Most valuable schools to watch in the Middle east vol2

2021 | VOL-08 | ISSUE-06
Blyth Academy Qatar
THE SAFE SANDBOX FOR THE LEADERS OF TOMORROW
Schools
Middle-East
to Watch in The
Valuable
Most

EDITOR’S
NOTE
The Middle East, a major hub of economic
growth, pays tremendous attention to
education. The UAE has successfully
implemented an internationalization strategy, which
has helped the country to establish itself as a
transnational educational hub in the global arena.
Research states that the Middle East stands in high
ranks when it comes to regulatory frameworks for
student mobility, free hand to transnational education,
and procedures of recognizing foreign degrees. This
has transformed the UAE into a region which
experiences massive outbound and inbound student
ﬂows. The past few years have also witnessed a sharp
growth in the number of students opting for UAE
universities.
The Middle East has introduced many such policies
which support the internationalization of the higher
MIDDLE EAST:
HARBOURING THE
TREASURES OF
EDUCATIONAL
EXCELLENCE

education sector. Additionally, substantial government
investments are also helping these institutions to
achieve excellence and to find their spot in the global
school rankings. The region has become an important
landmark for institutions to set their footprints
worldwide. Reports state that the Middle East is
immediately next to China in terms of having
international branch campuses.
The most prominent schools of the Middle East are
introducing innovative curricula, advanced
infrastructure, and research-oriented procedures. They
emphasize on providing students with in-depth
education, while enabling them with essential skills
required to establish themselves in this highly
competitive world. These schools not only focus on
curricular excellence, but also pay equal attention
towards the extra-curricular and co-curricular
development of every student.
With a career-oriented perspective, these top schools
are offering various courses, which prepare the
students for the stiff challenges of the professional
world. They transform students into dedicated and
seasoned global professionals, who can make a mark
in the global stage.
Acting as heralds of education and innovation, the
noteworthy schools of the Middle East take up the
challenge of embracing uniqueness in pedagogy. They
are driven by the zeal to take academics to the next
level, while providing room to the students to learn
more and to explore and expand their limits.
In this issue of The Knowledge Review, we proudly
present some of the most celebrated schools of the
Middle East, which believe in teaching by example.
They are the agents of transformation of the
educational landscape of the region. Hence, with
further ado, let’s embark on this journey of exploring
the most celebrated schools of the Middle East.
Bon voyage! T R
Ananda Kamal Das
ananda@insightssuccess.com
Ananda Kamal Das

BlythAcademy
Qatar The Safe Sandbox for
the Leaders of Tomorrow
Cover Story
Positive Outcomes of
Inclusive Education
CXO Expert Talks
08
26

Delhi Private
School Dubai
The Ascension Grounds
for The Inquisitive
The Royal
GrammarSchool,
Guildford Qatar
The Learning Environment to
Nurture Champions, Thinkers
and Future Global Citizens
A r t i c l e s
Strategies to Engage
Learners through Simulations
TechEra
Remote Teaching-
Important Lessons for Teachers
Teacher’s Corner
22 32
18
28
Contents

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URL
Name of the Institution Brief
American Lyceum
International School
jsspsdubai.com
The school offers students a distinctive
learning community through an established
tradition of educational excellence
Blyth Academy Qatar
website.dpsdubai.com
Delhi Private
School Dubai
gischool.ae
The academy embraces diversity, celebrates
differences in cultures, and engages students
in their learning
Greeneld
reptondubai.org
The school is committed to building a truly
world-class IB continuum school recognized
in the whole UAE
JSS Private School
JSS enables students to understand the world
around them and the talents within them
springdalesdubai.com
The Apple
Primary Campus
rgsgq.com
The Royal
Grammar School
Guildford in Qatar
Springdales School Dubai
Repton is a prominent international school
in the heart of Dubai
Springdales nurtures a child's inquisitive nature
with hands-on, world-class education
Apple International School seeks to provide
education for the holistic development of the
pupil
RGS Qatar is an independent, British
curriculum school for boys and girls
Virginia International
Private School
virginiaschool.ae/en/
The school offers American-based
curriculum, highly accomplished western
teachers, and an excellent program
Repton School Dubai
apple.sch.ae
americanlyceum.com
The school aspires to transfrom students into
the best version of themselves
blythacademyqatar.com

