February 2021

Education beyond Pandemic Crisis & Solutions A BRITISH INTERNATIONAL SCHOOL COLLEGE Educating, nurturing and inspiring

What makes outstanding?

n The first school in to be accredited under the new Council of British International Schools (COBIS) Patron’s Accreditation and Compliance scheme.

n First in the world to be accredited as a High Performance Learning school with the prestigious world-class award.

n Recognition at the Qatar Sustainability Awards 2018, when the College was honoured with the Schools Sustainability Initiative Award.

n Was included in the first batch of schools to be nominated as COBIS Training Schools.

commensurate with its High-Performance Learning World-Class award it received in 2018. A testimony of the world-class level education provided at Doha College are the offers its students secure at the highest-ranked universities in the world, including Oxbridge and Ivy League in the past 12 months.

oha College is one of the world’s leading British Community International Schools, educating students A beacon in international education, Doha College between the ages of 3 and 18. Its achievements in D shines in community spirit too. Over the decades, the academia, sport and the arts are outstanding. school organised large events open to people in Qatar Their state-of-the-art campus and exceptional teaching and beyond, in the fields of sports, music and medical team reflect their unwavering pursuit of excellence. research. Students are consulted and influential in shaping the approach to learning. A Doha College education reaches far beyond the curriculum, educating global citizens who listen, respect others and have the confidence to stand up and be heard. Established in 1980 and having celebrated its 40th anniversary in Qatar last year, the college successfully settled into its expanded home in Al Wajba since the beginning of this academic year. Dr Steffen Sommer, Principal of Doha College, said about this momentous occasion: “With the opening of the new campus, Doha College now finally has facilities what it has truly deserved for many years. ‘Excellence for all, excellence from all’ now has a new home and Doha College is filling these walls with a During the pandemic, the school maintained its DNA of 40 years of fine educational achievement in community involvement through online events, such Qatar, opening new horizons for the future. I am so as the student-lead DCMUN (Doha College Model excited for our students to get to new heights with all United Nations) or the teacher-lead ‘TeachMeet’ event the opportunities that this new facility now enables for mathematics educators across the country. It also them to do.” kept its community safe by implementing the most secure on-site measures and off-site protocols, while continuing to provide teaching of unwavering quality. The small-sized classes and versatile learning spaces enabled full attendance in FS1 and 6th form, while fully complying with the Ministry of Education and Ministry Inspiring the future of Public Health requirements. After recording the best examination results in its Wide ranging education history in 2020, Doha College heralded a new era of One of the reasons that Doha College is such a popular British international by opening its choice is its unparalleled range of subjects offered state-of-the art brand new campus to students across for (I)GCSEs and A Levels, as well as the flexibility Doha and beyond. in combining these subjects. Doha College currently Completed in just over two years, the new campus offers 26 subjects for A Levels, covering the fields of is kitted out with the latest technology designed Best examination results arts, languages, sciences, humanities, sports, media, with forward-thinking features in mind for all areas business, music, psychology, sociology, computer of education, including science labs, performing arts In 2020, and a challenging time globally for all science and more. Additional university credits can auditorium with a LED backdrop screen, two swimming examination students due to the COVID-19 pandemic, be achieved by pursuing other avenues open at Doha pools with touch pads, flood-lit astro turf pitch, Doha College clocked a new record with exceptional College. Examinations with LAMDA (London Academy recreation areas shaded by plentiful trees and greenery, results across the board, the best in its 40-year history. of Music and Dramatic Art) and ABRSM (Associated and much more. For A-Level examinations, Doha College recorded Board of the Royal Schools of Music) are facilitated Despite the challenges brought by the pandemic, 62.4% A*-A, 87.5% A*-B and 98.4% A*-C results, and by Doha College through its associated academies the efforts of all involved ensured that this ambitious for (I) GCSE examinations – 74.6% A*-A, 96.4% A*-B ‘Mockingbird’ and ‘Musiqaa,’ and they carry UCAS project was ready to open its doors on time, to and 99.2% A*-C results. These scores put Doha College points recognised by UK universities and credits valued welcome its students. right up with the elite of international education, in many other countries.

EDUCATION 3 DURING THE PANDEMIC Aiming for holistic development of children

appropriate for the students. But ensuring that all of our students had the benefit of face-to-face learning was also at the core of what we’re doing and this has certainly enabled our students to make reasonable progress during this pandemic. Q As an educationist, do you see any sea change in teaching-learning process as we emerge out of pandemic? A Education will change undoubtedly as result of the pandemic with staff, students and parents experiencing different ways of learning. I believe that the education after the pandemic will be in a stronger shape than it was before as we’ve learned many lessons during the crisis. he Doha Academy environment to blended learning and with different As a Principal, you must be very proud of your opened its doors in year groups made tailoring the best solutions for student achievers. A few words about them. Tthe year 2000 with our children very challenging. Our students are absolutely marvelous in terms of the school in Al Maamoura. Not only was this demanding for the school and their ability to adapt to situations. They strive to It now has four schools its staff also it proved demanding for the students produce the very best in difficult circumstances educating well over 2000 and their parents. Obviously, all three parties had and many of our students are highly commended in pupils and its mission is to to work together to produce the best possible terms of their achievements during the pandemic. enable children to achieve outcomes for the children. their best spiritually, morally, socially, intellectually and Q Psychological support to students and teachers physically. Here, Graeme was essential at the time of crisis like this. What role M. Garrett, Principal and did the Doha Academy play in this regard? Head of Schools, shares his experience with the A The Doha Academy schools have always prided themselves on the supportive and inclusive nature Academy with us. Graeme M. Garrett, Principal of the education. Our staff have come together to and Head of Schools Q Tell us a bit about the support each other and the students in the best Doha Academy schools possible way. We’ve made lots of changes internally in and Salwa and Abu Hamour. to make sure that the students are safe and their wellbeing is looked after, with plenty of guidance The Al Waab branch educates students from KG A in terms of their pastoral care. I believe that we’ve through to AS and A level with the English national done an outstanding job with regard to managing curriculum in place and our Salwa branch educates the Covid-19 situation. students from Year 1 to Year 9. We also have another branch, the Doha International Kindergarten, which In your words, how the Doha Academy is going Safety and hygiene became paramount during Q educates children of KG and REC age. Q to contribute to Qatar’s widely expected Qatar Covid-19. Have you had any specific safety session National Vision 2030? Last year had been particularly testing due to the for staff and students? Q Qatar is a forward-thinking nation which unexpected pandemic related developments. How A A We’ve provided training for both the staff and understands that high quality education is the key to did the school sail through this? students on the importance of hygiene during the development in both a business sense and a social A Global pandemic caused our schools a great deal pandemic. Our schools are extremely well equipped progress sense. The Doha Academy schools are of turmoil. Moving from a completely face-to-face with the facilities for washing hands and sanitizing. committed to supporting the Ministry of Education Students and staff have their temperatures and Higher Education in terms of this development measured daily as they come to school and we and we participate actively in those initiatives and tested all our staff and students at the beginning of we look forward to investing in the future of Qatar in 2021. an educational sense. Q On-line teaching emerged as a new concept during Q Any add-on? this period. How successful was the Doha Academy in this? Was the school fully prepared for this? A For all people engaged at the Doha Academy, Qatar is an exciting place to live and work. For me, as A In the first instance, the school was not fully Principal of all our schools, it is a joy to be involved prepared for the online learning, however, our and privilege with the ingoing developments in board and our senior management put things in education. However, I believe everyone will be place rapidly to ensure that our online teaching relieved once the pandemic concludes and the new has developed and the teaching techniques are normal can begin.

4 EDUCATION DURING THE PANDEMIC

Learning Ecosystems Living Lab … bid to transform education

atar Foundation’s (QF) global education Alexandra Agudelo, Minister of Education in skills are changing with transformation of global and think tank WISE has launched a new initiative, Medellín, Colombia, gave a keynote address at the regional economies, and how new jobs and educational QLearning Ecosystems Living Lab (LELL) panel highlighting how her city used formal and non- opportunities can cater for these new skills. recently. formal education systems to become a “learning city.” “A Learning Ecosystem is about key stakeholders The latest push by WISE to disrupt linear models “Through partnerships with different organisations, coming together about why learning is important from of education worldwide, LELL will regularly bring we can reimagine education and have more a social and economic perspective, and how we can together practitioners, experts, policymakers, and sustainable goals beyond 2030 or 2050. Educational design an alignment to make the supply and demand innovators to create a global community of practice development might be slow, but we need to keep of learning have a socio-economic outcome for citizens. and thought-leadership that is designing Learning going and support each other, especially in these kinds It involves closing the skills gap and anticipating what Ecosystems for different regions of the world. of difficult times brought on by Covid-19.” type of learning is needed in what spaces,” said Gog. WISE defines Learning Ecosystems as “diverse While theoretical foundations of Learning Other panellists at the event included Sébastien combinations of providers (schools, businesses, Ecosystems are gaining wide traction, the LELL Turbot, CEO and chief curator at eko6, and Rosie community organizations, as well as government initiative aims build a community of practice and Clayton, co-founder of Weaving Lab. They discussed agencies) creating new learning opportunities and practical guidelines on how to create and manage various ways in which coalitions can be formed to pathways to success. They are usually supported by Learning Ecosystems. enhance learning and education development in an innovative credentialing system or technology David Atchoarena, director of the Unesco Institute different parts of the world to take the burden off platforms that replace or augment the traditional linear for Lifelong Learning and a speaker on the LELL panel, formal education institutes and better prepare for the system of examinations and graduation.” said that these ecosystems do not need to be limited multidimensional needs of learning in our fast-changing The new initiative was launched virtually with to just enhancing learning, but should also aim to world. LELL’s first digital panel titled “Designing Vibrant and serve other purposes like employment, welfare, social “We need a more holistic vision for education. Of Purposeful Learning Communities.” The panel brought cohesion, and public health. course, the school system is key, but it’s not enough,” together education experts from around the world to Panellist Soon Joo Gog, chief research officer said Atchoarena. “If you want to promote lifelong discuss challenges in creating learning ecosystems and and chief skills officer at SkillsFuture Singapore learning, you can’t just invest in schools. We need to discuss their development using examples from various Agency, highlighted Singapore as an example where move beyond the education system and go into private regional contexts. Learning Ecosystems are being used to research how sectors such as digital learning and workplace learning.”

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6 EDUCATION DURING THE PANDEMIC ‘Meshkat’ to help students in career

Yosouf al-Salehi, Executive Director, QSTP says: “This initiative will raise awareness among our nation’s young people of the various career options that technological innovation and entrepreneurship offer. It will also equip them with the necessary knowledge to explore the digital entrepreneurship world and highlight the ideal environment Qatar provides for budding tech entrepreneurs. We at QSTP are extremely proud to be at the forefront of an environment which helps transform innovative ideas into successful projects, businesses, products and services that provide effective solutions to various existing challenges, as well as contributing to Qatar’s economic diversification.” QSTP is part of Research, Development, and Innovation (QF RDI) division which is leading the charge across the fields of Information and Communications Technology (ICT), energy, environment, and healthcare, in bringing new technologies, products, and services to the marketplace for national benefit and global impact. Abdulla al-Mansoori, Director, QCDC, said: “The pandemic has brought with it real challenges that have dealt a strong blow to companies that failed to embrace remote work, highlighting the importance of embracing technological innovation in these difficult circumstances. “Meshkat embraces and empowers young innovators to contribute their novel digital-first solutions for local and global challenges, taking advantage of Qatar’s role as a hub for technological innovation in the region. Through workshops and insights, the initiative will encourage high school students to embark on their digital entrepreneurship journeys and transform their innovative ideas into successful projects that contribute to Qatar’s economic diversification and prosperity.” QCDC, a member of QF for Education, Science and Community Development, aims to help the youth, particularly but not restrictedly students, across all Qatar’s education system’s tracks and stages, including the youth with special needs, to identify and fulfill their education and career goals.

igh school students across Qatar will have access to a new support package when making Himportant choices regarding their career options in the highly competitive world of technology development and entrepreneurship. Qatar Science and Technology Park (QSTP) and Qatar Career Development Center (QCDC) – both members of Qatar Foundation (QF) – have come together to develop and launch ‘Meshkat’ as a pilot programme for high school students for the current academic year 2020-2021. Three activities have been created under Meshkat: first, workshops targeting school students; second, academic clinics aimed at scholastic advisors; and third, an introductory seminar on the significance of and opportunities in entrepreneurship and technological innovations. This is along with a visit to explore QSTP’s facilities, to take place in accordance with the prevailing health and safety guidelines at the time. Pilot workshops have been so far delivered in both Arabic and English languages in three schools: Qatar Technical High School, Ali bin Jassim High Schools and for Science and Technology School. The project aims to engage students through virtual and digital platforms and, via field trips to schools, QSTP’s headquarters, and Multaqa ( Student Center).

