21 September 2023

The Principal’s Pen

Thank you so much to all those of you who have written to the team following on from last week’s first edition of our newsletter. Thank you, to those of you who took the time to complete the survey which I shared with parents in the recent Meet the Principal session. If you have not yet had a chance to fill it in, it is available here, and your comments will help me to understand your views about the College’s principal strengths and any particular areas we should be focusing on.

Among the most frequent questions that I am asked by parents are those related to how best to help and support a child’s learning at home. For younger children, the answer is a relatively simple one. Frequent reading with your child has been shown time and again (and by numerous peer-reviewed studies) to have a significant positive impact on their future academic success. A recent report demonstrated a strong correlation between the number of books in an individual’s childhood home and their future performance in formal examinations. In short, the more books children are exposed to growing up, the better they do academically. In fact, the number of books in a child’s home was shown to be a more accurate predictor of educational success than any other single factor, including their parents’ qualifications or income.

Reading with your children helps them to develop a love of learning for its own sake, an interest in the world around them and a passion for oracy and storytelling. It will help them to develop literacy and curiosity. It will also help them to develop effective routines and allow you to spend quality time with them away from the numerous distractions of the digital age. If English is not your child’s first language, early exposure to English in books can be extremely helpful, but reading with them in your native language is also hugely important.

As children get older and read independently, many parents stop reading with them; however, I would always recommend that this continues. Try reading more challenging books than their reading level would permit them to read themselves. This will help them to stretch themselves and increase their working vocabulary. It will also allow you to discuss with your child particular issues or themes which may be challenging to address as a parent. This could include social challenges they are facing with their friendship group, stresses related to academic pressure, feelings of loss associated with a recent relocation, or the sadness associated with missing friends who have moved away.

As children get older, still devoting time to sharing feedback on books or articles you have read together or separately will help them to answer open questions and structure feedback. Discussing articles and opinion pieces from the newspaper will help them to construct and scrutinise an argument and form views and opinions on important issues of the day. It will help them to develop diplomacy to recognise, accept and acknowledge the views of others, to debate, to synthesise and to discuss. However, as the global economy of the future changes, these skills are likely to be increasingly important.

KEY COMMUNICATIONS

Our parent and student portal is now live

Dear Parents,

We are delighted to share with you the details of our curriculum Google site. You can use this site to find information on the programmes of study your child will undertake.

For Primary parents, these will be organised into the children’s year groups. In these sections, you will find a short overview for the year as well as detailed information on what is being taught for the term.

For Secondary parents, the site will contain information about each of the departments that your child will work with. Each department has detailed information about what is delivered at each stage of the school. Secondary parents are also able to access a Pastoral section containing the details of the key staff members who work with your children.

Important: You must have a Google account to access the Google site. Please see step-by-step instructions here

As discussed in our start-of-the-year parent meetings, we are highly committed to working together with parents to ensure our children are supported and challenged to reach their potential. We look forward to a successful year ahead!

Best wishes,

Mr Corke and Mr Watson

View parent and student portal

Emergency Contact Information Update

Following our email communcation on Wednesday 20 September, please see below an important parent action.

We would like to inform you that you are now able to view and update the contact information on the Parent Portal for your child/children saved within the school records.

Kindly check that you have at least one emergency contact with a Qatar contact number that is not a parental contact. This is in case of an emergency where parents may not be reachable. Please use the Google form Form for adding Emergency Contact to add an emergency contact if you do not have one already on record. Please note that all children must have an emergency contact assigned to their account.

Parking

Thank you to those who have been courteous with one another and our staff at drop-off and pick-up.

There has been a noticeable improvement in traffic flow and improved safety off campus, in addition to improved relationships with members of the local community that have previously had some drivers parking on their land and even blocking access. For those who wish to have a quieter location, it is worth reviewing Gate 6 as an option. There is a slightly longer walk from entry, but it is undercover.

Unfortunately, there are some exceptions. We would ask all to ensure they only book for drivers to collect them in appropriate parking areas and only get out of the car or collect children when parked in appropriate areas. Where there have been exceptions, it is clear that the knock-on effect for all can be significant and understandably causes frustration to those who are acting in a courteous manner.

Please also be sure to exercise caution when opening doors. The priority is always to ensure people are safe, but we would also wish to ensure there is no damage caused to vehicles by other members of the community, so do be cautious opening doors when parked close to others.

David Lish - Chief Operating Officer

Always remind students to STOP, LOOK and LISTEN!