Blyth Academy
Blyth Academy
Blyth Academy

y Qatar
y Qatar The Safe Sandbox for
the Leaders of Tomorrow
COVER STORY

Qatar is a small Arabic country
located on a peninsula in the
Persian Gulf, and is home to
one institute of higher education, the
Qatar University, established in 1973.
However, many universities of the west
have branches in the country as part of
the ‘Education City’ established by the
Qatar Foundation.
The education city includes both
educational and research facilities and
has the goal of being the educational
center of excellence in the Persian Gulf
region. One academy in particular is
leading the charge by setting the trends
of modern education in the country –
the Blyth Academy Qatar.
Blyth Academy was established in
2006 as ‘Qatar Canadian School’
(QCS). In July of 2016, QCS was
acquired by Toronto businessman Sam
Blyth and H.E. Sheikh Mohammed Al
Thani. The school opened its doors as
Blyth Academy under this new
ownership in September of 2016.
The school applied for accreditation
with Alberta Education in December
2010 after several years of exploring
and expanding on the Alberta program
of studies. After three years of pre-
accreditation, the school became a
fully accredited Alberta international
school in 2012/2013 and then with a
return to accreditation for 2014/2015
through 2020-2021. In February 2019,
it also received a three-year full
accreditation from the Qatar Ministry
of Education and Higher Education.
Blyth Academy acquired and began the
2020/2021 academic year in a new
facility, in a location right next door to
the previous school building. This new
campus is three times bigger in size
than the old facility and well equipped
with multiple sports ﬁelds - an indoor
gym, an outdoor multi-sensory play
area; cafeteria; science labs; dedicated
music and art rooms; computer labs
and classrooms with smartboard
technology.
The students at Blyth are mostly expats
and come from all over the world to
create a wonderfully diverse group
who, along with the local Qatari
students, attend classes from junior
kindergarten to grade 12.
Vision:
To be a global leader in providing
accessible, experiential, progressive
learning experiences that prepare
students for academic success at the
primary, intermediate, secondary, and
post-secondary education levels.
Mission:
To have outstanding school leaders and
educators facilitate the development of
knowledge and character in students
through a caring, supportive, and
culturally sensitive learning
community that brings together
international and local students in a
harmonious, creative, supportive
environment.
Blyth Academy Believes:
• Authentic learning is founded upon
curiosity, creativity, engagement, and
critical thinking.
• A broad, balanced, and manageable
curriculum is the foundation of life-
long learning.
• Both a global perspective and
international collaboration are central
to becoming valuable world citizens.
• Environmental awareness and
sustainability are its social
responsibility.

Our vision is
to be a global
leader in
providing accessible,
experiential,
progressive
learning experiences
that prepare
students for
academic success
at the primary,
intermediate,
secondary, and
post-secondary
education levels
“
“

• Staff and student interactions must be
based on respect, integrity, and striving
for excellence.
• Healthy learning communities are
founded on safety, humility, empathy,
caring, sensitivity, and inclusion.
• A balanced lifestyle is important for
both students and staff with regards to
family, academic, and social
responsibilities.
Training the Best and Brightest
Blyth Academy offers the world-class
Alberta education system to students
from kindergarten to grade 12, which is
recognized as one of the best globally.
The rigorous curriculum, offered through
the mandated programs of study, allows
students to pursue their areas of interest
or passion. It is modified and augmented
by the programs mandated by the Qatari
Ministry of Education (MoE).
The complementary timetable addresses
local programming requirements and
options, including: Arabic language
studies, Islamic studies and Qatar history
courses coupled with specialized options
for CTF project modules (e.g. marketing,
computers, sport literacy, theatre arts,
business studies, leadership, design
studies, film, current affairs, and digital
literacy) in the junior high and a series of
bundled CTS modules for the options in
the senior high (e.g. design process,
digital publishing, web design, and
visual composition).
The high standards of the Alberta
curriculum help students achieve the
necessary knowledge and skills for the
21 century. The highly qualified and
st
trained teachers are adept at providing
learning opportunities that support
students in reaching their potential.
Teachers differentiate their instructional
strategies to accommodate the individual
learning styles of their students. A
collaborative approach is implemented to
ensure each student is welcomed, safe,
Blyth Academy’s Head of School,
Mrs. Darlene Sullivan, has been an
educator for over 30 years and has
held numerous leadership positions
during her career. Darlene holds a
Bachelor of Child Studies degree, a
Bachelor of Education degree, and a
Master of Education from Mount St.
Vincent University.
She is a seasoned and learned
administrator who is innovative,
compassionate and a strategic
visionary. Darlene is a community
builder who has been successful in
leading school communities to reach
their academic goals, vision, and
mission.
LEADER
OF
THE
PACK

challenged and guided through their
educational journey at Blyth Academy.
Blyth Academy prides itself in
providing opportunities for students to
learn from experience and through
working with organizations outside the
school. These learning experiences
often reflect the local culture and
customs. In the past, they have offered
various trips for students such as local
desert overnight camping; local day
trips to museums, ecological sites, etc.
and international service trips to
locations such as Tanzania. The school
has had to put its service trip to
Cambodia on hold due to COVID-19
and is now hoping to be able to offer
this opportunity in the 2021-2022
academic year.
A Safe Sandbox for the Leaders of
Tomorrow
Blyth Academy offers a wide variety of
extracurricular activities, hosted by
teachers based on the areas of skill
and/or passion, to all grade levels on a
rotating schedule throughout each
academic school year. Some examples
of past activities are: table tennis,
knitting, public speaking, music
lessons, sustainability club, basketball,
choir, carrom board club, math club,
model UN, dance/cheer club, origami,
computer programming, kickboxing,
board games, basketball, badminton,
football/soccer, ball hockey, math help,
FSL, stress management, green team,
student council, robotics, arts and
crafts, mad science, fitness,
photography, art, volleyball, sign
language, chess, interior design,
set/costume design, Zumba, animal
club, musical theatre, handball, yoga,
story time, ‘dance 4 kids’ and learn to
draw animals.
Student council is the main source of
student engagement in leadership.
Students will not only plan activities