EDUCATION 7 DURING THE PANDEMIC welcomes a new campus near Lusail City

oha British School (DBS) has officially opened “We insist on engaging, challenging, and interactive admissions to the newest member of the DBS lessons that create an inquisitiveness and thirst for Dfamily - DBS Rawdat Al Hamama. learning in our students,” Mr McGuire added. The new campus, set to open in September 2021, will be located near the iconic Lusail City. It will offer the A history of academic excellence same outstanding National Curriculum of England and DBS is a family of schools catering to more than will accept girls and boys aged 3 - 18. 2,400 students from over 90 different nationalities. The school originated in Doha in 1997 and this was joined by the Al Wakra campus in 2014. With the addition of the new campus, DBS is proud to support Qatar National Vision 2030 in establishing a world-class education system, comparable to that offered anywhere in the world.

Outstanding exam results Doha British Schools have high aspirations for all students and believe that ‘every child or young adult In 2020, DBS students achieved their best ever should gain as much as possible from the school, based IGCSE examination results, with 95% of students on the belief that all learners can, need and want to achieving five or more grades 4-9. 25% of students achieve.’ also achieved a grade 9 - the highest grade possible. DBS prides itself on providing outstanding student- Moreover, 100% of DBS students successfully apply to centred education. The schools operate under strong universities across the world, with 20% achieving places and experienced leadership. The senior leaders have at some of the top Russel Group universities in the UK. a wealth of knowledge from the international schools DBS also offers four different pathways for students environment as well as the UK school system. The The state-of-the-art campus will feature an indoor at Post 16 which include IB, AS/A level and BTEC. schools promote an ethos of high expectations and swimming pool, a dedicated multi-purpose sports Students can then progress to City University College the importance of high academic success for all the hall, landscaped outdoor playing field, and a modern, (in partnership with Ulster University) to study a wide students. DBS also focuses on character development contemporary, fully-equipped theatre. All classrooms range of undergraduate programmes. With DBS, to ensure that students are fully prepared for the wider will be furnished with the latest IT infrastructure, students can get a complete educational package from world. ensuring that teachers have access to the most Early Years through to university. This provides a route innovative teaching and learning environment possible. for students to graduate from DBS and remain in Qatar. “Our new campus underpins DBS’ commitment to In January 2020, DBS schools were re-accredited Applications now open deliver outstanding British curriculum in Qatar. We are by the Council of International Schools (CIS). It has Applications for DBS Rawdat Al Hamama are pursuing our essential purpose which is to provide a also been accredited by the Qatar National Schools now open for students from Pre-school to Year 9 first-class education, enabling pupils to thrive within a Accreditation (QNSA), British Schools of the Middle initially. Contact admissions at +974 4019 8008 or dynamic, global environment,” Terry McGuire, Acting East (BSME) and was awarded ‘Outstanding’ status by email [email protected] Director of Education. British Schools Overseas (BSO).

8 EDUCATION DURING THE PANDEMIC

Moulding the change-makers

By Joseph Varghese pursuing a degree, a researcher in a laboratory, an aspiring innovator, an artist, a community activist, or new campaign by Qatar Foundation (QF) aims just a member of society who wants to play their part. to reimagine education and provide endless “Our educational offerings are built to disrupt A possibilities for learners, researchers and traditional ways of learning, and provide customized innovators among others by helping them become and innovative learning opportunities that empower change-makers. the youth to think beyond the obvious,” runs the ‘Students of Change’ campaign will continue for campaign. several months, focusing on helping learners become The project also aims to make people innovators architects of change and envisage an ecosystem of change. “We are triggering transformative of huge opportunities by constantly designing new change by curating big ideas and turning them into avenues. breakthroughs. This happens through our platforms in research and innovation, such as in artificial intelligence and precision medicine, as well as through our community initiatives focused on environmental sustainability and social engagement,” it says. The programme also invites everyone to come together and become partners of change. “When we the humans so immensely and a disruptor of so come together to bring change, our reach and impact many conventional practices in many areas including can be amplified. The spirit of collaboration is at the education, the new campaign is likely to strike a chord core of our organisation, and we are always partnering with many. with organisations and institutions from around the world to facilitate the transfer of ideas and jointly The campaign also encourages all those who are realise them.” passionate about making a change to get involved in the whole process as it highlights, “In our rapidly The campaign offers opportunities for young evolving world, change is the only constant. It’s in our learners to join QF’s schools and universities; helps hands to be a part of it and help shape it.” researchers and innovators to test, become part of its research, development, and innovation ecosystem The campaign primarily focuses on three distinct QF, through several visuals and short videos have or those who want to be part of a community that is groups: Youth of Change, Innovators of Change, and been sending out the message over its social media striving to make a positive impact in the world around, Partners of Change. platforms to stir the young minds to ponder over and to explore the community development programmes. In the fast emerging global scenario, especially in think differently for a change, it envisages. It invites the aftermath of a severe pandemic that has ravaged everyone to be part of the change; be that a student atar Foundation (QF) schools have recently staged a series of activities involving teachers and students to help Qraise awareness of the most effective ways to combat Building awareness about different forms of bullying. The activities were designed to teach students the right ways to respond to a bully, and to highlight how silently observing bullying contributes to its escalation – and the victimisation of its target. At Awsaj Academy, a school under QF’s Pre-University Education that specialises in addressing the needs of students with learning difficulties, teaching social skills is an integral part of the learning experience. Each year, for Anti-Bullying Week, the school holds activities designed to teach students how they should respond to intimidating behaviour, and to emphasise the importance of empathy and friendliness between students. “The issue of school bullying is one that we need to address and stand against through conscious and effective approaches, particularly because it significantly affects the mental health of children and young people,” said Sally Chalouhy, counsellor at Awsaj Academy. “Our Bully Blockers – a group of students from different grades formed five years ago – have shown proactivity and enthusiasm through shooting videos that raise awareness of bullying and how students can defend themselves and others when they are faced with such situations, as well as how they can fight passivity and speak up when they witness an act of bullying. At QF school Qatar Academy Sidra, educating students about bullying and safeguarding is part of a framework of social and emotional learning that, for the past three years, has been taught year-round. Each month is dedicated to a certain theme, with November dedicated to learning how to respond to bullying and personal safeguarding, while December will focus on emotional management and February will concentrate on mindfulness. Meanwhile, at Qatar Academy Al Khor – also part of QF’s Pre-University Education – Anti-Bullying Week has seen students being encouraged, through a virtual activity, to become principled learners and demonstrate kindness towards others. Students were given the opportunity to share their thoughts on interacting with others, to help develop their social and communication skills, and made a pledge to speak out when they or someone they know is being bullied. Senior school teachers also played videos about bullying and how it should be tackled during lessons. Top Reasons Why Parents Choose Doha British School

earching for the perfect school for your child is campus in Rawdat Al Hamama, located near Lusail 4. A school that has a unique focus on the development no easy task. If you are looking for a high-quality area, set to open in September 2021. of the character of children holistic education, delivered by experienced and S 2. An established school that delivers exceptional DBS not only places importance on students’ well-qualified UK trained teachers, then take a look at examination results academic achievement but also on their Character these reasons why parents trust Doha British School Development. One of the school’s core purpose is to with their children’s education. First established in 1997, the school has since grown prepare students for their life after school. to more than 2,400 students on two sites, with a Resilience; self-confidence; honesty; inquisitiveness; third to open in September 2021. motivation; respect and community spirit are some Doha British School is also an IB World School and of the traits that the school aims to cultivate. is known in Qatar for achieving excellence in exam results in IGCSE, IB, and AS/A Level. Last year, the 5. UK-qualified and experienced teachers DBS pass rate in IB was 92%. 100% of students who Doha British School’s qualified and experienced graduate from DBS successfully apply to universities teachers are from the UK and are all trained to the around the world, with 20% of the students achieving high standards required by the National Curriculum places at some of the top Russell Group universities of England. in the UK. Originally published in ILoveQatar.net Doha British School is also an “Outstanding School” awardee of the British Schools Overseas (BSO) inspectorate. BSO inspection happens every three years and is one of the most detailed and rigorous 1. A challenging, broad, and balanced curriculum international school inspections. delivered in modern and state-of-the-art facilities DBS encourages all students to reach their full 3. A safe and secure environment that has a zero- potential by continually challenging them to achieve tolerance for bullying policy better. Having a well-earned reputation for academic Worried about bullying? With DBS, you don’t have to excellence, Doha British School offers world-class worry because the school has a commitment to zero education from Pre-school to Sixth Form to boys and tolerance for bullying. The health, safety, and well- girls aged 3 - 18. being of all of its students are its highest priorities. All of DBS’ campuses are modern and equipped with No child should ever be fearful or anxious about state-of-the-art facilities with the new purpose-built coming to school.

12 EDUCATION DURING THE PANDEMIC

Raising confident, independent children

hen our kids are young, our job is to be parents, we’re socialized for the fixer/protector role, the trials of life. But you can give your kid armor by fixers, protectors, and social secretaries. to step in and take care of the problem. If your kid teaching him to advocate for himself, and thereby WWe childproof the house so they can’t get falls down and scrapes his knee, your instinct is to put develop the grit he needs to survive and succeed. under the sink and block the stairs so they don’t fall a Band-Aid on it, and say, “It’s okay, sweetie. I’ll make If your child gets a poor grade on a test, for down. We set up playdates and throw their parties. it better.” Then they go back to playing and you feel example, a fix-it parent would say, “You should call We call their teachers when there’s a problem. But at good about having done your job as a fixer well. the teacher to talk about what happened. You should some point along the way, the parents’ job changes, However, you can’t put a Band-Aid on a social meet with your friend who’s great at math and get without warning or indication, and we become rejection or a failure experience. There is no instant some tutoring. You should study harder.” You should, consultants. Our job then is to help them find fix when a twelve-year-old girl is suddenly cast out you should, you should. Listen to how you talk to solutions for themselves. of her friend group, or when an eight-year-old boy your child. When you hear that phrase, be aware Shifting from “fixer” to consultant is a major struggles to memorize math tables and starts to that you are in fix-it mode, essentially choosing and change, and you might have a hard time with that. As believe he’s stupid. You can’t protect a child from handing him tools.

