The 10 Best International Schools in Dubai 2018

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December 2018
www.theknowledgereview.com
TM
NOWLEDGEREVIEW
NOWLEDGEREVIEW
Education. Innovation. Success
The
2018
Best
International
Schools in
Dubai
The
American
School of Dubai
A Legacy of Excellence

Editorial
In proverbial terms, quite often it is said that the possible height of any
building under construction is determined by the first few bricks laid
in its foundation. This clearly emphasizes on the importance of
foundation for any construction. Stronger the foundation is, better the
structures can be built upon it. Our lives are not very different from
constructional procedures. If we consider our livelihood, career and
success as building structures in our lives; the childhood and teenage
become analogous to the foundation of these structures. It goes without
saying that the foundation, i.e. the early stages of our life, should be
properly nurtured and strengthened to ensure a successful life and career
ahead.
Toughened
Foundations &
Towering Heights
Quality school education is the most important method of strengthening
the foundation of our lives. It plays a great role in everyone’s life. Quality
education is necessary for all to go ahead in the life and get success. It
develops confidence and helps building personality of a person. Not just it
has impact on our mindset and persona, education also helps bringing the
positive attitudes in our way of living. The things we learn during our
school days have everlasting imprints on our lives. And, these learning are
not just limited to the books and classrooms only. There exists a plethora
of lessons and leanings hidden in every nook and corner of school. The
school environment itself, if properly taken care of, is a sea of life-time
experiences one can take benefit of.
Across the world, the education has become very diverse, with several
schools representing a variety of international curriculum systems.
Nowadays, the world is becoming extremely interconnected and hence the
demand of global educational availability is on the rise. While education
has its own importance and benefits, the quality of education decides the
type of person we would become in the future. So, the thrust shall not only
be to ensure a foundation of education for name-sake. Mere putting-in the
bricks in foundation will not ensure its strength. We shall strive for its high
quality as well. We shall make continuous efforts to develop, re-invent and
innovate the meaning of education and methods of educating. This will
augment the toughness of our life’s foundation and enable us to make
towering structures with escalating heights of successes upon it. T R

T
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TM
NOWLEDGEREVIEW
Education. Innovation. Success
Editor-in-Chief Pooja M. Bansal
Senior Editor Anish Miller
Managing Editor Crescent CU
Executive Editor Stella Andrew
Contributing Editors Aishwarya, Nupur, Ryan
Visualiser David King
Art & Design Head Amol Kamble
Art & Design Assistant Shweta Ambilwade
Co-designer Paul Belin
Art & Picture Editor Mayur
Business Development Manager Phill Miller
Marketing Manager Marry D’Souza
Business Development Executive
Sandra, Amanda
Sales Executives
Amy, Frank, John, Helen, Steve, Kevin
Technical Head Jacob Smile
Assistant Technical Head Swapnil Patil
Technical Consultants Vivek, David, Robert
Digital Marketing Manager Alina Sege
Assistant Digital Marketing Manager
SME-SMO Executives
Rahul, Gemson, Swati
Research Analyst Eric Smith
Circulation Manager Tanaji
sales@insightssuccess.com
December 2018
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C O N T E N T S
10
The American School
of Dubai: A Legacy of
Excellence
26
42
Edu Talk
TInuence of Technology
on Education
26
cxo
64
Expert Viewpoint
Pharmacy Education
in UAE: Are we moving
in the right direction?
42
50
Educator,s Viewpoint
Today's Learners –
Tomorrow's Leaders
64

ARTICLE
34
Editor's choice
Gain Control over ‘Anxiety’
before it takes a Toll on Your
Child's Mental Wellbeing
20
Tour with Clarion School
Clarion School:
Bringing the Philosophy of
Progressive Education to
Families of the UAE
30
Dubai International
Academy:
An Epitome of Perfection
and Educational Excellence
38
GEMS International
School:
Providing an Exceptional
Quality Education

46
GEMS The Kindergarten
Starters:
Preparing Students to
become Leaders of Tomorrow
54
Swiss International
Scientic School in Dubai
An Inclusive School Inspiring
Excellence among Students
60
The Apple International
School:
Creating an Ideal Atmosphere
for Nurturing the Talents
68
The Aquila School:
Providing Children with
Amazing Learning
Experiences

T
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10
e
Best
T R
International Schools
In Dubai 2018
The 10 Best International Schools
in Dubai 2018
Dubai, a city well known for its global standards of living and widely renowned as the ‘Business Hub’ of
the Middle East. The city is reaching towering heights of development with striking similarities to the
famous structure of Burz Khalifa standing tall on its own land. In the last few decades the city has
witnessed a huge influx of immigrants on the account of better livelihood and alluring business
opportunities. This has resulted into a significant portion of city’s population comprised solely of
foreigners, expatriates and immigrants.
The regional development of Dubai can definitely be attributed to the developed population inhabited on
its lands. Courtesy to the composition of its population, the role of expatriates in Dubai’s growth is
always talked with very high regards. Hence, the expatriates and immigrants are definitely vital cogs in
Dubai’s development, and so is their education and educational needs per se.
International Schools have established themselves as one-stop-solution for meeting global standards of
education across the world. In this issue of The 10 Best International Schools in Dubai 2018, we have
highlighted the institutions of the region having impeccable educational standards, and their relentless
contributions towards nurturing next generations of Dubai.
On the cover of the edition, we have American School of Dubai: A Rich Network of High-Quality
International Education
Along with such an interesting Cover Story, we have enlisted various other institutions, which are
creating major influence in the world of education. Among them, a few are Clarion School: Bringing the
Philosophy of Progressive Education to Families of the UAE; Dubai International Academy: An
Epitome of Perfection and Educational Excellence; GEMS International School: Providing an
Exceptional Quality Education; Swiss International Scientific School of Dubai: An Inclusive School
Inspiring Excellence among Students; The Apple International School: Creating an Ideal Atmosphere
for Nurturing the Talents; The Aquila School: Providing Children with Amazing Learning Experiences;
The Kindergarten Starters: Preparing Students to become Leaders of Tomorrow.
It’s time to flip the pages and enjoy an edu-informational experience with a feeling of reading pleasure.
T R

COVER STORY

T
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10
e
Best
T R
International Schools
In Dubai 2018
The
AMERICAN
SCHOOL
of
Dubai
A Legacy of Exce ence

ASD’s Mission: To challenge and inspire each
student to achieve their dreams and to become a
passionate learner prepared to adapt and
contribute in a rapidly changing world.
The American School of Dubai (ASD) is an
independent, not-for-profit, K-12 US curriculum school
deeply rooted in the past, having been established in
1966—even before the United Arab Emirates was
formally established. And yet, ASD is firmly fixed on the
future. Positioning itself as a leader in sustainability for
the region, ASD recently won a prestigious Expo 2020
Sustainability Champions award and is a finalist for the
Zayed Sustainability Prize— the first in the U.A.E. to
receive that honor in the eleven-year history of the prize
and to be awarded in January, 2019.The visionary,
progressive leadership is making a case to rebrand
homework as home learning, and is implementing an
impressive strategic plan to make every student future
ready.
“Entering my final year at ASD, I am able to
affectionately reflect on my past fourteen years here, with
an appreciation for all of the knowledge and character
that ASD has instilled in me. There is no question that
the academic facets of the school are phenomenal, but
the truly exceptional aspects of the school are those that
can’t be summarized in statistics. Students travel to
China for global issues conferences, hold English
tutoring sessions for workers on campus, and harvest
vegetables from our organic garden; not because they
are asked to, but because ASD has empowered them to
believe that their strengths and passions deserve to be
developed, and that they can be instigators of change.
My graduating class has students that have developed
apps to combat malnutrition, spent their summers doing
investigative journalism with the New York Times, and
published books. Few other institutions disseminate the
message of empowerment as strongly as ASD, and it is
what makes the school so exceptional in every regard.
While it will be difficult to leave, I look forward to taking
the lessons that I have learned here outside of the context
of the school, and will look back on my time at ASD as
having laid the foundation for who I have become”, are
th
the words of Lauren Sproule, (12 grade, Class of
2019), a ASD Student since Kindergarten
A Celebrated History
The American School of Dubai was established by the
Dubai Petroleum Company to provide education for the
children of their expatriate personnel from the United
States. The school opened in an apartment in Deira with
eleven students and two teachers. By 1975, the school
enrolled approximately 500 students, had a staff of 83,
and became accredited by the Middle States and
Southern Associations of Colleges and Secondary
Schools. In 1976, the school opened under a new name,
the Jumairah American School (JAS). The school’s name
was changed again to the American School of Dubai
(ASD) in 1992, and the campus was relocated to Al
Barsha in 2011. This school year, ASD welcomed
approximately 1,900 new and returning students
representing more than 75 nationalities.

ASD celebrated its 50th anniversary in 2016, and now
has more than 10,000 alumni living, working, and
making a difference in communities across the globe.
ASD also hosts a number of alumni legacy families—a
'second generation’ family, in that one or both parents
attended ASD as a student. ASD has five legacy alumni
as part of their current faculty and staff—past students
that returned to ASD to give back. ASD parents often
extend their involvement beyond the years that their
children attend the school, which speaks to the strength
of its parent community. Once a Falcon, Always a
Falcon!
Nicky Daryani, a member of the Board of Trustee
(alumni) quotes, “ASD has been my second home for the
last 29 years. I was a student here and now an alumni
and involved ASD parent. I've learned so much from
ASD and it has a special place in my heart. This school
has played a key part in who I am today and what I have
achieved. I've met some great people here that are still
my closest friends today. Thank you ASD!”
Academic Programs for Future-Ready Students
The Elementary School
The Elementary School provides a warm and caring
atmosphere where students collaborate constructively,
think creatively, reason critically, and communicate
effectively.
The program includes a combination of core subjects
along with encore (specialist classes such as Arabic
language, art, music, and physical education. Library and
computer technology skills are integrated into the
homerooms.
The Elementary School Library hosts the annual Visiting
Authors where ASD students and parents have the
opportunity to meet renowned authors, attend their
workshops and sessions, and gain insights into
supporting students’ reading.
The Middle School
The daily instructional program of the middle school is
designed to support the core values of ASD:
Compassion, Excellence, Integrity, Respect, and
Responsibility.
Starting with the organization and bonding of a daily
advisory group, the students charge off into a rich
program of core courses, language, music, visual and
performing arts electives, and fascinating exploratory
courses. In addition to a strong academic program, the
Middle School offers a wide variety of after-school
activities and clubs.
The capstone of the ASD Middle School experience is
the Week Without Walls (WWW) program, a week-long
educational travel experience distinguished by promoting
global awareness and opportunities to learn through
service. Based on a solid curricular foundation, WWW
extends its students’ academic skills to authentic, real-