for the school, but they will also be
consulted on many decisions made by
the school administration. A great deal
is expected from these students who
represent their peers!
Blyth Academy also provides social
and emotional counselling for students
at all grade levels. They also provide
counselling to junior high and high
school students in their academic goals
throughout grades 10, 11, 12, and their
graduation requirements, university
choices and requirements.
Standing Tall
Blyth Academy has been awarded two
accreditations from two separate
governing bodies. One from the
Ministry of Education with Alberta
Education in Canada, as an accredited
Alberta international school. Another
from the Ministry of Education and
Higher Education in Qatar.
The students at Blyth Academy
consistently score in the top percentage
results on the Alberta education
provincial achievement tests, written
each year by the grades 6 and 9
students.
Blyth Academy is home to many very
talented students whose hard work
have been rewarded with activities
such as annual musicals and sporting
events. The school’s arts program has
been showcased within the local art
community numerous times and
students have earned awards at various
levels. The school has a reputation of
having a warm, inviting, family-like
atmosphere where students can learn
within a safe and welcoming facility.
Many of the graduates are successful in
pursuing post-secondary studies at
renowned colleges and universities
globally.
The head of school, Mrs. Darlene, has
been a successful educator for over 30
years with the majority of her career in
leadership positions. She has been the
leader of a large Canadian school in
Canada whose provincial standard in
student achievement results, were the
best in the province. She developed a
progressive literacy professional
development program for teachers
which was effectively implemented
and recognized as one of the most
effective methods for change and
growth.
The Future Beckons
This year, due to Covid-19, the school
had arranged for virtual fairs for
students to attend universities and
colleges throughout Qatar and also the
rest of the world. The school advises
students with admissions testing as
well as application processes and
requirements.
Blyth Academy developed a
comprehensive and detailed Covid-19
health, safety and education plan for
the 2020-2021 school year. It includes
a strong education platform (MS
Teams) for a hybrid model of
curriculum delivery.
Teachers and students have been
trained in how to effectively adapt to
the blended model of teaching and
learning. Various health precautions
have also been implemented which
include social distancing of 1.5 meters
apart in classrooms, with no more than
15 students per class, mandatory
temperature checks, health app, mask
wearing and hand sanitizing upon entry
to the school.
Students are also kept in their “learning
bubbles” as much as possible and have
separate entrance/exit procedures to
follow. The school’s fulltime nurse
plays an integral role in ensuring that
all health and hygiene precautions are
followed, monitored, and reinforced.
The growth prospect for the school is
excellent, with an outstanding
academic reputation, a history of wait
lists and the new campus. The school
facility also has space to expand, with
two third floors that are yet to be
developed and will allow the school to
add more students in the coming years.
The school’s future opportunities are
further bolstered with more than 7,000
Canadians currently living in Doha,
with surging global interest in Canada
universities, and with the potential to
add a second curriculum.
The students at
Blyth Academy
consistently
score in the top
percentage
results on the
Alberta education
provincial
achievement tests,
written each year
by the grades 6
and 9 students
Blyth Academy
offers the
world-class
Alberta education
system to students
from kindergarten
to grade 12,
which is
recognized as
one of the
best globally
“
“
“
“
T R
Most Valuable Schools to Watch in The Middle-East

Neck-breaking skyscrapers, endless desserts and
movie-like luxurious lifestyle are the main reasons
for any tourist to visit the largest city of the United
Arab Emirates, Dubai. Of late, this sixth largest oil
reservoir of the world has also become the fastest emerging
education powerhouse of the Middle East. Representing the
same essence for innovative yet grounded in its roots-type
of education is the Delhi Private School, Dubai.
DPS Dubai
Delhi Private School Dubai is a private, co-educational
institution established in 2003 for the diverse expatriate
community in the UAE. The school is recognized and
approved by the Ministry of Education, Government of
UAE and is affiliated to the Central Board of Secondary
Education, New Delhi, India. The school, located in The
Gardens, Jebel Ali, Dubai, has a massive campus area
of 6.83 acres and provides state-of-the-art facilities to help
students gain an international holistic experience. At
present, the student strength is approximately 3,750.
The school offers a holistic learning programme for
students from KG I to XII. The CBSE curriculum has been
aligned, modified, and enhanced creatively in line with the
vision of the school and the requirements of the UAE. At
DPS, the students are motivated to be responsible global
citizens and sensitised to issues such as environment
conservation, awareness, and respect for other cultures. The
school strongly advocates integration by encouraging an
understanding of Emirati values, culture, and aspirations.
DPS Dubai promotes academic excellence to meet the
challenging demands of a competitive, international
environment. The focus of the child-centred curriculum is
the personalized need of every student. Learning is
experiential and a love for knowledge is encouraged to
enable lifelong learning in a fast-changing world. Research,
innovation, and creativity foster intellectual fulfilment. The
holistic approach to education is reflected in the co-
scholastic programme of sports, debates, quizzes as well as
artistic pursuits. Confidence-building and leadership skills
are encouraged through innovative programmes.
Spiritual and moral growth are enhanced through life-skills
workshops and every day pastoral care. Self-reflection and
goal setting are encouraged for greater focus and result in
thoughtful career choices. The community and parents are
considered important stakeholders in creating a harmonious
system and DPS Dubai encourages their active participation
to help create a vibrant school where excellence is a way of
life.
Vision:
DPS Dubai aspires to be a happy school, where all students
are facilitated to be the best versions of themselves.
Mission:
DPS Dubai zealously promotes a global curriculum
through:
DELHI PRIVATE SCHOOL DUBAI
T he Ascension Grounds for T he Inquisitive
2021 August | 18 | www.theknowledgereview.com