We want to emphasise the importance of road safety, both for those who walk or drive in and around the school. The journey to and from school should be a safe and pleasant experience for everyone. Here are some valuable road safety tips to keep in mind:

For Pedestrians:

Use Crosswalks: Always cross the street at designated crosswalks or pedestrian crossings. Look left, right, and left again before stepping onto the road.

Walk on Sidewalks: If there's a sidewalk, use it! If not, walk facing oncoming traffic so you can see approaching vehicles.

Stay Visible: Wear bright or reflective clothing, especially in low-light conditions. Be easily visible to drivers.

Remove Distractions: Put away your phone or electronic devices while walking. Distractions can lead to accidents.

For Drivers:

Slow Down: Especially in school zones and residential areas. Obey posted speed limits and be extra cautious when children are present.

No Distractions: Avoid using your phone or other distractions while driving. Keep your full attention on the road.

Stop for School Buses: When a school bus stops with its red lights flashing and stop signs extended, all traffic in both directions must stop.

Be Patient: Children can be unpredictable. Be patient and give them the time and space they need to cross the road safely.

Parking: While parking in the school vicinity, reverse parking should be practised for road safety and visibility reasons.

For Parents:

Teach Safety: Educate your children about road safety rules, including looking both ways before crossing, using crosswalks, and wearing helmets when biking.

Set a Good Example: Children often learn by observing adults. Follow road safety rules diligently to set a positive example.

By following these road safety guidelines, we can help ensure that our journey to and from school remains secure and stress-free for everyone. Let's work together to create a safer community for our students.

Collection for the crisis in Morocco and Libya

We would like to inform you that we are collecting for the crisis in Morocco in conjunction with Qatar Charity. Money boxes are available in the main reception should you wish to donate.

The boxes will be available up until the end of the day on Monday, 25 September. Please note that Qatar Charity is not accepting any items, only cash.

As always, we thank you in advance for your very generous support.

CCA update - Join Requests

We wanted to inform you that the option for 'Join Requests' on SchoolsBuddy has been disabled. Moving forward, students will not be able to join new or change CCAs.

This decision has been made to ensure the development and continuity of all our activities. We believe that by maintaining the consistency of CCA memberships, students will have a more enriching experience.

Information about CCA allocations for Block 2, which begins after the October half-term, will be communicated to you in due course.

Thank you for being a part of our CCA programme.

Duncan McDermid

Director of Co-Curricular Activities

News from Primary

As we gathered together in this week’s assembly led by Mr. Watson, we were reminded of the powerful words of the legendary Wilma Rudolph: "The reward is not so great without the struggle."

These words resonate deeply with us as they remind us of the importance of perseverance, determination, and the pursuit of excellence in all that we do. You may have spotted where they feature on our campus!

We celebrated the extraordinary achievements of an individual who has faced challenges head-on, transforming obstacles into opportunities for growth. Wilma Rudolph, an American sprinter who overcame physical adversity to become an Olympic champion, serves as a shining example of the power of perseverance. Her journey from a childhood plagued by illness to winning three gold medals at the 1960 Rome Olympics is a testament to the fact that greatness often arises from the struggles we face. In the 1956 Olympics, Wilma Rudolph experienced a setback that would become an integral part of her remarkable journey.

Wilma Rudolph

At just 16 years old, she qualified for the Melbourne Games but faced the disappointment of not being able to compete due to a sprained ankle. This early setback could have deterred most athletes, but not Wilma. Instead, she channelled her disappointment into renewed determination. It was during this time of healing and reflection that she vowed to push herself even harder, setting her sights on the 1960 Rome Olympics. This setback in Melbourne became a defining moment in Wilma Rudolph's life, illustrating her unwavering commitment to overcoming adversity and proving that the road to greatness is often paved with the resilience to bounce back from failure.

It reminds us that we should all be inspired to embrace the journey towards success, no matter how challenging it may seem at times. As we navigate the academic pathway together, let us remember Wilma Rudolph's wisdom and carry it with us on our educational journey. Together, we can turn challenges into stepping stones and achieve greatness in all our endeavours.

At DC, we wholeheartedly embrace the belief that "FAIL" is merely an acronym for the "First Attempt In Learning."

In our classrooms, we create an environment where making mistakes is not only accepted but also celebrated as an essential part of the learning process. We understand that it's through these initial stumbling blocks that students gain valuable insights, develop problem-solving skills, and ultimately grow. Our dedicated educators encourage students to approach challenges with resilience and curiosity, knowing that each setback is a stepping stone toward greater understanding and achievement. By embracing the concept that failure is an integral part of the journey to success, we empower our students to take risks, dream big, and never be afraid to embark on their "first attempts" in the pursuit of knowledge and personal growth.