14 EDUCATION DURING THE PANDEMIC To scaffold, parents support and encourage the The Growth Zone child to learn how to select the right tool for the When a child is in the particular task all by himself. He might choose wrong, Maximal learning and growth happen in the area and then you can guide him to evaluate why that just outside the Comfort Zone, when the child is comfort zone, he or she can particular tool wasn’t the best choice. Next time, he’ll reaching and stretching to acquire new skills. Russian build confidence and self- try something new. educational psychologist Lev Vygotsky believed that educating children in the “zone of proximal esteem. He/she feels secure It’s not that you are letting him hang out there on development”—just beyond their current capacity, his own. You are standing by and collaborating with not too far from where they already are—inspires kids doing the activity, and him to come up with his own solutions. Instead of his to become independent problem solvers and self- depending on you for answers, you will guide him to motivated learners. The theory holds up in the context enjoys it, because they are come up with ideas about how he can do it forhimself. of scaffolding a child’s emotional, social, and behavior proficient A psychological state is often called “a zone.” learning as well. Learning, aka growth, an ongoing In the active construction site that is your child’s process of reaching for more, is always empowered Emily, a fourteen-year-old girl with severe anxiety development, it helps to be aware of her various zones, by parent-child collaboration. You’re in it together, but disorder, always became extremely worried in the as well as which are the safe and unsafe areas. once your child learns what he needs to learn, he can days leading up to her midterm and final exams. Her mother Diana’s reaction to her daughter’s stress was to tell Emily to study harder, but that wasn’t helpful. Obsessive studying was a symptom of Emily’s anxiety, not a coping, calming strategy. It was like giving a drug addict permission to smoke more crack.

We coached Diana to scaffold Emily with nonjudgmental validation and by presenting failure as just a thing that sometimes happens, to say to her daughter, “I hear you. You’re worried that you’re going to fail. Maybe you will, and that’s okay.” With the “death threat” of failure off the table, Emily could turn her deficit (anxiety) into an asset (productivity). She still prepared twice as much as her peers and always met with teachers for reassurance. But by telling herself failure was fine, by releasing that valve, the destructive “I can’t do this!” anxiety was gone. Diana had to send the same message many move on, and up, to the next level, while you cheer him times. But eventually, the message sunk in, and Emily, The Comfort Zone on from the near distance of the scaffold. now a young woman, flings herself into intimidating job This is a no-anxiety, no-stress figurative place opportunities. “Failure isn’t fatal,” she said. “I’ll just try where a person feels safe and secure, believes he’s in Failure Is an Option again.” control, and can do any social, emotional, behavioral, or academic task easily, without help from parents For your kids, you scaffold their current and future A parent’s fear of failure and rejection on the child’s or teachers. In the Comfort Zone, a child can build growth by teaching them to take risks, despite the very behalf leads to the parent riding to the rescue to save confidence and self-esteem. He is secure doing the real possibility of going splat. the day, by doing his homework, calling teachers and activity; he enjoys it because he’s proficient. It might Labeled praise plays a major part here. If you want coaches, taking care of every tiny thing for their kids. feel good to hang out here; it might be a bit boring, your kids to be more proactive and prosocial, you have The irony of swooping in is that parents believe too. Since growth comes from learning new things, to praise them when they try. Be careful about what they’re helping their kids by preventing pain. But what and learning requires you to be vulnerable in your you praise, though. If you praise success, your kids they’re actually preventing is growth. learn to think that failure is bad. But failure isn’t good or ignorance and inexperience, the child will have to leave Courtesy: Excerpt from The Scaffold Effect: Raising Resilient, Self-Reliant, and Secure Kids in the Comfort Zone in order to grow. bad. It’s just one possible outcome. an Age of Anxiety.

EDUCATION 15 DURING THE PANDEMIC SEK-Qatar, a school boasting an international track record and educational excellence We inspire all students to be creative thinkers, problem solvers, active learners and global citizens who make positive contributions towards a better world. The IB programmes at SEK-Qatar are combined with a family- oriented approach, which involves a culture of care, growth and inspiration whilst developing each student’s talents, interests and dreams. Students learn through the understanding that serving and caring for others brings the highest rewards in life, while ensuring that they become skilled, balanced, productive and creative 21st century global citizens.

EK International School Qatar was established in thinking approaches to global living, digital citizenship Global citizenship 2013 as part of the Qatari Ministry of Education’s and leadership for an ever-changing world. SEK-Qatar is a Students are given opportunities to expand their SOutstanding Schools Programme. This coeducational learning community that is centred on developing thinking, global horizons with sports activities and trips in and multilingual school in Qatar boasts a cutting-edge research, communication, social and self-management Qatar, Spain, Oman, Cyprus and Nepal. Students learning campus located in Doha’s West Bay district. skills. The school offers an academic approach, where are also active participants of various national and English is the language of instruction and students also students explore and develop their talents in arts, physical international initiatives with the Model United Nations learn Spanish and Arabic. health, programming, robotics, sciences, mathematics, (MUN), Georgetown University, Qatar Tennis Federation, As the world we live in continues to adapt and change humanities and languages (English, Spanish and Arabic). EVO Sports, Student Council or Hamad Medical with technology, education, work and re-thinking new SEK-Qatar is an IB World School authorised to Corporation. Our graduates have gone onto various ways of approaching situations, SEK International School offer the Primary Years Programme (PYP), Middle universities all over the world fulfilling their aspirations and Qatar continues to be a unique provider of outstanding Years Programme (MYP) and Diploma Programme (DP). goals. education and innovation. The three programmes develop students’ intellectual, As part of the SEK Education Group, established in personal, emotional and social skills that they crucially 1892, there are nine schools in total (Spain, France, Ireland need to thrive and serve others in today’s challenging and Qatar) including its own forward-looking university world. SEK-Qatar is also a recognised Microsoft Showcase (Camilo José Cela University). School, accredited by NEASC (New England Association of Schools and Colleges). Although the school’s roots can be found in Spain, SEK-Qatar is a notably international school with students and families from over 60 different nationalities. SEK-Qatar International Baccalaureate Programmes is an international learning community that enjoys a holistic The PYP caters for students from PreK- and skills-based approach to learning, where students grade 5 and the MYP for grades 6-10, whilst are challenged and developed as global citizens and the DP is offered for students in grades 11- international leaders. 12. Our teaching approaches and whole school community culture is geared towards learning and Technology and music attitudes that are centred on developing an internationally- minded community made up of students who are inquirers, SEK International Schools are places knowledgeable, thinkers, communicators, principled, open- where technology, innovation, learning and teaching are minded, caring, risk-takers and are balanced and reflective. Face-to-face and virtual learning combined with 128 years of expertise to offer forward- environments SEK schools are prepared to face any possible scenario and continue with classes as normal under any circumstances. The SEK Future Learning Model stemmed from the review and reworking of the Intelligent Classroom, offering methods and tools adapted to face-to-face or digital formats depending on the pedagogical purpose they pursue, in motivating and enriching physical or virtual spaces, allowing us to create personal development experiences for each student. Through the technology developed at SEK Education Group, the school naturally combines face-to-face and remote classes. We invite you to learn more about SEK-Qatar at www.sek.qa or by contacting the admissions department at [email protected]

16 EDUCATION DURING THE PANDEMIC

Why do kids have trouble with transitions?

By Katherine Martinelli

umans are creatures of habit. Even when we welcome it, change takes more energy. So perhaps it’s not surprising that Hchildren often find it difficult to make transitions between activities, places and objects of attention. Being asked to stop one thing and start another is a very common trigger for problem behavior, especially for kids who have emotional or developmental challenges.

18 EDUCATION DURING THE PANDEMIC Difficulty with transitions can manifest in a number of ways depending on the child and the setting. It can take the form of resistance, avoidance, distraction, negotiation or a full-blown meltdown. Some of these reactions are the result of kids being overwhelmed by their emotions. And some are what they’ve learned works to successfully delay or avoid the transition. A child told it’s time to leave the playground might throw a tantrum initially because he can’t manage his anger or frustration, but if he’s found that it has worked to delay leaving the park, he’s more likely to do it again. “It really depends on how the adults in his life have responded,” says Dr. Matthew Rouse, a clinical psychologist in the ADHD and Disruptive Behavior Disorders Center at the Child Mind Institute. Other kids may not tantrum but instead master the art of whining, distracting, or negotiating with the adults in their life.

EDUCATION 19 DURING THE PANDEMIC What’s behind transition problems? for kids with autism, the reactions tend to be more extreme, and the issue is rooted in a different difficulty. While transitions are triggers for lots of kids – what parent hasn’t gotten resistance from a child being “For kids with autism,” says Dr. Rosenthal, “the asked to stop playing a video game and come to world is just an incredibly confusing and overwhelming dinner? – they are particularly difficult for kids with place, so the need for sameness and predictability is emotional and developmental issues. And while the adaptive,” or practical. It’s not simply that changing behaviors may be the same, experts point out that activities is upsetting, it’s that any deviation from the reasons behind the behavior are different for kids the routine can feel like the rug is being pulled out from with different challenges. Here we look at why children under them. with ADHD, anxiety, autism and sensory processing Dr. Rosenthal refers to this as cognitive inflexibility, issues, find transitions particularly difficult. and says that it also explains why those on the autism For kids with ADHD, it all comes down to what spectrum have hyper-focused interests and tend to they perceive as rewarding, says Dr. Rouse. While prefer doing the same things in the same order. “Any the disorder is described as an attention deficit, unexpected changes or transition for a kid with autism experts say it may be more useful to think about it as disrupts their equilibrium.” an intense need to do things perfectly. If they are difficulty regulating attention – turning your attention interrupted before they are able to do something to something you are expected to do, rather than exactly the right way-forming letters perfectly in a something that you find rewarding. writing assignment, or lining things up or doing a series of things in a prescribed order-they can get very upset, “Kids with ADHD have fewer neurons in their leaving an adult not aware of the anxiety mystified. reward centers, or neurons that aren’t as active in the reward centers of their brains, so they find things Understanding the triggers that make kids balk, or throughout their day less rewarding,” he explains. get upset, at transitions, is the first step to managing When they do find something rewarding, they tend them better for both kids and adults. to hyper-focus on it, which explains why someone with ADHD seems all over the place but then can play video games for hours. Ask them to do something less rewarding (like putting away Legos), and you might hit resistance. Dr. Michael Rosenthal, a clinical neuropsychologist, adds that children with ADHD have a tougher time managing their emotions than other kids. “There’s also research that shows that the wiring in the brain centers that are involved in helping kids exercise control over their emotions are less developed, so you get bigger emotional displays from them compared to kids who don’t have ADHD.”

Autism Anxiety Although transitions can be similarly challenging For kids who suffer from anxiety, trouble with Sensory processing challenges transitions might come from a place of fear. “It could Although sensory processing is not a diagnostic be fear of the unknown, or fear of what’s going to term like ADHD or autism, kids with either disorder-or happen when they’re put in a new situation,” notes Dr. no disorder-can have sensory processing issues, which Rosenthal. The problem is “usually some stimuli that’s can lead to problems with transitions. For kids who connected to the transition, rather than the process of are easily over stimulated, the world feels confusing transitioning itself,” he adds. and seems to move too fast. They crave order, which If they’ve had an upsetting experience in a helps them feel calm and in control. “When you change particular setting, the prospect of a transition to that things up on them too quickly,” says Dr. Rosenthal, location itself could also trigger anxiety. If a child is “then you see resistance or problem behaviors.” terrified of dogs, being asked to leave for the home of Kids with sensory issues are sometimes prone someone with a dog could trigger a tantrum, or even to dramatic meltdowns-emotional outbursts that make a child lash out in anger. they can’t control-when they are overwhelmed by Some kids with anxiety, especially those unexpected changes. with obsessive-compulsive disorder (OCD), have Courtesy: Child Mind Institute