• Academic Excellence - by encouraging intellectual
curiosity, sustained hard work, rational and critical
thinking, independent learning, and innovative solutions.
• Actualization of Talent - by providing opportunities for
the development of multiple intelligences be it in sports,
arts, or intellectual pursuits.
• Global Citizenship - by educating students to be forward-
thinking and committed to celebrating diversity; skilled at
ethically using technology for collaboration research;
fostering integration by actively advocating Emirati
values, culture, and aspirations.
• Pastoral Care - by providing emotional and spiritual
support, leadership programs, life skills workshops,
confidence-building opportunities, sterling lifelong values
with a deep commitment to being an inclusive school.
Curriculum:
The futuristic curriculum at DPS Dubai, integrates the best
international teaching and learning practices with the robust
CBSE syllabus. As per the Indian curriculum, students take
a range of national and international examinations including
the All India Senior Secondary Examination (AISSE) in
Grade XII, the All India Secondary School Certificate
(AISSCE) in Grade X and the International Benchmark
Tests (IBT) in Grades III to IX. Students of grades XI-XII
are offered a choice of subjects in the streams of science,
commerce, and humanities. Language choices are available
to students in upper primary and exemption/optional
subjects are available for students with special needs.
Students also participate in cyclical international
assessments such as PISA, TIMSS, PIRLS, CAT4 and
PASS, in view of the National Agenda of the UAE.
Infrastructure:
The school boasts of state-of-the-art infrastructure which
caters to the multifarious demands of the modern education
system. To ensure the overall development of students,
these are the academic and non-academic facilities offered
by the school:
1. The school libraries reflect the philosophy that reading is
essential for learning with an impressive assortment of
books on every possible topic.
2. The physics, chemistry and biology labs have state-of-
the-art equipment that bring science to life in tactile and
practical ways.
3. The computer labs are fitted with multimedia kits and
ISDN nodes for internet browsing.
4. The classrooms are equipped with audio-visual aids and
smart boards to make education more dynamic and
interesting.
5. The activity rooms are vibrant and creatively designed to
facilitate the development of the cognitive and motor
skills of students.
Most Valuable Schools to Watch in The Middle-East

6. The Green Sports Field is a sprawling and much-loved
venue for all outdoor activities.
7. The school has an Olympic-sized indoor temperature-
controlled swimming pool.
8. The school has courts dedicated to volleyball, basketball
and tennis, along with a spacious gymnasium.
Standing Apart
The USP (unique selling point) of the school is its
deliberate focus on encouraging students to have a moral
compass: to have a sensibility greater than themselves and
to have a philanthropic spirit. DPS Dubai is an inclusive
school that welcomes children from all backgrounds and
abilities.
The DPS motto of “Service Before Self” is the inspiration
guiding the school’s value-based curriculum that
emphasizes empathy, responsibility, and caring for others.
DPS Dubai fosters a culture of creativity and innovation
and the leaders have the courage to risk experimentation
and encourage creativity.
DPS is that special place where almost all children actually
like coming to school! The school is dynamic and fearless
in its quest for excellence in the 21st century. A few of the
strong attributes the school has acquired are as follows:
• The top performing school in the UAE based on the
results of TIMSS.
• Among the top 30 CBSE schools across the world.
• Produced an array of toppers and Board rank holders
through the years 2011-2020 with percentages as high as
98.2%.
• Won championships in contests such as Robocar Traffic
Negotiation Division, Star Quiz, Mathalon Competition
and Dubai Customs IPR Awards.
• Awarded the School of Hearts Ambassador and was a
successful part of the Dubai Delegation at IPEN Dallas,
Texas (USA).
• Ms. Rashmi Nandkeolyar, the Principal of DPS Dubai, is
recognised as a “Conservation Leader” and was awarded
the prestigious Distinguished Conservation Leader Award
by DEWA.
• She was honoured for her outstanding leadership and
contribution to education at the 30th Principal’s
Conference of Council of CBSE Affiliated Schools in the
Gulf
Principal of the school, Rashmi Nandkeolyar models a growth
mind-set and follows dynamic and collaborative processes in
building a professional culture in the school and the community.
As the Principal of DPS Dubai, she endeavours to use the school
and the classroom as a safe space to facilitate change in the
mindset of the students to promote effective learning and
innovation. Ms. Nandkeolyar is the driving force for all the
provisions and implementation of an agile and dynamic action
plan across all areas of the curriculum.
She plays a pivotal role in driving excellence in the CBSE board
examination results. Ms. Nandkeolyar has also carefully
orchestrated deep learning that resulted in the exemplary
performance of the school in international benchmarking tests
such as TIMSS and PISA. Her leadership has been deemed
outstanding and was mentioned as the key strength of the
school in the last 10 inspections conducted by DSIB. She has an
abiding interest in drama, aesthetics and has authored five books
for children.
A Guide to Pioneers

