f travel broadens the mind, then living andworking overseas transforms individuals.Children who accompany their parents and have the opportunity to receive an international education are not so much

changed, as shaped by the experience.

Many, unlike their parents, regard wherever they are as “home”. The world is where they live.International travel is normal. Having friends fromdifferent cultures is natural. School is fun, and ininternational schools, there is an overwhelming beliefthat learning matters.

It is easy to see why: children are surrounded byteachers, parents and friends who have initiative, takerisks, are inquisitive and open to new experiences. As international education expands - and it is expanding rapidly - it also becomes increasingly possible for the global workforce to find places fortheir children at a similar school in a new country. An international education in 2014 therefore not only offers the stimulus of new experience, but thesecurity of continuity in a way that was not alwayspreviously possible. There was a time when international schools tried to be as similar as they could to schools in the homecountry. Not anymore. There is a developing confidence in the internationalschooling community that it is influencing global education in a new way, and this is being noticed.Even the home based brands (The British Schools;The American Schools; the satellites of famous older schools) adopt programmes such as theInternational Baccalaureate. They also tend to implement home-based curricula more rigorouslyand they internationalise them. Thirty years ago, going to an international school feltmore like being a member of a club that only themembers knew about. No longer. International education is emerging as an increasingly influentialglobal phenomenon that has the capacity to exertinfluence over much more established educationalsystems, something that is seen in the adoption ofprogrammes like the IB Diploma and theInternational Primary Curriculum (IPC) in Europeanand American national schools. Children receiving an international education are nolonger at the periphery of world learning. They are,increasingly, at the heart of things.

Parents arriving in Dubai are faced with manydecisions, but arguably the most important iswhere to educate their children. Coming from a national system, where mostparents automatically send their children tothe local schools following the NationalCurriculum, having to choose a curriculum fortheir children can be confusing and worrying,especially as there is a range of curricula whichoffer different advantages to the student.For our purposes, I would define curriculumas what happens in the school every day. Thisencompasses what is taught (the curriculum

content), how it is taught (the method), why itis taught (its belief system). Using these threeareas it is simple to analyse a curriculum anddecide which suits your child best.

The ‘what’Schools offering a National Curriculum (eg,British, American, Indian) have very clearguidelines on the content. Thisreflects the national system of thecountry and students, althoughstudying in Dubai, might bestudying the same materialas their peers in London,Minnesota or Mumbai. In an InternationalBaccalaureate curriculum,students might be studyingsimilar concepts as theirpeers in other internationalschools around the world butthese concepts would bedefined locally and globally. Forexample, instead of studying theRomans as part of a National Curriculum,the IB students might examine the Romans inrelation to impact on their part of the world.In this way, the focus of the IB curriculum ismore on developing perspective, deepeningcritical thinking and making connections,whereas a National curriculum might be morefocused on the detail of the content.

The ‘how’The way in which students are taught also differs between curricula.

If the aim is for students to pass exams and just acquire knowledge then studentsmight be taught in a more didactic waywhereby they are asked to retain facts. If, as in an IB school, the focus is on developing thinking, using perspective andmaking connections, students might be taught

using an ‘inquiry’ method, whereby theyhypothesise, experiment and draw

conclusions, constructing theirown meaning from what they

are learning.

The ‘why’What does the school wantits students to become?Global learners, who are able to think critically, makeconnections and take

responsibility for their actionsand for their part in making

the world a better place? Or is the goal only to develop

knowledgeable young people? What is the ethos of the school and do

I as a parent believe in it and want it for my child? Curricula are different and yet all strive todevelop student potential, achieving that indifferent ways with different priorities. Parents should consider carefully the optionsavailable and make an informed choice so that they give their children the skills, knowledge and intellectual curiosity to ensurethat they will become responsible members of our planet.

One of the most important reasons to use technology in the classroomis to prepare students for the world of work and provide them withlife-long skills as they move between the many jobs they will have. This is our role as educators and we need to do all we can to ensureour students will go on to be competitive in the workplace. Technology provides students with the opportunity to communicatetheir knowledge in new and exciting ways and allow better communication between teachers and students.

A technology rich classroom allows a teaching and learning style that isstudent centred, where students takemore ownership of their work. Inthis environment, the emphasis shiftsfrom teacher as purveyor of knowl-edge, to teacher as facilitator, fromstudent as receiver of knowledge tostudent as active discoverer. Technology can support this innumerous ways. Technology can be used as a tool for representingstudent ideas and understanding ofcontent by creating multimedia presentations where studentsbecome teachers. Simulations androle-playing activities provide students with real world problemsolving opportunities. Digital storyboard telling allowslearning to be developed at a muchdeeper level. Technology can be used as a medium to support collaborative projects and build acommunity of learners. Skill in the use of technology must becomplemented by the development

of appropriate knowledge and understanding. The combination of skill in using technology, plus knowledge and understanding, is whatwe call digital literacy. Pupils must develop digital literacy, to ensuretheir use is safe, confident, and appropriate. Information andCommunications Technology (ICT) has the power to motivate andengage learners in ways not possible by other means. A greater focus on technology will bring benefits for all learners.