20 EDUCATION DURING THE PANDEMIC Teaching & Learning Forum explores the way forward ducators gathered online to look at the actions said: “The issue of identity is a worldwide concern, and they can potentially take to make school learning the challenges differ between societies. We cannot Emore resilient, at recently held QF’s Teaching & import a specific identity-making project and apply Learning Forum. it on a certain community, as we must have sufficient Held by the Education Development Institute, part understanding of our society – its data, its strengths of QF’s Pre-University Education, the first stage of the and weaknesses, its history and geography – to enable forum – which took place in October last year – saw us to formulate a proper national identity project. participants tackle the question of how learning can be “Today, we need to discuss the issue of identity, made more sustainable both amid and after Covid-19. define commonalities and concepts and design frameworks on the issue of identity. If educators and teachers are unable to agree on common concepts, how can we be able to teach them to children and pass them on to different generations and translate these concepts and components in our curriculum? They need job-specific skills, which are going to be Also speaking at the forum was Eric Sheninger, radically different to what we thought they might have associate partner with the International Center for been even a few months ago.” Leadership in Education, whose work is focused on how the digital age can move schools forward. Participants of the forum also heard from Dan Kindlon, a faculty member at Harvard University “So much attention has been paid to the and founder of Edumetrics Inc, a company that pandemic, and rightfully so. But prior to the pandemic, helps schools to assess students, teachers and their the most disruptive force that was really compelling environment; and education specialist and activist us to think about what we were doing was the Fourth Nayla Khader Hamadeh, president of the Lebanese Industrial Revolution.” Association for History, whose work is focused on Explaining how the Fourth Industrial Revolution designing and implementing new approaches to is defined by automation, advanced robotics and teaching history. Artificial Intelligence – such as Siri and Alexa – A total of 58 recommendations across the The newly published recommendations developed Sheninger explained how students in today’s world six streams have emerged through the forum, under six streams – Personalising Teaching and need digital skills for the future. with those relating to glocalising curriculums Learning; Building Inclusive and Accessible Learning “If we think about what our learners need right including linking what is taught in schools to the UN Communities; Fostering Community and Individual now, in the midst of pandemic – with the Fourth Sustainable Development Goals and Qatar’s primary Wellbeing; Glocalising the Curriculum; Identifying and Industrial Revolution – our learners need to think,” he challenges; using local issues as the basis for learning Solving Problems; and Redefining Communication said. “They need those personal skills, especially since opportunities; offering ‘authentic’ learning experiences – have now been analysed to assess how they they’re isolated behind their computer screens. through schools teaming up with can potentially be taken forward within schools, organisations in fields such as industry, curriculums and specific education areas. environment and culture; and creating Speaking at the second stage of the forum, partnerships between schools within education expert Dr Abdulaziz al-Horr, director of the Qatar and beyond to understand global Diplomatic Institute at the Ministry of Foreign Affairs, issues from different perspectives.

EDUCATION 21 DURING THE PANDEMIC “GEMS Education is a pioneering education company that owns and operates a global network of award-winning international schools. For over 55 years, we have been a trusted choice for families. With the privilege of educating over 250,000 students globally, our 20,000+ teachers dream big, push boundaries and make a difference to families every day. Our students excel across multiple dimensions, garnering global recognition with over 1,550 international, regional and national awards. Moreover, our students have been accepted to over 1,050 universities across 53 countries, including 12 out of the top 15 in the world (and 7 of the 8 Ivy League Colleges in the US).”

GEMS American Academy Qatar A premier, flexible American education at a more affordable cost

Located in Al Wakra, GEMS American Academy Qatar High School: Grades 9 to 12 (GAAQ) is a state-of-the-art center of inspirational learning that enables students to make decisions GAAQ believes that the recipe for excellence in high school independently, solve problems effectively and interact consists of knowledgeable adults, a focus on classroom positively with tolerance. culture and a passion for the development of self and others. Within this framework, high school is moving This prominent academy, backed by GEMS Education, forward in its pursuit to get every student to and through the largest operator of K – 12 schools in the world, college. To date, the academy has a 100% graduation and offers a rigorous American curriculum from Pre- university acceptance rate as students have been accepted Kindergarten through Grade 12 to its multi-cultural to numerous colleges and universities in the United States, student body. Along with U.S Common Core Canada, United Kingdom, Europe, Middle East, Asia and standards-based academics, it provides an Advanced Qatar. High school offers a dynamic college and career Placement (AP) Program as well as a robust extra- preparatory education as well as a robust support system curricular program to support the holistic development that encourages student achievement, maturity and of a child. This institution empowers its students independence. Classrooms range from 22 - 25 students and they follow the norms of team and discussion-based to think creativity, design innovatively, develop learning. Lastly, Grade 11 - 12 students have the ability to confidence, increase cognitive thinking and become What is the American take one of the 14 AP courses offered, if eligible. well-adjusted citizens in the global community. The Curriculum at GAAQ? academy actively espouses the core values of respect, Life at GAAQ innovation, leadership, purpose, and tenacity in their Early Years Curriculum Students enjoy an enriching student life experience scholars. GAAQ’s early-years program is based on the through several outlets. The school has after-school Creative Curriculum revolving around five important activity offerings that include, but are not limited to, sports, developmental strands: social, emotional, physical, reading, art, yoga, chess, math, chess, Islamic/Qur’an, cognitive, and language. These developmental strands foreign language and STEM. In regards to sports teams, are integrated into themed units throughout the Lower School students can participate in football and year using interest-based learning centers aimed at taekwondo tournaments whereas Upper School students drama, science, literature, art, creative play, music, have football, basketball, badminton, volleyball, netball and track and field teams. Moreover, students can participate gross-motor, outdoor play and other free-play choices. in music, voice and theater performances, service-learning The curriculum also includes other daily activities to trips, volunteering opportunities, AP (college-level) promote fine and gross motor skill development. coursework and many more. Lastly, the school offers various student-led initiatives such as Yearbook Club, Eco Elementary School: Grades 1 to 5 Club, Student Council (student leadership) and THIMUN, to Elementary school has a solid curriculum in place name a few. In addition, students benefit from the diverse that emphasizes basic skills in all subject areas and school culture. GAAQ is home to 78 different student introduces higher-level challenges to students that nationalities and 19 teacher nationalities. Even though our Mark Lentz, the Head of the School, stimulate their interests. The curriculum fosters the faculty is primarily recruited from the United States and Canada, the institution represents various multi-linguistic, arrived at GAAQ in the spring of concept that learning is enjoyable and rewarding as multiethnic and multicultural parents, students, and school 2016. He defines the school as an well as providing a variety of provisions to support community members. This international vibe ultimately amalgamation of top-notch facilities, individual learning. In addition to the core subjects, improves the quality of education, helps students feel safer, well-behaved and engaged students, GAAQ provides students a bevy of elective classes reflects the world and challenges school administration dedicated teachers, and a positive, in physical education, music, art, Arabic language to implement diversity programs that positively impacts supportive learning environment. (native and non-native speakers), Islamic education for parents, students, and staff. Under his leadership, GAAQ has Muslims, library, IT and character education class with matured considerably over the last elementary guidance counselor. What Makes Our School Unique few years. Most notably, GAAQ is now fully accredited by the New England Association Middle School: Grades 6 to 8 n Fully-accredited, K-12 international academy by the New of Schools and Colleges (NEASC). Additionally, the Scholars are transitioning into adolescence and England Association of Schools and Colleges (NEASC) school has boosted enrollment from 820 students to exploring the essential questions of identity, purpose n College Board-certified school offering 14 Advanced nearly 1,200 students while adding competitive sports and meaning more deeply than before. Therefore, Placement (AP) courses in addition to the reputable AP teams in QPPSSA and QUESS leagues, conducting a GAAQ complements the core curriculum by including Capstone Diploma and Springboard program diverse palette of afterschool programs, increasing a variety of exploratory classes that make the middle n Named ‘The 10 Best International Schools in Qatar’ and academic rigor and support, offering College school experience special. Students are given a choice ‘Most Valuable Schools to Watch in the Middle East’ by The Board Advanced Placement (AP) classes, providing of which classes to take while exploring personal Knowledge Review magazine opportunities for the Duke of Edinburgh Award, interests and possible career choices. The classes have n Recipient of the Qatar Green Building Council’s (QGBC) earning sustainability awards from the Qatar Green been specifically designed by inspired, credentialed School Sustainability Award as well as the prestigious Building Council and Foundation of Environmental teachers to engage students in learning opportunities Foundation for Environmental Education (FEE) Eco-Schools Education (Eco-Schools Green Flag Award), instituting that focus on creating, connecting, and collaborating. Green Flag Award career internship opportunities for all Grade 12 students Thus, Upper School leadership has grouped n Earned highest parent satisfaction rating among all K-12 and maintaining one of the highest parent satisfaction learning skills in three separate strands: Literacies, schools in the entire GEMS Education network for the ratings in our GEMS network. Competencies, and Character Qualities. second year in a row

22 EDUCATION DURING THE PANDEMIC “GEMS Education is a pioneering education company that owns and operates a global network of award-winning international schools. For over 55 years, we have been a trusted choice for families. With the privilege of educating over 250,000 students globally, our 20,000+ teachers dream big, push boundaries and make a difference to families every day. Our students excel across multiple dimensions, garnering global recognition with over 1,550 international, regional and national awards. Moreover, our students have been accepted to over 1,050 universities across 53 countries, including 12 out of the top 15 in the world (and 7 of the 8 Ivy League Colleges in the US).” GEMS Wellington School Qatar Inspiring, ambitious, and creative global citizens

At GEMS Wellington School, we offer an authentic the workforce, I have first-hand experience as a parent provide a seamless transition from Key Stage 2 to the British curriculum with lifelong learning to children from of the success that a GEMS education can bring to its end of Key Stage 4. It is a skills-focused curriculum all around the world. We prepare our children to be students.” that provides students with a broad and balanced innovative, creative and successful in all what they do. knowledge of key subjects as well as the opportunity to develop their 21st Century learning skills through Our Vision is What is the Curriculum at GEMS our unique learner profile. This enables our students to DREAM IT, BELIEVE IT, ACHIEVE IT Wellington School Qatar? become more aware of themselves, their interest and their strengths. GEMS Wellington School Qatar (WSQ) is located in Al Early Years: Foundation Stage Wukair,Al Wakra. We believe in the importance of the Foundation Stage One and Two whole school experience, from education to school environment. This belief is emphasised by our campus The curriculum in our Foundation Stage is based on and facilities, both of which have been designed to the English Early Years Foundation Stage Curriculum nurture student life. Our modern campus boasts (EYFS), which provides a framework for the education wide-open corridors and outdoor areas, which allow of children from birth to 5 years old. Our Early Years students to move around the school in a free and open Foundation Stage Education provides all students with environment. a journey of learning, guided by our caring, nurturing Facilities are world-class and support our objective of and dedicated team of education professionals. As hosting a truly international school, they include: ICT an introduction to school, this programme of learning Apple Mac Suite, Music rooms, Science Laboratories, focuses on self-development in partnership with Multipurpose Sports Hall, Dance studio, Drama Studio, intellectual and physical development. Learning is Food Technology Room, Design Technology Room, multi-sensory, collaborative and fun. Child initiated Innovation Zone, Full Size Astro Football pitch, Art, learning is at the centre of the curriculum and this Key Stage 5 textile and 3D Sculpture rooms and outdoor areas. enables us to personalise the learning experience Year 12 to Year 13 These facilities create a stimulating and supportive to meet the needs of the individual through adult In Key stage 5 students follow the Edexcel International environment that engages the students and promotes facilitated play. Advanced levels. Students can complete a 2 year learning and development. course in order to achieve an A Level qualification. Students can opt to complete their school education at Craig Lamshed (Country Director/Principal) the end of year 12 after following the IAL for one year. “I have been very fortunate to be This will give them an AS (Advanced Subsidiary) Level working with the students, staff and qualification. community at GEMS Wellington An AS qualification can be enough to allow entry to School Qatar since 2017 as the university courses in some countries (India, Indonesia Principal and CEO. I am now in my and Canada for example). In other countries students 10th year with GEMS Education, will need to complete a foundation course in order to having held other senior leadership access the undergraduate programme. positions including GEMS Cambridge Schools Brand Leader, Principal & An A Level qualification allows students to access CEO of Cambridge International the undergraduate programmes and universities School Dubai and Principal Advisor, Primary School: Key Stage 1 and 2 around the world without the need for a foundation before moving to Qatar. Prior to GEMS, I have worked Year 1 to Year 6 programme depending on achieving the right grades. Students will study a maximum of 4 AS/ A Levels. as an Executive Principal and CEO within the United The Primary school Curriculum is based on the English Arab Emirates and Australia, including the first Precinct National Curriculum, which we have modified to meet Preparing for the IGCSEs School in Australia, offering Secondary School, the need of our mainly international students taking Our students at GEMS Wellington School Qatar are Vocational and University qualifications on the one site into account the local context they live and GEMS well prepared for the International General Certificate along with industry experience. Education core values. The curriculum enables our of Secondary Education (IGCSE). These worldwide- My 25 years of experience in education has given students to develop skills for life in the twenty first recognised qualifications are important for students me an excellent understanding of what is required century. It supports our students’ natural curiosity seeking admission to Universities across the world, and when leading schools to be successful across a range and interests and provides opportunities for them to are an excellent preparation for future study. Students of curricula; including the UK National Curriculum, consolidate their learning and develop a variety of study the core IGCSEs in English, Mathematics and International Baccalaureate, American, Australian and learning styles. Science. This course of study is complemented with a UAE curriculums. number of optional IGCSEs. This gives our students the My qualifications include a Bachelor of Applied Key Stage 3 and 4 freedom to choose the subjects that are right for them Science, Post Graduate Diploma in Education and Year 7 to Year 11 whilst providing them with a broad knowledge base. Masters in Education, all from Monash University, Our Key stage 3 & 4 curriculum is based on the English Students sit between 9-11 IGCSEs in total. We are licensed Australia. National Curriculum and is used widely in the UK and up to year 13 and our school will grow year on year. As both of my children have graduated from GEMS British International Schools to prepare students for For more information, visit our website: www. schools and successfully entered into university and University Life Later on. Our curriculum is designed to gemswellingtonschool-qatar.com.