Fore-glimpse
The school has responded to the challenges posed by the
Covid-19 pandemic by resorting to a blended format of
teaching. With the options for teachers to work-from-home,
the school has invested considerably in adopting digital
resources and novel technology. DPS Dubai has also
extended its support to teachers by training them to enhance
their digital skills for virtual classrooms. The school has
made significant investments in placing thermal scanning
equipment and no-contact infrared thermometers for
effective temperature surveillance.
DPS Dubai aims to be an establishment that continues to
prepare students to be informed citizens of tomorrow by
providing a learning environment that is committed to
inclusion, innovation, and integrity. DPS Dubai will be
known as a school that offers students a holistic, rigorous,
and global education for success in an ever-changing world.
DPS Dubai fosters a culture of
creativity and innovation and
the leaders have the courage to
risk experimentation and
encourage creativity
“ “
T R

Strategies
to
Engage
LEARNERS
through
Simulations
- Ananda Kamal Das

TechEra
www.theknowledgereview.com | 23 | 2021 August

In today’s modern age, the amalgamation of education
and technology has resulted in excellent outcomes.
Cutting-edge technologies are providing educational
institutions with the scope to go beyond the ordinary and
deliver lasting educational experiences. With the advent of
advanced simulations, educators can now inculcate higher-
level critical thinking skills among the students while
completing the designated syllabus in time. These
simulations also help students react to real-world situations,
see the outcomes of their actions, and learn in a vibrant
manner.
Simulations take Education to the Next Level
Educational institutions are increasingly using simulations
for different courses such as nursing, business, IT, etc. Each
program is preparing students to meet their learning
objectives. However, institutions are also focusing on a few
best practices that focus on building friendly and engaging
simulations and help teachers make a profound learning
impact on the students.
Essential Steps Towards Excellent Learning Simulations
Learning simulations definitely upgrade classroom
education. Furthermore, they encourage students to explore
their creative side, dig deeper, and learn new concepts with
enthusiasm. However, any educational institution has to
follow certain procedures to implement simulations in any
classroom session successfully. These have been mentioned
below:
Starting from the End
Teachers should have a clear idea about what they want the
students to accomplish through the simulation. They should
ensure if the simulation is focused on assessing the
students’ knowledge, or to ensure that they learn something
new, or to make sure that they accept a point of view. The
end goal will give teachers a clear idea of how they want an
ideal scenario to be.
Creating Characters to Maximize Creativity
For many educational institutions, creating an interactive
learning environment is of utmost importance. Creating
scenario-based activities through simulations provides in-
depth knowledge and allows students to actively participate
in the session.
The level of interactivity can be enhanced by creating
characters which the students can revisit in the simulations
as per their convenience. For example, a simulated patient
can come again and again with different ailments. This may
help the students to gather information about different
patient backgrounds and their other health complications,
which can be addressed in the future.
Borrowing from Other Sources
Teachers can borrow simulations from other designers so
that the content remains fresh and possess different
variables. Hence, when the students go through the
simulations and retake them, the content does not remain
the same each time. This may create a different experience
each time.
Some teachers who teach different subjects can use this
technique to interchange styles and designs in each subject.
This will create a fresh perspective and a different approach
towards each subject. As a result, the learning outcomes
will reach a high level.
It is Essential to Have Soft Skills
In today’s economy, possessing a degree is not enough. This
skill-based economy not only demands technical skills but
social skills as well. Students have to be experts in technical
and social skills so that they thrive in any profession they
opt for. In this context, teachers can create entire interview
simulations for students, which would train them for
interviews in the future and build their confidence to answer
any questions with total confidence.
These simulations assist students in nurturing their
technical and soft skills. Accordingly, they will be able to
strengthen themselves on all fronts while building their
confidence.
In today’s world, employers look for prospective employees
who are not only technically sound but are also smart
enough to socially interact with their co-workers. These
simulations provide students with the opportunity to learn
different social skills, which would help them succeed and
thrive in any career they choose.
Simulations can transform a normal classroom session into
an interesting and engaging session. They may spark
interest in the learners and encourage them to explore
newer horizons in education.
Incorporating simulations in any regular classroom session
can introduce wonderful results. Students will get more
engaged in the sessions and will be eager to learn more. The
application of simulations in education is endless. Using
them creatively can help in bearing better results.