life experiences occurring outside the
traditional classroom; and develops
students’ understanding and
appreciation of cultural diversity,
different environments, and
international awareness. Students
participate in service learning
activities that directly impact the
communities they visit—such as
planting trees in Greece or visiting
community outreach programs in
South Africa.
The High School
The High School is a learning
ecosystem that nurtures students to
be passionate learners and
compassionate leaders.
ASD’s High School provides a
challenging college preparatory
program, offering what is best about
the U.S. education by providing
learning experiences that promote the
maximum potential of students. ASD
is aligned with Common Core State
Standards and follows a Standards-
Based grading scale helping to
prepare students for college and
careers.
High School students can choose
from the many core and elective
courses, including Advanced
Placement (AP) and Virtual High
School (VHS) online course
offerings. In total, ASD students have
over 300 high school courses to
choose from. ASD is the only school
in the UAE that offers the AP
Capstone, a two-year diploma
program developed by the College
Board.
The High School’s INSPIRE week is
an initiative which extends the ASD
classroom experience beyond the
school walls to over twenty
countries. Through a series of local
and international trip experiences,
students are encouraged to challenge
assumptions, explore passions,
transform relationships, and build
community. Each trip has a focus on
academics, art and culture, ecoadventure,
leadership, or service.
A Culturally Vibrant Student Life
The students at the American School
of Dubai can pursue their interests
with numerous extracurricular
opportunities in the Arts, Athletics,
and Campus Recreation—and help
support their community through
campus sustainability initiatives and
Service Learning. With world-class
facilities, ASD is able to take
advantage of local and international

arts opportunities which serve to
enhance, enrich, and extend learning
opportunities to students. Let’s have
a glimpse of student life at ASD:
Creative Arts
The American School of Dubai offers
a wide range of visual and
performing arts to elementary,
middle, and high school students.
They may opt for dance, music,
visual arts, theatre, acting, choir, and
band. The ASD Theatre is a state of
the art, professional facility seating
630, and one of the finest in the
Middle East. With exceptional
acoustics, the theatre is used to
showcase campus events such as
plays, concerts and dance recitals, as
well as host special guest
performances.
ASD participates in the Association
for Music in International Schools
(AMIS) and the Middle East South
Asia Conference (MESAC) festivals.
AMIS sponsors a variety of music
festivals designed to benefit students
in international schools. These events
take place in Europe, Asia, and the
Middle East. MESAC provides ASD
music students an opportunity to
collaborate with other students in the
region. These events take place in
India, Oman, Qatar, and the UAE.
Athletics
The Athletics program supports over
1,150 athletic opportunities in 14
different sports within 53 different
teams over three seasons of sports.
ASD student-athletes participate in
two conferences: The Emirates
Athletics Conference (EAC), which
organizes weekly competitive
exchanges amongst the member
schools and a one-day championship
tournament during the latter part of
the season, and the Middle East
South Asia Conference Schools
Activities Conference (MESAC)
which member schools host on a
rotating basis.
Interscholastic athletics programs
give students the educational benefits
of athletic competition, developing
lifelong values—and add life to the
community.
Campus Recreation
The campus recreation supports the
school's mission by providing a wide
variety of positive and healthy
activities for students, parents,
faculty, and staff to foster and
encourage a healthy, active lifestyle.
Activities are offered throughout the
year for students and the adult
community in sports, fitness,
intramurals, and creative arts.
Each school division also offers a
variety of after-school programs,
clubs, and activities to give students
the opportunity to be active, learn
new skills, develop leadership, and
have fun. More than 85 percent of
ASD students from K1 to Grade 12
participate in extracurricular
activities, student organizations,
athletics, and clubs.
Service Learning
Service learning is integral to the
school's mission and core values and
woven into the K-12 curriculum. It is
defined by student agency, inquiry,
and collaboration through a process

of investigation, planning, action,
reflection, and demonstration to
address authentic needs. Whether
engaging in global issues, working in
the school's Sustainable garden, or
participating in school-related
sustainable change, ASD students of
all ages have the opportunity to
develop the critical consciousness
necessary for informed action.
Student-led Service Clubs: At the
elementary school service is often
something found inside the
classroom. In grades 4 and 5 the first
student clubs are available to our
upper elementary students. By MS a
number of service clubs exist, often
led by an advisor and supported by
the students. By HS there are many
organizations engaging with the
school and wider community. By this
age it is expected that students are
taking the leadership role in their
organization with a “guide on the
side” approach by their advisor.
A Tight-knit Community
ASD prides itself on its family
atmosphere and strong sense of
community. Faculty members, staff,
parents, and alumni often coach and
lead activities, further strengthening
the home-parent-school bond. ASD
families are highly engaged and often
volunteer in:
PTSA community events: These
events include the Welcome Coffee
for new families, annual Halloween
Trick-or-Treat Night, Wild Wadi
Nights, Santa’s Workshop, Carnival,
Staff Appreciation Week, Speaker
Series for Parents, and more.
Arts programs through Creative
Arts Support Team (CAST): Parent
volunteers are involved in make-up,
photography, publicity, costumes,
ticket sales, baking, sewing,
organizing and hosting events, as
well as identifying special guests to
enrich student learning.
Activities to enrich the experience of
student-athletes: These activities are
basically for the Under 14, Junior
Varsity and Varsity teams, coaches
and athletic department. Parent–and
even student–volunteers in Booster
Club organizes and hosts sports
banquets to celebrate athletic team
achievements, operates the spirit
store and Falcon’s Nest concession
stand. They recruit hundreds of
parents to serve as team parents and
volunteer at culminating athletic
events including MESAC and others.
Student-led Special Events
TEDxYouth@ASD: ASD students
will host the third annual TEDxYouth
this year. The conference provides an
opportunity to learn from many
talented and experienced speakers
and innovators who wish to speak
about their passions.
ASDMUN: Last year, ASD students
welcomed more than 150 student
delegates, 20 offices, 15 security and
press members, and countless
volunteers to engage in the third
annual ASD Model United Nations
(ASDMUN). During the conference,
students created platform for debate
and resolutions to address some of
the world's most pressing problems.
Dubai Youth Film Festival: The
second annual Dubai Youth Film
Festival took place in June.
Organized and hosted by ASD high
school students, DYFF promotes
student passions in digital media,
movie, art and photography. The
event is a fantastic opportunity to
view youth-developed films from
students in the Middle East, and
enjoy a great evening of
entertainment.
ASD Community Events
The Terry Fox Run: An important
community event, The Terry Fox
Run for Cancer Research event
supports the Terry Fox Foundation
and its efforts to continue the legacy
of Terry Fox’s Marathon of Hope.
Proceeds from the event are used to
support peer- reviewed cancer
research projects in the UAE.
Visionary Leadership
Dr. Paul Richards, the
Superintendent of the American
School of Dubai, holds an Ed.M

from Harvard Graduate School of Education and a B.S. from University of
Massachusetts. He also holds an MBSR from the Center for Mindfulness, and has
almost 20 years of experience teaching. Under his leadership, ASD recently
announced the three-year Strategic Plan.
The ASD Board of Trustees works closely and in conjunction with the
Superintendent. The Board is a group of dedicated volunteer members of the ASD
community responsible for the overall governance and strategic oversight of the
school. Their combined talents are focused to support the school's mission and
ensure the fiscal sustainability of ASD.
The ASD Pathways
ASD is making a case to rebrand homework as home learning, and
implementing an impressive strategic plan to make every student future
ready.
ASD will ensure each student is future-ready through a highly relevant
educational program based on flexible approaches, an emphasis on
student voice and choice, and by providing students additional
opportunities to go deeper in learning relevant to the 21st century.
The ASD Pathways include the following curriculum options:
Technology & Innovation (STEM), Global/Internationalism, Business
& Entrepreneurship, Language Bilingualism (Arabic), and
Performance (Arts & Athletics).
Achievements in Sustainability
Positioning itself as a leader in sustainability, ASD won a
prestigious Expo 2020 Sustainability Champions award in the
spring of this year. Chosen from more than 100 participating
schools, ASD received photovoltaic panels plus support for
their sustainability initiatives. More recently, ASD has
become a finalist for the Zayed Sustainability Prize, Global
High Schools Category (MENA Region). The award, which
will be presented in January 2019, celebrates achievements
that are driving impact, innovation, and inspiration across
five distinct categories: Health, Food, Energy, Water, and
Global High Schools. T R

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T
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Name of the Institution
URL
Location of the Institution
Best
T R
International Schools
In Dubai 2018
American School of Dubai
www.asdubai.org
Al Barsha 1, Hessa St. 1st Al Khail, Opp Saudi
German Hospital - Dubai - United Arab
Emirates
Clarion School
clarionschool.com
Corner of Al Asayel and 13D Streets, Dubai,
UAE
Deira International School
https://www.disdubai.ae/
Near Orient Insurance Building Dubai
Festival City - Al Badia Blvd - Dubai - United
Arab Emirates
Dubai International
Academy
www.diadubai.com
Dubai - United Arab Emirates
GEMS International School Dubai, UAE www.gemsinternationalschool-alkhail.com
GEMS The Kindergarten
Starters
www.gemskgs.com
Dubai, UAE
Nibras International School
https://nisdubai.ae/
Dubai Investment Park - 1 - Dubai - United
Arab Emirates
Swiss International
Scientic School in Dubai
sisd.ae
Dubai Healthcare City Phase 2, near the
Creek Metro Station, Dubai
The Apple
International School
apple.sch.ae
Doha Road, Behind Emirates Driving Institute
- Dubai - United Arab Emirates
The Aquila School
www.theaquilaschool.com
Wadi Al Safa 5, Dubailand - Dubai -
United Arab Emirates

Clarion
20
December | 2018

School
Bringing e Philosophy of Progressive
Education to Families of e UAE
December | 2018 21

Head
of the
School
Lisa Ripperger is the Principal at Clarion School. Ms. Ripperger joined Clarion
in 2018 to take the school, now in its third year, to a new level of organization
and academic achievement.
In the school's rst two years, the focus was on building the foundations of a
progressive education in an environment predominately offering traditional
education models. The future at Clarion is focused on strengthening their
progressive education mission and progressive teaching practice. We
nurture intellectual curiosity through experiential, constructivist teaching
practice in an environment of creativity and exploration.
Achild with a curious mind will forever be empowered for the possibilities of the future. Clarion school
ignites and sustains each child’s endless quest for discovery.
Following the American curriculum, Clarion School, located in the heart of the city near Downtown Dubai, is
currently enrolling up to Grade 6, adding a new grade each year to become a full Pre K – Grade 12 school. The
unique progressive program and Master’s Degree teachers deeply engage every child in intentional and
meaningful learning built on a solid academic foundation.
Learning Beyond Imagination
Experiential, constructivist learning are important components of the progressive education practice carried out
at Clarion. This is done through both exploration of materials in Clarion’s classrooms and numerous field study
trips. These field trips take even the youngest children (PreK) beyond the classroom walls to see how the world
of ideas and concepts learned in the classroom are expressed in reality.
22
December | 2018