EDUCATION 23 DURING THE PANDEMIC What to do when children are anxious

By Clark Goldstein Try to keep the anticipatory period short hen children are chronically anxious, even When we’re afraid of something, the hardest time the most well-meaning parents can fall into is really before we do it. So another rule of thumb Wa negative cycle and, not wanting a child to for parents is to really try to eliminate or reduce the suffer, actually exacerbate the youngster’s anxiety. It anticipatory period. If a child is nervous about going to happens when parents, anticipating a child’s fears, try a doctor’s appointment, you don’t want to launch into to protect her from them. Here are pointers for helping a discussion about it two hours before you go; that’s children escape the cycle of anxiety. likely to get your child more keyed up. So just try to shorten that period to a minimum.

Think things through with the child Sometimes it helps to talk through what would happen if a child’s fear came true—how would she handle it? A child who’s anxious about separating from her parents might worry about what would happen Respect her feelings, but don’t empower if they didn’t come to pick her up. So we talk about them that. If your mom doesn’t come at the end of soccer practice, what would you do? “Well I would tell the It’s important to understand that validation doesn’t coach my mom’s not here.” And what do you think always mean agreement. So if a child is terrified the coach would do? “Well he would call my mom. Or about going to the doctor because she’s due for a he would wait with me.” A child who’s afraid that a shot, you don’t want to belittle her fears, but you also stranger might be sent to pick her up can have a code don’t want to amplify them. You want to listen and be word from her parents that anyone they sent would empathetic, help her understand what she’s anxious know. For some kids, having a plan can reduce the The goal isn’t to eliminate anxiety, but to about, and encourage her to feel that she can face her uncertainty in a healthy, effective way. help a child manage it fears. The message you want to send is, “I know you’re None of us wants to see a child unhappy, but the scared, and that’s okay, and I’m here, and I’m going to best way to help kids overcome anxiety isn’t to try to help you get through this.” remove stressors that trigger it. It’s to help them learn to tolerate their anxiety and function as well as they Don’t ask leading questions can, even when they’re anxious. And as a byproduct of Encourage your child to talk about his feelings, but that, the anxiety will decrease or fall away over time. try not to ask leading questions— “Are you anxious about the big test? Are you worried about the science fair?” To avoid feeding the cycle of anxiety, just ask open-ended questions: “How are you feeling about the science fair?”

Don’t reinforce the child’s fears What you don’t want to do is be saying, with your tone of voice or body language: “Maybe this is something that you should be afraid of.” Let’s say Try to model healthy ways of handling a child has had a negative experience with a dog. Next anxiety time she’s around a dog, you might be anxious about There are multiple ways you can help kids handle how she will respond, and you might unintentionally anxiety by letting them see how you cope with anxiety send a message that she should, indeed, be worried. yourself. Kids are perceptive, and they’re going to take it in if you keep complaining on the phone to a friend that you can’t handle the stress or the anxiety. I’m not saying to pretend that you don’t have stress and Don’t avoid things just because they anxiety, but let kids hear or see you managing it calmly, make a child anxious tolerating it, feeling good about getting through it.

Helping children avoid the things they are afraid Courtesy: Child Mind Institute of will make them feel better in the short term, but it reinforces the anxiety over the long run. If a child in an uncomfortable situation gets upset, starts to cry — not to be manipulative, but just because that’s how she feels — and her parents whisk her out of there, or remove the thing she’s afraid of, she’s learned that coping mechanism, and that cycle has the potential to repeat itself.

Express positive expectations Encourage the child to tolerate her anxiety You can’t promise a child that his fears are unrealistic—that he won’t fail a test, that he’ll have fun Let your child know that you appreciate the work it ice skating, or that another child won’t laugh at him takes to tolerate anxiety in order to do what he wants during show & tell. But you can express confidence or needs to do. It’s really encouraging him to engage that he’s going to be okay, he will be able to manage in life and to let the anxiety take its natural curve. We it, and that, as he faces his fears, the anxiety level will call it the “habituation curve”—it will drop over time as drop over time. This gives him confidence that your he continues to have contact with the stressor. It might expectations are realistic, and that you’re not going to not drop to zero, it might not drop as quickly as you ask him to do something he can’t handle. would like, but that’s how we get over our fears.

24 EDUCATION DURING THE PANDEMIC EDUCATION 25 DURING THE PANDEMIC The secret to calm parenting By Gayatri Devi “Mom, I don’t care,” said the son, starting to whine now. another child’s apartment. What danger might lurk in “Okay, but don’t cry about it after,” warned the mother. the hallway? This kind of anxiety about unseen dangers alm is a sense of internal composure that lets us surely has an impact on the impressionable core brains of function to the best of our abilities. It is the ideal “Didn’t you want to draw with your crayons?” young children. state of the brain, supported by a body completely C “Uh, okay. Here?” The son gestured toward the corner seat. allied with it, allowing us to harness our cognitive powers while maintaining a balance with our emotions. When “Good,” said his mother, looking pleased that he Whispered fears you are calm, you are in your zone, unperturbed by had made a decision. “Now, what would you like for A childhood steeped in excessive vigilance, even at the distractions or distress. breakfast?” hands of well-intentioned parents, may impair one’s ability to self-soothe, to self- protect. Walking down The brain has complex systems for relaxation and calm And so it went. By the time they left the cafe, this five Madison Avenue in New York a few weeks ago I heard to counteract its mechanisms for alertness and anxiety. year-old had had to make so many decisions I was These body-based visceral systems lie not within our exhausted. I sometimes thought my mother was too a mother say to her two-year-old child slouching in his frontal lobes, our rational higher brain, the seat of logic strict, but watching this sad Sunday morning drama, I stroller, “Aaron, close your eyes, it’s getting sunny!” And and thinking, but within our core brain, which controls was glad she set down a plate in front of me for breakfast little Aaron obediently shut his eyes, to protect himself our emotions and impulses, and the vast environmental every morning and that I ate what was on it. from a gloriously sunny day because his mother thought sensor and receptacle that is our body. the sunshine would harm him. This example is funny Overscheduling and anxiety in its absurdity, but it’s no joke that many kids today A calm body is a calm mind. Not the other way around, are the unwitting victims of their parents’ germ phobia as most people believe. When a mother says to her son, In the increasingly overstimulated world that is the milieu and over-sanitization—of children and of childhood. “Tony, would you please calm down,” she is using a top- of the modern urban child, there are too many toys, too The truth is that exposure to a reasonable number of down approach to calming her child—asking him to use much technology, and too many choices. The one thing environmental pathogens at a young age is helpful in a rational, conscious process to quiet down. On the other that children don’t have enough of, in my opinion, is developing immunity to a host of illnesses in adulthood. hand, if a mother says to a screaming child, “Time out!” community. And this is what the core brain requires. Kids Preventing this exposure can set the stage for later and sits him in a chair facing a wall, that’s using a bottom- need the skills gained from living in communities to help up approach—quieting his body in order to achieve a susceptibility to illness. And overprotection can stimulate them empathize and communicate effectively, which is sense of calm. those unnamed, unvoiced fears that resonate through the particularly important for calm. house, whispering into a child’s ear, “Be afraid!” Choice Vs Structure Over-scheduling children’s lives, in the race to Harvard Related to over-vigilance and lack of community is In a café recently, I observed a mother with her young that begins at conception, leaves little time for the proliferation of technology, which further handicaps son, who looked about five years old. They walked in for impromptu playtime with neighborhood kids and other children in their quest for calm. Computer games, breakfast on a crowded Sunday morning and found a core-brain delights that give rise not just to calm but to with their beeping and flashing and demand for tight corner table set for four people. a productive and healthy adulthood. Researchers have in electronic focus, further compromise community and “Where do you want to sit, honey?” asked the mother, fact found that the more activities that are scheduled for core brain calm. As does children’s constant texting, pointing to the four chairs. children, the more likely they are to suffer from stress and which impairs the honing of core brain people skills. As anxiety. “I don’t know, Mom. Wherever,” replied the boy, his voice a boy who flirts through texting with a girl he adores said still heavy with sleep. Accompanying frenetic scheduling is the constant need to me in despair, “I don’t know if she likes me in real life!”. for vigilance. A patient of mine told me about her ten- It seems to me that understanding the neuroscience “You can sit up against the wall; you can sit in the corner. of a child’s brain will help guide parents in raising calm Or you can sit next to Mommy, right here,” said his year old granddaughter who lives in a New York City apartment building. Although the building has a doorman children. Chess and piano lessons are all very well. But a mother, ignoring his indifference. “If you sit next to the calm brain is the greatest gift. wall, you can watch people come and go. What do you who monitors all visitors, it is not uncommon for parents want to do?” to monitor their child walking down the hallway to visit Courtesy: Child Mind Institute

26 EDUCATION DURING THE PANDEMIC

Today’s students are tomorrow’s leaders

f you ask an adult about the most important lesson they learnt in school, the answer will not likely be a calculus equation or key dates in a war. Instead, they will likely tell Iyou about a particularly useful skill they developed, a teacher who inspired them, or a sense of camaraderie resulting from a team or peer experience. Promoting Mental Health Awareness at The Hamilton International School Facts and figures are of course important for us at The Hamilton International School, however, we also recognise the significance of developing future focused skills so that today’s students can become tomorrow’s leaders. We actively encourage collaboration, facilitate critical and creative thinking and champion enrichment opportunities for our students.

International Learning Opportunities As an International Schools Partnership (ISP) school, The Hamilton International School students are given the chance to experience learning outside of the classroom and connect with other ISP students around the world. Being a part of a global group of schools, our students benefit from a wider international community that provides many additional learning and cultural opportunities. Over the last year our students have taken part in the ISP Virtual Buddy Exchange Programme, the ISP Online Chess Tournament, and the ISP Maths Challenge. During these difficult and constantly changing times, with varying restrictions in place across different countries, these programmes have given our students the chance to be able to reach out beyond their own school community and continue to meet other ISP students from all over the world, whilst making learning fun. The ISP Maths Challenge takes a games-based learning approach to Maths where students accumulate points by correctly answering questions and improve their math skills through creative activities that balance learning and play. Students can rank themselves against their peers in the region and globally based on the points they collect. We are delighted that two of our Grade 5 students gained global recognition. John Gacho-Lopez ranked 8th globally and Tameem Al-Nasri ranked 11th globally in the ISP Maths Challenge. We are proud of our students for this incredible achievement.