Internationalschools arenow takingtheir place

on the worldeducationstage and

setting a newbenchmark

for standards

At the heart ofglobal learning

Choosing the right curriculum

Using technology is

important in class

I

Starting my new position with Taaleemin November 2013, I could not havejoined the company at a more excitingpoint in time with the announcement ofthe success of the EXPO 2020 bid. I found myself surrounded by peoplewho were enthused, filled with optimismand who were looking forward to theopportunity of playing their part inachieving ‘The Vision for 2020’. Ziad Azzam, my predecessor, along with his far-sighted, fellow founders of Taaleem have, over the last decade,built a company that has aligned itsaspirations with those of the nation. I am delighted to be representing thisvisionary and respected organisationthat has grown over the last decade tobecome the second largest provider of private K-12 education in the UAE. The UAE is led by people of great vision, who dream big, do not take “no” for an answer and believe in achieving the impossible.

If our schools are to mirror the aspirations of the nation, then they alsoneed great leaders. “The quality of a school never exceedsthe quality of its leaders and teachers”is a truism supported by many researchstudies. My greatest challenge in thefirst few months as CEO was to retainsuch talent and continue to attract thevery best educators to help us achieveour vision and ambitious growth plans. This year we are opening our DubaiBritish Foundation facility in JumeirahIslands that will be a feeder school forthe new Dubai British Academy* to openin Jumeirah Park in September 2015. Sheikh Mohammed bin Rashid AlMaktoum vows “…to astonish the world

in 2020... The UAE will achieve it throughcollaboration and inspiration at the event.”

Taaleem is playing a part in achieving this vision and indoing so is helping to build a better future for the youthof the region.

A word from our CEO

Taaleem, which means ‘education’ in Arabic, is committedto inspiring students and helping them to identify and

develop their passions and talents.

‘The only American curriculumschool for girls in Dubai,

delivering high quality teachingand learning’

admissions@americanacademy.aeTel: +971 (0)4 288 7576

www.americanacademy.ae

‘A truly international and community focused school

in the heart of Jumeira,dedicated to meeting theneeds of each student.’

admissions@jbschool.aeTel: +971 (0)4 349 0533

www.jbschool.ae

Choosing theright school

‘Developing Global

Learners - one of only six

schools worldwide to be

awarded full authorisation

in all four International

Baccalaureate

Programmes.’

admissions@gcschool.ae

Tel: +971 (0)4 885 6638

www.gcschool.ae

‘Students are being prepared for the future,

building confidence, curiosity and global

thinking’

admissions@ris.aeTel: +971 (0)2 557 8209

www.ris.ae

‘Shaping your child’sfuture through an innovative

curriculum using language and creative arts’

info@childrensgarden.aeTel: +971

Jumeirah (0)4 349 2985Barsha (0)4 399 0160

Green Community (0)4 885 3484

www.childrensgarden.ae

Rosamund Marshall

Chief Executive Officer, Taaleem

‘GCSE and A Level resultsabove the UK average - eachstudent is making a positive

difference.’

admissions@dubaibritishschool.aeTel: +971 (0)4 360 9293

www.dubaibritishschool.ae

‘Encouraging curiosity,enthusiasm, creativity andindependence through the

International Baccalaureatelearning experience.’

admissions@uptownschool.ae+971 (0)4 285 4975

www.uptownschool.ae

*subject to completion and final approval from KHDA.

illions of people live in the UAE without feeling the need tolearn the Arabic language sincethe majority of the populationspeaks English.

But studying the Arabic language is of greatvalue to any person who lives in an Arab countrybecause it does not only help communication, italso provides an insight into the culture and traditions of the nation in which you are living.Learning a language opens gates to under-standing the value system and how people of acertain region think. It also helps in changingperception, eliminating prejudice and easingtransparency and understanding. LearningArabic language and culture can improve understanding of this often misunderstood and misrepresented part of the world.Moreover, Muslims believe that Arabic is themother of all languages, being the very first language taught to Adam within the Garden of Eden.

Why it is important to learn Arabic?Arabic is the fifth most spoken

language in the world.

Despite being one of the most spoken languages globally, there are very few Arabictranslators available in the Western and Eastern worlds.

Arabic is the Language of the Quran, the Holy Book of Islam.

If you plan to visit an Arabic SpeakingCountry (the Arab world comprises the 22countries and territories of the Arab League),you need to communicate with its people.

