Our 165 graduating students at DIS and UAS have earned their wings to soar into the world and embrace new adventures. And rightfully so
‘Largest Solar Power Light Bulb Display’ aims to highlight the importance of sustainable energy
DIS INCLUSION IS ‘OUTSTANDING’
KHDA awards our school highest accolades in the 2023-2024 academic year’s assessment report
Mira Al Futtaim Chief Future of Education Officer
Al Futtaim Education Foundation
As Chief Future of Education Officer, my mission is to nurture a holistic learning and working experience that prioritises the well-being of our students and teachers. We aim to create spaces that inspire, engage and thoughtfully integrate technology and AI. In tandem with these efforts, we will focus on upskilling our educators and providing opportunities for our students to ensure they are wellprepared for the future workplace.
At the heart of this vision is the well-being of our students. In a world where they face more distractions, schools must foster emotionally supportive environments. Helping our students understand and manage their emotions creates a calm, focused atmosphere for learning. Teachers play a vital role in recognising behavioural changes and offering support, ensuring each child feels understood and cared for. When we recognise this and become more aware, it should be reflected in the connection between emotions, behaviour, academic performance and engagement.
Equally important is the well-being of our teachers. Ensuring their overall welfare means providing them with the right tools and support to continuously develop and thrive in the new educational ecosystem we are building. AI can assist by automating routine tasks, giving teachers more time for meaningful interactions with our students. New technologies will enhance our human connections. By analysing data, AI can personalise education and recommend tailored approaches. However, it’s crucial that our educators feel comfortable with these tools, using them effectively without feeling overwhelmed.
We also aim to focus on the learning environment, which plays a crucial role in enhancing the student and teacher experience. By moving away from traditional setups to more flexible learning zones and understanding the needs and preferences of our students, our schools can create spaces that inspire and motivate, maximising engagement and productivity through adaptable learning areas. Additionally, we have various homegrown programmes designed to prepare our students for the workplace. These include partnerships with the School of Humanity and internship opportunities within the Al-Futtaim Group. These initiatives, part of our Education Futures programme, add immense value by ensuring our students are ready for the future and the workforce. As our educational ecosystems witness these changes, at Al-Futtaim Education Foundation, we are aligning our initiatives to support these transformative trends to best serve our students and teachers.
A range of scholarships to support Emirati students, alumni, as well as high-achieving and creative students.
The Al-Futtaim Education Foundation is once again paving the way for academic
inclusivity through its 6th annual scholarship programme at Deira International School and Universal American School.
With a mission to provide access to quality education for students from various backgrounds, the Foundation has announced a range of scholarships designed to support Emirati students, refugees, as well as high-achieving and
Edward Quinlan
Edward Quinlan, a board member of the Al-Futtaim Education Foundation and the schools, emphasised the Foundation’s commitment to nurturing talent and providing educational opportunities
“Our scholarship programme reflects our dedication to fostering a diverse and inclusive learning environment. Whether you’re just starting or looking to advance your education, we have opportunities tailored to support every student’s journey,” Quinlan stated.
In the intervening pages of this magazine, we highlight inspiring stories of some of our scholarship recipients, including Prady, Lujain, Aseel, and Nikita, showcasing their success stories and achievements.
“Hearing the inspirational stories of our scholarship recipients is truly rewarding. It reaffirms our belief in the transformative power of education and the importance of providing opportunities for all students,” Quinlan remarked.
One of the standout offerings is the Full Tuition Scholarships for talented Emirati students, covering up to 100% of tuition fees. These scholarships aim to empower our local Emirati youth by removing financial barriers and enabling them to pursue their academic goals.
Board Member - Al Futtaim Education Foundation
Board Member - Deira International School & Universal American School
For students transitioning from Year 11/Grade 10 to Year 12/Grade 11, the
Our scholarship programme reflects our dedication to fostering a diverse and inclusive learning environment. Whether you’re just starting or looking to advance your education, we have opportunities tailored to support every student’s journey.
IBDP Academic Scholarships offer up to 50% tuition relief for two years. This scholarship targets high-achieving students who demonstrate academic excellence and a commitment to their studies.
Recognising the importance of nurturing diverse talents, the Sports and Talents Scholarships are available for students from Year 5/Grade 4 upwards. These scholarships, renewing annually and covering up to 50% of tuition fees, are designed to support students who excel in sports or possess unique artistic and creative abilities.
In addition to these scholarships, the foundation has provisions for refugees from regions experiencing strife. These scholarships aim to provide a stable and supportive educational environment for students facing significant challenges, ensuring they have the opportunity to succeed academically and personally.
“Our scholarship programme is not just about financial support; it’s about empowering students to reach their full potential, regardless of their background.
By investing in education, the Foundation is investing in the future leaders, innovators, and changemakers of tomorrow,” Quinlan added.
Our 2024/25 scholarship applications are now closed, and the winners have been awarded. Congratulations to all the families who have received an Al-Futtaim Education Foundation scholarship!
On behalf of the board members, we believe you truly deserved it. For those who missed out, please keep an eye out for the next round of our scholarship announcements.
For more details on how to apply, for 2025/26, visit www.DISdubai.ae and www.UASdubai.ae
May - August 2024
Features 18TIP THE CAP TO THE CLASS OF ‘24
Join us in celebrating the journey and future of our DIS and UAS 2024 graduates 28 FOCUS ON EMIRATISATION
At Al-Futtaim Education Foundation, our Trainto-Hire Programme continues to offer fully funded training to Emirati graduates, where they pursue a PGCEi certification at the University of Birmingham
‘Largest Solar Power Light Bulb Display’ gets the coveted Guinness World Records™, initiative aims to highlight the importance of sustainable energy globally
Our SEND programme goes beyond mere support— it is about creating an ecosystem that values each child’s strengths and individuality
In today’s busy world, looking after the mental, emotional, and physical health of students, teachers, and staff is more important than ever. At UAS, wellbeing is not just a word; it’s a key part of how we teach and learn every day
Ever wondered how Kevin Loft, the Director of Universal American School, spends his day? From early morning briefings to late afternoon after-school programme visits, take a glimpse into his bustling schedule
UAS recently refurbished three key facilities: the Athletics Track, the Cafeteria, and the Swimming Pool. They have been significantly enhanced to elevate the educational experience
13 18
08 OUR STAR AT STANDFORD:
AI, Machine Learning, and all the cool techs? You bet, we roll with the Founder himself
69 FROM TIKTOK TO TEXTBOOKS:
One of the significant advantages of integrating social media into education is access to a wealth of educational resources
Humour & Entertainment Campus Life
08
Whether you’re celebrating the joy of graduation or looking for a laugh to break the stress of finals, our humour page has got you covered
Universal American School once again proves that creativity knows no bounds, as its young artists take centre stage at the illustrious Art Dubai 2024
Join us in celebrating Prady, our trailblazing alumnus
Prady stands, with the iconic arches of Stanford University's Main Quadrangle, in the background. Known as the Main Quad or simply the Quad, this historic site is the heart and oldest part of Stanford University in California.
Meet Prady, our exceptional alum and current freshman at Stanford University in San Francisco, California.
At Momentum, we take immense pride in showcasing the remarkable achievements of our talented students, and Prady is a shining example.
Prady’s journey is nothing short of inspiring. As a proud alumnus of Deira International School and a recipient of the Al-Futtaim Education Foundation Alumni scholarship, he’s a project-oriented learner with a passion for blending Artificial Intelligence, chip design, and robotics. Whether he’s designing space modules to enhance astronauts’ sleep or creating an innovative NFT marketplace to distribute cultural art, Prady is committed to leveraging technology for social development and community impact.
In this exclusive interview, Prady reflects on how DIS has been much more than a school; it has been a catalyst for growth, learning, and the achievement of dreams. As he journeys on at Stanford, Prady continues to carry the principles of excellence and innovation championed by DIS. Here are the highlights from our conversation with this extraordinary young talent.
Momentum: Can you share with us how receiving the Al-Futtaim Education Foundation Alumni scholarship has impacted your academic journey at Stanford?
Prady: All in all, the scholarship has tremendously helped me
maintain focus on my academic and personal growth. By accounting for a portion of tuition, I can instead allocate more of my time and effort to partaking in more advanced classes, enhancing my engagement with clubs/societies on campus, and getting involved with a huge variety of external opportunities from research to hackathons. It has not only greatly alleviated my need to undertake time-consuming jobs but also significantly heightened my motivation and drive to strive further by continuing to sustain a strong connection with Deira International School and the Al-Futtaim Education Foundation.
Momentum: What motivated you to choose Stanford for your higher education, and how has your experience been so far?
Prady: “Never settle for anything less than the stars” has been a motto ingrained within me so deep from my upbringing, that it’s stuck and continued to fuel me since. Stanford is undoubtedly one of the best institutions in the world with its pluralistic student body, mind-blowing campus, and endless professional opportunities. Coming from Dubai, Stanford seemed like the perfect segue in terms of culture, lifestyle, and social dynamic—so far, it’s immensely exceeded all my expectations and I’ve acclimatised extremely smoothly.
As a technical student (prospectively studying math and
computer science), Stanford offered a refreshing blend of esteemed faculty, plentiful research opportunities, and unparalleled access to tangible mentorship all while being located in the heart of Silicon Valley—the prime place to be for tech. The greatest perk of it all (which I truly realised after arriving on campus) is the people and the absolutely captivating student body. I mean, virtually every single person you meet after randomly sitting with them at a dining hall, or meeting at the gym turns out to be the most interesting, multi-faceted, and balanced in their own unique, tailored niche.
The people power it all and meeting all my fellow classmates, faculty, and staff has definitely crafted this past year into being arguably the best year of my life. I’ve felt resourceful, rejuvenated, sociable and I’ve only gotten more motivated to strive harder!
Momentum: How have your academic pursuits at Stanford aligned with your interests and goals?
Prady: So far, I’ve taken a majority of math and computer science classes as they not only interest me significantly but also fulfill the requirements for my math and CS major. To that end, I’ve maintained a consistent involvement with similar classes over the last three quarters and I’ve been able to simultaneously explore my interests a bit further in both fields by taking more advanced classes tailored for upperclassmen and graduate students.
This flexibility has been quite beneficial as these classes often possess greater applicability for real-world roles and internships, so I’ve definitely been able to develop myself professionally a considerable amount because of it. Currently, I’m taking a graduate class on natural language processing (CS 224N), and it has been extremely
Coming from Dubai, Stanford seemed like the perfect segue in terms of culture, lifestyle, and social dynamic—so far, it’s immensely exceeded all my expectations and I’ve acclimatised extremely smoothly.
fascinating all while keeping me very busy—Not fully sure whether I’ll pursue a traditional software development or AI engineering route, but my course schedule has allowed me to explore both pathways concurrently, so it’s been ideal.
Momentum: Can you describe a memorable experience or project you’ve undertaken at Stanford that has shaped your perspective or career aspirations?
Prady: One big project I worked on during Winter Quarter was my collaborative research on fusing Artificial Intelligence and Higher Mathematics by devising a Putnam Benchmark for NextGeneration Learning Models. Cold mailing the PhD in charge of the project, meticulously being interviewed over weeks, and finally meeting the other undergraduate researchers working on the project shed significant insight into the sheer fortitude and technicality required to be involved with tangible work.
Then, I consistently contributed toward the project over the quarter, and I managed to gain great amount of industry experience and academic connections that I wouldn’t have gotten otherwise; so much so that it definitely played a part in my securing a research role on campus over the summer.
Research is one of those fields that seemed so superficial but getting down to the fine details with actually conceptualising convoluted models and having the satisfaction of eventually collating your fruition into a publication fascinated me to the point where I’d consider it a viable prospective career.
Momentum: How do you balance your academic workload at Stanford with extracurricular activities and personal interests?
Prady: I think a big part of it comes down to self-awareness and planning; always keeping major deadlines and miscellaneous responsibilities in mind. It’s more about truly gauging it all out during the first few weeks and I experimented with a few different
types of routine before finally arriving at one that clicked. Anytime I feel like I’m not allocating enough time for a club commitment, certain classes, or simply leisure time, I actively make an effort to rectify that as opposed to gradually hoping that it’ll feel more satisfying. In that sense, I think Stanford epitomises that balance, and it’s unequivocally one of the biggest reasons I feel so connected with the student body here as everyone here values that balance between academics, leisure, and extracurriculars.
Momentum: In what ways do you feel your education at Deira International School prepared you for the challenges and opportunities at Stanford?
Prady: Whether it be through the rigorous IB course schedule or plentiful leadership opportunities, DIS has moulded me into an extremely capable and adaptable student in terms of being
equipped here at Stanford. Being exposed to a calibre of education that necessitates a holistic balance in itself has been key in helping me acclimatise and adapt better to college life in general. There’s a much greater feeling of independence here and being principled and disciplined (in goals) is of vital importance—skillsets I wouldn’t have developed nearly as enough had it not been for my educational environment at DIS.
Momentum: Could you share any advice or insights for current DIS students aspiring to pursue higher education abroad, especially in prestigious institutions like Stanford?
Prady: Truly, hone in on your interests and figure out what you’d actually enjoy pursuing further in your free time. Then, it’s just about going the extra mile, taking initiative, and being proactive in finding an avenue with which to either showcase or apply your interests to outside communities. Yes, top universities do seek breadth in applicants, but I feel possessing an extended amount of depth in certain niches does present itself as more lucrative for admissions officers. In that sense, proactivity is key.
It could simply be undertaking a job at a hypermarket for a prolonged period so much so that you acquired a management position and later incorporated a structured recycling sustainability initiative for efficient waste management—an activity one of my closest friends here at Stanford did during high school at his local Walmart.
Momentum: What resources or support systems have you found most valuable in navigating your academic journey at Stanford?
Prady: There are literally so many it’s almost impossible to name-drop all of them. One area in which I often find myself lacking is in English writing and formulating lengthy introspective/analytical essays has always been a weakness for me. To this end, I find myself going to the Hume Writing Centre which is the writing tutoring centre at campus dedicated to providing tailored, personalised essay-writing assistance through walk-in and scheduled appointments.
