai dazzling Arabian navigator and cartographer born in 1421 It is with this in mind that Aldar Academiesture and in Julphar, which is now known as Ras Al worked with noted Historians and Archaeologistse eyes of the Khaimah. This city now makes up one of the (Peter Hellyer, Dr. Peter Magee, Dr. D. Potts, to 2020 becomes seven emirates of the United Arab Emirates, but name a few ) to produce an up to date text book ting showcase at that time it was classified as the coast of for both teachers and pupils. This will, hopefully, rom the past. Oman. Ahmad ibn Mājid was raised with a family improve the flow of knowledge from academic famous for seafaring; at the age of seventeen he papers into classrooms and beyond and thusConnecting was able to navigate ships. He was so famous, bring the past to life in an innovative, but alsooes the that he was known as the first Arab seaman. The scholarly way that excites and further inspiresnd exact date is not known, but ibn Majid probably our pupils’ imaginations and desire to learn moree UAE’s died in 1500. Nicknamed the lion of the sea, he about this land so many of call ‘home’. We hopes of became famous in the West as the navigator who this will be published shortly therefore. rough this helped Vasco da Gama find his way from Africa torve as a India and the author of nearly forty works of Mr. Chris Nourse around the poetry and prose. Principal to mobiliseng a World At Aldar Academies pupils learn about the ethicscope, under and beliefs of the people of the past as they tainability contemplate the archaeology of hundreds of sites across the UAE and artefacts containedcurriculum within: coins, jewellery, tombs, weapons - all give past travelled clues to the challenges facing our ancestors, how they faced them, and what they hoped for inea. Pupils learn the afterlife.

THE PEA“Education is like a lantern whicway in a dark alley” – Sheikh ZaySchools often talk about teachininnovative, developing lifelong leensuring 21st century learning tathrough the school. But what doemean?“Develop a passion for learning.will never cease to grow.” - AnthD'AngeloAt The Pearl, innovative learningteachers getting away from tradiand talk learning’ and children ethe narrow approach of workingbooks or traditional homework.learning means teacher knowingwhere their children are in everywhere they need to get; it meansof questioning for assessment thevery lesson. Not the usual quesmeans children retrieving an anssort of questions that gets our chthinking;Why do you think? How do you knevidence tells you that? What if?be a different answer?These higher order critical thinkwoven through all our lessons anskills that will ensure our childrelearners.“I like a teacher who gives you sotake home to think about besides- Lily TomlinThis year The Pearl has reformeto homework as part of our misslifelong learners and to developintrinsic pleasure of learning. Asprogram of reform, we have survfamilies and responded to the pachildren’s opinions, whilst takingthe latest academic evidence onprimary school. (Reforming HomPractices, Learning and Policiesand Richard Walker 2012).Our initial questionnaire was bascentral questions:In addition to reading, spelling atables, how much homework wo