Building Resilience in Our Children: A Parent's Guide

In the ever-evolving journey of parenthood, one of our most important roles is helping our children navigate the challenges life throws their way. Resilience, the ability to bounce back from adversity, is a critical skill that equips our young ones with the tools to overcome obstacles and emerge stronger. As parents, we can play an instrumental role in fostering resilience in our children. It begins with open communication, where we create a safe space for them to express their feelings and concerns. It's about teaching problem-solving skills and encouraging them to explore various solutions to life's dilemmas. By setting realistic expectations, we guide them towards embracing the learning that comes from making mistakes.

Our support doesn't end there. It extends to nurturing independence, promoting a positive self-image, and offering an environment where they feel loved and secure. We expose them to challenges, knowing that it's through facing difficulties that they'll develop the resilience we all need to thrive.

In the end, we teach resilience not just through our words but also through our actions. Our own responses to adversity serve as powerful models. By demonstrating how we handle life's setbacks and sharing our stories of resilience, we provide invaluable lessons that will shape our children into resilient, confident individuals.

Together, as a partnership between home and school, we have the incredible opportunity to empower our children with the lifelong gift of resilience. Let's embrace this journey, for it's in the face of adversity that the most remarkable growth occurs.

Creating resilience in children and fostering a growth mindset are essential aspects of their development. Here are some books and resources that can provide further reading on these topics:

Resilience in Children:

"The Resilience Breakthrough: 27 Tools for Turning Adversity into Action" by Christian Moore: This book offers practical strategies for building resilience in children and teenagers.
"Building Resilience in Children and Teens: Giving Kids Roots and Wings" by Kenneth R. Ginsburg: Dr. Ginsburg provides a guide for parents on how to raise resilient children and teens by fostering competence, confidence, connection, character, contribution, and coping.

Growth Mindset:

"Mindset: The New Psychology of Success" by Carol S. Dweck: Dr. Carol Dweck's pioneering work on mindset is a must-read. It explores the difference between a fixed mindset and a growth mindset and how these mindsets impact a child's learning and development.
"The Power of Yet: Mindset for Kids" by Maryann Cocca-Leffler: This children's book introduces the concept of a growth mindset in a kid-friendly way, making it a great resource to share with your child.
TED Talks by Carol Dweck: You can watch Carol Dweck's TED Talks, such as "The Power of Believing That You Can Improve," to gain a deeper understanding of the growth mindset concept.

Best wishes,

Mrs Whymark.

News from Secondary

Our primary function is to ensure our students are safe, happy, enriched and prepared well for the world beyond Doha College. I am consistently impressed with the way that students at Doha College interact with one another and the degree to which they model kindness and respect and benefit from the diversity that exists within our College.

In order to ensure that this remains a key feature of our education moving forward and to strengthen the student feedback processes we have in place, we are reminding all stakeholders of our desire to be upstanders against any form of unkindness or discrimination.

We have two break times, which are aligned across the Primary and Secondary schools in light of our new school day this year. This alignment is critical to an expansive and improved delivery of the curriculum from Early Years to KS5. Our first break is 45 minutes, with the second break being 20 minutes. We have deliberately made the first break longer as the weather, particularly in August-October, is extremely hot but significantly cooler in the mornings, which enables our children to get outside and enjoy some much-needed fresh air and recreation time with their friends. Of course, they are also able to eat and snack at this time. The second break is shorter to allow another break, eating/snacking opportunity and respite before enabling students to embark upon their Period 5 and 6 lessons.

It is important to note we have the flexibility to swap the break times around – making the short break come first and the longer break second. We will do this once the weather cools down. We must strike a careful balance between protecting our children from the extreme weather, their well-being in terms of play and recreation and their appetite at various parts of the school day. We will, of course, inform the DC community ahead of time when we intend on swapping the times around.

Best wishes,

Mr Scafe

KEY DATES AND EVENTS

European Day of Languages

Tuesday, 26 September

Wear your national dress on a day when we celebrate language and culture.

We are excited to announce an upcoming event that celebrates the rich cultural diversity within our school community. In an effort to foster cultural awareness and language appreciation, we will be hosting a special 'Country Colours/National Dress' Day on Tuesday, 26th September, which coincides with the European Day of Languages.

On this day, we will encourage students to proudly represent their cultural heritage by wearing their country's colours or traditional national dress. We will be celebrating the diversity of languages that our students speak at Doha College. It's an excellent opportunity for our students to learn about and appreciate the various cultures that make up our school community.