Tour with Clarion School
The school has been designed from the ground up as a haven for curiosity and inquiry. Classrooms and
outdoor learning spaces have been planned to stimulate self-driven, deep learning, with spaces to encourage
students to construct and deconstruct learning.
Academic program
Clarion is a progressive American curriculum, currently PreK to Grade 5 growing by one grade level each
year to become a full-through school, PreK to Grade 12. The early year’s program, PreK to K2 is a world of
curiosity, exploration and exuberant guided play. Combined with curriculum goals and the beginning of
numeracy, literacy and science studies, Clarion nurtures the early development of critical thinking skills and
the foundation of a lifetime of exploration and deeper learning.
In the elementary school framework, the curriculum is one of the integrated disciplines and lessons
combining literacy, research skills and writing, mathematical reasoning, scientific method and creative
thinking. The school is known for their many field trips that are offered to the students, when experiential,
hands-on learning takes knowledge beyond the classroom to understand the link from theoretical to reality.
Next year the school will begin its Middle School with the opening of Grade 6. Within a strong academic
program, will be critical discussions, nuanced learning, creative thinking, independent learning and research.
The middle school years should be ones of growing self- awareness, self-reflection and self-responsibility,
strengthening the ability to think critically and the development of collaboration and communication skills.
Afterschool Offerings
The school supports and expands student’s interests through exposure to new activities and deepening their
involvement in activities they are already engaged in through a range afterschool and extra-curricular events.
The school has been recently admitted into the Dubai Affiliated School Sports Association (DASSA), the
organization that manages inter-school sports in Dubai. Their first school team, under 11s football, is a mixed
group of girls and boys, allowing for greater participation by both genders. The school will soon start its
swimming team and track & field team with league level swim galas and track competitions.
December | 2018 23

The Clarion internal afterschool program offers a wide
array of activities from sports to storytelling and is
offered from K1 to G5. PreK students have a sibling club
at the end of their day offering arts and crafts.
Initiatives that Support Education
Clarion has organized a program of talks and activities
under the name of Clarion Commons. The purpose is to
establish a progressive learning community for adults
aligned to the school’s progressive mission. Among
events Clarion Commons has hosted are the annual
Harvard/Oxbridge debate, the annual Innovation in
Education talk held with speakers from the global
business community and Harvard, film screenings,
notably “Most likely to succeed” the documentary
examining education in America and re-imagining
schools, talks by international educators and thinkers
such as Grant Lichtman and Dr. Shafali Tsabury.
For school age children, Clarion School initiated and
holds the annual Clarion Hackathon, this year re-named
Da Vinci Day. All Dubai schools are invited to
participate in this event, where students are challenged to
use design thinking to solve a real world problem.
24
December | 2018

Children present their solutions using the medium of
their choice, from robotics and coding to drawing and
painting, to demonstrate their critical decision making
and thinking processes as they search for solutions to the
real-world problem of the day.
Operating Organization
Scholars International Group (SIG) is the parent
corporation for Clarion School. It is an organization that
is dedicated to providing high quality, achievementorientated
schools, where educators are empowered to
create environments that provide an unparalleled
education for children.
Founded just over 40 years ago when they opened their
first nursery, which later grew to become the respected
Dubai Scholars Private School, SIG has founded three
schools. Ten years ago they opened Scholars
International Academy and in 2016, their newest
school, Clarion School, was opened. The mission of the
organization has remained the same - to enrich the
education provision for the children of the UAE through
high-quality schools and educational leadership. T R
December | 2018 25

Edu Talk
Influence of
Technology
on Education
About the Author
Nadia Awaida is the Associate Professor of
education and coordinator of the teaching
diploma programme. She earned her
PhD in Curriculum and Instruction from the
University of South Florida. Her research
focuses on intercultural competence,
diversity, and classroom implications. She
st
is passionate about promoting 21 century
skills in education and considers
intercultural awareness to be a governing
force in our global time. She has over 12
years of teaching experience in the United
States and tshe MENA region.
Nadia Awaida
Associate Professor
26
December | 2018

n this era of time and space compressions, social
Iconnections are empowered by an explosion of
technological advancements that mandate reframing
our views of technology in the classroom. Technological
advancements enlightened and conquered. It broadened
possibilities and accelerated achievements. Major
technological innovations are evident in various aspects of
our lives. Today, voice-controlled assistants help in setting
clocks and adjusting home thermostats, smartphone
applications allow sharing images across the globe in an
instant, and artificial Intelligence guide driving, predict
purchasing habits, and provide real-time traffic updates.
Big data analytics is fundamentally shaping our lives.
Smart cities use information and communication
technologies to improve efficiency of operations and
services.
This same technology is altering teaching as we know it,
marking a paradigm shift and ushering a new era in
education. Educators are already implementing
Technological Pedagogical Content Knowledge (TPACK)
in classrooms to achieve learning outcomes. Integrating
technology in teaching enrich learning experience by
st
supporting teachers and providing students with 21 century
skills.
While traditional teaching methods necessitate the
instructor to occupy center stage with little or no student
interaction, modern teaching methodologies call for greater
student engagement. Integrating technology into our
classrooms promote active learning, collaboration,
autonomy and life-long skills.
Active learning, a technique that engages students in the
learning process, promotes student classroom participation
and involvement. Technology made this involvement
conceivable. Simulation software such as virtual reality
and 3D models allow students to visually observe the object
of study, interact with processes, components, and analyze
the fundamentals of the investigated object.
st
Developing intercultural competence is crucial in the 21
century. It is described as the active pursuit to understand
and accept others through interaction and communication
especially outside one's own environment. Through virtual
communities, students create products, communicate, and
teach each other anywhere around the world. This provides
heightened awareness, understanding and tolerance of
diverse views.
Technology enables increased collaboration in the
classroom. Collaboration constitutes effective
communication among students resulting in problem
solving skills crucial in the professional world. Flipped
classrooms requires interactive learning and collective
work. In flipped classrooms, the content is learned outside
the class, while classroom time is allocated for students
working together on assignments.
Technological pedagogy in the classroom aids in student
autonomy. Students independently progress in mastering
concepts. Customized curriculum accommodates students'
learning styles and needs. Interactive books and testing
platforms adapt to students' level and offer personalized
activities and assessments.
While education should continue to prepare students for
future careers, this generation grew up using tablets and
smart phones. Employing technology in the classroom
fosters digital literacy and digital citizenship skills such as
responsibility, time management, confidence and kindness.
Academic institutions should facilitate the integration of
technology in the classroom to empower faculty and
teaching staff. It is important to offer pedagogical
workshops and training in technological pedagogical
knowledge. This knowledge focuses on ways to enhance
teaching and learning through technology. It includes
pedagogical feasibility of technological tools related to
specific discipline. Another approach is to introduce
learning management systems that allow faculty to integrate
e-learning into the curriculum.
Traditional teaching and learning methodology are
inevitably evolving with the influx of technology in our
classroom nowadays. Educators continue to develop
products that enhance students learning. Data generated
from apps and programs provide insight into student
progress and offer specific personalized recommendations
to enhance student performance. The teacher becomes a
guide and coach steering students through the learning
process while providing support at the appropriate time.
Education today extends beyond bricks and mortar.
Technology offers exciting opportunity for life-long
learning, a keystone of a progressive society. It empowers
individuals to acquire new skills thus building capacity and
transforming knowledge into outcomes. Educational
institutions are regarding technology an integral component
of teaching and learning. Faculty are encouraged to view
this as a tool to customize knowledge transfer and address
various student needs. This empowers students and
facilitates their success. T R
December | 2018 27

INTRODUCING
THE FIRST IN UAE
AND GULF REGION
COLLEGE OF
HEALTHCARE MANAGEMENT
AND ECONOMICS
• Internationally recognized Program.
• Accredited by Ministry of Education, UAE.
• Embedded within a Reputed Medical University.
• Training in a strong network of Hospitals
and partnerships with international universities.
ADMISSIONS
OPEN
BACHELOR OF SCIENCE IN
HEALTHCARE MANAGEMENT
AND ECONOMICS
INTERNATIONAL PARTNERS
EXECUTIVE MASTER IN
HEALTHCARE MANAGEMENT
AND ECONOMICS
Tel: +971 (6) 7030691/92, 94, 95, 96, 78 • E-mail: admissions@gmu.ac.ae, W
.gmu.ac.ae

Dubai International
Academy
International Baccalaureate Schools develop inquiring, knowledgeable and caring young people who are motivated to
succeed. As a flourishing, top-quality IB World School we share educational standards and practices for philosophy,
organisation and curriculum that create and sustain an authentic global learning community. We develop students who
build a better world through intercultural understanding and respect and we are committed to the development of students
according to the IB learner profile attributes.
Located in the Emirates Hills area of Dubai, United Arab Emirates, Dubai International Academy is the first school in the
UAE to be authorized by the Geneva based International Baccalaureate to offer the full continuum of the Primary Years
Programme, Middle Years Programme, Diploma Programme and the Careers Related Programme. The IB pedagogy and
ethos is embedded throughout these programmes. Established in September 2005, the school prepares students for leadership
roles in a world where change remains the only constant. DIA is fortunate to have a very diverse, international group of
students and staff from over 80 countries. The teachers are experienced, well-qualified and committed to continuing
professional development. DIA is an IB World School, accredited by the Council of International School (CIS) and NEASC
(New England Association of Schools and Colleges). It is a member of MEIBA (Middle East IB Association), THIMUN
(The Hague International Model United Nations) and NESA (Near East South Asia Council of Overseas Schools). DIA is
also one of the first schools in the UAE to be awarded the prestigious Green Flag by Eco-Schools UAE.
Students studying in the MYP and DP Curriculums achieved the schools best ever results in 2018. In the Middle Years
Programme over 83% of students achieved above the world average point score and in the Diploma Programme, 84% of
students achieved above the world average with 13% of students scoring more than 40 points. Students across all years make
outstanding academic progress in relation to their starting points.
DIA takes pride in their students’ University placements at top ranking universities in the US, the UK, Canada, Australia and
38 countries worldwide. This year $5million dollars has been offered in the form of scholarships from US Universities and
10 students are through to the Oxbridge interview stage. Last academic year every child who applied to university obtained a
place and 87% of students achieved their first choice place.
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T
h
10
e
Best
T R
International Schools
In Dubai 2018
Mother Tongue Programme
The school promotes, wherever possible, native language instruction to native speaking Dutch, German, Swedish, Danish,
Finnish, Mandarin, Italian, Chinese, Hindi and French students. These classes take place during the school day and are run
by private teachers. As part of the Co-Curricular Programme, DIA also offers the opportunity to all students to learn French,
Arabic, Italian, Finnish, Dutch, Greek, Chinese, Spanish, Portuguese, Afrikaans and Urdu.
Sports
Physical education is taken very seriously at DIA. The school encourages every child to do their best and support the
talented by providing plenty of opportunities to develop their skills within and outside the school. DIA PE department was
rd
distinguished by its 3 position in the UAE for its provision for PE and Sports by the UAE Teen Sports and Fitness Awards
2018.
Leadership
There are also extensive leadership committees and organisations at DIA involving hundreds of students of all ages. The
events held at DIA enable students to be part of a supportive and dynamic environment that includes a Prefect in every
homeroom supporting students throughout the school on a daily basis. The Model United Nations (MUN) programme in
DIA is a simulation of the United Nations, where students are given the opportunity to act as delegates and debate on
current world issues. At DIA, students are also given the opportunity to attend other MUN conferences such as The Hague
THIMUN, Qatar THIMUN, THIMUN Singapore, Harvard Model United Nations (HMUN) and Johannesburg Model
December | 2018 31