Learning Arabic can be an interesting hobby.Some people like its alphabet and sounds.

Arabic is one of the oldest languages in theworld with a wealth of knowledge thatArchaeologists to this day are still trying touncover. Arabic has roots going back as far to the sixth century. Arabs have also made significant contributionsto areas such as Literature, Mathematics,Navigation, Astrology, Culinary arts andArchitecture.

We are living in an era where creativity is king. The 21st Century needs creativetypes, and research has shown that multi-lingual people display a real advantage over monoglots, consistentlysolving problems faster, communicatingmore effectively, managing people betterand even living longer - all because theirbrains are constantly active.Speaking two languages rather than justone has obvious practical benefits in anincreasingly globalised world. But in recent years, scientists have begun to showthat the advantages of bilingualism are

even more fundamentalthan being able to converse with a wide rangeof people. Being bi-lingualmakes you smarter. It canhave a profound effect on yourbrain, improving cognitive skills notrelated to language and even shieldingagainst dementia in old age.At The Children’s Garden, all core disciplines are taught in two main languages of instruction through theInternational Curriculum for Languagesand Creative Arts (ICLCA).

Throughout the children’s journey, theywork on developing languages from “passive bilingualism” (comprehensiononly) to “active bilingualism” (comprehension and oral development).Introducing a new language at this ageneeds the appropriate methods. The most important attribute is that each classroom teacher and assistantteacher will exclusively speak the language of that classroom. Each language has its own classroom,which lessens any confusion and helps

in association and comprehension. By maintaining this approach,

children are usually fluent (ableto understand and respond tosimple dialogue) in allinstructional languages,after three years in the programme. They will beable to listen to and followstories that are familiar andunfamiliar, they will develop

orally in their instructionallanguages and will be able to

express feelings, desires or needs. Motivation is a key element in a

child’s ongoing learning, therefore weintroduce a new language through art,songs and fun activities. An environmentthat promotes multiculturalism allows thechildren to confidently integrate with theirpeers and motivates them to participate inactivities. Language is culture and cultureis language. They cannot be separated.

Students at all Taaleemschools learn Arabic as

part of their studies - it is a valuable addition toyour child’s education

Culturalinsightthroughlearning

Girls shine in single-gender schoolsThe latest research reported by the US-based NationalCoalition of Girls Schools (www.ncgs.org) confirmsthat girls who attend single-gender schools are morewell-rounded and successful.When rating their computer skills, 36% of graduates of independent girls’ schools consider themselvesstrong students, compared to 26% of their co-ed peers.48% of girls’ school alumnae rate themselves great atmath, versus 37% for girls in co-ed schools.Three times as many alumnae of single-gender schoolsplan to become engineers.What really sets girls’ schools apart is their in-depthunderstanding of how girls learn and succeed. Researchers have proven over and over again that girlsare socialized to allow boys to take the lead.

Single-gender schools give girls every opportunity togrow in confidence, knowledge, and a host of otherskills needed to engage successfully with the newopportunities opening up for women in today’s world.An all-girls’ education adds a wide range of opportunities, girls occupy every role: every part in the play, every seat on the student government, everyposition on every team. Not only is there a wealth of avenues for self-exploration and development, there’s also a wealth of peer role models.An all-female teaching staff serves as a strong rolemodel for girls, and provides a nurturing, family-styleenvironment that caters to the full range of each girl’sintellectual, social, emotional and physical needs.

At Taaleem, we believe that all students, whetherthey are able and ambitious, gifted and talented orhave learning difficulties, deserve a challenginglearning environment where they have opportunitiesto develop skills such as resilience and perseverance,enabling them to be successful life-long learners.To enable this to happen we strive to ensure weknow our students’ strengths and weaknesses,enabling strategically targeted intervention to beput in place, ensuring progress across their wholeschool career. Interventions are often short-termsuch as additional phonics groups or motor skillsessions, while others are longer. Excellent communication within the team is vital. Staff, students and parents work together to formulate individual targets, which are carefullymonitored and tracked. Where necessary, outside agencies such asOccupational Therapists, Speech and LanguageTherapists and Educational Psychologists areengaged as they play a vital role in supporting thestudent and the team.Individual Education Plans are written with the students to ensure their engagement with and ownership of their targets. Our in-school teams, which operate from the time a student starts school through to when they leave,incorporate a wide range of both emotional and academic support, ensuring that our students arebetter prepared for challenges of life. Self esteemand ambition coupled with good attendance andmotivation are all intrinsic to high emotional intelligence leading to not only greater levels of attainment, but also personal happiness.Gifted and talented students, require a diet of educational content to include the scope for challenge.Opportunities to lead, present, invent and create areregularly given with extension built in.

Support for our

young learnersThe importance of a bilingual education

M

Students at AAMthrive in the

single-gender environment