There are similarly structured centres for all sorts of subjects (LaIR for CS, SUMO for Math, etc). That’s the beauty of being here at Stanford—there’s never shame or hesitation in offering additional academic help, as the administration strives to ensure the well-being of every student and equips us with whatever resources we need.
Momentum: Looking ahead, what are your aspirations and goals post-graduation from Stanford?
Prady: Well as of right now, I’m not entirely sure. I’ll be probing CS research this summer specifically in the realm of NLP (Natural Language Processing), so that could influence the path I take.
Currently, I plan to major in math and then co-term (accelerated master’s) in CS-AI for now; that opens up opportunities in
software development, product management, and quantitative finance—all fields that will begin growing over the next couple of years. I’m also big into creating projects and will be Vice President of BASES (one of the biggest entrepreneurship clubs on campus) so I would also like to pursue potential startup ideas I have some time in the coming year. There’s always an inside joke among Stanford students to create a startup but it could definitely be a potentiality after I build a strong enough foundation in CS. Overall, nothing in set in stone but plenty of potential of career paths to look forward to!
r Andrew Ng is a globally recognised leader in AI (Artificial Intelligence). He is Founder of DeepLearning.AI, Founder & CEO of Landing AI, General Partner at AI Fund, Chairman & Co-Founder of Coursera and an Adjunct Professor at Stanford University’s Computer Science Department.
In 2011, he led the development of Stanford University’s main MOOC (Massive Open Online Courses) platform and taught an online Machine Learning course that was offered to over 100,000 students leading to the founding of Coursera where he is currently Chairman and Co-founder.
Our DIS alum Prady with Andrew Ng, one of the world’s leading pioneers in AI, former head of Google Brain, and currently an adjunct professor at Stanford.
and infrastructure. He was also the founding lead of the Google Brain team.
As a pioneer in machine learning and online education, Dr Ng has changed countless lives through his work in AI and has authored or co-authored over 200 research papers in machine learning, robotics and related fields. In 2023, he was named to the Time100
Previously, he was Chief Scientist at Baidu, where he led the company’s ~1300 person AI Group and was responsible for driving the company’s global AI strategy
AI list of the most influential AI persons in the world. He holds degrees from Carnegie Mellon University, MIT and the University of California, Berkeley.
Take a look at the stunning artworks on this page-spread. Don’t they exude a stroke of artistic genius? We think so too.
These masterpieces are the creations of our exceptionally talented Nikita, a Grade 8 student at Universal American School. Her artistic prowess shines so brightly that she was awarded the prestigious Al-Futtaim Education Foundation (AFEF) Scholarship for art. And she undoubtedly deserves it.
The impact of the AFEF scholarship extends beyond individual recipients. It enriches communities, fosters creativity, and promotes diversity in artistic expression.
At UAS, visual arts are more than just a subject—they’re a cornerstone of holistic education. The school’s dynamic visual arts curriculum equips students with essential technical skills while encouraging them to explore their creativity, think critically, and express themselves authentically. Under the mentorship of dedicated educators like Miss Alina, students like Nikita are given the tools and inspiration to flourish.
Nikita has been honing her artistic skills under Miss Alina’s guidance since elementary school. This mentorship is more than academic; it’s a partnership built on trust, support, and shared dreams.
Miss Alina collaborates closely with Nikita and her parents to nurture her talent and explore diverse career paths and college opportunities in the visual arts.
The AFEF scholarship is more than just financial assistance; it’s a beacon of hope and validation for young artists like Nikita.
It represents recognition of their potential and empowers them to pursue their dreams and contribute meaningfully to the artistic landscape. This scholarship fuels passion, inspires creativity, and opens doors to a world of possibilities.
The impact of the AFEF scholarship extends beyond individual recipients. It enriches communities, fosters creativity, and promotes diversity in artistic expression. By investing in the next generation of artists, AFEF celebrates talent and cultivates a culture of innovation and excellence.
As Nikita’s journey unfolds, she shines as a symbol of resilience, determination, and artistic brilliance. With unwavering support from UAS, mentors like Miss Alina, and the backing of AFEF, Nikita’s future is a dazzling beacon of hope for aspiring artists everywhere.
Lujain, a beneficiary of the Al-Futtaim Education Foundation scholarship, offers this apt advice to fellow students
Despite the challenges I faced back in my home country of Lebanon, I am determined to go back once I finish my studies at Deira International School and contribute meaningfully to my community.
The Al-Futtaim Education Foundation scholarship has transformed my life. It has granted me access to highquality education and various activities at DIS, helping to advance both my academic and personal growth. I am now coming to the end of my first year of the IB Diploma Programme, and the journey has been incredible.
The scholarship has been pivotal in helping me focus on my studies and academic goals. The extra activities provided have alleviated my academic stress, enabling me to return to school each day refreshed and ready to learn. This support has allowed me to excel in my IB coursework and enjoy my journey toward achieving my dreams.
One of my proudest achievements since joining DIS is becoming an assistant coach for the cricket team. This role has highlighted my leadership abilities and has given me a profound sense of self-fulfillment. It’s a responsibility I cherish, and it has brought me immense satisfaction.
Looking ahead, I plan to pursue a university degree in business management, the next step after completing my IB. This aligns with my passion for becoming a leader in my community and making a significant difference when I return to Lebanon.
To students who have been fortunate to receive the Al-Futtaim Education Foundation scholarship just like me, my message is clear: Enjoy your educational journey, make new friends, and document your experiences. If you need company, ask for it. If you feel overwhelmed, talk about it. There is a solution for everything. And, most importantly, never lose sight of your goals.
This is my story—a journey from facing immense difficulties to finding happiness and purpose with the help of the Al-Futtaim Education Foundation Scholarship.
I
am deeply grateful for this opportunity and excited about the future it has opened up for me.
The scholarship has been pivotal in helping me focus on my studies and academic goals.
Aseel, our Year 11 student at Deira International School, received a lifechanging scholarship. She shares her inspiring story of overcoming challenges and achieving academic success
Hello, my name is Aseel, and I am a Year 11 student at Deira International School. I come from Syria, a country that has been devastated by war for many years.
I lived between Syria and Lebanon until the war began. That’s when my family and I moved fully to Lebanon. I began my primary education at a Lebanese-French school, then switched to a Lebanese-British curriculum at Brummana High School, where I studied for two years before moving to the UAE in 2022.
Growing up in such a challenging environment was tough, but my life changed for the better when I received the Al-Futtaim Education Foundation scholarship.
This scholarship has been a blessing for me. It has allowed me to study without interruptions and has introduced me to a diverse community here at Deira International School. Meeting people from different cultures and backgrounds has enriched my educational journey. It has broadened my understanding of the world and helped me see things from different perspectives.
The scholarship has not only helped me academically but has also instilled in me a sense of responsibility and the importance of giving back to the community. I aspire to pursue further studies in business administration or entrepreneurship.
Before I received the scholarship, I struggled a lot. Balancing my schoolwork with extracurricular activities was difficult, and I often felt overwhelmed. Now, I can manage my time better. I participate more in school programmes and focus more on my studies. This has greatly improved my overall educational experience.
One of my proudest moments was finishing my GCSE exams. It felt like a big win after all the hard work I put in. Now, I am excited to start the IB programme next year. I hope to keep doing well and reach my goals.
The scholarship has not only helped me academically but has also instilled in me a sense of responsibility and the importance of giving back to the community.
My dream is to establish my own business ventures and contribute positively to the business world. I want to make a meaningful impact through my work.
To other students who are facing similar challenges, I want to say that opportunities like scholarships can truly transform your educational journey. Stay determined, work hard, and never underestimate the power of seeking support. Believe in your abilities, explore available resources, and never hesitate to reach out for assistance. With perseverance and the right support, you can overcome obstacles and achieve your goals, turning your dreams into reality. I am grateful for this opportunity and am determined to make the most of it. My journey from Syria to where I am now has been challenging, but it has made me stronger and more determined to succeed. I am excited about the future and ready to make a positive impact in the world.
June 10th, 2024. The Universal American School community gathered to honour its young graduates in a night filled with joy, reflection, and hope. Kevin Loft, the Director of UAS, delivered a poignant and heartfelt address, capturing the essence of this significant milestone and emphasising the importance of community, personal growth, and the journey ahead.
Kevin Loft, Director of Universal American School: The dedication and support of parents and teachers have been instrumental in the students’ journey to this significant milestone.
Kevin Loft leads UAS community in celebrating remarkable achievements of the Class of 2024
Addressing the graduating seniors directly, Loft acknowledged the challenges they have faced in recent months, from exams to university acceptances, and the emotional process of leaving home and school. He emphasised the importance of people in their lives, urging the graduates to cherish the relationships they have built at UAS. Loft noted, “The most important thing in life is people,” and encouraged the students to remember the special moments shared with their peers and mentors.
Loft offered three key pieces of advice to the graduating class: Put Yourself Out There:
He encouraged the graduates to be brave and make connections, stressing the importance of initiating conversations and being open to new relationships.
Celebrate Your Victories:
Loft reminded the students to take pride in their achievements and carry forward the sense of accomplishment, using it as a source of motivation.
Give Yourself Time:
Emphasising the healing power of time, he advised the graduates to be patient with themselves and to allow time to navigate through challenges and changes.
Loft also addressed the parents, many of whom are preparing to send their children off to universities around the world. He reassured them to have faith in the capabilities and resilience of their children. “Celebrate your victories and give yourself time,” he advised, acknowledging the mixed emotions parents may feel during this transition.
In closing, the director extended his best wishes to the graduating class of 2024 on behalf of the UAS staff, school governors, the Al-Futtaim Education Foundation, and the entire UAS learning community. He expressed excitement for their future successes and looked forward to hearing about their achievements as they embark on their next adventures. The graduation ceremony was not only a celebration of academic accomplishments but also a moment to reflect on the invaluable lessons learned and the lasting bonds formed at UAS. As the Class of 2024 steps into the future, they carry with them the support, wisdom, and love of a community that believes in their potential to achieve great things.
Irecently learned a startling fact: Monarch butterflies migrate about 3,000 miles from Vancouver in Canada to Mexico. Picture that journey in your minds…”
With this vivid imagery, Simon O’Connor captivated the audience during his graduation speech, using the story of the monarch butterfly’s epic migration to highlight the enduring journey of knowledge and progress.
“We’ve known about this migration for decades. What we didn’t know, is that each leg of that journey takes the monarchs three to four generations.”
The Director of Deira International School captured the essence of the journey that awaited the graduating Class of 2024. This butterfly story served as a powerful metaphor for the graduates’ own paths. He elaborated further, “Think about that: A new butterfly takes flight from a eucalyptus tree on Vancouver Island. By the time the butterflies get to Los Angeles, that mother butterfly is gone, her child is gone, and her child’s child is now doing the flying. By the time they make it to Mexico, it’s the child’s child’s child…” The illustration highlighted how each generation builds upon the efforts of the previous one, moving forward with the knowledge and progress made by those who came before.
O’Connor extended heartfelt congratulations to the parents, recognising their vital role over the past 18 years. He spoke about the challenges of parenting, emphasising that there is no manual for guiding children to success. Turning to the graduates, O’Connor reminded them that their lives are about to change. “With 2,400 days of school and over 14,000 lessons since FS1, the Class of 2024 has faced unique challenges and changes,” he said.
He acknowledged the significant global issues they would confront, from future pandemics and climate change to technological impacts on society. O’Connor encouraged the students to reflect on their school journey, noting that it was about more than just gaining knowledge and qualifications.
He emphasised three critical elements that they would carry forward:
Friendships: He highlighted the importance of friendships made during school. While some connections would last a lifetime, others would naturally fade, making room for new, significant relationships in their future.
Memories: O’Connor urged the graduates to cherish their memories, whether from lessons, trips, or small incidents that held personal significance. He advised them to keep mementos to remember these moments as they grow older.
Values: He stressed the importance of values, noting that shared values bind people together more than experiences or knowledge. These values, instilled during their education at DIS, would guide them throughout their lives.
As the graduates prepared to embark on their next chapter, O’Connor, using the butterfly illustration, reassured them that the future, while daunting, was not solely their responsibility. “It is unsettling to see yourself as just one
Simon O’Connor, Director, Deira International School, and Chief Education Officer –Al-Futtaim School Management Company
Join us in celebrating the journey and future of our DIS and UAS graduates
Our 165 graduating students have earned their wings to soar into the world and embrace new adventures. And rightfully so.
The 2024 graduation ceremonies of Deira International School (DIS) and Universal American School (UAS) were not just a celebration of academic achievement but a testament to resilience, community spirit, and the bright futures awaiting our graduates. Both ceremonies were a poignant
reminder of the transformative power of education and the endless possibilities that lie ahead for the graduates. The students, adorned in their caps and gowns, stood as a symbol of hope and promise, ready to make their mark on the world. They are not just stepping into the future; they are prepared to shape it, armed with the knowledge, skills, and values that will guide them in their pursuits.
Number of UAS and DIS graduating students in the 2024 cohort
Congratulations to the Class of 2024 – your adventure is just beginning, and the world is eager to see what you will achieve.
I have received offers from various universities in the US, UK, and Canada. However, after much thought, I have made the decision to enroll in the renowned College of Engineering at Purdue University, West Lafayette, in the United States.
One of my proudest moments at DIS was representing the school at the Curtin University Hackathon in 2022, the largest cross-Emirates hackathon. Even though we only reached the semi-finals and narrowly clinched a spot in the top 8, this experience was invaluable. It wasn’t just about the accolade; it was about showing the real-world value of what my Computer Science and Math teachers taught me. Throughout the intense competition, I relied on DIS’ learner attributes—taking calculated risks with algorithms and keeping an open mind. This achievement highlighted the synergy between classroom learning and practical application, proving that our education at DIS goes beyond textbooks and exams.
My time at DIS has been transformative, both personally and professionally. Thanks to the Al-Futtaim Education Foundation, I also had the chance to participate in an advertising internship that broadened my understanding of real-world challenges. Encouraged by my tutors, I stepped out of my comfort zone to compete in various competitions like MIT’s Battlecode and OSSHack, where my group was awarded for our efforts. These experiences taught me the value of hard work and perseverance. I’ve learned that the journey of hard work is incredibly rewarding, and this mindset now drives me in all my personal and professional endeavours.