United Nations (JOMUN) and CGSMUN in Athens and meet
like-minded individuals to collaborate towards finding
applicable solutions. The Duke of Edinburgh’s International
Award and is open to students over 14. Students can prepare for
the Bronze, Silver and Gold awards.
As a requirement for
achieving the
Awards, students have to engage in a physical
activity, community service and creative activity, for a required
number of hours according to their level.
At DIA there is a very
active programme that supports this fabulous scheme.
From the Leader’s Desk
James Lynch is the Principal and Jayne Needham is the
Vice Principal of the school. Under their leadership the team
and staff are a united group with an unwavering focus on
continual improvement. Their capacity to innovate,
empowers, supports and galvanizes outstanding student
outcomes.
“We believe in the importance of strong relationships existing
between students, parents and teachers. All students should
be encouraged on a daily basis to aim high and follow their
dreams, with the notion that hard work is the key driver that
enables outstanding academic performance. Equally
importantly, we encourage our students to excel and
participate in many different sporting, cultural and
leadership opportunities. This enables them to develop their
personalities and encourages them to be condent and happy
individuals.
Students need to be in a happy and safe environment. DIA
works tirelessly to ensure that there is a strong ethos where
kindness and respect prevail. These values then allow the
students to become role models to each other and positive,
well-grounded citizens who develop as future leaders.-says
James Lynch.
Diversified Career Opportunities
Students at Dubai International
Academy have varied interests;
and the Counseling Office spends hours matching students to
their dream course at university. The school has had a high
number of students attending Ivy League colleges in the USA,
and Oxbridge in the U.K. Most of the students thrive at first and
second tier schools in the USA, and Russel Group in the U.K.
From choosing to study Medicine and Law, to Architecture and
Business, to Fashion Merchandising and Engineering, the
school encourages students to opt for myriad courses all over
the world. Even when they leave DIA, the school continues to
nurture and assist them through their chosen courses and
classes. The students stay in touch with the teachers, and inform
them about their placements.
There are two annual Alumni evenings (DIASPOR) which are
very well attended. DIA Alumni take great pleasure and pride in
interacting with current students and hold presentations guiding
and mentoring them through the entire college application
journey. DIA students have gone on and made their mark in
various fields. They have found gainful employment in
institutions like Apple, Facebook, Google, Linked In, Goldman
Sachs, Bank of America, Barclays Bank, Citibank, and J.P.
Morgan just to name a few.
Lifetime Experiences at the School
Each student at DIA is exposed to limitless opportunities on a
regular basis. From having the ability to join 10+ sports team
that are continuously victorious in Innovents Inter-School
Competitions, to Primary Science Fairs, Fairytale Ball
Overnight Camps, PYP exhibitions and charitable work for the
Innoventures ‘GIVE’ Foundation.
With a Prefect Body of nearly 50, a new student at DIA is
pleasantly surprised by the welcoming and positive, yet
sophisticated and academic atmosphere of the school. Students,
parents and alumni are also heavily involved in the governance
structure within the school. During the break and lunch times,
the school’s cafeteria serves healthy and affordable food and
students are allowed to sit anywhere in school to enjoy their
lunch with their friends. It is also during this time that certain
students can be seen playing football in the field or attending
meetings for their student organizations such as DiaTech or the
Eco Committee.
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December | 2018

Inclusion at DIA (I-DIA)
Dubai International Academy's Learning Support Program consists of six distinct components that work together to ensure
each individual student has the necessary tools and support to succeed. These sections include: Mentoring of students with
Limited Achievement, College Counseling and University Placement, Special Educational Needs Counseling and
Advisement, Academic Enrichment through the GATEway (Gifted and Talented) Program, English as a Second Language,
and Student Development through Teacher Training and Professional Development.
Life Beyond the Books
DIA empowers students to lead initiatives and support one another as they contribute to the greater community. As for
annual events, most extra-curricular activities and clubs host at least one annual event. Events range from embracing the
school & diversity with an International Evening to more academic oriented events such as ‘Week without Walls’, Careers
Day, Job Shadowing Week and the renowned Talent Show! The diverse nature of co-curricular activities and events held at
DIA motivate independence and drive students to pursue their dreams with an open-minded and compassionate approach.
DIA epitomizes the school’s motto – Dream, Inspire and Achieve.To lift house spirit, the school hosts an annual ‘Battle of
the Houses’, a day wherein teachers and students get involved with fun activities and sports. Similarly, Sports Day is a
tradition that every student looks forward to, be it because of the teachers versus student’s tug of war or those intense relay
races! This is also DIA’s second year hosting events for the 30 x 30 challenge wherein every morning, members of the DIA
family gather and get active!
Festivities and celebrations come through in events such as the Winter Souk and Staff Appreciation Lunch. The community
spirit is truly embraced through entertaining events such as the Family Sports Day, the International Day, the Family Movie
Night and of course the annual School Play! Overall, the events held at DIA enable students to be part of a supportive and
dynamic environment.
In conclusion, Dubai International is a high-performing, all-through IB school committed to ensuring that all aspects of the
IB Learner profile are developed and celebrated in our students and throughout our community. T R
December | 2018 33

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Editor's choice
Childhood is the most crucial period in a student's entire journey as it is the phase where a child learns new
skills, makes new friends, expose to the outside world and encounters different challenges. Sometimes, due to
some bad experiences, pressure of performing well in exams or other activities also traps the children
unknowingly into the unpleasant net of anxiety. While many believe that being anxious is normal, few studies also
reflect that if a child gets anxious about a particular event for long, the chances to develop depression becomes high.
There is a Difference between ‘Anxiety’ and ‘Depression’
Many people often get confused with these terms which hold a different meaning altogether. Anxiety is a mild
problem which if not cured on time leads to a much serious problem i.e. depression. If a child shows symptoms of
excessive worry, restlessness, fatigue, trouble in concentrating, irritability, sleep disturbance, or muscle tension,
chances are that the child is going through anxiety disorder. While in depression, the child shows the signs of
depressing mood, lack of interest in enjoyable activities, increase or decrease in appetite, insomnia, slow movement,
lack in energy/enthusiasm, guilt, worthlessness, and even much critical suicidal thoughts and behaviours. According
to a study, a shocking revelation was unearthed that almost 50% of the cases of depression are also diagnosed with
depression. Therefore, it is crucial to understand and take over anxiety before it takes a toll on your childre’s mental
health. Moreover, not taking the symptoms of anxiety seriously can only results in student’s poor performance and
harmful behaviours like substance abuse.
December | 2018 35

Limits the Learning Curve
While stress to a certain extent can sometimes help students
to have better attention and focus while studying , anxiety
causes negative effect on cognitive functioning. Study
shows that students suffering from severe anxiety levels
perform quite low as compared to other students. Moreover,
it is found that anxiety is among one of the top reasons
behind students’ school drop-out rate in many parts of the
world. And which ultimately leads to economic losses for
individuals and the society at large.
Different Disorders
Generalized Anxiety Disorder:
Fatigue, irritability, muscle tension, or sleep disturbances
are the symptoms of this disorder, which can occur due to
performance, trouble in relationships or other concerns.
Separation Anxiety Disorder:
This disorder occurs due to the fear of separation. Children
with this disorder frequently worry about their parent's
relationship and fear of losing them in many possible ways
including death. This results into bunking of schools and
also causes headaches or nausea.
Selective Mutism:
A child who is otherwise more talkative refuses to speak in
front of multiple people (especially at social events or
schools functions) shows the signs of selective mutism. Not
only such children feel insecure about speaking and
meeting people but also avoid making eye contacts. This
can often leads towards social isolation and loneliness.
If your child fears to participate in front of class with
his/her peers, then they may have social anxiety disorder,
the other form of anxiety disorder. Such children avoid
coming to social events and even if they come, usually keep
silent during the whole event.
phobia. Children who suffer from this disorder usually cry,
freeze up and cling to an adult when the intensity of their
fear soars high. Most of the children have (some of) phobia
of animals, storms, needles, loud sounds, and enclosed
spaces.
Panic Disorder:
Many times children develop anxiety that does not have any
relation with the performance or bad experiences. In fact,
sometimes it is developed due to the occurrence some mild
illness include shortness of breath, dizziness, nausea, chest
pain, sensation of choking, fear of dying among other.
The Remedy
Medication is the first and last option which usually comes
to the mind of any parents when they encounter that their
child is suffering from certain disorder. Antidepressants
usually comes on the top of the stack which often helps
reduce anxiety but what many people don’t know are the
advantages of Cognitive Behavioural Therapy (CBT) in
treating children’s suffering with anxiety.
CBT can be very effective in combating anxiety; in fact,
many researches have proven that – this (CBT) is one of the
most effective treatments for reducing symptoms of severe
anxiety. And unlike taking antidepressants, this therapy
helps children to manage their anxiety by themselves.
According to this therapy- “How we think and act, affect
how we feel,” and by changing the thinking that is distorted
and behaviour that is dysfunctional, we can change our
emotion and eliminate anxiety from children’s mind.
Childhood is the most crucial stage for the development of
human brain. And certainly brain is the most vital body
organ required to work properly. Therefore, it is highly
advisable to monitor the growth of your ward, consistently
and rigorously. And if your child shows any of the signs of
severe anxiety, take necessary action at the right time (to
correct it) before it impact your child’s performance and
happiness at large. T R
Specific Phobia:
Some children develop anxiety related to a specific object
or situation and if that pertains for long can convert into
36
December | 2018

