On the wall in my office hangs a 1977 Poster for Star Wars (A New Hope). It is often the first picture to elicit comment from students, staff, and parents who come to visit. I was not quite five years old when I first went to see Star Wars, but the experience was unforgettable and was clearly responsible for my love of cinema and the subsequent franchise that continues to this day. I, and many others from the secondary school, are currently transfixed with the latest TV spin-off, Obi-Wan Kenobi, and there is a sense of deja vu being played out, with each episode loosely following the plot lines of the corresponding film in the Star Wars cinematic series.
Star Wars is more than a classic ‘hero's journey’, a science fiction western, or a story of good versus evil. It’s an Epic about friendship, family, legacy, and hope. It's also about education. ‘Ah…’ you say, ‘there’s the link!’
In the original trilogy, Luke Skywalker may be a reckless farm boy with dreams of being a starfighter; he may also be destined to bring balance to the force and redeem his father’s mistakes, but he could not have done this without his friends or his teachers. Jedi Lessons (now there’s a thought for GCSE) come from Obi-Wan and Yoda. Lessons in being a hero come from his friends. The energy, spontaneity, and humour from Han Solo, leadership and family from Princess Leia, and adversity and family from Darth Vader. Luke’s “hero’s journey” occurs because of his teachers along the way.
We all have great teachers in our lives. They don’t just exist in the classroom, and they don’t just exist at one particular time in our lives. When conducting school tours this week, it has been a delight to spend time in teachers’ classrooms and presents a powerful reminder to visitors of all the hard-working, talented and inspirational staff we have here at JAS. The lessons at JAS create a story which becomes each student's “hero's journey.”
There are several lessons for us all from Star Wars. For instance, what film could better represent the vastness of potential or opportunity, than a film which is set in an ever-expanding universe with a multitude of races? The first film is actually called ‘Episode IV A New Hope.' Its very title is a triumph of positivity and optimism. A second lesson is that young padawans commit themselves to a long apprenticeship before becoming a Jedi master, but they are not expected to do this alone. Instead, they are guided, trained, and mentored by older, more experienced masters. A third lesson, and a common theme throughout the whole saga, is that of being interconnected. Of being able to tap into the force to achieve personal success and contribute in some way to the greater good. The growth of a positive community is achieved through patience and work, it's not something that can be rushed nor found through selfish ambition for personal gain or glory.
I’ve always thought that Star Wars had it all as a film, action, adventure, emotion, drama, love, and laughter. It also appeals to such a diverse audience. It's something we as teachers need to remember from time to time. Not everyone will love a specific content area that is being covered, but what is essential is that we engage, relate, connect and meet the needs of our own special audience - our learners, our students - with or without the force. Our students, like the characters in the film who ‘become’ more than the heroic archetypes they started as, are more than these representations. I’ve seen, too often over my career, the easy mistake of over generalising or grouping students into grades or trends. That’s why we never forget to value our students as individuals, as learners, and as the unique and special people they are. Each one is on their own individual journey; they are the hero of their own tale.
May the Force be with you, this weekend and always!
7GS have been learning about electricity this week. They have enjoyed building series and parallel circuits and investigating current, voltage and resistance. In these pictures you can see them using their knowledge of the different wires and how they are connected to rewire a plug.
The JAS Enterprise competition is well underway and this term there is a fantastic bunch of entrepreneurs competing to make the most profit. They have set up their businesses selling everything from mystery boxes to scrunchies! Amanda and Anaya are in the lead so far but watch this space!
Our Art Department's ECAs have proven a real hit this term with our sketching enthusiasts practicing a variety of drawing skills, and our crafters creating colourful felted paintings. Excellent work Key Stage 3!
The Art, Drama, and Music Departments have once again been busy planning a very exciting JAS Create 2022 event for our Secondary students, taking place on Monday 4 and Tuesday 5 July.
JAS Create is a Creative Arts festival aimed at igniting our students' imaginations as they participate in a range of themed sessions. This year, the theme is JUNK. Over two days students will take part in creative activities designed to reinforce the key concepts of 'REUSE, RECYCLE, RETHINK' in preparation for the Grand Finale showcase on Day 2 which will decide the winning house for the JAS Create title 2022!