ARL - HOMELINESS REPORTch lights your expect your child to complete each week? are IT based yed Would you prefer for homework to be set over a Homelinks will be celebrated in schoolng being half term or on a weekly basis?earners and The year group 3x3 web page will include akes place Would you like homework to be creative to additional activities and websites to support es it actually enable children to choose from a selection of learning engaging and innovative tasks? If you do, you Homelinks are in addition to reading, spellingshony J. Would you prefer homework to be send out and times tables electronically?g means When necessary, teachers may set additional itional ‘chalk Would you prefer homework to be sent out Homelinksescaping from electronically, on paper or both? through There is an expectation that children complete a Innovative After reviewing the survey responses, in Term 2 minimum of 5 Homelinks this term g exactly we trialed or new innovative approach toy lesson and homework – Homelinks. Homelinks are a set of Homelinks will be introduced to Year 6 afters effective use 12 termly activities based around English, SATshroughout Maths, Science and our Topic Question. They arestioning that a set to extend children’s thinking and enable At the end of Term 2 we reviewed the new swer but the children to work creatively. Homelinks and in Term 3 added online material hildren and signposting to additional paper based Homelinks have their own guidelines and learning material. We set up our year group now? What expectations; web pages (3x3) and suggested support? Could there materials for parents, who had requested more Homelinks are fun and meaningful! formal activities. In addition, teachers workedking skills are with children to teach them how to identify nd are the Homelinks are a way to develop a love of Homelinks they may complete. en are lifelong learning. As we draw to the end of our Second Term of the omething to Homelinks are to extend, consolidate and enrich new Homelinks, parents and children have fed s homework.” learning. back that they find Homelinks more engaging than traditional homework. Teachers areed its approach Homelinks should be completed by the child finding the extended learning opportunitiession to develop with support from their parent and the work impact on pupil’s knowledge and children have a children’s should be at the child’s level. thorough understanding of their learning. This iss part of this reflected in their class work. veyed our Children should be encouraged to completearent and Homelinks from a variety of subjects Next year, at The Pearl, we will continue withg into account our innovative Homelinks provision in our homework in In years 3-6 teachers will support children to commitment to building happy, successful andmework: plan their Homelinks in class. This will be enthusiastic lifelong learners.s, Mike Horsley recorded in their Personal Organisers ‘Children must be taught how to think not what sed on these Homelinks may be presented in a variety of to think.’ – Margret Mead. waysand times Mrs. Abigail Fishbourneould you If a Homelink is bigger than A3 a photo should Principal be brought/emailed to school Homelinks can be emailed to the teacher if they

AL BATECREATIVITY, ACTILast year, in an article written foWeek, Al Bateen’s first Head Girlreflected on her favourite IB learattribute, ‘balance’. Her discussiaround the idea that ‘balance ismulti-dimensional: it informs nopractical dimension of one’s actu(what one does) but also the cogdimension of one’s intellectual apossibilities’. Achieving balanceAlia, a constant, thoughtful re-nevariety of boundaries: between wwhat one wants to be, between inambition and belonging to one’sand, finally, amongst the differenmaxims that one chooses, as a san individual, to be their academguidelines.Alia’s thoughts express the esse(Creativity, Action and Service) prwhich all students at Al Bateen pThe programme is designed notvariety of extra-curricular opporstudents, but also and most impencourage students to create, exthese opportunities themselves,balance between their academicneed for exploration outside (butrelation to) classroom learning. Pin each CAS activity, be it rugby oMUN (Model United Nations), coexpectation that students becomco-creators of the values and comthat the activities intend to prompractice, this means that studenexpected to write reflections aboextra-curricular learning, plan thscope of their participation, andcollaboration with activity leadercontributions.Alia’s idea that balance is key foracademic growth is reflected in bstructure and the ethos of our CAprogramme. The latter is conceiextending and enriching studentallowing them to explore – and athe relative value of different dimwithin this learning, rather than‘content’ to it. This structural aspreflected in the links between eathe school curriculum, and in thethe development of competences