GEMS International
School:
Selecting the most appropriate site for a school is an important consideration for the school community. The location,
size, and shape of a school site can materially affect the educational program and opportunities for students. GEMS
International School (GIS) is one such school which is beautifully located in the up and coming area of Dubai Hills.
The school is accredited by the International Baccalaureate (IB) to deliver the Primary Years Programme, the Middle Years
Programme and the IB Diploma Programme.
Inception Story
Founded in 2013 in response to a greater need that existed in Dubai to serve families who were seeking a high quality
International Baccalaureate education, yet at an affordable price point. GEMS undertook the project to build a purpose built
facility with a capacity of 3,100 with this aim in mind.
With 1,400 students at present, in the coming years, as the school continues to grow, it will be the largest IB world school in
the region. It is international in name and international in nature. It currently serves a population of almost 90 different
nationalities with no one group being dominant. The staff are equally spread out, coming from 30 different countries.
The school’s mission is to provide an exceptional quality education to an international community. They define exceptional,
not just in terms of academics but in support of developing the whole child.
A Door to Student Success
Students in GIS are prepared to be successful and thrive in the modern, international world. The school focuses on
developing the whole child, encouraging characteristics such as self-confidence, self-awareness, resilience and empathy. In
line with the IB philosophy, there is a direct focus on developing internationally-minded, global citizens through the IB
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T
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International Schools
In Dubai 2018
learner profile attributes. GIS sets out to appeal to local and international families. They cater for and encourage students
from all backgrounds to learn together, build relationships and communities and work together in teams in order to achieve
their best at all times. They promote a ‘culture of kindness’ through which they develop students’ propensity to be ‘inwardly
strong and outwardly looking’.
The school also prepares its students for success in the modern world. Statistics shows that students who have studied in IB
programmes have a greater chance of not just gaining access to university but being successful in completing their chosen
courses. GIS employs high-performing teaching teams; these teams are focused on success as they develop students’
confidence, resilience and ability to be successful as well as developing their thirst and aptitude for learning.
Gateway to a Plethora of Opportunities
Catering to so many nationalities and cultures make annual celebrations and events at GIS truly rich and diverse.
International mindedness as defined by GIS is “recognizing and being open-minded to our similarities and differences while
understanding how our experiences and exposure to different cultures impact our personal perceptions of the world.” This is
fostered in many different ways at the school, through the curriculum, the learner profile and service opportunities to name
but a few, but also in their ability to celebrate and recognize different events throughout the year such as; Eid, Ramadan,
December | 2018 39

Breast Cancer Awareness, Mo-vember Men’s Health Issues,
Diwali, The Prophet’s Birthday, National Day, Christmas,
International Day, alongside sporting events including swim
galas, athletics, and primary and secondary sports days.
A new and unique initiative that involves all students and
teachers, with opportunities for parents to be involved is
MyHealth. The program includes a personalized fitness plan
where students are set targets to maintain or improve their
fitness components, based on students’ individual
performances in standardized fitness tests and an
encouragement to join numerous activities throughout the
year. The main goal at GIS is to support all community
members with their overall health and well-being, bringing
the community closer together and ensuring the school is the
happiest and healthiest place to be.
Guidance Worth in Gold
Glen Radojkovich is the Head of School/CEO and is
currently serving his second year at GIS. This is his
rst role in the Middle East having previously founded
and led schools in South Korea and Singapore, after 11
years at Pinehurst in his native New Zealand. Since his
arrival to GIS, through the support of the leadership
and teaching faculty, the school has grown from
strength to strength.
As a father of three children I am very aware of the
challenges and concerns students and parents face
during the different stages of the schooling years. As
such, I recognize the importance of the partnership
between home and school and am committed to
ensuring this partnership is nurtured.
I believe strongly, that in the right environment, where
students are respected and encouraged, they are
capable of extraordinary achievements. I look forward
to celebrating such achievements at GIS as our students
develop as young leaders, engaging in academics,
creativity, action and service opportunities throughout
the rest of the school year- says Glen Radojkovich.
Rainbow of Offering
GIS seamlessly fuses the GEMS core values with the IB
learner profile attributes to promote and foster a lust for lifelong
learning. There is a rigorous academic K-12 program
articulated within the IB framework to ensure the
fundamentals of education are rooted in a strong
understanding of disciplines such as mathematics, science,
languages, digital technology and physical wellbeing and
performance, as well as the development of the creative and
innovative mind through subjects such as the music, visual art
and drama.
More important than any one program or initiative taken at
the school, is the process in how students are given agency in
their own learning. The power of inquiry, an approach used
across the school, allows students to engage in a meaningful
and authentic way with what they are learning, often giving
them the power of choice to examine areas of interest from
both a local and global perspective. A change or shift in how
students are assessed is also having a strong impact in how
students succeed. Each child has the ability to set their own
targets in collaboration with the teachers. These are shared
and articulated to parents also.
GIS is committed to empowering students and ensuring
student voice and agency play a role in the day to day running
of the school. Leadership opportunities exist for students in
many facets, whether it be leading a group in class,
representing their ‘house’ in their respective grade levels or
serving on one of the whole school student committees such
as academics, service, sport or social. Through opportunities
40
December | 2018

and engagements as these, they demonstrate the value they place on student involvement in all areas of school life.
Words of trust
I think that GIS is a very unique school. What makes GIS so special is that they improve every year. GIS gives several
opportunities to students in presenting and socializing. I remember when I started school and I didn’t even want to speak in
front of the class and now in 2018, I look forward to when the class is presenting! One thing that makes GIS different to
other schools is that the atmosphere of entering our school feels so welcome. Whenever I walk into the school, I always get
a wide smile on my face. Our school is good at showing what the students want and letting the students have a voice, this
includes student council and house captain. The teachers understand the students and that makes us students feel
comfortable in the classrooms.
-Nima Klintell, Grade 7, Sweden.
When I came to GIS in January 2015, the school was so small, but the feeling and connection between the teachers and the
students were amazing and although the school has grown enormously since then, the connections and relationships
between the students and staff have stayed the same. This close relationship really leads to amazing ideas by the students
and helps everyone develop to be themselves. An example being the Smiles4Zayed project set up by one of the Grade 8
students. The amazing personal attention and a listening ear in the senior leadership team gives us, as students an
opportunity to develop ourselves and the community that surrounds us.
-Tim Oude Kotte, Grade 11, The Netherlands T R
December | 2018 41

Dr. Sherief Khalifa
Professor & Dean
College of Pharmacy at
Gulf Medical University
42
December | 2018

Expert Viewpoint
PHARMACY
EDUCATION
About the Author
Dr. Sherief Khalifa is currently Professor & Dean of
the College of Pharmacy at GMU. He received his
BSc (Pharm) at King Saud University in 1986, and his
PhD in Pharmacognosy at the University of
Mississippi (USA) in 1994. Dr. Khalifa joined Suez
Canal University (SCU) as an Assistant Professor in
the Faculty of Pharmacy with linkage to the
Biotechnology Research Centre. In 2007, he joined the
Faculty of Pharmacy at Misr International University
(MIU). Before leaving MIU to join Qatar University
(QU), Dr. Khalifa was Professor and Head,
Department of Pharmacy Practice and Clinical
Pharmacy.
Dr. Khalifa was instrumental in establishing linkages
between SCU/MIU/QU and USA-based institutions
including the University of South Carolina, University
of Georgia, Virginia Commonwealth University and
others.
He has a passion for advancing pharmacy practice in
the Middle East and was responsible for introducing
clinical pharmacy into the MIU curriculum and has
continued this quest at QU and now in Gulf Medical
University (GMU).
in
UAE
Are we moving in the
right direction?
Pharmacy education in the modern world focuses on
providing students with knowledge, skills and
attitude that enable the graduates to perform the
role of the pharmacist as a health care professional,
working side by side with rest of the healthcare team. Since
the pharmacy profession today is about patient care and
putting patients first, any modern pharmacy curriculum
around the world will provide a balance of courses and
experiences that enables the pharmacy graduate to fulfill
the noble role of the pharmacist in providing the best
possible patient care, as it relates to the safe and effective
use of medicine.
A general belief is that pharmacist’s role beyond
dispensing medication may be unnecessary and expensive
and can be covered by physicians or nurses. Experience
around the world has shown otherwise. The pharmacist
role in patient care has been shown to reduce medication
December | 2018 43