Positive Outcomes of
Inclusive Education
For the past few years, inclusive
education has been a trending
topic around the globe as
countries, including India, have
prioritized inclusivity in educational
policies. It is an educational approach
and philosophy that strengthens the
education system’s capacity to reach
out to all learners. The goal is to
provide all students greater academic
and social achievement opportunities,
no matter how they differ from others
in terms of physical, mental, or social
capabilities. UNICEF defines inclusive
education as “a process of addressing
the diverse needs of all learners by
reducing barriers to and within the
learning environment. It means
attending the age-appropriate class of
the child’s local school, with individu-
ally tailored support.”
Throughout the years, the trajectory of
India’s education policies has evolved
toward embracing the idea of inclusive
education, ultimately making education
accessible and available for every
child. While the concept of inclusive
education originally focussed on
differently-abled students, it has since
been broadened to encompass students
who are financially and geographically
disadvantaged. This idea began gaining
traction in India during the 1990s.
Then the breakthrough happened in
August 2009, when the Parliament
passed the Right of Children to Free
and Compulsory Education Act. Once
the Act came into force in 2010, India
became one among 135 countries
where education is a fundamental right
of every child.
This broader commitment and
understanding of inclusivity paved the
way for today’s possibilities. The
National Education Policy 2020 built
on this progress with new initiatives
that prioritize inclusive education. For
example, it included the following
objective: “Achieve an inclusive and
equitable education system so that all
children have equal opportunity to
learn and thrive, and so that participa-
tion and learning outcomes are
equalized across all genders and social
categories by 2030.” It then expanded
the traditional categorization of the
marginalized to recognize the intercon-
nectedness and multidimensionality of
the excluded by adding the broader
category of Socio-Economically
Disadvantaged Groups (SEDGs).
While this shift will require a signifi-
cant change in the current system,
there are proven benefits that make
inclusive education worth it. The
growing body of research has shown
that children do better academically
when in inclusive settings. Benefits
include:
Extra Support: low-achieving students
can get extra help even though they did
not qualify for special education.
Better Academic Performance: It’s
found that differently-abled children
perform better academically when they
learn with other students in similar
settings.
Inclusion of Families: The benefits of
inclusive education are not restricted
only to the students but also their
families, as sometimes they also feel
isolated from the community.
Growth of Economic: Poverty blocks
many Indians from the education
system due to the lack of financial
inclusion. Suppose these millions of
children are given an education. In that
case, they will achieve the necessary
skill development to push the economy
to new heights.
Democratized Quality: Inclusive
education removes the divide between
the quality of education that students
receive.
When applied to the entire country, the
positive outcomes of inclusive
education are exponential. When all
children can participate in quality
education, they graduate to contribute
meaningfully to the workforce. This
opens up opportunities for future
innovations and developments.
Just as the National Education Policy
2020 outlined, critical barriers to
inclusive education need to be

Expert Talks
addressed to achieve inclusivity goals.
These recognized barriers include a
lack of access to schools, poverty,
social biases, and a non-inclusive
curriculum. Because many disadvan-
taged students live in rural areas that
make it difficult to access schools
physically, remote learning has often
been touted to reach these students.
While remote learning expands
possibilities for many, students often
lack access to devices, a reliable
internet connection, or a dedicated
quiet place to study. The 2017-2018
report from National Sample Survey
Office (NSSO) showed that only 24%
of the Indian population had reliable
internet access, leaving most students
behind. To study from home, they can
only passively read materials they
happen to find. While this setup
privileges children who have reliable
internet service, even families with
adequate resources find it difficult to
keep children engaged online.
Bipin Dama is the Founder CEO of Saras-3D Inc.
(Saras-3D) – India’s first stereoscopic 3D learning
solu on for science and mathema cs that brings
interna onal learnings and best prac ces to India.
The company operates in India through its wholly
owned subsidiary 3D EdTech Pvt Ltd.
An industry veteran with over 33 years of experience
in the technology industry, Bipin has a proven track
record of successful product delivery from concept to
deployment with substan al revenue genera on and
shareholder returns. He holds 37 granted US patents.
Bipin founded Saras-3D, Inc. with an aim to create the
right founda on for learning and acquisi on of
knowledge to help shape STEM innovators and
problem solvers of tomorrow and empower them to
compete and succeed globally. Through his guidance,
the company has created Genius 3D Learning solu on,
a pioneering, stereoscopic 3D technology-based
learning experience that uses the power of interac ve
visualiza on to help students learn 2X faster and
achieve their academic goals. His key focus at Saras-
3D is to combine innova ons in technology and
learning methodology to democra ze high quality
educa on for all.
Bipin holds a B.E. (Electrical Engineering) from
Marathwada University, Aurangabad, and Master of
Science Degree (MS – Electrical and Computer
Engineering) from Rutgers University, New Jersey.
About the Autor
Bipin Dama
Founder CEO
Saras Inc (Saras-3D)