All of the ISP International Learning Opportunities give our students the chance to develop future forward skills like leadership, communication, analytical thinking, advanced reasoning – all skills that will support their success in the future.

Partnerships strengthen our community and student experience At The Hamilton International School, we believe in building partnerships with local organizations that will benefit our students and our school community. Recently we partnered with Hamad Medical Corporation (HMC) to provide our families with a wellbeing webinar. Hosted by a specialist team at HMC led by Iain Tulley, Chief Executive Officer, Mental Health Service at Hamad Medical Corporation and National Health Strategy Lead for Mental Health and Wellbeing at the Ministry of Public Health and our Principal, Terry Senior, the webinar was entitled, ‘Resilience and Wellbeing: Strengthening Families in Unprecedented Times.’ This webinar, which was open to the wider community, focused on providing families with guidance on maintaining wellbeing. Through this partnership with HMC, our Grade 7 students had the unique opportunity to participate in a hands-on workshop titled ‘Activities to promote the mental wellbeing among teens’, which was led by a team from HMC. The team of HMS Occupational Therapist Specialists, delivered an engaging session where students discussed the importance of diet, exercise and sleep and how an imbalance in any of these aspects may negatively impact your behaviour and performance. The team

28 EDUCATION DURING THE PANDEMIC expertly navigated the topics of anger management and depression, and shared Both videos illustrated positive channels to help manage stress and promote a healthy coping mechanisms to combat these feelings such as pursuing a hobby, playing board and balanced lifestyle. games with family members, gardening or even taking care of a loved pet. The health, safety and wellbeing of our students, parents and staff is important to After participating in Doha Healthcare Week, we then worked with HMC on their us at The Hamilton International School and this partnership with HMC has allowed ‘Are you OK?’ campaign, which produced a series of videos illustrating productive us to provide them with tools that can support them with leading a healthier lifestyle. activities that boost our mood and help us combat stress. HMC featured The Hamilton Another notable collaboration includes working with the Qatar Youth and Junior International School’s talented Music Teacher, Ms. Angela Leite, expertly playing the Choirs (QYJC) on a charity project which supports educating child refugees. In violin in Hamilton’s 850 seat state-of-the-art theatre and our Admissions Officer, Ms. partnership with the Ministry of Culture and Sports, the programme aims to create Bianca Lupu, participating in various sporting activities in their premier sports facility. awareness to the plight of child refugees and provide an avenue to support their access to education. As we encourage our students to be conscious and caring members of their local and global communities, we feel initiatives like this provide them with the opportunity to give back. Added to our other collaborations, we look forward to upcoming partnership Promoting Mental Health Awareness at The Hamilton International School opportunities with the Alfardan Group.

What we do at Hamilton International School At The Hamilton International School, we offer a world-class educational model through a rigorous and bespoke international curriculum. Our students will graduate with an IB Diploma or a High School Diploma accredited by the US accreditation organization NEASC, ensuring that our students are prepared for acceptance to some of the best international universities. Most importantly, The Hamilton International School places the child at the center of everything we do, in a caring and inclusive environment. We aim to foster passion, purpose and potential in our students. We work with each child to build their confidence, independence, and determination, enabling them to become flexible and resilient young adults, capable of embracing the real world and its future challenges. The Hamilton International School is committed to supporting each student to develop a global identity and cultural intelligence, so they truly become global citizens. Our educational offerings and teaching practices ensure our students will be intellectually and emotionally ready to succeed in Qatar and the global community as tomorrow’s leaders.

Amazing Learning Opportunities that Connect Students Globally

At International Schools Partnership, we feel that it n Enable each school to become the leading school of is imperative that our students have opportunities to choice in their local area

experience learning outside of the classroom and across n Increase awareness and a sense of wider community a wider community. amongst ISP schools. ISP is uniquely positioned to leverage its ability to connect students from our 48 schools globally and ISP students will get the opportunity to develop skills like: create amazing learning opportunities for all participants. n Language and communication These 11 International Learning Opportunities, nine of n Independence, responsibility, confidence and which are being offered virtually, give all ISP students the leadership opportunity to: n Critical thinking n Organisation and teamwork. n Experience different cultures

n Cultivate long-term friendships with students from In Doha, our students from The Hamilton International other countries School and Park House English School, have already

n Offer our students the chance to get together and engaged in and received global recognition in some of interact digitally these opportunities this academic year.

EDUCATION 29 DURING THE PANDEMIC Raising resilient child for the future

Cultivating resilience over time As we ponder how we can communicate less anxiety to our children, it’s worth reminding ourselves that parenting has a long trajectory. We tend to think that every moment, decision, success and failure is critical, but what’s critical over time is that our children become loyal friends, good partners, honest and reliable workers, have a strong moral center and develop other worthy attributes. Our goal as parents is to be courageous enough to give our kids the time and opportunities they need to cultivate these qualities, and to model them ourselves. We also need to accept that our children’s sense of accomplishment and self- worth will wax and wane along with their successes. Think of your child’s growing up as a movie, not as a snapshot. What looks critical at one moment often becomes incidental over the course of time. Love, support, curiosity, an emphasis on “doing the right thing” and the ability to tolerate our children’s missteps and disappointments are what matter most. When we shield children from failure or choreograph successes for them, we’re distorting the experiences they need in order to grow. In contrast to the basketball player whose parents didn’t interfere with his struggle, I can think of many kids whose parents have interfered and unintentionally placed roadblocks in the way.

Show kids that we trust them A fearful family is one in which the parents don’t trust their children’s intelligence, competence or common sense. They don’t trust the world to deliver the kind of advantages they feel are necessary for survival. They don’t trust teachers or the system; they need to place a finger on the scale because they’re afraid that whatever is required of their child, he or she won’t measure up. It’s a searing and destructive vote of no confidence. As much money and effort as it takes to manipulate children’s successes in By Madeline Levine this way, we do it because it gives us the illusion of control. It’s a lot harder to hand appropriate control to our kids. any parents I meet are alarmed and unsure about how to enable their The greater our inner reserves, the more tolerance we’ll have for all the sources children to succeed in a future that will bear little resemblance to the of anxiety in our lives and in our children’s lives, and the more effective we’ll be at Mworld in which we made our way. Facing uncertainty can make us managing and modeling an approach to life that is dictated by thoughtful choices anxious, and we pass that anxiety on to our kids. and not reflexive anxiety. We overprotect and overdirect our children, turning our kids into risk- When we’re with our kids, it’s understandable to react anxiously to their anxiety. averse rule-followers. Yet that’s exactly the opposite of the mindset they’ll If we’re serious about equipping our kids to thrive in a very uncertain, accelerated need if, as experts from multiple fields agree, adaptability, curiosity, risk-taking future, the only skill we absolutely know they will need is the ability to adapt. Lifelong and flexibility will be the survival skills of tomorrow. learning will be the key to job security. In addition to hard skills in an individual’s Students are encouraged to compete for awards, trophies and a few slots particular field — for instance biology, economics, or the law — lifelong learning at top universities, but in the coming years a talent for collaboration will be far involves capabilities such as flexibility, curiosity, tolerance for failure and collaboration. more valuable than a habit of ruthless competition. Time and again, I see well- These skills are of critical importance, require effort and intelligence, are amenable to intentioned parents reflexively pushing their children toward metric success, teaching, and just as challenging to master as hard skills. By any measure, “soft” is a unintentionally crowding out curiosity, creativity and flexibility. These need not misnomer for these skills. be either/or propositions. A healthy balance would serve most kids far better than a singular preoccupation. Courtesy: Child Mind Institute

30 EDUCATION DURING THE PANDEMIC EDUCATION 31 DURING THE PANDEMIC Helping children to create their own future

or over 40 years Doha English Speaking School, strengths. Our small, ensuring children feel comfortable while gradually one of the longest established not-for-profit inclusive school enables growing in their independence. We realise the Fschools in Qatar, has provided children with an us to foster the best from importance of nurturing students who are individually outstanding education through the British Curriculum. students during their known by all teachers. We operate under the direction of a Board of prep school years. The caring team of teachers are committed to Governors and are sponsored by the British Embassy. We strive to make giving every child a broad and balanced education At DESS we believe in making children world-class our school an exciting within a secure and challenging environment. Visitors learners, developing their confidence with a thirst for and happy place with to DESS regularly comment on the atmosphere. The knowledge that enables them to realise their talents the highest academic happy feeling at DESS is contagious and children and and create their own futures. standards but also parents immediately feel that this is an environment We are a multi-cultural community with children children are offered where children thrive personally and academically. from over 20 nationalities attending. an all-round balanced This last year has been an extremely challenging experience. Academic time for the children, their parents and our teachers. results at DESS compare Sean Sibley, Principal We are incredibly proud of our DESS family and how very favourably with UK everyone has coped during this unique time. We are averages and place us in the top 5% of schools in the acutely aware of the impact the last 12 months will UK. have had on everyone which is why in September, as Following the opening of Year 7 in September 2021, schools returned, we implemented our Covid wellbeing DESS will continue the expansion of its upper prep and worry programme - A seven week programme by opening Year 8 in September 2022, making us the addressing the impact the global pandemic has had only not-for-profit preparatory school in Qatar. As a on the mental wellbeing of our students. Through member of the Independent Association of Preparatory this programme we are helping to validate children’s Schools (IAPS); a UK kitemark of excellence in emotions using a “coping skills toolkit” education, DESS will focus on providing the best possible education for children aged 3-13. Our upper prep school will maintain the sanctuary of a primary school setting with senior school facilities,

Teaching children skills to help them handle conflict proactively and positively has profoundly impacted their well-being. They have learned how to talk about feelings and problems. Our Learning Mentor is visible and approachable, working with students individually and in groups; supporting them at school and at home via Zoom meetings. Teachers, students and parents have worked together to make sure the quality of outstanding learning provided at DESS continues during the blended learning journey.

What makes DESS “Outstanding”? Our students’ academic results are significantly above those demonstrated in the UK national average statistics. We are extremely proud that during our recent inspection by Penta International, our school was awarded the highest grading of ‘Outstanding’. Facilities: DESS students benefit from the use The grading allows DESS to be easily compared with of excellent facilities in our new state of the art other UK and overseas independent schools. Students building, including a new Science Laboratory, leave DESS well-prepared to move on successfully to Art Room and Music Studios, as well as music their next phase of education, whether in the UK or technology equipment and a Common Room. internationally. Other facilities include an extensive Library, two Our teaching staff are hard-working, committed, well-equipped Gymnasia, a grass playing field, experienced UK trained specialists who deliver creative tennis courts, covered swimming pool and and inspiring lessons. Staff at DESS get to know the outdoor play areas. children helping them to recognise and develop their

32 EDUCATION DURING THE PANDEMIC

EAA marks ‘International Day of Education’

ducation Above All (EAA) Foundation virtually Ministry of Foreign Affairs; Maria Victoria Angulo In her keynote speech, al-Khater, noted, “2020 was brought together learners, education decision- Gonzalez, Minister of National Education of Colombia; an exceptional year for the international community, Emakers and thought leaders from across the globe Robert Jenkins, Global Chief of Education at Unicef; which saw progress impeded. Through the pandemic, to mark the International Day of Education to discuss Dr Mamadou Dian Balde, deputy director, Division of almost 90% of students worldwide have been affected how education should be rebuilt and reshaped globally Resilience and Solutions, UNHCR; and Marie-Ange by school closures. It also exacerbated the inequalities following the devastating impact of Covid-19. Saraka-Yao, managing director at Gavi, in addition to we have been grappling with throughout the last key global figures including Shakira, Unicef Goodwill decades.” Ambassador and founder of The Barefoot Foundation, “The pandemic and subsequent disruptions to Karen Bryson MBE, British actor and advocate for the learning show how important schools are in a very rights of women and children. holistic way. We need to remember that schools Ahead of the International Day of Education, provide a wide range of services that must cover EAA launched its #BuildBackEducation campaign all children – and that we need to rebuild stronger,” under the umbrella of #UniteToProtect, to raise global Jenkins, commented. Bryson called on the international awareness for the urgent need to build back education, community to instil a sense of resilience, hope and as a central element to the global Covid-19 recovery pride to #BuildBackEducation: “For post-Covid process. recovery, education is a priority. As always, the most Covering key areas such as access, safety, marginalised are already deprived of their right to financing, education technology and the digital education and are most affected. We must appeal divide, the campaign will run for three months to directly to the imaginations of our youth. It can plant urge the international community to join efforts to the seeds for the thirst for knowledge and growth. It enables a brighter future. It inspires hope.” With the right to education of nearly 1.6bn learners #BuildBackEducation. in over 190 countries impacted by the pandemic, Shakira said, “School is a place of safety and of The virtual event, that was held as part of the the event, titled “Education, a key to post Covid-19 nourishment for children. Even before Covid-19, the YouthTalkEd series, was concluded with a promise of pandemic recovery: How can we prevent a generational world was already in an education crisis. To now truly a list of recommendations for young people across catastrophe?” saw the participation of Lolwah AlKhater, recover, we must promote accessible, quality, inclusive, the world, to empower them to pursue education Assistant Foreign Minister and Spokesperson for the and equitable education for all.” advocacy at a grassroots level.