errors that often lead to serious health problems. It also leads to less patient suffering and a reduced social
and economic burden where patients are expected to require less hospitalization, emergency room visits
and hospital readmissions.
At Gulf Medical University, we are trending with ever so changing requirements of healthcare industry and
believe in equipping our graduates with the skills, knowledge and experience they need to be job ready
from the very first day and hit the ground running upon their graduation.
Hence, we have designed the only undergraduate Doctor of Pharmacy program in the country where the
program features;
1. Learning how to access credible knowledge quickly, instead of memorizing
2. Evaluating information and determining its suitability for use in a specific case
3. Providing a solid foundation in biomedical and pharmaceutical sciences
4. Integration of pharmaceutical sciences into pharmacy practice
5. Practicing pharmacy skills in a simulated environment
6. Early exposure to clinical practice
7. Devoting more than 20% of the curriculum to experiential learning
8. Understanding, evaluating and performing pharmacy research
9. Using Team based learning (TBL) to enhance and reinforce learning in an exciting and interactive
environment where students learn from each other
10. Inter-professional education where students from different healthcare disciplines engage in simulated
and real problem solving exercises to prepare them for inter-professional collaborative practice after
graduation.
The educational philosophy that brings about excellence in pharmacy education and subsequent
improvement of the practice of the pharmacy profession comes naturally at GMU as it is a medical
university that has its own hospitals, clinics and pharmacies in an academic health system. Clinicians in
our healthcare facilities have teaching assignments with the College of Pharmacy. Pharmacy students learn
from clinicians by engaging in a shadowing experience and then by performing skills under supervision.
Professors from the College of Pharmacy are licensed pharmacists providing patient care in GMU
associated healthcare facilities. This link is extremely crucial and valuable as it immerses pharmacy
students in a rich learning environment where they work with academic clinicians and clinical
academicians. We believe that this system and the natural learning environment provide the best
experience for students to achieve the required competencies.
Whether the healthcare is being paid by the government, insurance company or a patient (out of pocket),
spending money on pharmacy services will cut down on the overall cost of care. A recent survey
conducted in United States, has shown that for every dollar spent on pharmacy services, there is a saving
of three dollars.
It is about time that pharmacy educators, practitioner, regulators and healthcare providers meet and talk to
each other on offering value added services to the communities. The outcome will reduce cost on
healthcare payers and above all provide better healthcare to masses. T R
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GEMS The
Kindergarten Starters
Pre-school is important as it acts as a transition from home to school environment. The Kindergarten Starters is one
such school where children are molded by giving a number of games and activities which help them develop their fine
motor skills, a love for learning and build social skills. Being a primary school, children are given opportunities in all
the fields to excel that prepare them to choose their career when they transition to the middle school.
Established in the year 1990 in Dubai, UAE under the leadership of its first founding Headmistress, Ms. Bernadette Pinto.
It is the only Indian Primary School in the GEMS Group and was established as a feeder school for other GEMS Schools.
The Kindergarten Starters is born of the belief that what they do for themselves fades away but what they do for others will
remain as their legacy. The school engages with the wider community to optimize learner achievement by associating with
Dubai Cares and WWF. Kindergarten Starters was the only educational institution which was honored by HH Sheikh
Mohammed Bin Rashid Al Maktoum on the 10th anniversary of Dubai Cares for their continuous support of all Dubai Cares
initiatives.
The mission of the school is to build a sound foundation upon which children achieve their potential. They do this by
encouraging children to explore experiment and express themselves thereby stimulating thinking and learning through varied
experiences. The school provides emotional stability for children to learn with confidence and nurture children through the
GEMS Core Values which reflect the traditional values.
Lively Experiences at Campus
In order to influence student achievement KGS strictly follows a digitally transacted, enriched CBSE curriculum that draws
from leading International curricula. These opportunities afford intellectual stimulation for students and help improve their
work.Problem solving and critical thinking are intrinsic to school improvement and to improve the school’s performance
students have access to Robotics, Engineering, Coding and Artificial Intelligence as part of their curriculum.A strong
program of sports that include team sports like Cricket, Football and Basketball as well as Badminton, Karate and Yoga are
provided for children. Students also have opportunities to learn through the expeditionary approach that takes them all across
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the UAE and the world to places of interest like Museums and Science centers that gives them hands-on opportunities to
deepen their learning.
Diverse Academic Offerings
Globalization and technology are continually altering the views of education and offering new opportunities for learning
and engagement in life. Technology such as web conferencing, the blogs/wikis, virtual worlds and online gaming and
mobile devices such as iPads, mobile phones, digital cameras and voice recorders are changing the way teachers teach and
students learn.
Technology enables learning to extend not only beyond the boundaries of the classroom, but beyond borders and facilitates
better access to learning resources. It also supports the creation of partnerships with the wider school community, the local
and global community and equips learners with contemporary skills necessary to lead a successful life.
Blended learning approaches have amplified the need for school Principals, leaders, teachers, students and the wider
community to take advantage of learning opportunities provided through improved personalization, collaboration, and
communication enabled by learning technologies. Blended learning has many different forms and will continue to evolve as
technology continues to advance. It should therefore be viewed not as a single model but as an approach that promises
better educational experiences and outcomes.
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At The Kindergarten Starters, Dubai, technology is at the essence
of teaching and learning. Whether it is moving from text books
to digital media to utilizing smart boards in each of the 162
classrooms in the school, KGS is leaving no stones unturned to
earn the recognition of being a digital school from all domains.
Leading change and innovation from the conventional text book
learning to digital learning in such a large primary school was
not easy and involved thorough planning and a complete change
of mindsets of all stakeholders apart from changes in the
infrastructure.
Teacher training in blended pedagogy and parent
orientations have been strategically planned and an integral part
of the change management process and several teacher leaders at
all levels have been change agents.
The blended E-learning
approach was meticulously and cautiously planned in four
domains to effect positive school improvement over the period of
three years.
Leading Light of the School
Ms. Asha Alexander is the Principal of the school.
She has made the school into a community of
learners; one that sees all pupils attaining the highest
possible outcomes with inclusion of all learners as a
central goal. Students are valued for their
individuality, culture and heritage and encouraged to
develop their potential in a stimulating and caring
environment. As a principal, she is accessible to
students, parents and teachers and personally
invested in their well-being and those of their
families. She believes that the professional knowledge
that teachers possess along with the skills they have
acquired are of paramount importance and remains
committed to developing human resources. “Parents
are welcomed and encouraged to take an active part
in the education of their children though the Open
Doors program, where we demonstrate honesty and
commitment to follow through in all interactions,”
says Asha.
•
E-Curriculum- Modifying and enriching the existing
Curriculum supported by appropriate e resources and
learning technologies so as to ensure that the Instructional
design meets the needs of all learners. The learning is now
done using Microsoft Notebooks, Microsoft Sway,
Microsoft OneNote, and Microsoft Teams.
• E-Tools- used to improve Assessment, Teaching and
Learning. The Students in Grades 1 and 2 are also trained
to develop skills to apply their learning and problem
solves which is largely what is tested in the international
tests. With the introduction of e-learning and relevant
training in the use and exploration of e-tools, most of the
staff and students are now trained in administering and
answering online tests by using simple e-tools such as
Microsoft Forms which are not only easy to administer
and answer, but also provide instant results and feedback
regarding the common errors made and the strong and
weak skills of the class.
GEMS The Kindergarten Starters prides itself in providing
professional development to all the teachers. 100% of teachers in
the school are MIE’s (Microsoft Innovative Educators) and
currently has 129 teachers who are MIEE’s (Microsoft
Innovative Educator Expert).
Parallel Worlds of Learning
Across Both Kindergarten and Primary:
Ø The curriculum is diverse, creative, personalized with
accommodations, exemptions and modifications to meet the
needs of all students.
Ø IEPs support SEND student helping them achieve specific
targets.
Ø The curriculum has been enriched with features of
International curricula to develop a global perspective.
Ø Free morning coaching in sports especially cricket and soccer
has resulted in core talent pools.
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Ø Expeditionary learning, Extracurricular activities like Art, Music (Piano), Cricket, Karate, Football, Basketball, Brain O
brain, Robotics, TedEd Clubs, Pottery and Ceramic and Badminton, Ballet ( Dance) are the after school programs that cater
to varied interests linking learning to the wider community.
In Kindergarten:
Ø Circle time activities has helped develop self-esteem, friendship, recognizing emotions and in improving behavior.
Ø Reggio inspired approach has led to greater enquiry based learning.
Ø Integration of technology and LEGO has helped students become exploratory learners. In Primary.
Ø Integration of technology, LEGO, Robotics and Engineering is Elementary has helped students become independent and
exploratory learners.
Words of trust
“The best thing I like about The Kindergarten Starters is that this school has a lot of resources like, Mindspark, Math in
Focus, Harcourt and Reading A-Z to improve our learning skills. It also uses manipulatives like LEGO, Mindstorm EV3,
Hummingbird, KODO that help us enhance our critical thinking and problem solving skills. If I were to recommend this
school, I would recommend it to all the primary school children. I definitely don’t want to leave this school and I feel really
sad because I will be going to the GEMS sister school for my middle school. I don’t want to part with the first school I have
ever been too!”
-Isabelle Angel James ‘5B’
“Yes, the resources have been beyond excellence, but what about the values that have made us a good human? This is
where, The Kindergarten Starters has really taken a step forward to instill core values in every student at KGS. The GEMS
Core values of global citizenship is a reminder of what we are, and we could become. PRIDE Perseverance, Respect,
Integrity, Discipline and Excellence has really helped me improve my social skills throughout the years.”
- Naureen Naz ‘5B’ T R
December | 2018 02

Educator’s Perspective
TECHNOLOGY
IN SCHOOLS
Jason Milner is an Australian
Vice-Principal, currently working
as a Head of Middle School at
Nibras International School. He
has also assumed the responsibilities
of the Director of Educational
Technology, having previously
worked in this role at other
International Schools in the UAE.
He has a very limited understanding
of hardware and technical aspects of
servers and wiring, having been
trained as a Physical Education and
Mathematics teacher in Australia.
However, he sees himself as a
‘driving instructor’ as opposed to a
‘mechanic’, and is passionate about
expanding pedagogical toolkits in
the interests of student-centered
learning.
An ‘agent for change’, he believes in
preparing students for the lives that
they will live.
“ sing devices in the classroom is a distraction to
Ulearning!”
“The technology opens up collaborative opportunities for my
students.”
“Computers in classrooms prevent students from developing
their interpersonal skills.”
“Access to the internet provides access to learning beyond the
walls of the classroom.”
We’ve all, no doubt, come across a myriad of arguments, both
for and against, regarding the use of technology for learning,
particularly in a school environment. As a school leader, and
continuing classroom practitioner, I have found myself in many
conversations with staff, and parents, regarding whether
technology is the bane of education, or its salvation, enabling
enhanced learning. I will state at the outset that I am most
definitely in favor of the potential benefits of using new
technologies in the classroom. I say “new technologies” as all
tools for learning are examples of technology i.e. pen and paper
vs. chalk and slate etc.
I emphasize that using technology in the classroom is just
another tool in a teacher’s toolkit. I believe in balance - and
selecting the right tool for the job. There is a place for pen and
paper, and there is a place for digital tools. The consideration as
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Jason Milner
Australian Vice-Principal
December | 2018 02

to which tool to select should, in my opinion, is based on student needs, not the teacher’s comfort zone. If a
significant role of teacher is to prepare students for the lives that they will live, we are doing students a
disservice to simply expose them to learning experiences from our past. Just because it suits us.
In my conversations with teachers, many, who are hesitant to take on the challenge of incorporating digital
learning experiences, seem to be simply afraid. Afraid that they will not be able to learn the technology well
enough to be respected by the students as ‘the master’. Afraid that the technology will fail them in the middle
of a lesson, causing students to become disengaged and teachers to feel embarrassed and ‘not in control’.
Afraid that they are leaving the ‘safe haven’ of teaching practices that have served them well for the last 25
years. Afraid of change.
The ‘Aha!’ moment for these teachers is often when they realize that they don’t have to be the expert on the
new digital technologies. It is completely unreasonable to expect teachers to be ‘au fait’ with all the latest
software, hardware and apps that seem to appear at an exponential rate in the 21st Century. This is about the
students being the experts. Not the teachers. It’s about giving students a voice to demonstrate their knowledge
and skills through their preferred tool. Teachers then are able to assess the same set of knowledge and skills,
regardless of the tool selected by the student.
We all know students who get ‘lost’ in the classroom environment. The ones that may not yet have the
confidence to voice an answer or opinion. Perhaps we were that student when we were at school. I have seen
countless examples of situations where the technology has given the student a voice. An initial example that
springs to mind is the case where students compile a multimedia presentation, with synthesized narration,
expressing their innermost thinking, without the fear of having to stand and talk in front of the class. I
understand that there are times that students need to develop the skill of public speaking, but not all the time.
Another example is building models. A recent conversation I had with teachers was regarding the building of a
model Viking ship, as part of their Viking unit. It sounds like an engaging learning experience; however
consider the fact that the ability to cut, glue, and nail was not an assessable criteria in this particular unit.
Coupled with the fact that many parents are then burdened with the urgent need to visit a hardware store, and
sit up late at night designing and constructing with their child. It seemed that the point of the task was to
demonstrate an understanding of the design of a Viking ship. Why not use Minecraft instead? It’s quicker,
cheaper, more flexible, more accessible, unlocking the ability for students to ‘voice’ their creativity, not
limited by their possible inability to manipulate building materials.
A final, and more literal, example of how technology in classrooms can give students a voice is the case of a
current student in my school. This is a student that had been rejected from enrolling in many other school as
he presents as a student with high needs, having a multi-sensory impairment and autistic spectrum disorder.
He is completely non-verbal but has been communicating by typing on his device. He is a recent enrollment in
middle school, however, his latest diagnostic tests in mathematics, language and science show that not only is
he the top performer in his grade, he is thinking at a university level! For this child, technology in the
classroom has ‘opened the doors’ for him, redefining his future opportunities, and has literally given him a
voice.
Regardless of whether you personally have a love or hate relationship with new technologies, or somewhere
in between, there is no doubt that when used appropriately, technology in the classroom can give a voice to
students. If only all teachers would listen. T R
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Swiss International
Scientic School in Dubai
Situated in the heart of Dubai, Swiss International Scientific School of Dubai (SISD) is one of the renowned
schools where children from all over the world can live and thrive in a multilingual and multicultural
environment. SISD believes that being ‘international’ means opening one’s mind to other cultures and different
ways of thinking. The school is the first and the foremost international community where students, teachers, and staff
from all over the world work, live and prosper together.
SISD’s unique approach towards learning encourages creativity, problem-solving, and good decision-making. The
school follows the framework of the International Baccalaureate and renders an exceptional education focused on
both academic excellence and personal growth.
Distinctive Academic Programs
Swiss International Scientific School in Dubai follows the framework of the International Baccalaureate (IB) program
from Pre-KG to Grade 11 (Grade 12 opening in 2019 pending KHDA approval) and the Swiss Baccalaureate
program from Grade 6 onwards. SISD is an IB Continuum World School authorized to offer and teach the IB Primary
Years Program (PYP), IB Middle Year Program (MYP), and IB Diploma Program (DP). The IB Diploma Program of
the school is recognized as one of the best diplomas to prepare for university study.
The school’s unique curriculum offers the opportunity to choose between three different study streams such:
• English with Additional Languages Or
• Bilingual English-French Or
• English- German
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SISD’s students have opportunity to become multilingual, with the option of entering one of its immersive bilingual
programs in either of the Swiss languages of French and German. Its international programs reflect a sincere
commitment to a Swiss vision of excellence in education that enables its students to fully embrace future
opportunities.
SISD’s team of international teachers is made up of highly qualified professionals whom all share one goal: 'To
provide quality education to all our children in a caring, nurturing and supportive environment.’ Also, at SISD, the
students are endorsed with an engaging learning experience along with the challenge of developing a real
understanding of cultural diversity and the support of a thriving international community. It welcomes students with
determination and gives them access to appropriate provision, resources, and curricular options.
Enriching Campus and Incredible Learning Environment
SISD’s large as well as eco-friendly campus ensures that it can offer a wide range of sporting facilities that make the
most of its location adjacent to Dubai Creek. Over 60 nationalities are represented on its campus which creates an
exceptional mix of languages, cultures and ethnic backgrounds. Such a campus filled with diversity encourages
students to take risks, become compassionate lifelong learners and responsible citizens, who care for one another and
December | 2018 02