EEN – CASION AND SERVICEor Abu Dhabi CAS activity, in line with ADEC’s student gain recognition from the hosting school as l, Alia Yasin, competence framework of which Al Bateen best delegates and judges. It is also thanks to rner profile has been a pilot school. This means that when, collaboration that our school production this ion revolved for example, students walk into the Arabic year was a success: the teams that supported club, and explore the nuances of the Arabic it includes staff and students, working ot only the language through acting and story telling, they together towards a common goal. ual existence are both acknowledging and creatinggnitive additional pathways through which learning Respect, understood as a multi-dimensionaland emotional can take place. When they walk into our quality, informs many of our students’ CAS involves, for Science club, or help make costumes for our experiences. Intended as respect for the egotiation of a annual school production, they discover, lessons to be learnt from the lives of others, it what one is and beyond subject specific assessment criteria has guided the students who, last year, learnt ndividual and academic requirements, who they are as sign language and volunteered at a school for community, learners and how they work with others within the deaf. Intended as respect for one’s nt values and those areas of knowledge. environment, it has inspired the students who student and as lead our Eco club and who have made Almic and moral The ethos of our CAS programme is also Bateen a recycling school. Understood as an inspired by the idea of balance – balance, that acknowledgment of the equal importance ofence of the CAS is, amongst all the values that inform our everyone’s contributions, respect inspires and rogramme in school’s and Aldar Academies’ identity. It is gives meaning to each of our CAS activities. participate. very much with this identity in mind that we just to offer a want our CAS programme to both model and Finally, the desire to achieve excellence rtunities to inspire passion, collaboration, excellence and informs every attempt to challenge studentsportantly to respect. through CAS, be it by building a robot from xplore and lead scratch, competing in local and regional , finding a Passion characterises the service aspect of netball tournaments, participating in Young c work and the CAS: the contributions that students make to Leaders conferences around the world or t always in their local and global community through their attending summer schools at leading world Participation extra-curricular activities. It is this passion Universities. or robotics or that, for example, led a group of IB DPomes with the students to lead a workshop on creativity for All educational projects come with anme involved as younger student at a local school; it is this objective, which must mirror their ethos and mpetences same passion that drives our students when which is reflected in their structure. Themote. In they challenge themselves through a difficult objective of our CAS programme – of which wents are hike during a trip to Borneo or when they are very proud – is, ultimately, to empower out their support primary school students as teaching students to find their own balance between he extent and assistants. academic excellence and a passionate, evaluate, in collaborative, respectful way of belonging to rs, their own Collaboration is key to the success of each their community while constantly seeking to CAS activity, and it is one of the core improve themselves. r personal and competences assessed both in the IB Diploma both the and in the student competence framework. It Dr Chiara Tabet AS is thanks to constant, enthusiastic ived as collaboration that, recently, the Bateen IB DP Coordinator / Head of Senior School t learning, students who participated in MUN were able to acknowledge mensions simply adding pect is ach activity and e emphasis on s within each

AL MUSLOOKINMOVE TOThere is well known phrase in Engliscome to those who wait!”, promotingpatience and tolerance. Al Mushrif fachildren and staff have certainly demquality, and are now eagerly poised trewards of their patience!Whilst eagerly anticipating our movesite, we are somewhat nostalgic andall we have achieved whilst we haveour campus with Al Bateen school.Our school has gone from strength tthe past five years.This is due to our commitment to bulinks with families and involving themchildren’s school lives, making sureas much progress as possible due toreflection on improving the quality olearning, and finally, and most imporsure your children’s learning is as mand engaging as possible, utilising aDhabi has to offer.

SHRIF -NG FORWARD TO OURTO THE NEW CAMPUS sh: ‘good things The commitment and dedication to these As we look forward to our new campus, I have g the virtue of responsibilities by everyone involved in our school consulted children, staff and families about what amilies, ensured that we were evaluated by ADEC as they are looking forward to; their hopes andmonstrated this ‘outstanding’ in all areas of our most recent ADEC ambitions. We look forward to welcoming you all to reap the inspection- a huge accolade and testament to the to Al Mamoura in the coming months. hard work and dedication of our staff, and the trust e to our new and patience of our supportive families as we Mrs. Emma Shanahan d reflective on waited for our very own school campus. Principale been sharing AND NOW THE TIME IS ALMOST to strength in UPON US!uilding strong We leave an impressive legacy, and look forward m in their to building on all we have achieved with new children make families, children and staff. Our environment will o our constant change dramatically, enhancing the learningof teaching and experiences of your children on a very practical rtantly, making level. We will see new faces; of children, staff andmeaningful, fun, families. But what will remain at our very core isall that Abu our commitment to do the very best by your children wherever we are.