The Royal Grammar School, Guildford Qatar
(RGS) is an independent, British curriculum school
for boys and girls located in the quiet, convenient
area of Um Salal Mohammed.
Whilst still relatively new to Doha, having been established
in September 2016, the school is still part of the prestigious
Royal Grammar School, Guildford and Lanesborough
Preparatory School, located in Surrey, UK.
Bringing over 500 years of academic excellence to Qatar,
the school provides an outstanding British curriculum
education based upon traditional values of decency and
respect, supported by exceptional pastoral care and a wide
range of extra-curricular opportunities.
The School on a Mission
The mission of the RGS Guildford Qatar is to ensure that it
is a happy school where excellent learning takes place
which enables the pupils to excel and develop into caring
and confident individuals who are well prepared for the
challenges ahead. School life is underpinned by a
commitment to fulfilling the potential of each and every
individual, irrespective of his or her passion.
To realise this very mission, the school aims to:
Ÿ Ensure everyone involved with the school embraces the
challenge of learning.
Ÿ Achieve academic excellence through the provision of a
challenging British curriculum, outstanding teaching
and by helping pupils develop a set of learning habits
which will prepare them for life beyond school and all
of its challenges.
Ÿ Have high expectations of all who are involved with the
education of the school’s pupils.
Ÿ Ensure everyone in the school is confident in expressing
their opinions and respectful of others in turn.
Ÿ Provide a supportive pastoral environment which meets
individual needs, and promotes the development of
happy, considerate pupils.
Ÿ Offer a rounded education, rich in extra-curricular
activities and international opportunities, which
facilitates the acquisition of skills that prepare RGS’s
pupils for a lifetime of learning and encourages both
participation and individual excellence.
Ÿ Ensure pupils are happy at school, because happy pupils
are better learners.
Ÿ Promote continuous institutional improvement through
high quality professional development.
Ÿ Transfer the historic traditions of The Royal Grammar
School, Guildford to Qatar in order to inform and
inspire the school.
The Academic Rollout
At the RGS Guildford Qatar, the ‘Pre-Prep Department’
cares and educates children from the age of three to five. It
consists of nursery and reception classes in a series of
bright, colourful, self-contained classrooms centred around
a large library. Each classroom is fully equipped with
quality learning materials; and enjoys its own tree-lined,
secure, and shaded playground with superb outdoor play
equipment. Teaching Assistants support the class teachers
and the ratio in RGS’s pre-prep is never more than 1:10.
Both, the nursery and reception classes follow the British
Early Years Foundation Stage (EYFS) curriculum, which is
based upon the seven areas of learning and development
and includes communication and language, personal, social,
emotional and physical development. Almost all of RGS’s
activities are based on structured play and exploring, which
allow the children to develop their essential skills in areas
of literacy, mathematics and expressive arts. Whilst music,
PE and languages are taught by specialist subject teachers
in dedicated classrooms.
Pupils in years 1 to 6 are taught by their class teachers for
The Royal Grammar School,
Guildford Qatar
The Learning Environment to Nurture Champions,
Thinkers and Future Global Citizens

the core subjects of maths, English, science and computing.
Each class benefits from a dedicated teaching assistant and
maximum class size of 25 students.
The curriculum is further extended to include a wide range
of subjects including history, geography, art design, and
design technology. Pupils in the prep school also benefit
from access to science, design and technology laboratories
which further enhance the teaching and learning. As in
RGS’s pre-prep department, music, PE and languages are
taught by specialist subject teachers in dedicated
classrooms.
By the end of year six, all the students are well prepared
both academically and socially for the excitement and new
challenges of senior school.
The senior school runs from year 7 to year 13 through Key
Stage 3 (year 7 to 9), Key Stage 4 (year 10 and 11) and Key
Stage 5 (year 12 and 13). When pupils move into senior
school, they are taught by individual subject teachers and
classes are more focused on formal subject-based learning.
IGCSE and A-Level examinations are taken at the end of
Key Stage 4 and Key Stage 5 respectively.
In Key Stage 3 pupils continue to benefit from a broad and
balanced curriculum which includes mathematical,
scientific, and technological, linguistic, human and social,
creative and literary, physical and moral and spiritual areas
of learning. The combination of breadth and depth of study
is at the heart of the school’s philosophy, ensuring that
pupils experience the full breadth of academic opportunity
and challenge before making key decisions when selecting
their IGCSE and A Level options. This breadth of study
means that no long-term university or career plans are
closed at this early stage of senior school.
As pupils get older and move into Key Stage 4, they begin
to focus on their preferred subjects. IGCSE exams are taken
at the end of this stage in different subjects.
In Key Stage 5, the school remains firmly committed to
traditional A-Levels which are accepted by universities
around the world. Pupils who have successfully completed
their IGCSEs will select their preferred subjects to study in
Year 12 and 13 which will prepare them for university and
also the start of their careers. Their subject selection at this
stage will influence their choice of degree course at
university. The RGS takes pride in supporting all its pupils

Our Philosophy Is Clear
– A Happy Child That
Feels Safe,Cared For And
Valued Will Learn
And Thrive . . . And That Is
What We Do Here At
The Rgs Guildford Qatar.
“
“
through the exciting choices and the hard work that goes
into the last two years at the school.
“Although mindful of the demands of formal examinations
towards the latter part of senior school, our emphasis
remains on encouraging our pupils to explore beyond the
formal curriculum and continuing to develop a true love of
learning,” said the Head of School, Mr. Thomas Rolt.
“Universities are increasingly looking at the whole person,
not just examination results,” he added.
Specialist teaching of music and PE begins from Nursery
and is open to all pupils as part of the broad and balanced
curriculum taught over at RGS.
Thinking on their feet
RGS is also incredibly proud of the swift actions of its staﬀ
and robust systems it has in place that continue to ensure
that the school is a safe place to study and work in. The
staﬀ have maintained their professionalism in managing
these challenging circumstances by implementing and
adapting between a blended learning system and online
learning.
To Nurture Champions
The pastoral care of all the pupils is coordinated by every
class teacher and is overseen by the Head of School and
Deputy Head. Pastoral care is the cornerstone of the RGS.
“Our philosophy is clear – a happy child that feels safe,
cared for and valued, will learn and thrive . . . and that is
what we do here at The RGS Guildford in Qatar,” noted the
astute Mr. Rolt.
The RGS Guildford Qatar could not have been prouder of
its former pupils, known as ‘Old Guildfordians’, which
include a number of Olympic and sporting personalities, a
former Prime Minister and many notable names from the
world of industry, politics and the arts.
By joining The RGS Guildford Qatar, your child will
automatically become a member of the elite, illustrious Old
Guildfordian alumni.
Most valuable schools to watch in the Middle East