As I embark on the next chapter of my life, I’m thrilled to announce that I’ll be attending Purdue University’s College of Engineering in West Lafayette, USA. Purdue’s renowned public research programs will be a catalyst for my personal and professional growth, offering unparalleled opportunities for self-improvement and self-discovery. I’m eager to broaden my skill set, deepen my understanding of global issues, and continue pursuing my hobbies and interests.
As I hit the books for those final exams, I couldn’t help but feel the emotional weight of saying goodbye to high school. It was a bittersweet moment—celebrating my accomplishments while
knowing I was closing a significant chapter of my life.
Reflecting on my time at UAS, my proudest achievement is completing 8 Advanced Placement (AP) courses in two years. This rigorous academic journey not only challenged me intellectually but also fostered significant personal growth. Balancing such a demanding course load required exceptional time management and self-discipline.
Imagine me with a colour-coded planner, juggling deadlines, study sessions, and still finding time for extracurricular activities. It was like a high-stakes balancing act! The academic rigour of AP classes prepared me well for university expectations. The college-level material demanded a lot of independent study, which helped me develop a disciplined learning style.
I discovered that the secret to tackling challenging subjects is perseverance and effective time management. One particularly memorable experience was preparing for my AP exams during the last weeks of school, while also handling internal exams. Talk about multitasking!
Now, as I embark on the next chapter of my life, my goal is to become a successful lawyer. I am deciding between City, University of London in the UK, and Maastricht University in the Netherlands.
Both institutions offer strong legal programs that will develop my critical thinking and analytical skills.
Reflecting on my journey at Deira International School, one of my proudest achievements has to be starting DIS’s first-ever TEDxYouth event. It wasn’t just about organising an event but creating a platform for thoughtprovoking discussions and sparking a passion for sharing ideas among students. Watching it become an annual tradition that fosters innovation and public speaking at DIS has been incredibly rewarding.
The IB curriculum at DIS has turned me into a more wellrounded individual. Imagine juggling multiple assignments, exams, and extracurricular activities – it was like training for a marathon! I developed a strong work ethic, learned effective time management, and became a master of prioritisation. These skills will be my secret weapons as I tackle law school
and my future legal career.
I’m thrilled to be attending the London School of Economics (LSE) in the UK, where I’ll be diving into the world of corporate law.
Plus, the programme sharpened my communication skills, allowing me to articulate complex ideas clearly – a must-have for any aspiring lawyer. And let’s not forget the emphasis on academic writing, which has equipped me with top-notch research and analytical skills.
At LSE, I aim to specialise in corporate law, driven by my passion for justice and advocacy. LSE’s globalised legal focus aligns perfectly with my goals, and I’m excited to gain the expertise needed to contribute to narrowing the justice gap – a long-standing dream of mine. But that’s not all! I’m also passionate about the intersection of law and technology. As the legal industry embraces digitisation, I see myself developing innovative solutions in cyberlaw.
How cool would it be to shape the future of law and tech?
I remember tears escaping my eyes as
me a couple of
napkins.
Ms. Mathis kindly handed
This was during
my
first
experience with IB Mathematics Analysis & Approaches (AA) Higher Level (HL)
tests. I had studied so hard and felt prepared, confident even. But that first test humbled me.
For the first time, my confidence in my academic abilities was shaken. I thought I was great at math until I took that class. However, I’m glad I never gave up. I learned to enjoy the process instead of obsessing over the results. This class taught me patience, perseverance, and to truly enjoy learning, no matter how hard it gets.
Challenging myself to take on more demanding courses at UAS has been my proudest achievement. I was especially proud of the physics award I received in grade 10. Everyone kept saying how difficult physics was, which terrified me,
but I decided to face the challenge headon. I committed myself to enjoying the process of learning and working hard. That physics award proved that with determination, I can achieve anything. My studies have taught me the immense value of education and hard work. The more I learned, the more my worldview expanded. Overcoming many hard times during my studies has taught me to never give up. One quote that kept me going through tough times is from Banksy: “If you get tired, learn to rest, not to quit.” This lesson was crucial, as tough times are inevitable. As I enter the next chapter of my life,
I want to learn more about myself and what I want to do. I aim to find what makes me happy while benefiting society. I want to innovate solutions to critical global issues, like climate change. That’s why I aspire to be an engineer or architect. In these professions, I can bring my imagination to life. I plan to attend either American University of Sharjah in the UAE or University College London in the UK to equip myself with the necessary skills to thrive. I’m eager to meet new people and step out of my comfort zone.
I arrived at Universal American School in 8th grade back in 2019, and here I am, off to the University of Toronto in Canada! Walking into UAS for the first time was a bit overwhelming.
This place was huge. I remember thinking, “Will I ever find my way around?” Spoiler alert: I did, and I made some great memories along the way.
My proudest moment at UAS? Definitely completing my IB exams. It was the big finish to all my hard work over the years. Balancing all the IB components, reviewing two years of content, and managing university applications and my personal life felt like juggling flaming swords! But walking out of the exam hall for the last time? Unforgettable. Through the IB, I learned a lot about balancing work and hobbies. My free time slowly turned into study time. It felt like a warning for what’s to come in university and my future career. But I also learned the importance of taking time for myself despite the pressure. Spending time with family and
Imagine
friends became more precious, even though I often prioritised my studies. My first year at UAS shaped who I am today. Joining a big school with pre-formed friendships meant I spent a lot of time alone with my thoughts. I focused on doing my work to the best of my ability and got stronger at reflecting and developing my academic strengths.
Next stop: University of Toronto! My goals? I want to experience as much as possible and not just repeat high school by dedicating all my time to studying. University is a unique opportunity to meet new people and experience new things. I’m excited to step out of my comfort zone and see more of what life has to offer. My advice to future UAS students is simple: Enjoy every moment, even the tough ones. You never know how much you’ll miss it until it’s over. And always keep a sense of humour – it makes everything better.
this: I had been at Deira International School for only a year, and there I was, the school’s Deputy Head Boy! Isn’t that quite an achievement?
For me, this moment was a personal testament to what I could achieve with dedicated effort. It also reminded me of the importance of support from my friends and family and how far their encouragement can take you in life.
Preparing for the IB exams at DIS was a huge growth experience for me. I learned how to plan and condition myself for difficult situations. Organising my time to achieve the best results while maintaining a healthy work-life balance was crucial. This balancing act helped me stay mentally and physically healthy. Taking personal responsibility for my education was another key lesson, one that I believe will be crucial for my success in college.
Now, as I embark on the next chapter of my life, I have some big aspirations. I’ve received a conditional offer from
Imperial College in London, where I hope to attain a master’s degree in chemical engineering. This opportunity will provide me with a network of people who share my passion for sustainable materials. I want to research and develop materials that are sustainably viable, making them suitable for a greener future. Meeting like-minded individuals and collaborating on innovative projects is something I eagerly anticipate at Imperial.
From becoming Deputy Head Boy in just a year to aspiring to be a chemical engineer, my journey at DIS has been filled with growth, challenges, and achievements. My experiences here have equipped me with the skills and mindset needed to tackle future challenges head-on.
Eesha
Bye everyone, I’m Off to University College London to study MEng in Robotics and Artificial Intelligence!
As I look back on my amazing journey at DIS, I’m filled with gratitude for the incredible opportunities I’ve had over the past 10 years. One of my proudest achievements? Serving as Deputy Head Girl! Connecting with people and working to better our school community was a fantastic experience. And let’s not forget about collaborating with different year groups to bring the ‘IB Hub’ to life. These experiences let me make a positive impact on the next generation at DIS.
Now, onto the next big adventure: UCL to study MEng in Robotics and Artificial Intelligence! I’ve always strived to leave a positive mark wherever I go, and I aim to continue this mission at UCL. I want to create tools that assist minority groups and people in need. This course will not only provide me with the technical skills and knowledge required for my field but also offer me a platform to make a real difference in the world.
I’m committed to Knox College in the United States, a small liberal arts college in rural Illinois. I chose this university because it fits perfectly with one of my big dreams. I love engaging with people, especially in academic discussions. Why Knox College? This past year at UAS, I had one of my best educational experiences in Theory Of Knowledge (TOK). The class was all about discussions and debates between students and sometimes even the teacher. It was incredibly stimulating and fulfilling, but most of all, it was fun! I want more of that, and I believe Knox College is the perfect place for it.
At Knox, they have very small class sizes, and they value open-ended discussions in the classroom. That’s exactly what I was looking for. I think these discussions will make me a much more nuanced person.
So, here’s to new adventures at Knox College. From my wonderful experiences at UAS, I’m ready to take on this new journey with enthusiasm and an open mind. Who knows? Maybe I’ll discover new passions, make lifelong friends, and become the best version of myself.
One memorable experience that significantly impacted my academic and personal development was when I decided to take a self-study AP course this year. Although I had the entire year to prepare, I procrastinated and only started studying seriously about 2-3 weeks before the final exam (Shhh… don’t tell Ms. Cummins).
Instead of panicking, I focused on studying smarter, not harder. I created shortcuts and mnemonic devices to help me remember key information, which made my preparation efficient and effective. This approach led to a smooth performance on the exam and taught me valuable new studying methods. These techniques have greatly enhanced my academic development, and I plan to apply them in university.
My aspiration is to study Law (LLB) in the United Kingdom, either at the School of Oriental and African Studies (SOAS) or Queen Mary University of London. My long-term goal is to become a lawyer and eventually establish my own law firm. I believe that studying in the UK will provide me with a strong legal foundation and expose me to diverse perspectives, contributing significantly to my personal and professional growth.
Shozen Evyenia
Hey there, I’m Shozen, a graduating student from DIS, and I want to share my exciting journey with you.
One of my proudest achievements at my school has been co-leading and establishing the Sports Council. It all started with a simple idea: organising sports sessions for IB students to encourage physical activity. Seeing the enthusiasm these sessions generated, my team and I decided to expand our efforts to include the entire school. A major milestone was the introduction of school-wide events like the Dubai Fitness 30x30 Challenge, which even got the primary school students involved. Balancing a rigorous academic schedule with sports and co-leading the Sports Council taught me essential time management and organisational skills. Beyond the Sports Council, my involvement in the Duke of Edinburgh Award programme further developed my leadership and communication abilities. Planning and executing expeditions required teamwork, resilience, and strategic thinking. As I embark on the next chapter of my life, I’m taking a gap semester before joining Lucerne University of Applied Sciences and Arts in Switzerland to study Energy and Environmental Systems Engineering.
‘I'M PROUD OF WHO I’VE BECOME’
“Ma’a salama, I am excited to pursue my studies at Loyola University
Chicago in the United States. Looking back on my journey at UAS, I realise that my proudest achievement is not a trophy or a certificate but rather the person I have grown to become. I joined UAS in the 3rd grade, unsure of who I was or who I wanted to be. I have seen the school change over the years, faced many academic and creative challenges, and gone through many phases that have made me who I am today.
Dyslexia, in the beginning, seemed to be holding me back. I feared reading aloud and participating in class for fear of being laughed at. Now, though, I’ve learned that these challenges shouldn’t hinder any of my academic growth; they can, in fact, be a gift. The biggest lesson learned, above all, is taking a positive view of my challenges and believing in myself. Overcoming these fears and embracing my abilities is the proudest part, and I’m glad to have come this far in my years at UAS. To cut the story short, bye bye… I am excited to pursue my studies at Loyola University Chicago in the United States. I plan on majoring in Psychology, which is deeply rooted in my heartfelt desire to make meaningful positive differences in people’s lives.
I’m off to University College London (UCL) in the UK to pursue my studies in psychology. Moving to the UK will be my first time living independently in a new country. Pretty scary, ha! But I’m determined and excited for the adventure.
Becoming Head Girl stands out as my proudest achievement at DIS. Being chosen for this role was an honour and something I had aspired to since primary school. It was a show of trust and confidence from the entire school community. More than just a title, it was an opportunity to give back to the school I grew up in and to bring the students’ ideas and suggestions to life. Representing the students is a memory I will always cherish.
The academically rigorous IB programme has pushed me to develop essential skills like time management, problem-solving, and critical thinking. These experiences have strengthened my work ethic and boosted my confidence, which will be crucial as I continue my academic journey in psychology. I’m thrilled to be attending University College London (UCL) to dive deep into psychology. My dream is to explore this field in depth, hopefully up to the PhD level. I’m excited to be part of the innovative psychological research that the UK is renowned for.
Mariam
KHDA
During a courtesy visit to the KHDA earlier this year, Dr Farah Sarraj, who has been at the helm of Project AGHSAN since its inception, highlighted the centrality of Arabic for the vision of the Al-Futtaim Education Foundation (AFEF) and presented HE Aisha Abdulla Miran, the Director General of the Knowledge and Human Development Authority (KHDA), with a brief of the Centre for Excellence in Arabic (CfEA) that the Al Futtaim Family has been supporting both financially and morally since its launch in 2018. HE showed great interest and promised to visit the Foundation’s schools, to see their efforts firsthand. True to her word, she honoured that promise with a visit to Deira International School. Accompanied by top officials from the KHDA, the Director General’s visit aimed to assess how AFEF
Dr Farah Sarraj: “Our aim is to provide diverse and engaging reading materials that cater to the needs and interests of young learners.”
implements Arabic language programmes across its schools, through its CfEA.
The CfEA was founded in 2018 by the Al-Futtaim Education Foundation, setting out to achieve the mission of reframing Arabic as a language “capable of absorbing and capturing modernity with all its shifts and changes.”
HE Aisha Miran visited two year groups implementing Project AGHSAN as part of their guided reading practise, and as part of an impact study undertaken by the CfEA to determine the efficacy of AGHSAN books in boosting student interest in reading Arabic. Project AGHSAN is a pioneering initiative that is on course to publish 3000 book titles by 2027, encompassing a diverse range of fiction and non-fiction texts for children aged 3-11+.
Guided by Dr Farah Sarraj, who leads, as part of her Chief Corporate Officer role, AFEF’s efforts in promoting the Arabic language, HE Aisha observed keenly the dynamic and interactive teaching methods used in our classrooms. Dr Sarraj, in her presentation of the work undertaken by the CfEA over the past 6 years, expounded on how the Centre has been working to advocate for Arabic as a language of the “present as much as it is the language of classical literature, treatises, and medieval scientific texts.”