We can't wait to see students getting stuck in, learning new skills, and having a tremendous amount of fun!
This week saw JAS host the return of DASSA badminton. The U15 tournament took place on Monday and the U13 tournament took place on Tuesday with 8 schools attending on each night. The JAS students competed in all of the divisions coming second overall in the U15 tournament with Simon H finishing in 2nd place in the U15 boys singles competition. The U13 squad had another outstanding performance with Yuvika and Basheer winning the U13 mixed doubles competition. Across the two days we saw 10 tournaments, 74 students and 196 badminton matches take place. It was a fantastic event!
Our basketball teams are improving so much and our heads turn this week to the U12 boys basketball team who were outstanding in their game against NAS. They came back from a 10-4 deficit to win the game 16-13. The boys stayed composed right up until the final whistle and never stopped working on the court. The player of the match went to Dylan for his fantastic defending skills!
Don't forget to check the sports website with all the latest team sheets, schedules and results coming up in the next few weeks. We are looking forward to seeing our second swimming gala take place at JAS on Monday 20 June.
Secondary Badminton Leaders
Secondary Sports Leaders
Secondary Sports Leaders
Secondary Sports Leaders
U12 and U13 Girls Basketball friendly
U12 Boys Basketball
U13 Badminton - JAS Team Photo
U14 Boys Basketball
U15 Boys Water Polo
U13 DASSA Badminton - JAS - Mixed Doubles Winners
U15 DASSA Badminton - JAS Tournament Runners Up
U15 Girls Water Polo
U15 DASSA Badminton - JAS Boys Singles Runner Up
On Thursday 23 June, JAS is excited to present International Day. Students can come to school in their national dress or the colours of their flag. A flag parade will be featured, celebrating all the nationalities we are lucky to have in our school.
Students - we need you! Please complete this form outlining any music you wish to hear on the day.
Thank you!
The Student Council
A huge thank you to the PTA and VOX cinemas for securing great prizes for the Spelling Bee Final on Wednesday 22 June 2022. More details will be sent to all the finalists soon.
Happy spelling and good luck to all the finalists!
The second novel of the world famous trilogy, Catching Fire is a well-known story about Katniss Everdeen, the winner of the 74th annual Hunger Games. She finds herself reelected to become the representative of District 12 in the quarter quell. Placed in an unusual looking arena with her alliances, Peeta, Finnick, Johannah and Wiress, she immediately searches for a way to escape. In the arena, she uses her previous skills of hunting, fighting and her creative mind to defeat the purpose of the cruel Capitol. There is a complication in the middle of the game…no spoilers here, but the rebellion of Panem has just begun.
I would recommend this and the rest of the series, to teenagers who are looking for a novel full of action but also morality, as this teaches you to draw your own path and not be afraid to stand out from the crowd.
By Tess 8ES
If you are a keen reader and would like to write a review of a novel you have read, please submit an entry of around 150 words, including who you would recommend the novel for and we will feature it in The Junction!
We will be accepting reviews from year 5 and year 6 students and you can either email them to Mrs Horsham lhorsham@jebelalischool.org or Mrs Free vfree@jebelalischool.org.
Happy reading!
Thursday 23 June International Day
Friday 24 June JAS Has Got Talent Final
Friday 24 June Year 11 Formal
Wednesday 6 July will be a non-uniform day and there will be an early finish for all students.
School Receptionist
PA to School Principal
PA to Secondary Headteacher
HR Advisor
If you have the relevant skills and attributes that meet the criteria of any of the above then please apply with your application form and accompanying documents to hr@jebelalischool.org. Click here to find out more.
With the holidays approaching, it is important to think about how you are going to fill your time. During term time our lives have structure, and we know that Monday to Friday we have school during the day, and we may get time to enjoy a hobby, and/ or complete homework in the evenings, and each week tends to be very similar. During the holidays it is important to fill our time and not get bored. I want you to think about what opportunities you could seize in the build up, and during the time off.