34 EDUCATION DURING THE PANDEMIC Computer-delivered IELTS testing option for UK Visas and Immigration ELTS is the most widely used test of English for migration to Australia, Canada, New Zealand and Ithe UK. It is recognised by more than 10,000 universities, schools, employers and immigration bodies, including all universities in Australia and the UK and many of the leading institutions in the USA. More and more people around the world need English to study, work or move abroad. Through IELTS, we are opening a door to these life changing opportunities for millions of aspiring people around the world. We are continually enhancing IELTS to improve the experience for our test takers and stakeholders. With computer-delivered testing, candidates can take IELTS for UKVI, Academic or General Training, and they simply type their answers. Computer- delivered IELTS for UKVI will not replace paper- based testing but rather offer a choice in delivery and more availability.

Test takers can now choose the option and time to take IELTS for UKVI that best works for them. They can also get their results faster, with results typically available between three to five calendar days after the test has been completed. The test content, timing and structure remain the same in both options and, importantly, the Speaking test remains face-to-face with a certified IELTS Examiner. Whether test takers take IELTS for UKVI on paper or computer, they can be confident that they are taking the same trusted English language test. All test takers will receive the same Test Report Form and all other aspects of the test are identical whether taken on paper or computer. This includes:

n Content n Timings n Types of questions n Marking n Speaking test delivery n Security arrangements Test takers who choose the option of computer- delivered IELTS for UKVI can access support materials with which to prepare for taking IELTS on a computer. To book your test online, please visit www.takeielts. org or call us at 8005501 for any other queries.

EDUCATION 35 DURING THE PANDEMIC Safety tips for returning to school

By Mayo clinic staff

chools must now balance the educational, social and emotional needs of their students along with the health and safety of students and staff in the Smidst of the evolving COVID-19 pandemic.

36 EDUCATION DURING THE PANDEMIC Schools should encourage routines that encourage frequent hand-washing and following good hand hygiene practices, such as asking children to cover their mouths and noses with their elbows or tissues when they cough or sneeze and then washing their hands. If your child attends in-person schooling, develop daily routines before and after school that foster healthy habits, such as packing a back-up face mask and hand sanitizer in the morning and washing their hands as soon as they come home.

Clean and disinfect Whether your child is being schooled at home or at school, cleaning and disinfecting frequently touched surfaces can help reduce the risk of illness. This The decision on what school and learning looks like is If your child’s school requires or encourages the use of includes frequently touched items such as doorknobs, usually made on the local level by school boards and cloth face masks, consider these tips: faucets, keyboards, tablets and phones. government officials. Overall, schools largely choose n from one of three options: Wearing cloth face masks should be a priority especially when it’s hard to maintain social distance, Stay home if sick n Distance learning. All instruction is done remotely in such as on the bus, at carpool drop-off or pickup, You should monitor your child each day for signs this model using technology and other tools. and when entering the building. of COVID-19. These include: n In-person schooling. This model is similar to n Have multiple cloth face masks available for your n Fever traditional schooling with enhanced health and child. Provide your child with a clean mask and n Nasal congestion or runny nose safety precautions and procedures. back-up mask each day and a clean, resealable bag n Cough n Hybrid schooling. This model includes elements of for them to store the mask when they can’t wear it, both distance and in-person schooling. such as at lunch. n Sore throat n Shortness of breath Schools may adopt one or more approaches during n the course of the school year and pandemic. Being Fatigue prepared for a variety of schooling environments can n Headache empower you and your child and reduce anxiety. In n Muscle aches each case, there are steps you can take to reduce the n Nausea or vomiting risks of COVID-19, help your child feel safe and make n Diarrhea informed decisions during the COVID-19 pandemic. n Poor appetite n New loss of taste or smell Practice safe distancing n Belly pain Social distancing, or physical distancing, is the practice n Pink eye (conjunctivitis) of allowing enough space between individuals to Some schools may recommend daily temperature reduce the spread of disease. Steps to encourage readings as a part of COVID-19 symptom screening. social distancing during in-person schooling may But since many of these symptoms overlap with other include: conditions, such as the common cold, allergies and influenza, the effectiveness of this screening can be n Eliminating lockers or grouping them by student groups, or cohorts n Label your child’s mask clearly so it’s not confused limited. with another child’s. n Creating one-way traffic in school hallways n Practice properly putting on and taking off cloth n Using outdoor spaces when possible for instruction, face masks with your child while avoiding touching meals and recess the cloth portions. n Reducing the number of children on school buses n Remind your child that they should clean their n Spacing desks out and having them all face in the hands before and after touching their mask. same direction n Instruct your child to never share or trade masks with others. n Using physical barriers, such as plexiglass shields and partitions, to separate educators and students n Talk to your child about the importance of wearing a face mask and model wearing them as a family. n Dividing students up into distinct groups or cohorts that stay together during the school day and n Discuss with your child why some people may not reducing interaction between different groups be able to wear face masks for medical reasons. Weighing the risks and benefits of in-person Don’t place a face mask on a child younger than Don’t skip vaccinations age 2, a child who has any breathing problems, or a schooling for children may mean different levels Whether classes are happening at school or at child who has a condition that would prevent him or of social distancing based on the child’s age and home, make sure your child is up to date with all her from being able to remove the mask without help. developmental stage. recommended vaccines. All school-aged children should get a flu shot each season. Getting a flu Wear a mask Keep hands clean vaccine is especially important this season because The WHO recommend wearing cloth face masks Practice hand-washing at home with your child the flu and COVID-19 cause similar common signs and in public places where it’s difficult to avoid close and explain why it’s important to wash his or her symptoms. Although the flu shot does not protect contact with others, and schools are no exception. hands with soap and water for at least 20 seconds, against COVID-19, it can reduce the risk of the flu and This advice is based on data showing that people especially before and after eating, coughing/sneezing, its complications. It’s another layer of defense to help with COVID-19 can transmit the virus before realizing or adjusting a face mask. Also, explain that he or she prevent missed school days. that they have it. should avoid touching his or her eyes, nose, and mouth. Courtesy: Mayo Clinic

EDUCATION 37 DURING THE PANDEMIC Ulster University in Qatar Creating Something Special

ity University College (CUC) is a new, modern and dynamic educational institution with Cbig ambitions to become one of the leading providers of higher education and skills development in Qatar.

The university has formed a formidable partnership with Ulster University from the UK to provide multiple accessible pathways to both undergraduate Bachelor’s (Honours) degrees and postgraduate Master’s degrees in Doha. This partnership provides students with a unique option to study in both Qatar and the UK.

As an inclusive provider, CUC believes in education for all but not one size fits all, which is why they place great emphasis on providing opportunities and support for everyone that has an ambition to achieve their true potential.

Their teaching and learning strategies aim to promote critical and reflective thinking, research The planned new City University College in partnership with Ulster University Qatar Campus in Lusail City and evaluation skills that will help students achieve a level of excellence in the workforce. CUC facilitators Empowering Women Leaders use the latest technologies to make the classroom experience more interactive and interesting and they Women leaders and managers wishing to gain a have adopted a case method approach which, as a competitive advantage within their professional careers will soon be able to access a unique new MBA proxy for a real experience, prepares students for their programme dedicated to inspiring and developing future career aspirations. the women leaders of the future. Expressions of interest are now being taken to form one of the very Richard Hollywood, first groups of women ever to take this personal Executive Dean at CUC, learning journey. Those securing an early place on the believes that education programme will enjoy a special introductory tuition and learning is a driver fee rate. for positive change and everyone should be given The two-year part-time programme will be delivered Higher National Diploma Graduating Cohort of 2020 the opportunity to excel. by a global partnership, including Transformation This belief underpins the Space and the Institute of One World Leadership, University’s great pride in whose values-based leadership model is transforming Student Testimonials offering unique pathways how leaders operate and think on a global scale. All to a first-class UK degree. students completing the programme will become Fellows of the Institute, giving them the edge in competing for leadership roles. Richard Hollywood, Executive Dean “We recognise that not everyone is suited to academic study, so by offering vocational BTEC Higher National qualifications alongside the more traditional BA and BSc (Hons.) degrees, we are able to satisfy a demand from a wider range of learners”.

In fact, CUC is the first higher education provider in Moemin Fadl Giana Trish Pinto Qatar to offer a seamless route between the vocational BTEC HND - Business Ulster University BSc - Business BTEC Higher National Diploma qualifications and the “CUC has a fantastic programme “I can confidently say that the 2 years BSc (Hons.) UK degree. that truly changed my career spent studying for my HND have given trajectory for the better.” me the chance to sharpen my skills.” Richard also feels that CUC and Ulster University are uniquely positioned: “Innovation and opportunity are central to our mission. Over the next 5 years our Aimed at professionals with business experience, the programme offer will reflect the current and emerging programme will provide deep insights into business areas of job creation and growth for both Qatar and practice and allow learners to immerse themselves abroad. Our new University campus in Lusail City will into critical self-reflection and self-exploration in order match the aspirations of both students and staff and be to challenge themselves to become improved leaders a major contributor to the Qatar National Vision 2030. in a changing world. Our strong links with industry ensures our graduates exceed employer’s expectations worldwide”. The programme will be based at CUC’s prestigious Postgraduate Centre in the heart of West Bay, Doha Sara Baqer Faisal Abdulrasheed With the introduction of the new university campus, and in addition to studying for the MBA, students will BTEC HND - Business Ulster University BSc - Business Richard firmly believes that CUC will become the enjoy access to an international network of women “My studies have taught me how to “The best part of City University University of choice in Qatar: “This new build in Lusail leaders and their own e-portfolio, as well as having a overcome issues that I faced while College is its diversity and amazing City represents a significant statement of intent. It will dedicated learning coach. To obtain more information starting my own business, ‘Cakety’. combinations of fun, studies, friendly become a hub of outstanding technical and creative about the new programme and to receive details of Thanks to CUC, I learned the secrets students and inspiring faculty. CUC of running a successful business.” has enhanced my knowledge in innovation and research and so we are creating the introductory rate, please contact leadership@ business studies and boosted my something very special here”. cityuniversitycollege.edu.qa. self confidence.”