Dr Sarraj also explained how the CfEA has Arabised many
In recent years, the KHDA has placed particular emphasis on Arabic and Islamic Studies during its annual inspections, prompting
schools to elevate their standards.
popular children’s stories and developed proprietary sensory and linguistic resources to enhance Arabic language learning in the classroom. “Our aim is to provide diverse and engaging reading materials that cater to the needs and interests of young learners,” Dr Sarraj emphasised.
KHDA Director General, Her Excellency Aisha Miran (left), accompanied by Mira Al Futtaim, during her classroom tour at Deira International School. The visit highlights HE’s appreciation for Project AGHSAN’s aim of creating engaging, age-appropriate Arabic learning materials for students.
Studies during its annual inspections, prompting schools to elevate their standards.
Under federal law, Arabic is compulsory until Grade Nine/Year Ten for non-Arab nationals, and schools must offer four Arabic language classes per week for all grades. AFEF, which manages Universal American School and Deira International School, is one of the few private operators to highly prioritise Arabic instruction, including the hiring of top-notch teachers.
HE Aisha Miran expressed her admiration for the CfEA initiatives, stating, “Projects like AGHSAN demonstrate the power of innovation in addressing educational challenges. By collaborating with organisations like AFEF, the KHDA can ensure that every child has access to high-quality Arabic learning materials.”
During the tour of our classrooms, students showcased their Arabic language skills through various activities, demonstrating the the Authority has placed particular emphasis on Arabic and Islamic
“At AFEF, we do not only strive to hire highly qualified teachers; we seek out those whose values and dispositions are in alignment with ours. The Foundation, in partnership with the University of Birmingham Dubai (UoB), offers Arabic and Islamic studies teachers action research stipends and bespoke training provided by UoB’s College of Education faculty. This ensures that our educators stay updated with the latest methodologies and best practices,” Dr Sarraj said.
Asma Oulghazi, Foreign Languages Lead at DIS, highlights the importance of embracing diversity through multilingual acquisition
Je t'aime
Te amo
Ya ti-bya lyu blyu
Ani o hev ot cha I love you
The sounds are all as different
As the lands from which they came And though the words are all unique
Our hearts are still the same…
hese words, drawn from the fabric of different cultures and languages, was originally composed by Sandi Patty, a famous American singer. The song encapsulates the essence of why teaching foreign languages in schools is not just fashionable but essential in today’s interconnected world.
While it’s true that the appeal of learning foreign languages has grown in recent years in the UAE due to factors like globalisation and increased cultural exchange, the trend goes beyond mere fashion. It reflects a recognition of the intrinsic value of language as a tool for communication, understanding, and connection in an ever-changing world, Asma Oulghazi, the Head of Modern Foreign Languages at Deira International School, tells her story, while advocating diversity through multilingual acquisition at schools…
“I believe that being a French teacher is more than just a job to me, it’s a reflection of my own journey with language. Growing up in a bilingual household, I was surrounded by the beauty of words from a young age. This early exposure started a passion for languages that has shaped my life in countless ways.
When I made the decision to move to England, it wasn’t just about improving my English skills; it was about embarking on a new adventure and embracing the unknown. My language
education in school provided me with the foundation I needed to navigate this journey successfully. Without it, I wouldn’t have been able to pursue higher studies in England or thrive during my time there.
“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart”Nelson Mandela
Teaching in England offered me a unique perspective on the power of language. Beyond simply facilitating communication, language skills have the ability to create connections and understanding among people from diverse backgrounds. It was a humbling experience that reinforced my belief in the importance of language education.
Transitioning to Deira International School introduced me to a whole new world of linguistic diversity. Here, I’ve had the privilege of witnessing firsthand how multilingualism enriches the lives of students in profound ways. Whether they dream of studying abroad or simply want to broaden their horizons, language education equips them with the tools they need to navigate an increasingly interconnected world.
Foundation partners with Higher Colleges of Technology and Zayed University, to attract top Emirati graduates to join its schools as trainee teachers
Driven by its firm belief in the role that Emiratisation plays in building the future of the United Arab Emirates, Al-Futtaim Education Foundation has upped its campaigns to recruit more Emirati teachers at its schools.
In particular, as the 2024/25 academic year approaches, AFEF continues to strengthen its partnerships with Higher Colleges of Technology and Zayed University. This collaboration aims to identify and nurture top Emirati graduates who have a passion for education.
“We believe that it is the civic responsibility of all expatriates who have made the United Arab Emirates their home to foster, grow and develop Emirati talent across all employment sectors,” Dr Farah Sarraj, Chief Corporate Officer at the Al-Futtaim Education Foundation stated.
Kym Abbott, Strategic HR Lead at the Foundation, added: “By working closely with these institutions, we are opening doors for young Emiratis to pursue a career in education. Our goal is to provide them with the tools and opportunities they need to succeed.”
Early last year, the Ministry of Human Resources and Emiratisation (MoHRE) called on UAE’s private sector establishments with 50 or more employees to meet their Emiratisation targets, which require a percentage increase in the number of Emiratis in skilled jobs, as per the relevant Cabinet Resolution. In response, AFEF has intensified its efforts to boost the Emirati workforce in its schools, both in teaching and non-teaching roles.
Recognising the value Emiratis bring to the private sector, the Foundation, in partnership with the Al-Futtaim Group Emiratisation Council, has expanded its recruiting campaigns. This includes direct outreach to higher education institutions through its ‘Train-to-Hire’ programme. By targeting strategic partner universities like Higher Colleges of Technology and Zayed University, AFEF aims to attract top Emirati graduates to join their team as trainee teachers.
“As a Foundation, we are working hard to comply with the Emiratisation targets. We have ramped up our head-hunting efforts and are keen to bring in more Emirati talent. Our partnership with these institutions of learning is crucial in identifying top graduates for our next cohort of trainee teachers,” Abbott emphasised.
Through the ‘Train-to-Hire’ programme, selected graduates pursue a fully funded Post-Graduate Certificate in Education - International (PGCEi) at the University of Birmingham (UoB). While studying, they gain practical experience and mentorship at AFEF’s schools, Universal American School and Deira International School, which are rated ‘Very Good’ and ‘Outstanding’ respectively. This approach ensures they receive the highest level of pedagogical
Kym Abbott, Strategic HR Lead:
“It is essential for Emirati children being educated at private international schools to identify with Emirati role models, including teachers.”
The blended programme allows trainees to balance theoretical studies with practical teaching experience. They also earn an income while studying and training, ensuring a comfortable work-life balance. Abbott explained, “
Our Train-to-Hire graduates not only receive a funded qualification but also earn an income as they study and train. This ensures they can focus on their professional development without financial strain.”
“As a Foundation, we are working hard to comply with the Emiratisation targets. We have ramped up our head-hunting efforts and are keen to bring in more Emirati talent.”
ARead about Muhra
Al Zarooni’s inspiring
journey under our ‘Train-to-Hire’ programme and discover how you too, can shape the future of education
t Al-Futtaim Education Foundation, our Train-to-Hire Programme has continued to be a success. In partnership with the Al-Futtaim Group Emiratisation Council and the University of Birmingham in Dubai, the Foundation has been sponsoring Emirati graduates to pursue a Post-Graduate Certificate in Education –International (PGCEi), at the University.
In this issue, we profile Muhra Al Zarooni, an exemplary Emirati national and mathematics assistant teacher at our ‘Outstanding School’ Deira International School. Muhra is a proud participant in the Al-Futtaim Education Foundation’s Train-to-Hire Programme.
Her journey and experiences reflect the programme’s success in fostering Emirati talent and integrating them into the education sector. We had the opportunity to interview Muhra and learn more about her inspiring path to becoming a key figure in shaping young minds at DIS…
Momentum: You talk proudly about your family; Your mum, brother, and your sister. Could you share how your family background influenced your decision to become a teacher, and are there any specific values or experiences from your upbringing that motivate you in your teaching career?
Muhra: Growing up in a family deeply rooted in education had a profound impact on my decision to become a teacher.
My father, who holds a master’s degree in business administration and accounting, owned a private school that he established in 1993. This environment fostered a strong appreciation for education from a young age. My mother, the school’s principal, and my role model, further instilled in me a passion for teaching. She dedicated her life to nurturing young minds and her dedication left an indelible mark on me.
Our family’s passion for math is something of a tradition, passed down from generation to generation. My oldest sister embraced this legacy by becoming a computer teacher, further illustrating the importance of education in our household. When I was in high school, my teachers encouraged us to take part in an initiative called ‘Teachers of the Day,’ where students would step into the role of the teacher. This experience was transformative for me, as it was the first time.
My role as an educator extended beyond the classroom when my siblings began bringing their children to me for tutoring. Helping my nieces and nephews overcome their academic challenges particularly in math and physics and watching them achieve straight A’s was incredibly rewarding. These experiences reinforced my desire to pursue a career in teaching.
When I was in high school, my teachers encouraged us to take part in an initiative called ‘Teachers of the Day,’ where students would step into the role of the teacher. This experience was transformative for me, as it was the first time, I realised how much I enjoyed sharing knowledge and helping others understand complex concepts.
The Al-Futtaim Education Foundation scholarship has been a transformative opportunity in my educational journey and professional aspirations. It has played a pivotal role in helping me achieve my dream of becoming a teacher. The ‘Train-to-Hire’ programme, in particular, stands out as an invaluable component of this scholarship.
“My mother, the school’s principal, and my role model, instilled in me a passion for teaching. Her dedication to nurturing young minds left an indelible mark on me." – Muhra Al Zarooni, reflecting on her early stint at her family-owned school, where her mother was the principal.
Momentum: What drew you to specialise in mathematics? Was there a particular moment or person that inspired your passion for the subject?
Muhra: My passion for mathematics was greatly influenced by my family. My mother, who always encouraged me to work hard and believe in myself, played a significant role in shaping my dedication to the subject. Both my brother and sister studied electrical and electronics engineering, achieving great success and earning my mother the affectionate title ‘the mother of engineers.’ Their achievements motivated me to follow a similar path.
My sister Khuloud, in particular, inspired me to become a mathematics teacher. Her encouragement and success in the field of engineering fuelled my determination. I have adored mathematics since childhood, and my university studies only deepened my passion for the subject.
Momentum: What advice would you give to fellow Emiratis who are considering teaching as a career? Are there particular challenges or rewards they should anticipate?
Muhra: If you are truly passionate about teaching and feel exhilarated when your students’ academic performance improves because of your efforts, then pursuing a career in education is a wonderful choice. Enrolling in the ‘Train-to-Hire’ programme is a great opportunity to kickstart this journey.
As an Emirati teacher at Deira International School, together with my fellow Emirati colleagues, we have the honour of representing our country and culture, which is incredibly inspiring.
John Rodenhurst, Assistant Professor and Programme Lead for PGCEi at the University of Birmingham Dubai, has lauded Muhra Al Zarooni, as a ‘standout participant in the Al Futtaim Education Foundation’s Train-to-Hire Programme’.
“Muhra’s journey with us at University of Birmingham Dubai has been excellent, marked by the quality of her assignments and valuable participation in lectures and projects. She is consistently contributing to classroom discussions, providing insightful points based on her educational background and experiences, which vary from her peers—really adding to the collective experience! Her dedication and passion for education have truly shone through,” he says.
‘Largest Solar Power Light Bulb Display’ aims to highlight the importance of sustainable energy globally
It was a balmy, warm evening with a light breeze cooling the air, as VIPs and staff of Al-Futtaim Group gathered at the North Helipad in Dubai Festival City Mall.
On the floor of the helipad lay a stunning display featuring 3,000 solar lanterns arranged to form the UAE’s National Tree, the Ghaf Tree.
The atmosphere was tense. Cameras were positioned strategically at all angles. Aerial drone cameras buzzed incessantly above our heads. The anticipation was palpable. On this particular evening, all the water dance and lighting features adorning the mall had been quietened. Lights switched off!
new record and is duly awarded the certificate for the ‘Largest Solar Power Light Bulb Display’ by Guinness World Records™,” the official uttered the typical words before conferring the award. The solar lamps were switched on, revealing the magnificent ‘Tree of Light’… and the crowd went wild, clapping and cheering.
“YES, we got it!”
This remarkable achievement was more than just a record. It was a testament to Al-Futtaim Group’s commitment to sustainability and community impact. The 3,000 solar lanterns will be donated to households in Agusan Marsh village in the Philippines, providing a sustainable and renewable light source.
At 7:45 PM, an official, in a navy and grey suit with a Guinness World Records™ logo on her breast pocket, strode gracefully to the lectern, carrying the famous framed certificate. Finally, it was time. Everyone fell silent.
“We are here to confirm that the Al-Futtaim Group has set a
“The ‘Tree of Light’ initiative is a unique project that encapsulates our dedication to promoting sustainable practices through innovative and community-focused actions,” remarked Kerry Ross, the Chief Operations Officer at Al-Futtaim Education Foundation.
By assembling 3,000 solar lanterns, our students developed a deeper understanding of sustainability and renewable energy’s broader implications.
“This initiative involves assembling 3,000 solar lanterns, made from collected and recycled plastic, into a visually stunning ‘Tree of Life’ formation. It symbolises growth, resilience, and renewable energy,” she added. In partnership with the ‘Liter of Light’ project, a UNESCO-affiliated social enterprise, the initiative aims to provide affordable, sustainable energy to communities without electricity.
Colleagues from Al-Futtaim Real Estate, Al-Futtaim Education Foundation, Al-Futtaim Automotive, Dubai Festival City Mall, and Blue Rewards played crucial roles in this success. Special recognition went to the students from Universal American School and Deira International School who crafted the lanterns over three weeks. Through sustainability-oriented
lessons and hands-on training, these students have not only contributed to this record but have also become ambassadors of renewable energy and environmental responsibility. The attempt to set a world record for the ‘Largest Solar Power Light Bulb Display’ was designed to capture global attention and highlight the critical role of sustainable energy solutions. By creating a large-scale public demonstration of what can be achieved with solar technology, Al-Futtaim Group aims to stimulate a broader conversation about the viability and necessity of renewable energy sources as alternatives to traditional fossil fuels.