ALBATEENACCCOUNCILOFINTSCHOOLSThe Council of International Schools (CIS) is a membership community committedto high quality international education. In November 2015, after a rigorousapplication process and school visit, Al Bateen joined 700 schools worldwidein being awarded Membership status. The school will now begin workingtowards full accreditation, which will take up to 24 months, and includes aone year self study and 5 day inspection.Why is Al Bateen seeking both CIS Membership and Accreditation? The CIS SchoolEvaluation and Accreditation Process leads to the most highly valued and sought afterinternational recognition of any school. The school is judged against a set ofdemanding criteria within 6 Standards: School Guiding Statements, Teaching andLearning, Governance and Leadership, Faculty and Support Staff, Access to Teachingand Learning; School Culture and Partnerships for Learning, and Operational SystemsThe actual process of gaining membership and accreditation is more important thanthe end result in that it demonstrates Al Bateen’s commitment to continuousimprovement, quality assurance for stakeholders, and benchmarking againstinternational standards. We look forward to working with the CIS and other memberschools as we embark upon the next chapter in the school’s journey.David HutsonPrincipal

CREDITATION:TERNATIONAL r s.

CELEBRATEMIRATICULTUREEVERYDAY

TINGY On National Day, H.E. Mohammed Al Mubarak discussed the importance of Emirati history and heritage in educating Abu Dhabi’s students, both local and expat.

At Aldar Academies, we strive to bring to the as the My Identity Programnation’s capital world-class education that can the importance and valuecompete with the best anywhere in the world. initiatives ensure that studThis has included providing for students and from all over the world recparents some of the most renowned academic education in the history ancurriculums available, such as the English as well as the region at larNational Curriculum, the International sure that Emirati studentsBaccalaureate, and in August, a specialized dynamic, multicultural envAmerican Curriculum. With these effective schools still receive vital einternationally-focused curricula in place, it is culture, values, and langualso important for us to remember that we call guaranteeing this across athe UAE home. We live in a safe, vibrant country, in Abu Dhabi has been diffirich with history and culture. It is essential that, important step in the rightas educators, we enrich our students’ learningwith knowledge and understanding of their home Some schools have been dhere in the Emirates. identity and Arabic langua National Day; but it is esseWe at Aldar Academies welcomed ADEC’s new are engaged consistently,Arabic and Islamic studies requirements, as well with students. At all of our augmented and enhanced studies as part of our curr believe that for children liv the Middle East in general indispensable part of their For Emirati students, it is in touch with their own he virtues of an international education are endless; loc their studies with internat qualifications, not to ment communications skills and worldview. Equally import that they also maintain a s Emirati identity, and thoro customs and traditions of reason, Aldar Academies f new programmes, and ind

mme, as we understand them through the development of initiatives such of these aims. These as UAE history courses – something not yet dents who come here offered in private schools in Abu Dhabi. ceive a valuablend culture of the UAE, At the same time, the high volume of expatriate rge. Moreover, it makes students from Europe, North America, Asia, ands who enjoy the Africa demands a programme of activenvironment of private engagement with their adopted home. Studentseducation in their own who come to the UAE from abroad have auage. We know that extraordinary opportunity to explore the cultures all the private schools and language of the Arab world. From a purely ficult, so this is an educational standpoint, the Middle East has been t direction. called the “cradle of civilisation” – it would be a terrible waste to teach young minds and not take diligent about national advantage of exactly that surrounding. It offersage, particularly around opportunities for these expat learners to learn ential that these topics one of the world’s most important and useful and not episodically, languages – Arabic – as well as explore and r schools, we offer understand Islam, one of the world’s greatd Arabic and Islamic religions. When these students leave Abu Dhabi,ricula for all ages. We we want them to leave as ambassadors of the ving in the UAE – and UAE. l – it is an r education. As it is National Day, it is important that we in the pedagogical field recognise the importance and vital that they remain the value of doing what we do, here in the UAE.eritage and culture. The Aldar Academies is committed to providing all ofl, multicultural its students – local and expat – with acal students will leave comprehensive education in the culture andtionally recognized heritage of the UAE, impressing upon them the tion cross-cultural importance of the vibrant, dynamic country d a broad, analytical within which they live. ADEC’s new initiatives aretant here, though, is an important guiding hand in this endeavour forstrong sense of their all the private schools in Abu Dhabi, and we lookough knowledge of the forward to seeing our students’ expanded knowledge of the UAE, as well as Arab and their nation. For this Islamic culture, history and language, on display. fully embraces ADEC’sdeed seeks to add to