Magnicent Leadership
Norbert Foerster is SISD’s Head of School. Norbert took up
his position in August 2018 having previously been the Head
of the Institute International de Lancy in Geneva,
Switzerland.Before joining SISD, he held numerous
educational leadership positions spanning more than three
decades.
contribute to a strong society through intercultural
understanding and respect. SISD believes that social,
cultural, economic and environmental awareness prepares
them to play a crucial part in shaping a better future, both
for them and for those in the surrounding.
Additionally, the school provides an inspiring, inclusive and
challenging learning environment while celebrating
academic excellence. It encourages and supports all its
students to become successful, global-minded, enthusiastic
lifelong learners who will confidently take advantage of
future opportunities and help make a difference. Along with
its teaching staff and parents, SISD supports its students to
develop their potential to the fullest in a motivating,
multilingual and international learning environment.
About the Head of School
Norbert started his career as a psychologist at a Catholic
Center for Children and Adolescents, after which he spent
over thirteen years between 1985 and 1998 as the Director
of a Psycho-Educational Counseling Center in Germany.
There he worked with children and families, as well as
conducting counseling for parents, teachers, and educators.
Later in 1998, Norbert was appointed as the Director-
General of Institute International de Lancy. Over a span of
twenty years, he developed the school from a French
Programme School to an IB World School teaching 1500
students. Between 2006 and 2014, he held the position of
President of the Geneva Association of Private Schools
(AGEP) and in 2014 he became President of the Swiss
Federation of Private Schools (SFPS).
Throughout his career, Norbert also enjoyed teaching
German and speaking at a variety of international school
conferences. His expertise as an educational leader,
specifically in Swiss schools with international and
bilingual backgrounds, makes him a perfect fit to take the
reins of SISD’s future.
ASAs for Students’ Nourishment
SISD offers effective After School Activities (ASA’s) to
bring an array of benefits to students, families. These
activities are planned to boost the overall performance of
students, along with to reduce risky behaviors, thus,
promoting physical health.
Internal ASAs: The Internal ASA’s are taught by the SISD
teachers and are free of charge depending on availability.
Here, every student is allowed to participate in two Internal
ASAs per week.
External ASAs: The External ASAs are offered on SISD
campus by external providers and their fees may vary for
each after-school activity. Here, students can participate in
as many external activities as they wish. Also, its
registration process is based on the first come first serve
basis and places are allocated by external providers after the
payment has been received.
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Apart from this, SISD also offers Breakfast Club, After-School Care, and Afternoon Club for the better physical as
well as the mental engagement of students.
Providing a ‘Healthy’ School Life
Besides its unique and comprehensive curriculum, SISD also provides medical facilities to its students as the school
believes that ‘every child’s health is important to us’. The school possesses two fully equipped medical rooms in the
primary building and one school situated in the sports building. These rooms are managed by DHCC registered nurses.
Once a year, students undergo a comprehensive medical examination. Also, students are given the best-in-class
nutrition which not only helps them avoid health problems but also gives them a strong base for emotional balance.
Positive Reinforcement is the cornerstone of SISD’s code of behavior and discipline. Here, students are inspired to act
respectfully and responsibly towards every member of the community. Such behavior would create a climate where all
students act positively with high behavioral standards. T R
December | 2018 02

The Apple
International School:
Established in 1994, run by the Iqra group, The Apple International School is a mixed gender school located in Al
Qusais, Dubai. It offers private primary and Middle school education (Foundation Stage to Year 10) with a UK
based curriculum. To date, it has 2196 students, 130 teachers and 30 assistant teachers working at the school. The
largest nationality student group is from Philippines but students from many Arab countries, India, Pakistan and Srilanka
study harmoniously.
The Apple International School, as a multi-cultural and diverse learning organization aims to provide a learning environment
which empowers students, staff and the community to maximize their personal, creative and academic potential in order to
become lifelong learners and responsible world citizens.
Students here explore future career options to get a better insight of what they aspire to become. The school organizes
‘Meet a Pro’ sessions for students of year 9 and 10, where professionals from different walks of life share with students the
demands and scopes of different professions.
The Modus-Operandi of Teaching
The Apple International School follows the EYFS curriculum at the Foundation Stage and the CIE curriculum in the Primary
and the Secondary. Students answer the Primary Checkpoint in Year 6, Secondary Checkpoint in Year 9 and IGCSE in Year
11.
The school’s curriculum has been carefully designed to ensure that every child has access to a high-quality education that
will promote lifelong learning and produce responsible citizens, fully engaged in their community and able to compete in a
global economy. The school goal is to create a learning environment that empowers teachers and principal to hold their
students to high expectations and provide meaningful and relevant schoolwork. There is a strong emphasis on multi-sensory,
cross-curricular learning throughout the school, with a clear focus on skills and attitudes in the development of life-long
learning. Through the range and choices of subjects offered, the curriculum is designed to meet the educational needs of all
the students of different ages, nationalities, backgrounds, aptitudes and levels of academic attainment. The subjects offered
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by the school effectively contribute towards ensuring a complete and holistic education of the students also enforcing a
reasonable understanding of the Emirati culture and traditions and Islamic values.
Rainbow of Offerings
The Apple International School strongly believes in the holistic development of their students. The school provides a wide
range of opportunities which call for innovative thinking, creative thinking, enterprise and inculcating values.
The innovation projects that target to improve co-curricular learning at school have been designed to support students to
experience real-life skills through projects. These projects involve four aspects of innovation – the content, the process, the
outcome and the environment. Most of these projects are student-led and give them an opportunity to be a part of an
improvement plan.
The Apple International School has a strong student voice represented by the student leaders. The student council and
prefectural board are part of the student development process. They meet twice a week and prepare their own responsibility
charts and are led by three members of the student community. They are deeply involved in improving attitudes and
behavior along with supporting new initiatives and community work. Most recently they have taken up the initiative to
plan, implement and measure the outcome of a literacy and ICT training for the school ancillary staff. Some annual trips to
local museums, industrial visits, university drop-ins, internship opportunities and international trips help them gain the
December | 2018 02

valued experience needed to reflect on their learning.
Initiative for Personal Development
At Apple International, high expectations are maintained from
all regarding the students' performance and to make them
believe in their abilities. It is ensured that they receive praise
for simple tasks for encouragement. Maintaining a curriculum
that remains respectful of differences, ensures that all students
are included within all aspects of the school and it
acknowledges the unique differences students may possess.
Ms. Jaya Menezes is the Principal of The Apple International
School. She joined AIS as the Vice Principal and was later
promoted to the Principal's position. For her, students and their
well-being is at the center of all the activities at AIS.
Ms. Jaya is wholeheartedly respected for her leadership skills and
her inclusive and open approach to staff, students and parents.
Primarily her prociency lies in conducting School Assessment,
drafting Strategic and Operational Plans, preparing schools for
Self-Assessment, designing of systems and structures, Institutional
Planning and Development, Policy Setting, chalking out the school
development plan, Handholding, Recruitment, Staff Development
and training, and using management tools to enhance the quality
of deliverables in the school.
The Principal is ably supported by a team of highly dedicated team
of professionals with a passion for teaching and love for learning.
The Vice Principal, Mr Mahesh Sajnani is a skilful educator and
an accomplished leader who with his passion and positive mindset
contributes immensely in developing independent learners and
skilful global citizens. The Secondary Phase Leader, Mr Jinto and
Primary Phase Leader, Ms Dimpy are dedicated to helping
children develop academically, physically and emotionally into
individuals with skills, knowledge and mindset to impact our
world positively. This Core team is strengthened by a team of
Section Heads, Subject Heads, Learning Leaders and Master
Coaches who ensure that the dreams that our students see today
may become a reality in the future.
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Impeccable Leadership
Initiatives taken at the Foundation Stage to promote education
• Assessment
Each child’s on-entry to the setting has been recorded in an
individual tracker within first few weeks of the setting in
period, taking into account contributions from parents. The
progress tracker should then be reviewed periodically
throughout the year to monitor progress. Based on the
information gathered for each child, teachers’ will use this
information to ensure that every child’s learning and care is
tailored to meet their individual needs.
• Curriculum
A. FS 2 Curriculum is modified and tailored to cater to the
needs of the children such as;
Ø Accelerated
Offered to the fast learners to enhance their thinking, research,
reading and exploration skills. Mostly trans-disciplinary
lessons will be offered in this curriculum.
Ø Extended
Children those who completed the Foundation Stage 1 in the
school will be offered this curriculum.
Ø Core
Children those who are new to FS 2 and are not having
previous nursery experience will be offered this curriculum to
thoroughly focus on prime areas of development and
introducing phonics.
Initiatives in the Primary
Students from Year 3 to 6 experience curriculum beyond their
text books and the schemes of work. Each Year level is
involved in a trans-disciplinary term wise project which
encourages critical thinking, thinking out of the box,
innovation and enterprise.
Initiatives in Secondary
Inter-disciplinary projects such as integration of Math with
ICT, English with Blogging and Science with Healthy
Lifestyle are what the students are enjoying in the Secondary.
Mental Math strategies in every day Math Lessons encourage
actual understanding, not just memorization and master
mathematical strategies.
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Improvement of investigation skills is the focus area of Science Department. The three well equipped science laboratory
facilities is providing opportunity to carry out required investigations and to improve students’ exploration skills.
Words of Trust
I have been studying in this school since kindergarten and I am in the process of learning something new every day. This
school is so united that it reminds me of a huge family of different nationalities and qualities, but we are similar at heart
because we all are Appleites. We are given opportunities and one of the events was when we went to Abu Dhabi and saw
lot of innovation which enabled me to have a clear view about my future occupation. The Apple international school does
not only focus on academic behavior but also on improving our social and extracurricular skills. I love this school and I
chose it because it has really ambitious people, like my principal, who always inspires me to become a better human to
achieve excellence.
-Abdul Hamid
Being a part of Apple International School has been a joyful and interesting journey in which I have developed a
foundation filled with knowledge and an ability to work independently. This school gives a chance to their students to prove
themselves. I got an opportunity to be a part of the IBRP which is working with Dubai Customs to help people to be aware
of their intellectual rights. It helped me boost up my confidence and opened me up to a different world of communication.
Now I’m in year 10 and the experience throughout the years has been intellectual and involves various activities that
improve my life standard as a whole. I love this school and it has taught me not the solution to my life problems but how to
deal with them so it is not only educating me but also preparing me for the future.
-Jameela T R
December | 2018 02