“This initiative is not all about getting into the Guinness World Record books, but we are highlighting the importance of sustainable energy and community involvement. It aligns seamlessly with our sustainability goals by actively reducing our carbon footprints, promoting renewable energy sources, and enhancing community engagement in environmental stewardship,” Kerry Ross emphasised.
Kerry Ross beams while holding the Guinness World Records™ certificate. The 3,000 solar lanterns behind her prove that sustainable energy can really light up our world—and our record books!
The stunning ‘Tree of Light’ featured 3,000 solar lanterns made from collected and recycled plastic and arranged to form the UAE’s National Tree, the Ghaf Tree.
The lamps were assembled by our students from Deira International School and Universal American School.
“Hi, are you OK today?” These words may sound cliché, but at Universal American School, they represent our commitment to caring for everyone in our community.
In today’s busy world, looking after the mental, emotional, and physical health of students, teachers, and staff is more important than ever. At UAS, wellbeing is not just a word; it’s a key part of how we teach and learn every day. To understand more about how UAS supports wellbeing, Momentum talked to the Wellbeing Leadership Team Janelle Harris and Anthony John. They are the driving force behind many programmes and activities that help students and staff feel happy and supported. From student clubs and wellbeing events to fun activities for teachers and support from
Wellbeing initiatives are implemented in many ways that support students. Students are actively involved in planning and running activities at school, allowing them to address their own needs and preferences.
In this interview, the Wellbeing Leadership Team shares their insights, success stories, and future plans for making UAS an even better place. Learn how their efforts are making a difference, creating a strong community, and preparing students for a future that values both personal happiness and academic success.
Momentum: What specific initiatives or programmes has UAS implemented to promote wellbeing among students, faculty, and staff?
At UAS we recognise that a student’s success extends beyond academic achievement. We have woven wellbeing into the fabric of our educational approach. We have integrated wellbeing into our units and lessons. For instance, we have
Step into serenity: Our Wellness Rooms at UAS are perfect for a quick break, a dose of self-care, and finding your zen. Staffed with experts to help tackle stress and develop effective coping strategies, these rooms are dedicated spaces for staff to practice self-care and return to their roles rejuvenated.
a dedicated Wellbeing Week where we highlight concepts and themes that continue throughout the academic year. The events for the week include school-wide wellbeing projects such as ‘Mindful Moments’ and the ‘Wellbeing Evening of the Arts’.
The Wellbeing Evening of the Arts resulted in finished products displayed around our campus. Our Dean of Students, Mr Nasif, also helps facilitate student-led initiatives such as the Wellbeing Club, Big Brother Big Sister, and House Captains. We recognise and reward positive behaviours at monthly assemblies where we highlight a new wellbeing concept, such as inclusiveness, and integrity, or respect. For our faculty and staff, we offer social opportunities such as ‘Trivia Nights’, ‘Karaoke Sessions’, ‘Monthly Mingles’ and ‘Secret Buddies’. We offer mental health and wellbeing avenues through Al Futtaim’s Health Hub and other wellness centres. In line with the Knowledge and Human Development Authority (KHDA) and its emphasis on wellbeing, we are working to ensure that mental health and wellbeing is at the forefront of what we do for our faculty, staff, students and their families here at UAS.
Momentum: Could you share some success stories or anecdotes that highlight the impact of your wellbeing initiatives on UAS’ community?
Our Wellbeing initiatives over the last 2 years have been positively received by all our stakeholders seeing our Net Promoter Score increase by over 40+ points showing our families are happy at school along with our teacher and student data continuing to grow positively over time. The students particularly love all the upgraded new facilities such as the cafeteria, sports running track, the new sports gym and the new playground.
Our students, staff and parents have many avenues of support such as Counsellors, Wellbeing Leaders, Student Leadership Teams, Inclusion, and our Dean of Students. Collectively this network drive initiatives and caters for all needs across our school. Because we gain feedback regularly, we can meet the needs of all our students and staff. Their voice is important to us to continually personalise and modify our programmes to best support our community.
Wellbeing initiatives are implemented in many ways that support students. Students are actively involved in planning and running activities at school, allowing them to address their own needs and preferences. Similarly, activities for staff are informed by feedback from them, ensuring that their wellbeing concerns and interests are addressed.
Momentum: What role do parents play in supporting and reinforcing the school’s wellbeing initiatives at home?
The school engages parents through various activities such as coffee mornings, end of unit celebrations, and parent workshops facilitated by Lighthouse Arabia. Their participation and support are extremely important.
These events provide opportunities for parents to be involved in their children’s education, understand the messages being conveyed at school, and strengthen the home-school partnership.
Deira International School honours beloved staff member with life-giving project
As the water springs from the well recently constructed in a remote village in Egypt, it brings not just life-sustaining nourishment to the arid landscape but also carries on the legacy of a beloved staff member from Deira International School.
Salah, whose unwavering dedication enriched the school community until his passing last year, is now honoured through this vital project. Serving as a key figure in the Arabic department and leading the International Baccalaureate Diploma Programme for Arabic as a Second Language, Salah’s influence extended beyond daily interactions, shaping the academic and cultural framework of the school.
Initiated by the collective efforts of staff, faculty, and students, the construction of the well stands as a powerful
tribute, turning their profound loss into a source of enduring hope and prosperity for Salah’s home community.
Salah’s role at Deira International School was more than just a job; it was a testament to his dedication to service and community. “Salah was a valued member of our community here at DIS,” recalls Douglas Pettitt, Head Teacher of the Secondary School. “He brought warmth and reliability that both the staff and students relied upon. His presence made a profound difference every day.”
“This well project was more than just a way to
remember Salah; it was a means to extend his care and support beyond the confines of our school, reaching out to a broader community that was close to his heart”
Douglas Pettitte, Head Teacher of DIS Secondary School
Following Salah’s passing, the sense of loss within the school was palpable. Yet, in this time of mourning, the community turned their sorrow into a collective force for good. “The initiative to build a well in Salah’s name originated from the deep respect and affection everyone here felt for him,” Pettitte explains.
“This project was more than just a way to remember Salah; it was a means to extend his care and support beyond the confines of our school, reaching out to a broader community that was close to his heart.”
The decision to build a well was influenced by the critical need for clean, accessible water in many parts of Egypt, particularly in rural areas like Salah’s village. The well, funded entirely by donations from the school community, stands not only as a monument to Salah’s memory but also as a vital resource for his home community.
“In our faith, providing water is considered one of the most significant charities because it gives life. We believe that this well will continue to benefit Salah in the hereafter, reflecting the perpetual impact of his good deeds,” Pettitt adds.
“The water well is more than just a source of clean water; it’s a catalyst for health, hygiene, and the overall well-being of the village’s residents. I therefore want to extend a heartfelt thank you to everyone at Deira International School—your generosity and spirit of community have turned a vision into reality.”
The well, funded entirely by donations from the school community, stands not only as a monument to Salah’s memory but also as a vital resource for his home community
“Salah was a valued member of our community here at Deira International School. He brought warmth and reliability that both the staff and students relied upon,” says Douglas Pettitt, Head Teacher of DIS Secondary School
In its latest 2023 – 2024 assessment report, the KHDA awarded the Universal American School an ‘Outstanding’ rating for its facilities. Keen to uncover the specifics behind this prestigious accolade, Momentum magazine embarked on an exploratory journey. Guided by UAS Operations Manager Doris Haftendorn and Site Administrator Emma Bowen, we delve into the school’s three recently refurbished key facilities: the Athletics Track, the Cafeteria, and the Swimming Pool, each of which has been significantly enhanced to elevate the educational experience…
Officially inaugurated on May 14th, 2024, the 400-metres athletics track has been transformed into a beacon of sporting excellence.
Doris Haftendorn Operations Manager
“We’ve resurfaced the entire track with a highquality blue synthetic material that not only enhances performance but also reduces the risk of injuries,” explains Doris Haftendorn.
The upgrade includes new field event areas for sprints, hurdles, and long-jumps, making the facility capable of hosting competitive events that meet international standards. Notably, the facility has attracted Ultimate Athletics, a multi-sport provider that offers expert track and field coaching by international athletes from the UK, USA, Africa, and New Zealand. Emma Bowen notes, “Our aim was to foster a space where athleticism is celebrated and encouraged,providing our students and community with the best facilities to train, compete, and grow.” The impact of these changes has been palpable among the student body, who now enjoy a more engaging and professional sporting environment. “Seeing our students take to the new track with such enthusiasm is truly rewarding,” says Doris.
Emma Bowen Site Administrator
The crown jewel of the refurbishment project might just be the UAS 25-metres wide Olympic-size swimming pool, equipped with advanced features like an eco-friendly water filtration system, anti-slip flooring, and brand-new shades. “Refurbishing the pool allows us to host larger students competitions and provides our swim teams with a great ambience and the facilities they need to excel,” explains Doris.
The response from students has been overwhelmingly positive, with increased participation in swimming activities and noticeable improvements in swim team performance. “It’s a game-changer for our aquatic programmes,” says Emma.
British Olympian and two-time relay gold medallist James Ellington (fourth left) graced our refurbished track.
“The newly built UAS cafeteria, a sprawling massive space, was designed to be LEED-certified, promoting a more sustainable, efficient, healthier, safer, with ample natural light to ensure comfort and good health,” Doris shares. “We reimagined the cafeteria not just as a place to eat, but as a community space where students can come together.”
The modern layout includes varied seating options, from traditional tables to more casual, lounge-style areas, promoting social interaction among students across grades. “This reinvigorated space supports the school’s mission to promote well-rounded lifestyles, blending academic rigour with physical well-being,” adds Emma.
As you step into the artistic gallery of the Universal American School, an electric excitement fills the air—the kind that whispers of wonders waiting just around the corner.
The School’s IB DP Visual Arts exhibition is not just a showcase of talent; it’s a celebration of creativity, intellect, and boundless imagination. For our students, it represents the culmination of years of exploration, experimentation, and artistic growth.
This annual event serves as a platform for IB Diploma Programme (DP) students to share their unique perspectives, narratives, and visions with the broader community, inviting viewers to embark on a journey of discovery through the realms of visual expression.
Among the myriad of artworks on display, two students, Shamma and Shen, stand out as exemplars of dedication, passion, and creative brilliance. Their exceptional hard work and unwavering commitment to their craft shine through each masterpiece, leaving an indelible mark on all who encounter their art.
Shen’s artistic journey is anchored in the theme of “tranquility”, a concept she explores with profound depth and sensitivity. Drawing inspiration from her intimate connection with water, her work embodies the serene calmness and ethereal beauty found in the fluidity of nature. Through meticulous attention to detail and a nuanced understanding of light, texture, and form, she captures fleeting moments of tranquility with breathtaking realism. Influenced by the timeless works of MC Escher, Renoir, and Manet, Shen seamlessly blends elements of realism with surrealist
undertones, inviting viewers to transcend the confines of reality and immerse themselves in a world of wonder and introspection. Her art serves as a testament to the transformative power of nature and the human spirit, evoking a sense of awe and reverence for the beauty that surrounds us.
On the other hand, Shamma's body of work revolves around the deeply personal theme of “coming of age”, a subject she approaches with profound introspection and emotional depth. Through a series of paintings, sculptures, and mixed-media installations, Shamma invites viewers to explore the complexities of adolescence and the journey towards self-discovery and identity. With a keen eye for visual storytelling and a mastery of symbolic imagery, Shamma creates immersive experiences that resonate on both an intellectual and
Among the myriad of
artworks
on display, two students, Shamma and Shen, stand out as exemplars of dedication, passion, and creative brilliance.
emotional level. Her art serves as a mirror reflecting the universal struggles and triumphs of youth, inviting viewers to confront their own fears, hopes, and aspirations.
What sets Shamma’s work apart is her unwavering commitment to viewer engagement and interaction. Through thoughtful curation and innovative presentation techniques, she transforms passive observers into active participants, inviting them to become co-creators of meaning and narrative.
These remarkable achievements are a testament not only to the talent and dedication of the students but also to the guidance and mentorship provided by Miss Domanie and Miss Alina. Their support, encouragement, and expertise
As visitors meander through the labyrinth of artistic expression at the IB DP Visual Arts exhibition, they are not merely spectators but active participants in a dialogue between artist and audience, creator and creation.
have played a pivotal role in nurturing the artistic growth and development of Shamma and Shen, empowering them to push the boundaries of creativity and innovation.
As visitors meander through the labyrinth of artistic expression at the IB DP Visual Arts exhibition, they are not merely spectators but active participants in a dialogue between artist and audience, creator and creation. Each stroke of the brush, each sculpted form, and each photographic composition serves as a window into the soul of its creator, offering glimpses of truth, beauty, and humanity.
Beyond its aesthetic appeal, the exhibition serves a larger purpose
With a keen eye for visual storytelling and a mastery of symbolic imagery, Shamma’s artworks create immersive experiences that resonate on both an intellectual and emotional level.
within the Universal American School community. It is a testament to our unwavering commitment to nurturing creativity, fostering cultural appreciation, and promoting global citizenship among our students. Through the IB DP Visual Arts course, we empower young minds to think critically, express themselves authentically, and engage with the world around them in meaningful ways.
As the curtains draw to a close on yet another successful exhibition, we are reminded of the transformative power of art in shaping hearts, minds, and communities. The IB DP Visual Arts exhibition is not just a culmination; it is a beginning – a beginning of a lifelong journey of exploration, discovery, and creative expression. And as we bid farewell to this year's cohort of talented artists, we eagerly await the next chapter in their artistic odyssey, knowing that the seeds of creativity sown here will continue to flourish and inspire for generations to come.
Universal American School once again proved that creativity knows no bounds as its young artists took centre stage at the illustrious Art Dubai 2024.
Known as the Middle East’s leading international art fair, Art Dubai takes place every March in Dubai, UAE, and has been a pivotal event in the global art calendar for the past 18 years. This year, UAS was thrilled to be part of the A.R.M Holding’s Children Programme, featuring
His practice involves taking participants on a journey through creation using dioramas, memory, and building on environments as sources of inspiration.
During the workshops, Sahil guided the young artists to use their creativity to build exciting new worlds in small spaces, encouraging them to engage in play, architectural thinking, sculpting, observation, and colour.