38 EDUCATION DURING THE PANDEMIC

Effects of Pandemic on Education

By Mudassir Raja restrictions. “Solid plans, technology infrastructure, without the regular contact and engagement in school significant training, and ongoing targeted professional activities are affecting students.” ducation has been adversely impacted by the development for teachers have been paramount in Nargis Raza Otho, principal of Pakistan spread of Covid-19. Schools across the globe the successful delivery of curriculum to students both International School Qatar, said: “The ongoing Ehave been temporarily closed, leaving teachers, at home and on campus. Teachers have discovered pandemic crisis has created a large gap in the administrators and most importantly, parents looking innovative and creative ways to use various platforms academic sector, as far as student engagement and for ways to administer remote learning to keep to teach the prescribed curriculum.” teacher-pupil interaction are concerned. Education, students engaged in education while adhering to Regarding the innovative teaching style, the head as we know, has been transformed completely; the community safety protocols. of school said: “We have learned that innovation in concept of remote learning has always been there, but Though situation is improving, there are still curriculum delivery has a valuable place in education. never did it become the norm. However, it has resulted extraordinary number of students either out of schools Teachers and students have been surprised by in intensive working hours for teachers (spending or learning through blended education. the new and exciting possibilities that technology hours in preparing video lessons and planning online integration has to offer.” sessions) and a modified concept of ‘classroom’ International Day of Education is observed by the environment.” United Nations every year on January 24 to highlight For her, the long-term effects of the pandemic the significance of education and its need for every on education in schools are complex. “Many students The principal further said: “Online learning individual. The theme for the day in 2021 proclaimed are already showing gaps in their learning related to a has increased what we call ‘Digital Divide’. Not all by the Unesco is ‘Recover and Revitalize Education for distance learning approach. Without the daily in class students have access to latest digital technology and the Covid-19 Generation.’ support, guidance, monitoring and effective formative internet, an aspect which has extended the chasm assessment practices to truly track authentic and of educational inequality, increasing the number of As the pandemic has affected the learning process independent student progress, students may lack out-of-school students, especially those who belong and methods all around the world, the educators and some of the essential learnings. It will be crucial to poor families and are unable to bear the added cost learners have been trying to adapt to the new norm for teachers to know their students’ abilities and of online learning. The condition is particularly drastic and digital platforms to continue the teaching and academic levels in order to provide individual and in underdeveloped countries where the ‘funding gap’ learning process. On this occasion, Gulf Times spoke collective programming to meet their needs and fill has widened further due to crisis in the economic to some educators about how much Covid-19 has the gaps.” sector. What is more, cheating has become quite changed teaching and learning and what are some of prevalent as students are well aware of the absence of the long term effects on education as a whole? About the increased use of digital technology in education, she said: “Differentiated instructional and strict monitoring and physical classroom supervision, Darlene Sullivan is head of school at Blyth assessment practices will enable learners to learn leading them to be less passionate about studies Academy, Canadian school in Qatar. She said: and progress at their own levels and rates so as to and work, resulting in copied work from classmates, “Covid-19 has certainly impacted education as we scaffold the required learning outcomes. Technology half-completed assignments, or in many cases, no knew it in multiple ways. Initially, educators were has proven to be a valuable tool for learning and assignments turned in at all.” required to switch to fulltime on-line teaching and continuing to incorporate effective techniques going The principal also highlights little positive effects learning with very short notice and little training. forward will be critical. As well, social skills, emotional of the pandemic on education. “Even though online They are to be commended for how they adapted stability, mental health and increased overall physical teaching has increased the pressure on teachers due and embraced the many challenges so quickly. The health issues will require attention and focus more to lack of training, there is another perspective to it: technology required for online learning proved being than ever before. Strong support systems will be this new mode of learning has encouraged creativity more challenging for younger students, and teachers required for students as education systems eventually and innovation in teachers and students alike relied on parents to support the daily distance learning return to normal. The impacts of significantly besides promoting in them essential life skills such as requirements for their children.” increased screen time, lack of physical activity, adaptability and resilience towards crisis and sudden As the blended learning model progressed isolation from friends and peer groups, required change. If these skills are integrated into the education through various stages, schools were permitted distancing, and sitting for longer periods of time system worldwide, the whole concept of modern to open their doors again, albeit under significant when attending class (under the current restrictions), education will be revolutionised.”

40 EDUCATION DURING THE PANDEMIC A platform for proactive teaching & learning

he (ASD) is a Pre-K3 was prudent and active in planning for the potential through Grade 12 school that is an educational scenarios,” said Dr Heather Vlach, Director of Teaching Tleader in Qatar and throughout the MENA region. and Learning. Although over 50 percent of our students are North ASD takes the duty it has to provide its students Americans, diversity is viewed as a strength of the with a high-quality education very seriously, even if school and is one of the experiences that our students that means instruction taking place outside of the refer to most when reflecting on their education at classroom. Teneen is part of ASD’s commitment to ASD. deliver on its vision to extend beyond walls, fostering

support the building and programs at ASD, helping to build the legacy of this great school. The Legacy Wall honors individuals and families who have contributed to building the school for future generations. “The Legacy Wall is a wonderful memory for my brother Jack and I as long-time students of the school. It represents our connection to a strong community of past and present ASD families” said alumna class of 2015, Enya Mc Hale. The Legacy Wall is a chance for families to continue leaving their mark in a physical way by commemorating their stay with a plaque that will be displayed at ASD forever. “My siblings and I went to ASD from Pre-K to Grade 12, some of my best memories were made there. The community around me was always pushing me to be the best version of myself. The diversity amongst ASD is the only school in Qatar offering both “Over the past three years, enhancements in data the student body automatically teaches you about the AP Capstone and IB Diploma programs. The various cultures and how to respect each other, yet consistency of ASD’s growing academic achievement gathering and analysis, and supporting systems embrace and celebrate our own individual identity comes from a committed and knowledgeable have improved our students’ capacity to succeed and culture. Coming back to ASD as an adult, 12 years after graduating and seeing my family’s plaque still community, who are dedicated to helping students in external examinations and gain entrance to the choose the program and/or courses that fit their needs there reminded me that ASD will always be my second and goals. colleges and universities of their choice” - Michael home and I continue to do my best to give back to this wonderful community,” says Naser Al Khori, ASD “High school teachers, students, parents and the Roberts, HS Principal. alumnus class of 2007. entire school community are to be commended for their efforts to support the collective goals of the high ASD is more than a school. It is a place that innovation and encouraging a technology enhanced hopefully inspires all of us to push our own boundaries school. Over the past three years, enhancements in environment. data gathering and analysis, and supporting systems and empowers entire families to become positive, have improved our students’ capacity to succeed ASD recognizes that having an online platform is active, global citizens. in external examinations and gain entrance to the critical, not only to enrich face to face learning, but it The first graduating class of ASD had 16 graduates, colleges and universities of their choice.” - Michael serves a larger purpose in cases such as campus closure. representing 5 nationalities in 1996. The class of 2021 Roberts, HS Principal. has 168 graduates from 31 countries. The school, along Teneen Virtual School (TVS) is used to deliver high- with its students, has come a long way in 32 years, from quality learning to students, fulfilling ASD’s value of its expansion projects, to its local and international responsibility in an online environment. presence, to earning its green flag and becoming an ASD’s faculty and staff have been the backbone eco-school, to weathering the storms of Covid-19. of the community, and have continued working hard With the level of excellence the school has achieved to deliver the same high quality standard of education over the past decade, it has not only solidified its place to its students during these unprecedented times. Our as one of the top schools in Doha and the region, but counseling team has gone above and beyond, and the international community as a whole. found ways that online learning has been a benefit. “One of the positives of counseling virtual is the ability to connect with one another no matter where we are in the world or what time zone. It has made access to support more available for a greater number of people. It also has allowed parents out-of-country or ASD is defined by its proactive teaching and traveling the ability to be a part of more conversations learning environment that consistently engages than when counseling was limited to only in-person forward-thinking and is committed to the intellectual on campus.” says Jen Hammonds, Middle School and personal development of its students, inspiring and Counselor. empowering them to become positive, active, global In 2019, the ASD Legacy Wall was unveiled at citizens. A global citizen leads beyond the classroom the Friendship Festival to commemorate the 30th and stays resilient in uncertain times. Anniversary of ASD’s commitment to the community. “The extent of the current state of the world The original plaques on the wall were purchased by was not anticipated or predicted, however, ASD individuals and families over the past decades to

EDUCATION 41 DURING THE PANDEMIC Sustaining change

By Matthew Bradley

In about the only words by rapper Drake that I may quote here- “‘Where are you moving?’ I said onto better things.” e are all always moving on and whilst we may hope for better things, we will always be facing Wnew opportunities, new challenges and, well, simply put - new faces. I have lived now in six different countries. Each move has brought me something new- a new school, a new system, new roles. In one of the countries I found a wife and in three of them my sons! As a family, we are now used to moving. We are learning how to make each new country a new home. We have learnt through experiences, both bitter and sweet, how to transition. But, whilst we want our children to have experiences, we also know we need to support them as it can be tough. They have left friends behind. They have had to adapt to new cultures and climates. But we are a family and that is what we do. But what about school? How might a school help students deal with transition? Grade five students face a big transition into secondary education. Whilst at SISQ they are not having to move schools, they still voice similar concerns others have. Everything from being scared they will not know their way around; that they will have too much homework; and that bigger students may bully them. They worry that that they will forget their teachers’ names; not be good enough to understand the work; get detentions; not able to do assessments; and that they might get eaten by rabbits… Fears are not always logical, besides, I made the last one up! And when it does arrive, they tend to welcome it. New step and b) it now prepares them to successfully make the things are exciting when you get there and the worry is next step into tertiary education. gone. For those that might struggle we have a helping But finally, what does COVID do to all this? Well it hand. We listen to their concerns and learn from them. changes it certainly, but the fundamental tenents of And so for the next five years they grow and develop and transition remain the same. And they are the same beyond become gradually more independent. school. Search ‘sustainable change’ and there are certain prerequisites that come up time and again. Make people aware of change, motivate them, give them the skills and abilities to navigate change, opportunity to try and fail, listen to their feedback and teach them to listen to yours. In essence every lesson in the IB system is not just teaching students knowledge but prepping them with the skills to make sustainable change; skills that move beyond the classroom to the opportunities they will face and of which we have yet to dream.

The reality is that there will be hurdles... Or maybe a better metaphor is steps. Students will have more subjects and more teachers. They will have to learn how to take control of their own organisation. They will not have the security of being in one room most of the time and they will have to navigate the school. They will develop Then comes the transition to the Diploma Programme. independence… Suddenly students are faced with a new step. Suddenly, So what can we do to help? As parents we can try what they are doing now counts in a way that it never has to remember the good times and not our embellished before. What they learn or do not learn now will change horror stories - always a good start. As teachers at SISQ where they travel on - Ivy League or Russell Group; Doctor we make sure they know who they can turn to if worried or Engineer - they all start here. During the Diploma years or concerned. We select our homeroom teachers carefully students will be asked to write essays and assignments - looking for teachers that can support them in this longer than they ever have before. They will be expected to transition. We must support them as they learn how to turn them in by the deadline, properly referenced in MLA organise themselves- an essential life skill. We give them format, the workload will not only be tough but important About the Author the space, and the voice to adapt to the new situation. and on top of that we will be asking them to question what Matthew is the Pastoral Head of Boys (MYP and DP) at But our work begins a lot earlier. We make sure that the they know, why they know it and how… The IB Diploma is the Swiss International School in Qatar (SISQ). With over PYP exhibition is celebrated in the Secondary school so tough! 20 years teaching English and Drama, Matthew has taught that students and teachers meet the new students before But again it has not started there. It started way back TOK, Film and English A in the IB Diploma Programme the move. We hold transition days to raise awareness of as we asked them to reference, taught them to meet and has overseen the IBDP at Wellington College, Tianjin. the changes, address their concerns and talk to them deadlines, showed them how to ask for help, gave them He has headed up academic and pastoral programmes. about what life will be like. We let them taste a little of the opportunities to try and fail, try again and succeed… The Having started teaching in Outer London, his love of lessons, to meet the teachers. In short we welcome them transition to the nearly autonomous student in Diploma is learning has seen him work in far-flung locations such as before the day arrives. tough but a) we have been preparing them for this bold Kazakhstan, China and the Isle of Man.

42 EDUCATION DURING THE PANDEMIC