ASTRONAUTROBERTCURBEVISITSALDARARobert Curbeam, former NASA astronaut, has inspired Aldar Academby offering advice on how to follow in his footsteps.

EAMACADEMIES mies students

Curbeam, 53, who flew on both the Atlantis and Discovery space shuttle and was the first astronaut to complete four spacewalks in one mission, visited Aldar Academies pupils at Al Mushrif Primary School on 9 November to engage students about space and the importance of STEM education.As part of his visit to the UAE for the Dubai Airshow,Curbeam took time out of his schedule to talk to studentsabout the importance of Math and Science, which arecritical skills for pursuing a career in space exploration. Hetold the youngsters that first, any aspiring astronaut musthave a university degree in Science, Engineering,Technology, Medicine or Mathematics, and generallyemphasised the importance of lifelong education. Second,they must be in good shape as astronauts have to be fitenough to pass a rigorous physical examination. Third,excellent interpersonal skills were required.Mr. Curbeam sat with Year 3 sciencestudents from Al Mushrif to talk alittle bit about space travel and toanswer the students manyquestions. After meeting withthe class, he addressed anassembly of 450 students fromacross the six schools of theAldar Academies network. Hegave an exciting lecture thatincluded a point of view tour throughthe International Space Station, beforetaking the students questions on his experiencesas an astronaut.

Finally, a raffle wasconducted whereby threestudents were awardeddetailed models of theSpace Shuttle Discovery,which is the final vessel thatCurbeam served on in space.Nilay Özral, Chief Executive of AldarAcademies, said the pupils were “very muchinspired” by Mr. Curbeam’s presentation.

AL BATEEN’STOPIB STUDENTS



ALIA YASINAGE: 18NATIONALITY: JORDANIANWhere you are going to University and what offers have you received?I have received offers for Biochemistry and Psychology from Imperial College London,the University of St. Andrews, Durham University, and the University of Birmingham. Ihave also applied to the University of Toronto and am awaiting a decision on myapplication. My top choice is Imperial College London, and I am hoping to startstudying there in the fall of 2016.

What did you enjoy about the IB?One of the things that I really enjoyed about the IB was being part of acollaborative, driven group of people, that are all working towards acommon goal. As an IB student, I have developed a unique relationshipwith both my fellow classmates and members of staff, which involvedencouraging and motivating one another to achieve our full potential. Forexample, the cumulative hard work of both students and staff, that Iwitnessed in making the Group 4 project such a success really highlightsthe positive and inspiring atmosphere that I have come to cherish as astudent of the IB DP.Also, I view my time as Head Girl at Al Bateen as one of the most valuableexperiences in my life so far. I wouldn’t have been able to appreciate thisrole and realise the extent of the responsibility it entails if I didn’t adoptthe framework of principles that the IB has helped instill in me. Frombeing open minded, to adopting a balanced approach, the promotion ofthese qualities, that I have experienced as an IB student have contributedto what I consider one of my greatest successes.How do you think it prepared you for the future?It really prepared me for life as an independent adult, as it encouragedme to take the initiative and the responsibility needed to become anefficient learner and a contributing member to the community I belong to.In the past two years, my self confidence and self assurance haveamplified to an extent where I feel that I am ready to voice my opinions,trust the holistic judgments that I make, and embark on the long andexciting journey ahead of me.