“Our students were overjoyed to create little worlds in pizza boxes,” Mrs Wasserman recounted. “They explored various ways to assemble furniture and engaged in creative thinking, piecing it all together. It was amazing to see their imaginations come to life with physical objects and recycled materials.”
Art Dubai has always been a platform for local, regional, and international art conversations, emphasising art from the Middle East, North Africa, and South Asia (MENASA).
This year’s event further solidified its role in fostering a culture of discovery and broadening conversations about art beyond traditional Western-led geographical scopes and narratives. “Art Dubai provides a significant platform for artists, curators, and art professionals to showcase their talents and gain global recognition,” Mrs Wasserman explained. “For our students, being part of such a prestigious event is incredibly inspiring. It not only
broadens their artistic horizons but also helps them understand the rich cultural heritage and contemporary art practices of our region.”
Art Dubai collaborates closely with institutions that are the heartbeat of artistic production in the UAE, such as the Jameel Arts Centre, Ishara Art Foundation, Sharjah Art Foundation, Maraya Art Centre, Louvre Abu Dhabi, Salama Bint Hamdan Al Nahyan Foundation, Tashkeel, NYUAD Art Gallery, and Alserkal Avenue. This collaboration enriches the cultural community and supports innovative art programming.
Kaleen, a Grade 2 student at Universal American School, proudly presents her imaginative creation crafted during the Art Dubai 2024 workshop with artist Sahil Naik. Her vibrant miniworld, built from a simple pizza box, showcases her boundless creativity and innovative spirit.
How young Omar’s passion for writing became a published reality
Write. Edit. Delete. Scribble. Cancel. Tear out the script… repeat. These are the rigours of my journey as a young author.
At 11 years old, I, Omar, a Year 7 student at Deira International School, have navigated the intricate world of writing and publishing to create a book that intertwines thrilling mystery with poignant social commentary. Here’s my story, told in my own words.
The spark for my book titled; ‘The Mission Where I leant A Lot’, ignited from Stuart Gibbs, the publisher of ‘Spy School.’ I fell in love with his series, and he influenced me to write a book. In addition, my Year 5 teacher, Ms Harisson, introduced me to a writing website called ‘Scribeasy.’ I spent hours writing little stories and started exploring and writing different genres. My primary librarian, Ms Michaela, motivated me to keep going and encouraged me.
In my book, I delve into the thrilling world of mystery and espionage, intertwining these elements with a sense of social awareness. Themes of loyalty run deep, while I consciously tie the narrative with pressing social issues like climate change and inequality.
By blending gripping storytelling with a strong sense of social consciousness, I aim not only to entertain but also to provoke thought and inspire change, sparking meaningful dialogue about the world we inhabit and our collective responsibility within it. The plot is full of twists and turns; as a reader, you will dive into an adventure with Jeff and his friends in the country of Greece. You will have to handle the truth.
I hope kids between 8 and 12 years old will enjoy reading my book.
Honestly, I never thought I would publish the book! In fact, at first, I was just writing the book for fun, but my mom motivated me to publish it and really helped me through the whole publishing process. I didn’t choose to do illustrations for my first book. The editing process was almost harder than writing the book in the first place. There were times that I felt frustrated. It was sometimes a bit hard to change stuff in the book. My mom helped me through it. So did all my family. The title changed many times. It was hard to get the perfect title with a deep meaning.
In my book, I've endeavoured to encapsulate the myriad social issues that plague our world, aiming to serve as a clarion call to awaken readers to the harsh realities we often shy away from. At age 11, I’ve poured my heart and soul into this endeavour, recognising that even as a child, I possess the power to make change through the written word. Words are very powerful. The challenges that have been brought to my attention are climate change and racism, challenges that have captured my attention and refuse to release their grip. Through my storytelling, I’ve tried to not only solve these issues but also to instill in my readers a sense of urgency – a call to action. My journey from a budding writer to a published author is a testament to the power of encouragement, hard work, and a deep-seated desire to make a difference. I hope my story serves as an inspiration to young writers everywhere, showing that even the youngest voices can spark meaningful change.
No doubt, every day is unique for Kevin Loft as the Director of Universal American School. He is deeply involved in every aspect of the school’s operations, from classroom activities and parent interactions to administrative tasks, cafeteria oversight, sports programmes, board meetings, and faculty matters. Here is a glimpse into a typical day in his busy schedule…
Early Start and Preparation
• Kevin begins his day early. By 6:30 AM, preparing for the day ahead, reviewing emails, catching up on any overnight developments.
Morning Welcome
• Always a hot chocolate to start the day from our community café.
• Enjoys using this time to catch up with parents, students, and staff as they arrive.
Daily Actions
• Reviews the day’s schedule, addresses any immediate concerns, and delegates tasks.
Al Futtaim Education Foundation
• Call with AFEF team members to connect DIS and/or wider areas of focus.
Classroom Visits, Observations, and Assemblies
• Visits classrooms to observe teaching practices and student engagement.
• Often visits and speaks at student assemblies. He loves to play his guitar too.
Administrative Duties
• This time is dedicated to handling administrative tasks such as approving budgets, touring the campus and meeting with department heads to ensure the school is running smoothly and in a good state of repair.
Lunch and Informal Meetings
• A bite to eat, informal catchup with students, teachers and sometimes parents as they pick up the younger ones.
Leadership Team Engagement
• The early afternoon, is often dedicated to meeting with members of the senior leadership team to discuss strategic goals, review academic performance and address any significant issues.
Student After School Activities and Events and Staff Professional Development
• Attends student activities and events. Whether it’s a sports game, or a drama performance.
• Supporting our staff, leading or participating in staff professional development sessions.
End-of-Day Wrap-Up
• Reflection and planning for the next day.
• Always available for urgent matters that may arise in the evening
Here at Momentum, we’re not just reporting stories; we’re celebrating milestones!
Our alumni from Deira International School and Universal American School are out in the world making big waves—from visionary entrepreneurs shaping the future, to culinary maestros who tantalise your taste buds.
Join us as we spotlight the trailblazers and changemakers who started their journeys in our hallways and are now commanding stages worldwide.
Are you alumni? Sign up now!
Tracing the arc from UAS to New York City’s legal scene, read how his academic and professional voyage has been both unconventional and invigorating
After graduating high school, I enrolled at the University of Michigan, where I found myself immersed in a diverse and intellectually stimulating environment.
The rigorous academic curriculum, coupled with reallife externships, provided the best ability for me to discover what I wanted to do with my life, as well as my own set of personal growth.
During college, I was able to take different classes in Economics, the Law, Psychology, and Finance and realised that my true passion lies in the business field. Yet, while I was working different jobs during college, I realised I did not want to work in the banking field, as the work was too cutthroat.
The
I wanted to take more of an advisory role while still having a hands-on approach to the deals. As the COVID-19 lockdowns ensued during my senior year of college, I was provided the opportunity to graduate early from college and take a one-year master’s in business administration, specifically in Business Management from the Ross School of Business at the University of Michigan, where I learned the analytical and quantitative skills to succeed in the banking field.
By combining my newly learned quantitative skills from my master’s and my advisory skills learned in college, I realised that the Law would be the best fit for me.
After a long cycle, I chose to pursue a Juris Doctor degree from Fordham University in New York City. Law school proved to be intellectually demanding yet immensely rewarding. The rigorous curriculum challenged me to think critically, analyse legal precedents, and develop persuasive arguments.
By combining my newly learned quantitative skills from my master’s and my advisory skills learned in college, I realised that the Law would be the best fit for me. After a long cycle, I chose to pursue a Juris Doctor degree from Fordham University in New York City. Law school proved to be intellectually demanding yet immensely rewarding. The rigorous curriculum challenged me to think critically, analyse legal precedents, and develop persuasive arguments. Through internships and externships, I gained practical experience in corporate law. The legal community of New York City provided me with unparalleled networking opportunities and exposure to high-stakes corporate transactions.
Through internships and externships, I gained practical experience in corporate law. The legal community of New York City provided me with unparalleled networking opportunities and exposure to high-stakes corporate transactions.
As I am set to end my law school journey, I seized the opportunity to join a prominent law firm in New York City, specialising in corporate law. As a corporate attorney, I work closely with clients to navigate complex legal issues, negotiate contracts, and facilitate corporate transactions. Every day presents new challenges and opportunities for growth, and I am grateful for the opportunity to contribute to the success of my clients while pursuing my passion for law and finance.
As I am set to end my law school journey, I seized the opportunity to join a prominent law firm in New York City, specialising in corporate law. As a corporate attorney, I work closely with clients to navigate complex legal issues, negotiate contracts, and facilitate corporate transactions. Every day presents new challenges and opportunities for growth, and I am grateful for the opportunity to contribute to the success of my clients while pursuing my passion for law and finance. In retrospect, my journey from the Universal American School to working at a law firm in corporate law in New York City has been defined by taking every possible opportunity available to me, while always staying true to the values I learned growing up in Dubai.
Areesha Velani graduated from Universal American School in Dubai in 2016 as an IB Diploma student.
For her higher-level subjects, she selected Economics, English, and Biology. Spending twelve years in Texas before attending high school in Dubai, she returned back to Texas for university. Areesha completed her undergraduate studies at Baylor University in 2020, with a major in Psychology and minor in Business Administration. She aspires to become a mental health therapist, working towards creating a significant change within the field for youth.
At Baylor, Areesha was heavily involved in cultural, academic, and philanthropic projects. As a part of the leadership team for the South Asian student club, she raised a record-breaking amount of funds for underprivileged all-girls schools in Pakistan. She also helped host events, raising funds and awareness for childrens’ literacy in America, as part of a Greek sorority. Furthermore, she was invited to join the Psychology honours fraternity, where she networked with trailblazers in the field.
Areesha studied abroad for one semester in London, where she took classes in the heart of the city, while also interning at a Human Resources organisation three times a week. At this internship, she supported neurodiverse clients, as they were connected with work opportunities throughout the UK. She also completed other internships during her holidays, including one at PwC Academy in Dubai, supporting sales and marketing.
Upon graduation, Areesha dabbled in various industries to apply her Psychology and Business knowledge. She initially completed an internship with an insurance company, which was followed by the opportunity of working at a law firm in Dallas, Texas. There, she learned about and supported various departments, including administration, marketing, and human resources.
After completing her one-year stint, she returned back to where she considers home, Dubai, to step into the education industry. As her first opportunity back in Dubai, Areesha
took on the role of a Junior Education Consultant, where she supported students with profile building and college application processes.
Working diligently in such a dynamic industry, she earned herself the title of Senior Education Consultant after only one year. In her two years as a consultant, she worked with students who received offers from global universities, including Brown, Cambridge, McGill, University of Southern California, Boston University, and much more. Her favourite part of this role is how much Psychology is involved in it. She enjoys supporting students in writing their growth story.
Currently, Areesha works as the Director of Admissions at UniHawk, an education consultancy within the GCC. There, she leads a team of in-person and remote counselors to assist students with securing seats into the universities of their dreams.
Currently, Areesha Velani works as the Director of Admissions at UniHawk, an education consultancy within the GCC
Mariam Elbasir embarked on her journey after graduating from Deira International School in 2016, immersing herself in diverse experiences that shaped her professional trajectory.
Following an internship, she secured admission to one of the foremost Swiss Hospitality universities, where she delved into the intricacies of the industry. It was during this time that she undertook internships in picturesque locales like Bora Bora and Mallorca, igniting her passion for travel and cultural exploration.
Upon completing her studies in 2021, Mariam transitioned into the realm of Tech Sales, a move that broadened her horizons and exposed her to various industries. Embracing the flexibility of remote work, she continued her nomadic lifestyle, traversing different parts of the globe while delving deeper into her interest in Holistic Health.
Mariam’s journey led her to pursue certification as a Holistic Life Coach and Mind-Body practitioner, a path that resonated deeply with her desire to help others achieve fulfillment.
Today, Mariam thrives as a Business Development Representative for SaaS companies, leveraging her diverse background to forge connections and drive growth. Simultaneously, she channels her expertise as a Holistic Life Coach, guiding clients toward a more balanced and fulfilling existence.
In blending her professional pursuits with her passion for holistic wellness, Mariam epitomises a harmonious fusion of career and purpose.
Today, Mariam Elbasir thrives as a Business Development Representative for SaaS companies, leveraging her diverse background to forge connections and drive growth
Meet Zeid Jaouni. His journey from the halls of Universal American School to the creative buzz of Parsons School of Design in New York City is a testament to the power of vision and determination.
A 2018 graduate of UAS, Zeid embarked on his professional adventure with a pivotal internship at GQ Middle East, quickly gaining traction in the high-stakes worlds of fashion and design. Collaborating with iconic brands like Adidas, Bloomingdales, Tag Heuer, and Calvin Klein, he has skillfully navigated roles in art direction, design, styling, and modelling, shaping a career as vibrant and dynamic as his creations.
Zeid’s professional evolution continued as he honed his focus on Communications, Graphic Design, and Art Direction. His recent projects include a dynamic collaboration with Red Havas Middle East, where he art directed and designed a zine for an Adidas global campaign, celebrating culinary diversity across 11 cities. Moreover, he worked closely with the artist Elyanna, designing distinctive typography for her music that graced the stages of Coachella.
Not one to rest on his laurels, Zeid launched ‘Extra Time Magazine’ a year after completing his undergraduate studies. This quarterly football magazine dives deep into the culture of the sport, sharing unique stories and perspectives.
Alongside his full-time role as a communications designer in NYC, Zeid is committed to growing his passion project into a full-fledged design agency. With a relentless drive for growth and a refusal to settle for simplicity, Zeid Jaouni embodies the spirit of innovation and the promise of continual evolution. His journey underscores a powerful message to all our alumni: with hard work, the possibilities are limitless.
Ever dined at LISSIMO, the funkiest Italian joint in Dubai? Yep, that’s the proud brainchild of our alum, Joe Moukarzel. If you haven’t visited, you’re missing out on a truly exquisite experience!
From UAS to the vibrant design studios of Italy, and eventually to the bustling culinary scene of Dubai, Joe’s story is one of relentless passion and versatile talent. Join us as we delve into the life of a visionary who has seamlessly blended his love for design with his fervour for Italian cuisine, creating a unique dining experience that captures the essence of Italy right here in Dubai.