Important
Lessons for
TEACHERS
REMOTE
TEACHING
- Ananda Kamal Das

Teacher’s Corner
urrently, we may come across a very
Ccommon term in educational communities
around the world - learning loss. This
refers to the type of loss which has happened
during the pandemic due to virtual or hybrid
learning. Although we have witnessed major
changes in teaching–learning procedures, there is a
lack of reliable quantitative data that would
provide a clear idea to confirm significant learning
loss. This has undoubtedly made a negative impact
on students and teachers.
‘Learning Loss’ may have Serious
Repercussions
Preserving the idea of learning loss in
conversations about education could be dangerous.
Teachers and students should not assume that
learning did not happen last year. This is because,
if students keep thinking about contents and
sessions missed due to the pandemic, they may
feel stressed to complete a massive part of the
syllabus to catch up to the content. Many students
are having a tough time adjusting to face-to-face
classroom sessions again.
This may create further stress for the students, as
they may feel that they are way behind in terms of
completing a syllabus or course content. However,
during such situations, teachers should not focus
on the supposed learning loss. Instead, they should
put their efforts into those teaching methods, which

worked for them and their students when this
unprecedented health crisis entered the horizon.
Lessons to Learn from Remote Teaching
Remote teaching has simplified education procedures
during these testing times. It has transcended the gap of
time and space, while bringing teachers and students
together for enriching sessions. However, these online
sessions have also taught teachers and students some
important lessons. These are:
It is Essential to Encourage Independent Learning
Remote learning environments should be treated as spaces
where teachers regain control of the classroom and students
learn and thrive in academics. Teachers can support
independent learning by employing project-based learning
strategies. This strategy helps learners to engage in real-
world and personally meaningful projects.
Remote Learning Comes with Flexibility and Other
Benefits
The pandemic has brought everything to a standstill. As a
result, teachers have to adapt to a more flexible curriculum
to accommodate all learners. Accordingly, they can rethink
the idea of deadlines while accepting any work so that they
can fulfill the students’ needs. This relieves the students of
some stress associated with deadlines. Consequently, they
create products of their learning without being afraid of any
repercussions.
It is not easy to implement flexibility in teaching-learning
procedures right from the get-go. Teachers and students
have to embrace massive transformations in order to make
it seamless and easy to adapt. They also must build a strong
relationship based on mutual respect so that each session
can be conducted smoothly without any interruptions.
Teachers can either opt for fixed deadlines or choose
flexible ones as per requirement. They have to maintain
strict deadlines when they cannot be extended, such as
submitting assignments before the final exams. However, if
students are given the choice to attend classes as per their
convenience, it may motivate them to study carefully and
participate in every session enthusiastically.
Teachers can also take advantage of this flexibility by
creating innovative digital content and to reach the learners
via digital applications. With authentic and consistent
digital technology integration in classes, students can have
face-to-face interactions with the teachers and clarify any
doubts at the same time. This, in turn, prepares the students
for the future.
With many modern tools, teachers can now enhance
learning and instruction in the classroom. These softwares
enable teachers and students to engage in in-depth and
constructive discussions, which is beneficial for the
students’ academic growth. These digital tools also allow
students to practice and sharpen their knowledge and skills.
Moreover, advanced tools also allow teachers to keep a
proper track of every student. In fact, teachers can gather
information about which students are present and viewing
the presentation.
Communication is of Utmost Importance
Communication has played an important role in the success
of learners during the pandemic. Different sessions such as
in-person, virtual, or a combination, both have reaped better
educational outcomes. The constant communication
between teachers, students, and parents has helped decrease
the students' anxiety regarding the long absence from
physical classrooms.
Moreover, many teachers send weekly e-mails to parents
and share detailed information about the educational
activities that took place throughout the week, the
assignments that were graded, and what was the status of
the school policies regarding usage of masks and social
distancing protocols. They also share information regarding
what will happen in the classes the next week, and so on.
Such actions make the parents feel connected to the teacher,
and they also learn how their child is progressing.
Another useful strategy that the teachers can use is to ask
the students to write weekly check-in e-mails. They can
initially ask the students to introduce themselves in their
e-mails. Teachers can reply to their responses by asking
simple questions such as what they do in their free
time - maybe play some sports, do a job, and so on. This
simple strategy can also help students to improve their
writing and grammar knowledge.
For further and better results, teachers can assess the
emotional well-being of students and create positive
connections through these e-mails.
Remote teaching has metamorphosed the education sector
for the better. It has enhanced communications while
creating further opportunities for academic advancements.

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