NOWSHIN KABIRAGE: 17NATIONALITY: NEW ZEALANDERWhere you are going to University and what offers have you received?So far I have been offered places at NYU Abu Dhabi (with a full scholarship), ImperialCollege London, University of Manchester, and University of Leeds for Chemical andNuclear Engineering.

What did you enjoy about the IB?The IB Diploma Programme gave me the chance to explore anddiscover my interests, which is what I found to be the most enjoyablepart of the two year experience. It was both exciting and motivating tosee myself develop as a learner, and as a member of a larger society.The Extended Essay is a prime example of an opportunity that allowedme to delve into a topic that I am passionate about, and see how myknowledge applies to the real world.I believe that the IB has helped me understand my own strengths andweaknesses better, as the experiences that I have in each of mysubjects have aided in shaping who I am as a learner and who I wantto become. My internal assessments in both Chemistry and Physicshelped me realise just how passionate I am about the sciences, andmy love for the understanding that it provides us with.This would definitely be my favourite part of the IB DiplomaProgramme being able to see myself and my peers develop with eachof our accomplishments over the two years.How do you think it prepared you for the future?The IB has provided me with many invaluable skills, but I believe oneof the most important skills that I have developed is the ability tomaintain a healthy balance and manage my time. Being able to workefficiently while balancing other activities is not only a vital aspect toeducation, but also to leading a healthy life. The IB DiplomaProgramme has taught me the importance of using my time wisely,both inside the classroom and outside.

SEIF NASER WADIAGE: 17NATIONALITY: JORDANIANWhere you are going to University and what offers have you received?I hope to attend the University of British Columbia - Vancouver Campus - in Canada,from which I have received an offer for Chemical Engineering. I have also receivedoffers from the University of Toronto, McGill University, McMaster University (with ascholarship) and the University of Western Ontario, all in Canada, as well as theUniversity of Manchester, the University of Birmingham and Loughbrough University inthe UK. I am really thankful for the opportunity to apply to and be accepted by theseuniversities. I am still awaiting offers from a number of Ivy League Universities in theUSA as well.

What did you enjoy about the IB?I have enjoyed many different experiences throughout my time in theprogram. I think I can narrow them down to two extremely valuableexperiences: Firstly, the Extended Essay. I had initially dreaded the idea ofcompleting this 4000-word long composition in Chemistry, but actuallywriting it has been a huge eye opener for me in terms of my future and hasallowed me to see where my true interests lie within the subject. ChoosingHL Chemistry was a bold move, but it provided me with the best preparationpossible for any future work I will complete at University. In addition, I simplyand honestly enjoyed spending endless hours completing the experimentsfor this essay doing something within the subject I enjoyed most. If I couldnarrow the whole experience down to one moment, I would have to say thatthe thrill of viewing the correlation between my hypothesis and myexperimental results and knowing that the several hours of work had paidoff made everything truly worth it.The second experience I have come to truly value in retrospect is one that isactively promoted and advertised by the IB: the concept of being courageouswithin CAS activities. If it was not for the requirement of completing 150hours, I doubt that I would have stepped out of my comfort zone to beginlearning how to cook or start a coaching qualification as I have done thesepast two years. The pinnacle of my CAS experience arrived upon theinitiation of a whole school paper recycling project alongside fellowclassmate Zaamin Khwaja, to whom I owe a fair share of the credit. We wereboth able to work together and truly push ourselves beyond our limits inorder to help Al Bateen take a huge step towards sustainability. With thisproject I have realised the value of teamwork and understand that when onehelps others, it is exclusively at that point that they are able to achieve truehappiness. I am truly thankful for this realisation.Overall, despite the hard work and challenging nature of the Diploma, I havethoroughly enjoyed this experience, as it has allowed me to grow andconquer more than I would have ever thought I would be able to.How do you think it prepared you for the future?As an aspiring Chemical Engineer and (I hope!) potential leader of groundbreaking research, being able to perfect the skills of essay writing andtaking part in largely independent learning based on innovative thinking andwider reading, will undoubtedly play a large role in enhancing my transitionin to University life. The fact that I have been involved in several researchprojects in the form of Internal Assessments within, especially, Biology,Chemistry and Mathematics, will also surely be useful when it comes timeto complete my BEng and possibly my MEng.