Momentum: Welcome, Joe! As a UAS alumni let us start with your educational journey. Joe Moukarzel: Alongside taking Arabic and Business aa a Higher Level, pursuing the IB diploma with a focus on Visual Arts ignited my existing passion for design and visuals, setting a strong foundation for my future career aspirations. UAS provided an environment where creativity was nurtured, allowing me to explore and develop my artistic skills.
Momentum: Upon graduation, could you share with us your experience at university and early career years?
Joe: I pursued my BA in Italy, undertaking a degree in Interior and industrial design. Studying in Italy was an eye-opening and life-changing experience for me. Being immersed in such a rich cultural and artistic environment exposed me to historic art and design traditions, which greatly influenced my approach to design. Italy's vibrant culture fuelled my passion even further and shaped my understanding of aesthetics and functionality in design. After my studies, I came back to Dubai and worked in retail with a start-up, Moksyz which gave me a lot of insight into fashion and hospitality. My next job was with an interior design company, where I completed design and build fit out for Meydan racecourse suites. I then joined as a Design manager at a lighting company which gave me a deeper understanding of the technical aspects of
design and exposed me to the intricate details of lighting design, which plays a crucial role in enhancing spatial experiences.
Momentum: You eventually transitioned from the design industry to the food and beverage sector. What inspired this shift, and how does your background in design influence your approach to culinary arts?
Joe: I decided I needed to tap into a deeper passion that always existed within me. I have been a food fanatic ever since I can first remember. Constantly in the kitchen and always invested in hosting and dinner, I would invite my family over when I was 10 for my mom’s birthday and prepare a whole table set up! I felt a deep-seated desire to explore the culinary world and share my love for Italian cuisine. LISSIMO was born out of this passion, aiming to bring the culture and Flavors of Italy to Dubai. My design background influences every aspect of LISSIMO, from the aesthetic presentation of dishes to creating a welcoming dining atmosphere that reflects the essence of Italian hospitality.
Momentum: What is the concept behind the name?
It is derived from bellissimo and everything beautiful in life. LISSIMO means slick and smooth. To bring it together to one place, here in Dubai and get a taste of Italy, a home away from home if you will. That’s what the idea came from.
Tatiana Daaboul, a graduate of UAS in 2016, embarked on her journey by pursuing Business Administration with a concentration in Marketing at San Diego State University, graduating amidst the challenges of the pandemic in 2020.
Demonstrating her proactive approach to education, Tatiana advocated for a unique study abroad experience at the American University of Beirut, enriching her academic pursuits with a Middle Eastern perspective.
In the face of post-graduation uncertainties amplified by the pandemic, Tatiana’s resilience and determination shone through as she secured a position at CNN International, contributing to the Middle East sales and advertising team for three years.
Her tenure saw her managing a diverse portfolio of clients including prominent entities such as Dubai Tourism, Abu Dhabi Media Office, and NEOM, showcasing her adeptness in navigating complex business landscapes.
Despite her success in the corporate realm, Tatiana cherished aspirations beyond conventional career paths. Leveraging her network cultivated during a pivotal internship in 2019, she seized an opportunity at Bureau Beatrice as a creative strategist. Despite her limited professional experience in the field, Tatiana’s passion and creativity earned her a desired role within the agency, where she currently thrives.
Her responsibilities encompass crafting and executing innovative creative concepts tailored to client objectives, underscored by strategic insights and compelling storytelling.
Her experiences at UAS have been instrumental in shaping her into the individual she is today. The unwavering support of her teachers has fostered an environment where she can freely express herself and embrace her individuality. Furthermore, UAS has provided Tatiana with unique opportunities for personal growth, such as participating in community trips to destinations like Kenya and Romania.
These experiences have not only broadened her horizons but have also instilled in her a profound sense of empathy and global citizenship. With gratitude for the pivotal role her school played in her journey, Tatiana continues to forge ahead, empowered by the values instilled in her during her time at UAS.
UAS provided Tatiana with unique opportunities for personal growth, such as participating in community trips to destinations
Kenya and Romania
Why did the high school student bring a ladder to graduation?
Because he wanted to ‘climb’ his way to success!
As we honour our graduates and bid farewell to one chapter of their lives, let’s share a laugh or two with these wacky jokes…
What do you call a group of graduating seniors? A ‘degree’ of accomplishment!
What did the tassel say to the hat at graduation? “You hang around, I’ll go on a-head!”
Why did the history teacher go to the graduation party?
Because he wanted to make sure everyone had a ‘historic’ celebration!
Why did the math book look so sad at graduation? It knew it was about to be closed for good.
Why did the students wear sunglasses to graduation?
Because their future was so bright, they had to shade their eyes!
From first steps to final farewells, Lynn Cheryl Butler explores the impact of a student staying in a single school, from early years until high-school graduation
As boys and girls stride through the corridors of Deira International School, Lynn Cheryl Butler stands in quiet reflection, tears streaming down her cheeks. Overcome with emotion, her tears are those of joy. Along the hallways, staff, students, and faculty members gather, offering applause as the students rehearse their pass-out parade for graduation. Lynn has witnessed the growth of many of these students from their first days as tiny tots to this moment, as they prepare to step out into the world beyond the school.
Lynn, a Foundation Stage 1 teacher, has been a pillar at DIS since its founding in 2005, witnessing entire cohorts grow from their
first educational steps to their confident, cap-and-gown strides.
At the heart of DIS, Lynn Cheryl Butler’s classroom is a vibrant hub of early learning, where little ones embark on their educational journeys under her nurturing guidance. Lynn’s role at the school spans over the years, where she has not only taught but also formed lasting impressions and bonds through continuous interaction with her students from their early years up to high school graduation.
“It’s incredibly moving,” Lynn admits, wiping away a tear
as she watches her former pupils rehearse their graduation. “To see them all grown up, ready to go out into the world, reminds me why I became a teacher.”
Throughout her years at the school, Lynn has become a steadfast advocate for the benefits of a stable, continuous educational experience. In her recent interview, she highlighted how staying in one school allows students to thrive in a familiar environment that nurtures not just academic but personal growth.
“Being part of their lives for so long, you see the profound impact stability has on them,” she says. “They build confidence, form deeper relationships, and engage more thoroughly with their community.” Lynn emphasises that this continuity helps in creating a secure learning atmosphere where students are more likely to excel. They develop strong ties with the educators, who understand and cater to their evolving needs through different stages of their development.
The enduring relationships between educators like Lynn and their students are foundational to DIS’s educational approach. “Understanding each child’s unique journey allows us to support them in ways that transient educational experiences may not offer,” Lynn explains. This deep, personal insight into each student’s
capabilities and challenges helps tailor educational approaches to maximise student engagement and success. Lynn believes that this long-term interaction is crucial in helping students realise their potential.
As Lynn watches her students prepare for the future, her hope is that they carry forward not only the knowledge but also the love for learning that DIS has instilled in them. “My greatest wish is for them to always remember their school days fondly, knowing they were cherished and valued every step of the way,” she reflects.
Take a peek at Deira International School’s SEND Programme, that has earned top accolades from the KHDA
Outstanding. A nurturing haven. Exceptionally inclusive. A familial environment brimming with warmth and support. These are the heartfelt descriptions our parents consistently use when speaking about the Special Educational Needs and Disabilities (SEND) programme at Deira International School (DIS).
It is, therefore, no surprise that this exemplary programme has garnered the highest accolade from the KHDA’s latest assessment, reflecting its paramount success and impact.
At the core of DIS’s philosophy is a commitment to ensuring every student reaches their highest potential. This is achieved through a sophisticated system of identifying and addressing learning barriers.
“Each student’s challenge is seen as a unique opportunity for growth, driving us to transform potential obstacles into platforms for achievement,” explains Craig Reece, the Inclusion Leader at DIS Secondary.
“The school doesn’t just accommodate students with special needs; it embraces them, encourages them, and integrates them fully into the school life. We specialise in pivotal areas such as English, Science, and Maths, but our tailored approach does not end there,” he adds.
The process at the school is meticulous and nurturing: from comprehensive testing to pinpoint students’ individual needs to personalised strategies designed to propel each learner forward.
“Our method ensures that identification of needs quickly transitions to action, allowing for timely support tailored to each student’s specific circumstances,” says Suzanne Munn, also an Inclusion Leader at the school.
The effectiveness of DIS’s inclusive practices has been recognised with the prestigious Special Educational Needs and Disabilities Inclusion Award (SENDIA). This award underscores the school’s role as a leader in providing an inclusive educational environment that champions the potential of every student.
“The SENDIA Award mirrors our ongoing dedication to fostering an inclusive culture within our educational framework,” Reece comments. It highlights DIS’s commitment not just to education but to the holistic development of its students, ensuring that all have the opportunities and support necessary to thrive.
Inclusion at DIS goes beyond mere support—it is about creating an ecosystem that values each child’s strengths and individuality.
“Reflecting on and refining our educational practices is an integral part of our strategy. We aim to continually evolve and adapt to better serve our students and community,” adds Munn. This proactive, reflective approach is instrumental in maintaining the high standards that led to the school’s outstanding KHDA rating and SENDIA recognition.
Inclusion Award A National Standard for Effective and Inclusive Special Educational Needs and Disability (SEND) Provision
Effective leadership is pivotal at DIS, characterised by a strong commitment to inclusive practices not only within the school but also across the broader community. “Ensuring that our entire staff, as well as the parents, are aware and engaged with our strategies for inclusion helps create a supportive and cohesive educational environment,” Reece explains.
The effectiveness of DIS’s inclusive practices has been recognised with the prestigious Special Educational Needs and Disabilities Inclusion Award (SENDIA)
This approach is not only about identifying needs early but nurturing each child through their educational journey in a way that celebrates and utilizes their innate talents.
This leadership fosters a community where inclusive practices are the norm, enhancing educational outcomes and student experiences across the board.
With a vision set firmly on the future, DIS is dedicated to continuing its tradition of excellence. “We are committed to not only maintaining but elevating the standards of our inclusive practices, to remain at the forefront of educational innovation,” Munn declares.
Currently pursuing a bachelor’s degree in media and communications at Middlesex University, Ayan’s story at DIS began when he was just a toddler…
From the tender age of three, Deira International School was more than just a school for Ayan—it was his second home.
Over the years, DIS not only shaped his academic skills but also his character, fostering a sense of community and belonging that supported him through every stage of his educational journey.
Currently pursuing a bachelor’s degree in media and communications at Middlesex University, Ayan’s story at DIS began when he was just a toddler, stepping into the vibrant world of learning with wide-eyed curiosity. “Joining DIS at the age of three, I never realised how deeply this school would influence my life. It has been a sanctuary of learning and growth,” reflects Ayan.
Over the years, the school’s SEND programme provided him with various interventions that were crucial in shaping his academic and personal development. The dedicated staff and inclusive policies at DIS ensured that Ayan, like every student, received the support needed to overcome challenges and excel. “The personalised attention and support from the teachers and staff at DIS helped me discover my strengths and work on my weaknesses,” Ayan shares.
Ayan’s journey reached a significant milestone when he graduated from DIS, equipped with the skills and knowledge to take on the world outside the school’s nurturing environment. His hard work and determination were rewarded with a place at Middlesex University in Dubai, where he is currently pursuing a bachelor’s degree in media and communications.
“This transition from DIS to university was seamless, thanks to the robust foundation built during my formative years at the school. The skills I acquired have been instrumental in my studies and daily life at university,” says Ayan, acknowledging the role of his alma mater in his ongoing success.
As Ayan continues his studies, he reflects on his journey with gratitude and optimism. “DIS taught me that every challenge is an opportunity for growth. My journey from a young learner to a university student is a testament to the transformative power of dedicated education and support,” he states proudly.
“Joining DIS at the age of three, I never realised how deeply this school would influence my life. It has been a sanctuary of learning and growth,” reflects Ayan.
As Ayan’s parents, witnessing the transformation of our son from a young learner at Deira International School to a thriving university student and intern, has been a profound experience filled with pride and gratitude. Today, we share our journey and the pivotal role DIS played in shaping the man Ayan has become: independent, kind, and courageous.
Our pride in Ayan’s achievements is immense, but we know that his success did not come by chance. It was nurtured and built upon the solid foundation provided by DIS and its dedicated learning pathways team.
From his early days at the school, Ayan was enveloped in an environment that not only addressed his academic needs but also focused on his personal development. The teachers and staff at DIS went beyond traditional education methods to ensure that every student could achieve their goals, regardless of the challenges they faced.
Ayan’s transition from DIS to Middlesex University was seamless yet significant. The skills and values instilled in him at DIS became his compass in navigating the challenges of higher education. The learning pathways at DIS equipped him with critical thinking skills and a resilient mindset, which have been crucial in his studies at Middlesex University.
His first year at university has been a resounding success, not only academically but also in personal growth. Ayan embraced his independence with a balanced approach, applying the life lessons and academic skills he acquired during his formative years at DIS.
He recently embarked on a new chapter—a four-month internship at a leading real estate firm in Dubai. This opportunity is a significant step in his career path, allowing him to apply his knowledge in a practical setting and gain invaluable industry experience.
As he progresses in his academic and professional life, our gratitude towards DIS and its staff only deepens. Their commitment to nurturing students’ potential and guiding them towards their goals is truly remarkable. "
“My son Adrian is not just another student, but a part of a community that genuinely cares for him and celebrates his individuality”
My name is Sheeba Sam. As a proud parent of Adrian, a talented student thriving in Deira International School’s SEND programme, I am compelled to share our family’s journey and the profound impact DIS has had on my son’s development.
From the moment Adrian joined DIS in Year 4 to his current level in Year 8, our experience has been nothing short of transformative.
The dedication and warmth of DIS’s faculty extend well beyond the traditional realms of education. Each teacher, advisor, and staff member is invested in the holistic well-being of every child, demonstrating a level of care and commitment that is truly exceptional. The personalised attention Adrian receives has not only bolstered his academic skills but has also significantly enhanced his confidence and social abilities. My gratitude extends beyond the confines of the school walls and into every moment at home, where I see the positive impacts that the SEND programme has had in my son’s life. Thank you to every teacher, assistant, and staff member who plays a part in making DIS an environment of success for special-needs children like Adrian. Your dedication does not go unnoticed.