Today’s
Tomorrow’s
In selecting a school for our children, there are
many elements parents will investigate. In
choosing the correct pathway and setting for
any child, decisions will be based on a range of
factors. Here in Dubai, the range of options is vast,
in terms of price point, curriculum and location.
One aspect of critical importance on any child's
successful learning journey which should be
founded in success, challenge and happiness will
be their readiness and agility in selecting and
managing their own professional or vocational and
career pathway. Equipping students with the skills
necessary needs to be an area of focus for all
schools and educators, strategically embedded in
both the formal and hidden curriculum at schools.
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Educator,s Viewpoint
About the Author
Ruth Burke, currently works as a
Director of Deira International
School. She is a school leader with
the distinction of having led
outstanding schools in Dubai for
over ten years.
Educated in Trinity College, Dublin
and later in Bath University UK,
Ruth holds a Masters’ Degree in
Educational Leadership and is a
strong proponent of empowering
staff through distributed leadership
models. Her strong connection with
Learning and Teaching, as well as
her aspirational approaches to all
aspects of education, make Ruth a
very in touch and visible presence
to students, staff and parents.
Her relentless pursuit for
excellence has been instrumental
in building schools of
considerable repute where
inspection, academic outcomes
and aspiration levels evidence
her high expectations
approach and a culture of
collaboration, with parents as
partners as a key component.
Mother of three, with
children, spanning 6 years
to 24 years of age, her
passion for creating highperforming
learning
opportunities for both
students and staff is
tangible and her drive to
ensure quality outcomes
for all learners is
refreshing.
Ruth Burke
Director
December | 2018 02

An emphasis on developing leadership skills and opportunities in students within and beyond the school
gates should be significant. From primary age, a range of leadership groups can work closely with staff,
parents and their peers to positively impact practices, policy and provision. Groups such as our Wellbeing
Warriors, Heritage Heroes and Tech Gurus are an integral part of many school approaches to leadership
development with Student Counselors, Performing Arts Leaders, Journalists and Paparazzi groups work
diligently to impact both within and beyond the school gates.
A focus on communication, collaboration and connectivity, cultivated from early years with peer led
learning opportunities and a formalized buddy learning system in place can further develop the skills
required for students to be ready and able to maximize their learning opportunities. The Wakeham
Review of STEM (Science, Technology, and Engineering & Mathematics) degree provision and
employability (2016) stressed the importance of building transferable skills and providing work
experience. It commented on the need for ‘softer skills such team-work and project management’ to be
embedded in the curriculum and for more employers to offer work experience.
Many Schools offer a program of structured vocational support and work experiences including access to
a range of specialist speakers, mentors and facilitators who help to inspire students and make the world of
work tangible and highly accessible.
Internships for example, afford students great scope to develop their experiential learning. The IBCP
(International Baccalaureate Career-related Program) includes a work placement component, an area
highly valued by employers,59% of employers rating it as one of their most important factors when
recruiting graduates (CBI/Pearson, 2017). 65% of employers in the Employers Perspectives Survey
(2016) rated relevant work experience as critical or significant when recruiting too, rating it more highly
than academic or vocational qualifications (Duke of Edinburgh (DofE) awards, 2017). In addition, higher
education students who undertook any type of work experience are more likely to attain a graduate job
(BIS, 2013).
It's proven that school systems which systematically develop work placement opportunities engender the
success of students over the long-term.
Brandon Busteed, executive director of Gallup's higher education division, claims that setting up students
in a professional environment, interning, for example, is key in preparing them for a successful transition
to working lifestyle, expectations and the environment of the workplace. The traditional model of
preparing students for tertiary education needs review. Students must be nurtured, through all programs,
to develop and refine the skills, attitudes and knowledge for life beyond formal education.
The additional value brought by ensuring meaningful work placement with honest feedback and systems
in place to support improvement will contribute to personal growth and to deeper learning. T R
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The Aquila School:
Located close to The Villa, Dubai, The Aquila School is an exciting new international British school
with so much to offer. The Aquila School is part of the International Schools Partnership and opened in
September 2018. The school is conveniently located to serve a number of communities, including The
Villa, Dubailand, DSO and beyond. The school offers an exciting and creative STEAM curriculum, based on the
British curriculum, combining science, technology, engineering, maths, and the arts, enriched to meet the needs
of the culturally diverse community. The staff of the school are experienced and committed to providing
amazing learning. They ensure that every child develops a love of learning and acquire the skills and knowledge
they need for the future.
Underpinned by academic rigor the school values creativity and innovation, combining the traditional STEAM
curriculum with technology through the arts. The school follows its mission of “real learning for a real
future” ensuring the curriculum is relevant and engaging, preparing children for work and life in the 21st
century.
Distinct Academic Programs
The school follows the English National curriculum alongside the local MOE Curricular. The
English Curriculum is adapted to be relevant to their global community. As the school grows they will offer a
choice of IGCSEs at the end of Key Stage 4 and both BTEC and IB in years 12 and13, appealing therefore to a
range of learning styles.
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The school learning approach combines STEAM with technology through the Arts. In practice, this means that
activities take place where there is a link between the various disciplines.
The school supports learning through a robust, child-focused curriculum, and enriching after-school program.
The Aquila School focuses relentlessly on each child’s ability to amaze. Whether through mentoring, enrichment
or personalized study, the school is committed to:
• Empowering children to make decisions about their own learning
• Providing an amazing curriculum in English and Arabic
• Employing the very best British trained and qualified teachers
• Ensuring every child makes as much progress as possible
Extra-curricular Activities
The school places pupil’s choice at the heart of its work, the children have been involved in deciding the range of
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From the Principal’s Desk
I am incredibly proud to have the privilege and
responsibility of being the founding Principal of The Aquila
School. Having worked in the UAE for seven years and now
entering my twenty-rst year as a principal, I am excited by
the unique opportunity to employ brilliant and experienced
teachers and create an amazing school.
We believe in providing children with ‘amazing learning’,
helping them to learn to levels that amaze them and to
inspire them to be successful now and equip them to be
successful later. We will inspire and support children to
discover and pursue their passion in learning through
maximum choice and authentic learning linked to life. Our
vision places the interests and needs of children at the heart
of everything we do. We want Aquila children to be resilient,
independent, thoughtful and caring individuals, well
equipped for future work and life experiences.
I am delighted to be working alongside Mrs. Kylie Cleworth,
our Head of Primary to make this happen. We both share
similar aspirations for The Aquila School, and for the last six
years, we have worked together at the rst ever school in
Abu Dhabi to have been graded as OUTSTANDING in all
areas. - says Wayne Howsen, Principal of the school.
CAS (Community, Action, and Service) activities on
offer. Every member of teaching staff, including the
leadership of the school, led a CAS activity. Activities
include; drama, arts and crafts, basketball, mask making,
Qur’an studies, cookery, football etc. Although the
school is new, they are already establishing traditions
such as their annual bring a family member to school
day, global day and community Iftar. Through their
curriculum they want to provide as many opportunities
as possible for the children to be enterprising. Part of this
is done through using an approach to teaching called
‘Mantle of the Expert’ where children learn to work
together to solve real life problems. Recently the
children organized the very successful official opening of
the school and through the year they will work together
and lead enterprise initiatives such as organizing table
top sales, film events and special events such as our
Mother’s Day celebration.
Healthy lifestyles are important part of the school. So in
addition to regular PE and swimming sessions the school
takes advantage of community initiatives to develop
fitness. Through the curriculum, the school wants
children to learn how to prepare healthy foods, so that
they have a specialist food technology room, as well as
how to cultivate food sustainably.
A long term aim of the hydroponic farm, alongside the
educational benefits, is to grow around half a tonne of
fruit and vegetables annually; enough food that the
children can sell it back to the catering partner in their
canteen or the local supermarket, bringing their
“homegrown” produce into the community.
The teachers are empowered to adapt the curriculum to
meet the needs of their children; in other words, to teach
them what they need to learn right now. The core
knowledge is still taught through the English National
Curriculum. Through this approach children are
encouraged to learn to make choices and to be resilient,
independent learners.
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December | 2018

Words of trust:
The Aquila School is my favorite school in the UAE because there are very nice people here and animals. I really
like the idea of the hydroponic garden and the chickens that we can collect eggs from and use in our food
technology room. I will be very sad to have to leave here to move back to Australia.
-Liam Johnson, year 5
I like The Aquila School because you learn how to collaborate. I also like how small we are because we can do
group work and really get to know everyone in our school.
- Ayesha Mainuddin, year 6
I love The Aquila School because here we get to know lots of people. The school is really fun, the teachers are
kind and we get to do amazing things.
-Sara Magdy, year 5
We are thrilled with how quickly our children have happily settled at The Aquila School, and love how they can’t
wait to tell us about their day of amazing learning!
-Kirsty Reeves, Mother of two children, the very first family to sign up! T R
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