ZAAMIN ASIM KHWAJAAGE: 17NATIONALITY: USAWhere you are going to University and what offers have you received?My first choice country is the United States, and my second choice country is Canada.I have recently been accepted into the University of British Columbia in Vancouver,Canada. I have applied to and am awaiting replies from a number of Ivy LeagueUniversities for Biochemistry (pre-medicine), including: Cornell University, DukeUniversity, Harvard, Johns Hopkins University, Stanford, University of CaliforniaBerkeley and the University of Pennsylvania.What did you enjoy about the IB?Some aspects of IB, which I enjoyed the most relate to the Creativity, Action andService (CAS) component, the Group 4 project, and the broad range of subject areasto choose from. The CAS component was intriguing, as it forced me to expand uponmy existing activities and try new things, whether it was helping staff at schoolevents, organising bake sales, guiding IGCSE students in their course choices or

even coaching the school’s basketball team. CAS allowed me to further develop myleadership and team-building skills by doing a plethora of activities, that were madepossible by the dynamic nature of the IB curriculum.Additionally, the Group 4 project was a really amazing experience. By merging all thedifferent sciences to explore a topic, I was exposed to many different ways ofthinking and different approaches that I would not otherwise have learnt. With acombination of Physics, Biology, Chemistry and Sports Science, I discovered how topresent a hypothesis using a variety of different methodologies - an incrediblychallenging way of learning. It definitely left a lasting impression on my IBexperience in Year 12.The IB DP offers a wide breadth of subject selection in 6 areas, and I am proud to sayI have thoroughly enjoyed my choices – HL Biology, HL Chemistry, HL English, SLMath, SL History and AB Initio Spanish. This ensured that my years at IB were notgoverned solely by a scientific or humanities learning pathway, but by awell-rounded academic experience that allowed me to gain a vast and yet diverseapproach to situations. The IB DP is full of many challenging, enjoyable moments - ithas provided me with two unforgettable years.How do you think it prepared you for the future?The IB DP allowed me to stay academically challenged while ensuring that I becomea well-rounded, emotionally and socially capable person – ready for life in University.The compulsory Internal Assessments and Extended Essay also encouraged me tobecome a confident and independent learner.By independently investigating self-chosen topics in depth, I feel prepared for thetype of work that I will be required to do at a University level. It also developed apassion for critical thinking in me, as the subjects required more than just reading atextbook, but to do external work as well, in order to truly grasp what is being taught.Having this experience and way of thinking before university will be advantageous tohow we learn at that stage, because we are taught to understand and be able toapply our knowledge to new situations.Additionally the compulsory modern foreign languages classes were a great benefitbecause global interaction is part of today’s life, and knowing another language willbe advantageous in the future to be able to communicate and understand morepeople. The mandatory Theory of Knowledge course also is an additional benefit ofIB, as it allowed me to make connections between subjects, something I would nothave considered if I had not done IB. Some of the most noticeable and importantcompetences that the IB has provided me with are time-management andresponsibility. One of the main reasons for enjoying this rigorous, challengingcurriculum is that one develops an ability to “stay on top of things,” and enjoy life atthe same time! In my opinion, these are two important life skills, that IB seeks toteach at a young age. By promoting effective study ethics and forcing me to makedecisions about managing my social and academic life, IB has helped me set mypriorities straight and allow me to focus on what matters and when it matters. As Iprepare for my final IB exams this coming May, I feel extremely prepared for my nextstep in life at University, and cannot wait to start.