To other parents considering the right educational path for their child, especially those who might need a little extra support, look no further than DIS. The exceptional SEND programme at DIS is a testament to what education can and should be—an inclusive, compassionate journey that fosters true growth and development.
As Aarin Jain’s mother, witnessing his growth and development under the nurturing care of the Inclusion Department at Deira International School has been a heartwarming experience. From the moment Aarin began receiving Vision Therapy in year 7, I have seen remarkable changes not just in his academic abilities, but in his overall confidence and social interactions.
The difference made by the Inclusion Department has been profound. Their approach goes beyond conventional teaching methods; it involves a deep understanding of Aarin’s unique needs and crafting specific strategies that cater to his reading challenges. This personalised attention has enabled Aarin to overcome obstacles that once seemed insurmountable.
The expertise and dedication of the staff are evident in every interaction. They don’t just teach; they inspire and empower. It’s not just about making progress in his studies—it’s about giving Aarin the tools and confidence to thrive in all areas of life.
Vision Therapy, a critical component of his inclusion programme, has been instrumental in Aarin’s improved performance. It has enhanced his visual processing skills, which in turn, has boosted his reading abilities and overall academic performance.
I am endlessly thankful for their tireless efforts. Their dedication to not just meeting but exceeding the needs of their students is what sets DIS apart. It’s comforting to know that Aarin is not just another number; he is a valued member of the school community, where his educational and personal development is a priority.
I extend my heartfelt thanks to the Inclusion Department for their exceptional support. Their work is invaluable, and it truly makes a difference in the lives of students like Aarin.
Watching Aarin transform from a student who struggled with basic reading tasks to one who now enjoys and excels in them has been incredibly rewarding.
What stands out at DIS is the sense of community and genuine care from everyone involved. It’s a place where every child’s needs are met with compassion and professionalism. The Inclusion Department staff are not just educators; they are advocates for Aarin’s success and well-being.
To other parents who might be considering DIS for their children, especially those who may need special assistance, I can confidently say that this school will not only meet your expectations but will surpass them with its exemplary support and dedication to your child’s success.
(As reported by Divya Jain, mother of Aarin, a student in year 7)
Valencia shares her journey from a slow, reluctant reader to falling in love with books
As a student who has walked through both challenging and exhilarating academic paths, I’ve come to discover the profound impact that patient, dedicated teaching can have on a person.
My name is Valencia, and this is my story of transformation— from struggling with reading to discovering my passion for books.
My journey at school was not smooth from the start. There were subjects I grappled with, moments when the words on the page seemed like insurmountable barriers. What made the difference, however, was not just the help I received but how I received it.
I vividly remember times when I felt utterly stuck on my work, unable to move forward. During these moments, it was the caring teachers at my school who stepped in to gently pull me out of my regular classes and devote time to focus intensely on the areas where I was lagging. This tailored approach, which focused intensely on my individual needs, was not just about academic recovery but about building my confidence one step at a time.
Perhaps the most transformative aspect of my educational journey was overcoming my struggles with reading. Initially, reading was a source of frustration for me. I found myself dreading the moments when I had to face a book. The turning point came when I started to work closely with my teachers who specialised in reading support. They helped me break down the text, understand the words, and most importantly, find the joy in those words.
This hands-on help was pivotal. As I began to comprehend more, my fear of reading diminished. Gradually, I moved from reading simple sentences to paragraphs and eventually, entire books. With each page I turned, my love for reading grew.
Now, I see books as windows to new worlds. Reading has become the best part of my day, a source of relaxation and excitement. It’s a profound transformation for someone who once viewed books with apprehension.
I owe this change to the dedicated teachers who never gave up on me, who saw a struggling student and offered the right kind of help at the right time. Their commitment went beyond academic duties; they were my mentors, my guides in the journey of learning.
Thank you, from a once-reluctant reader who now can’t wait to turn the next page.
Mom shares her daughters' journey to remarkable progress in reading
The early educational experiences of my twin daughters, Valencia and Victoria, at Deira International School were filled with anticipation and excitement. As young learners in Early Years 1, each school day promised new adventures. However, as time passed, this initial enthusiasm gave way to concern. I noticed that unlike their classmates, Valencia and Victoria were not progressing as expected. The joy of learning soon turned into daily stress, and it deeply worried me to see them return from school unhappy day after day.
Every afternoon, I stood outside the school, waiting to pick up Valencia and Victoria. More often than not, they walked out with sullen expressions, their usual cheer replaced by an air of sadness. It was heart-wrenching to see. They struggled with reading, lagging behind their friends significantly, despite being pulled out of class for additional lessons intended to help them catch up. The disparity in progress was evident and troubling.
At home, shelves filled with unread books gathered dust. Despite our best efforts to support them, months passed with little to no improvement. The gap between them and their classmates widened, and so did our worries.
Then, something remarkable happened. Ms Devine began
teaching my daughters. Her approach, somehow different from the rest, started to make a noticeable difference. The change wasn’t overnight, but day by day, Valencia and Victoria began to show signs of improvement in reading and comprehension. The transformation was not just academic; it was emotional and social as well. The girls regained their lost confidence, their smiles returned, and with each passing day, they looked forward to school with renewed enthusiasm. Ms Devine’s impact was profound and lasting.
Our heartfelt thanks go out to the entire Inclusion Team at DIS, especially Mr Craig Reece, whose presence and support have been instrumental in our children’s development. Under his guidance and the broader team’s efforts, Victoria and Valencia have not only caught up with their peers but have developed a genuine love for reading.
Today, those dusty books on our shelves are finally being explored, page by page. We are deeply appreciative of the positive impact DIS has had on our family. Today, we look forward to each new school day with optimism and gratitude, confident in the knowledge that Victoria and Valencia are in great hands.
Discover the magic behind Deira International School’s toprated SEND programme as affirmed by the education authority
Drum roll. Deira International School has been lauded with high praise in the latest Knowledge and Human Development Authority (KHDA) assessment for the 2023-2024 academic year, particularly for its outstanding inclusion programme.
This accolade underscores the school’s commitment to providing a highly inclusive educational environment that not only meets but exceeds expectations in nurturing and developing students of determination.
The school’s inclusion programme, led by the proficient inclusion leaders and their dedicated teams, is distinguished by its exceptionally high-quality provision for students. “At DIS, we don’t just educate; we elevate. Our aim is always to foster an environment where every student can thrive. This recognition from KHDA is a testament to the hard work and dedication of our entire team,” states Craig Reece, Inclusion Leader at DIS secondary.
Proactive measures are taken to identify any barriers to learning swiftly, with assessments skilfully tailored to cater to individual needs. This ensures that all students receive the support necessary to excel in their educational journeys.
Suzanne Munn, a senior member of the inclusion team, elaborates, “Our teachers are not just educators; they are advocates for every student’s success. They know their students exceptionally well and are equipped to guide them through their educational paths effectively.”
Parents play a crucial role in the fabric of DIS’s educational provision. They are consistently involved and consulted, creating a collaborative environment that enhances the educational experience for students. “We ensure our parents are not just informed but actively involved in the educational process. Their feedback and involvement are invaluable,” comments Reece.
The outstanding judgment received from the KHDA is a clear indicator of the effectiveness and impact of our inclusive practices. At DIS, we don’t just educate; we elevate.
The classroom environment at DIS is notably supportive, promoting inclusion and mutual encouragement among students. Lesson plans are carefully adapted to meet diverse needs, ensuring that every student feels valued and supported.
For older students, individual pathways are crafted to refine their skills, leading them towards recognised and valuable external qualifications. This approach not only prepares students academically but also equips them with the confidence to excel in future endeavours.
UAS
Zarafshan Mahmoodon how to turn social media into classroom gold
In an age where TikTok dances are as common as textbook equations, and Instagram stories outnumber school essays, social media is undeniably woven into the fabric of students’ lives.
A staggering 74 per cent of Arab youth admit they can’t disconnect from their digital worlds even while at school, according to a recent Arab Youth Survey. As debates rage over its impact on mental health, one educator is pioneering a fresh perspective: why not harness this digital obsession for educational good?
Zarafshan Mahmood, High School Teacher of Computer Science at Universal American School, believes the key to smarter, safer social media use lies not in banning it, but in embracing it within the classroom.
74%
of Arab youth struggle to disconnect from social media in class, a recent Arab Youth Survey, shows
“Despite concerns about its impact on mental health, I believe that completely rejecting social media is not the solution,” she asserts. Zarafshan advocates for the integration of social media into the classroom, emphasising its potential to enhance learning experiences. “Platforms like Twitter, Instagram, and YouTube enable real-time discussions and group projects, fostering active learning.”
Zarafshan is passionate about empowering her students
to become responsible digital citizens. “Through effective implementation, teachers can guide students on privacy issues and how to communicate respectfully,” she explains. This approach not only prepares students for the digital world but also mitigates the negative impacts of social media misuse. “Learning about privacy and respectful communication is crucial for students’ overall development,” Zarafshan adds.
One of the significant advantages of integrating social media into education is access to a wealth of educational resources.
“Social media is a treasure trove of relevant articles, videos, and multimedia content,” says Zarafshan. “Teachers can share these resources with students, providing diverse perspectives and up-to-date information.” This method enriches the curriculum and keeps students engaged with contemporary issues and topics.
She highlights the importance of critical thinking in navigating social media. “Students need to learn how to use social media responsibly and
responsibility of educating children about social media.
“While schools play a crucial role in teaching critical thinking skills, parents’ involvement is essential in creating safe digital environments and breaking down traditional classroom barriers.”
Our Deputy Head of Islamic Studies at UAS clinches prestigious Khalifa Award for Education, hopes to design programmes for heritage, values, and faith resilience
In the prestigious ballroom in Abu Dhabi, distinguished scholars and high-profile figures sat in anticipation, the air thick with excitement and reverence. Nour Alshater, the Deputy Head of Islamic Studies at Universal American School, scanned the room from side to side, hardly believing she was amidst such an illustrious assembly.
The Khalifa Award for Education, was about to be conferred, celebrating those who have made transformative impacts in the educational field. Nour’s journey to this moment was marked by her relentless pursuit of innovative teaching and a deep passion for fostering critical and creative thinking. Tonight, her dedication was being honoured. Join us as we delve into her inspiring narrative, exploring the visionary initiatives and profound philosophies that have garnered her this distinguished honour:
Momentum: How do you think winning the Khalifa Award will impact your work in Islamic Studies at Universal American School? Are there specific programmes or innovations you hope to expand or introduce as a result?
Nour: Winning the Khalifa Award is a tremendous honour that will greatly impact my work in Islamic Studies at UAS. This achievement validates our ongoing efforts to provide exceptional educational experiences in this field. Moving forward, I intend to capitalise on this recognition by expanding our existing programmes and introducing innovative initiatives. Our goal is to not only educate students about Islamic Studies but also to instill in them a deep love and passion for the subject. We aim to make Islamic Studies a practical and relevant subject that students can apply to their daily lives. One of my key focuses will be on designing programmes that help students develop a strong Muslim identity, one that is proud of its heritage and values. These programmes will also aim to enhance students’ independent learning skills and equip them with the 21st-century skills necessary for success in the modern world.
Momentum: What is your educational philosophy, especially in the context of integrating contemporary advancements in scientific knowledge and information technology with Islamic Studies?
Nour: My educational philosophy is deeply rooted in the belief that Islamic Studies, like all disciplines, must evolve to embrace contemporary advancements in education and move away from traditional teaching methods.
In today’s digital age, where information is readily accessible through the internet, it is essential for Islamic Studies to adapt and integrate modern technologies into its curriculum to engage and educate students effectively. To achieve this, I advocate for a blended approach to teaching Islamic Studies, combining traditional classroom methods with innovative digital tools and resources.
This approach not only enhances students’ understanding and appreciation of the subject but also prepares them to navigate the complexities of the modern world. Furthermore, I believe in the importance of utilising interactive and engaging teaching methods to instill Islamic values and teachings in students. This includes incorporating multimedia presentations, educational games, and online discussions to make learning more interactive and enjoyable.
Momentum: With the recognition that comes from winning such a significant award, what are your future goals for the educational landscape at UAS and beyond? How do you plan to influence the broader field of Islamic education?
Nour: Winning such a significant award has inspired me to aim for even greater heights in the educational landscape at UAS and beyond. My future goals include enhancing the integration of technology in Islamic education, developing innovative curriculum designs that cater to diverse learning needs, and fostering a culture of continuous improvement and excellence. To influence the broader field of Islamic education, I plan to share my experiences and best practices through conferences, publications, and collaborations with other educators.
Momentum: What advice would you give to fellow educators who aspire to innovate and make a significant impact in their fields, possibly aiming for recognition like the Khalifa Award?
Nour: My advice to fellow educators is to stay passionate about teaching and learning. Embrace new ideas and technologies and be open to change and adaptation. Collaborate with colleagues and experts in the field to exchange knowledge and ideas. Continuously seek professional development opportunities to enhance your skills and stay updated with the latest trends in education. Most importantly, never underestimate the power of perseverance and dedication in achieving your goals. Additionally, trust your students and always raise the bar of expectations for them, believing in their abilities.
Here’s the deal. Schools are out, and it’s time for some epic family travels around the world. We want you to be a part of our holiday extravaganza.
From the bustling streets of Atlanta to the icy wonderland of Antarctica, the vibrant beaches of Bali, and the historic charm of Rome, we want to see your family’s most fabulous holiday photos and hear your incredible stories.
We’re on the hunt for quirky, weird, and utterly wonderful snapshots that capture the true essence of your travels.
Whether you’re exploring exotic locales or having a backyard blast, we want it all. Show us the magic of your family adventures and let’s create unforgettable memories together.
But that’s not all! The most captivating photos will win an amazing gift hamper from the Al Futtaim Group, guaranteed to bring joy to your family. What’s more… your fantastic photo could be featured in our upcoming edition of Momentum magazine.
Grab your camera, unleash your creativity, and join the ultimate family travel extravaganza. Let’s make this holiday season one for the books!
Snap those pictures, pen down your adventures, and send them over to momentum@alfuttaimeducation.com.
Let’s spread some joy and holiday cheer together!