ABU DHABIEDUCATIONCOUNCILSCHOOLINSPECTIONS2015-16A Question and Answer Session with Peter Carpenter,Director of Education, Aldar Academies



What happens during an inspection and What is the purposhow rigorous is the process? All schools in Abu DhaBetween the start of October and early process is helpful becNovember, all six Academies were inspected objective, reliable infoby ADEC, as part of the regular round of performance of schooschool evaluation and reporting in the parents can use reporEmirate. Schools are inspected regularly, at choice about the bestleast once every 18 months to two years. The Importantly, though, tinspections took place in each school over a supportive of our schoperiod of either four or five days, with teams of praising strengths anbetween four to six inspectors, depending on inspectors guide us rethe size of the school. further improvement.The process is thorough as inspectors spend a What is different ablot of time in classes, meeting with students, this time around?parents and staff. They look throughexamination results and assessments, For the first time thischecking students’ work and watching inspections across thelessons. a common framework words, the process anInspectors are highly qualified and equitable whether theexperienced. They are teachers and Principals Sharjah or Abu Dhabiwith qualifications in school evaluation, aswell as considerable knowledge of best Inspectors use a six ppractice in educational settings around the evaluations, ranging fworld. As well as colleagues focusing on Weak. They report onArabic dimension subjects (Arabic, Social subjects and differentSubjects and Islamic Education), other school, including, forinspectors from the UK are part of the team. curriculum, leadershiThey will usually come from an Ofsted or HMI(Her Majesty’s Inspectorate) background.

se of the inspections? What does Outstanding mean, in practice, and how have our schools improved since abi are inspected and the the last round of inspections?cause it gives parentsormation about the Al Muna, Al Mushrif and Al Bateen schools wereols. This means that judged as ‘Outstanding’ in the most recentrts to make an informed inspections. The three Academies are the first, and currently only, schools to be awarded this school for their children. status in Abu Dhabi. According to the inspectionthe inspection is also framework, outstanding is defined as a quality ofools because, as well as performance, which ‘substantially exceeds the d strong performance, expectation of the UAE’.egarding areas requiring. Importantly, all six Academies have improved since the last round of inspections. Al Ainbout the inspections International School was judged as ‘Good’ (A3- Band A) in 2014. Now, ‘Very Good’ with year, all school outstanding features, Al Ain staff were proud e UAE will be based upon to receive improved evaluations in relation tok of evaluation. In other all areas of the work of the school.nd judgements should bee inspectors are in Dubai, Both Al Yasmina and The Pearl School also . noted significant improvements with inspectors evaluating leadership aspoint scale to make their outstanding and overall performance rated asfrom Outstanding to Very ‘Very Good’ with outstanding features. a range of curriculumt aspects of the work of a example, the ip and health and safety.

When can parents see the school * Important note. Ainspection reports and how can we one licence, ADECcompare Academies’ results with otherschools in the UAE?All of the reports have now been publishedand are accessible through each schoolwebsite. You can read the reports following thelinks below;The PearlAl Ain International SchoolAl Mushrif SchoolAl Bateen Secondary SchoolAl Yasmina SchoolAl Muna Primary SchoolADEC will publish all Abu Dhabi schoolreports in 2016. Dubai reports will also bepublished in April 2016 and can be read on theKHDA website.The following chart indicates the range ofevaluations across schools for inspectionsconducted in the last academic year.

% (number) of schools in 2014/15, published by ADEC to dateOutstanding (A1) Acceptable (B)1% (2) 41% (79)Al Muna/Al Mushrif-Al Bateen*Very Good (A2) Weak (C1)5% (10) 32% (61)Al Yasmina/Al Ain/The PearlGood (A3) Very Weak (C2)8% (16) 13% (23)As Al Mushrif and Al Bateen are currently located on the same site and have inspected and reported on the schools within one report.

CHOOSINGA SCHOOLCURRICULUM:WHAT’STHEBESTCHOICEFOR MYCHILD?