10 Advantages of Taking Opportunities in Life
Opportunities allow you to learn and grow
Opportunities allow you to achieve your goals faster
Opportunities help you meet new people
Opportunities allow you to discover your passions
Opportunities allow you to move forward in life
Opportunities allow you to achieve your dreams
Opportunities allow you to be a leader
Opportunities allow you to be a risk taker
Opportunities allow you to be a better version of yourself
Opportunities allow us to create success stories
From a young age, I have been brought up to take every opportunity that you get, as you never know when another opportunity may come about. My success has come through sport, but it is important to think about your hobbies and passions to start writing your own success story.
My passion for playing sport started as soon as I could walk, but it was at the start of secondary school where I had the opportunity to trial and join all the sports teams. I played every sport that was on offer because I loved the competition, and getting to meet new people. Through hard work, I was lucky enough to be scouted and signed for Southampton Football Club, and then Fulham FC, and then Portsmouth FC where I spent 18 years of my playing career. It was at Portsmouth where the manager, who played Beach Soccer for the England Men’s team decided to set up a ladies team. I was given the opportunity to trial, and I got into the squad. 10 years on and I have played in every England Ladies Beach Soccer match since, and represented Team GB at the World Beach Games. I have won many team trophies, and individual accolades, I have made friends from all around the world and have seen some beautiful parts of the world and this is all through me taking a small opportunity at secondary school.
What opportunities could you take?
Being able to take advantage of as many opportunities as possible is important. Sometimes just one opportunity can mean the difference between an extraordinary life and a mediocre one.
Seize Every Opportunity
Unfortunately, opportunities don’t last forever. But the good news is that you can take steps to make sure you don’t miss out on something truly life-changing.
1. Say “Yes” more often
Taking advantage of opportunities in life starts with simply saying yes to them when they come around. Saying yes to yourself also helps. Great opportunities often come from your own great ideas so don’t say no to them. If you’re negative about yourself, you’ll just limit your own options. This is not a good state of mind to be in.
2. Don’t hesitate
Opportunities are, by definition, short-lived. You need to be quick in order to get the most out of them. Opportunities are not always exclusive to you. Others might be tempted to move in on them if they see them. If you hesitate, you may lose out.
3. Take more risks
Opportunities and risk-taking often go together. And the best ones are often the riskiest. Think back to a time when you were sitting on a couch watching television. How many opportunities came your way? Watching TV is low risk and offers few opportunities. Sometimes, you have to jumpstart those opportunities with a risk or two.
4. Have a positive attitude
Having a positive attitude has several advantages. For one, it helps you succeed when you’re taking a risk. Having a positive attitude about your chances of success can give you added confidence.
5. Meet more people
When it comes to opportunities, it’s often who you know and not what you know. Imagine someone looking for a job. One person has a network of five close friends and a few acquaintances and another has 30 friends and numerous acquaintances. If their qualifications are identical, it’s much more likely that the person who knows more people will get hired first.
Why is that? The person with more friends has a larger network. More jobs are found through networking than online job postings. So if you know more people, more opportunities will follow.
6. Be Curious
Curiosity awakens your mind and keeps it active. Curious people ask a lot of questions and search for answers. Eventually, you’ll ask a question no one else has asked before. Answer that question and you’ll come up with a new idea.
By asking a lot of questions about the world, you get a better understanding of it. Don’t be a passive player. Try and figure out why things are the way they are. A lot of opportunities come and go without you even realising it.
7. Focus
Know what you want out of life. If you know what you want out of life, your mind will focus in on that and be on the lookout when an opportunity arises.
8. Make decisions and stick with them
The flip side to being focused is having no focus at all. A lot of people don’t have opportunities in their life simply because they don’t make any decisions.
With these ten advantages, it’s clear that taking risks is worth the time and effort. Why not take a few minutes to brainstorm about an opportunity you can seize right now? It could be your ticket to success!
Ms Gemma HIllier
Teacher of PE
As the world becomes ever more digital, it’s easy for students – and staff – to slip into bad habits that impact on their wellbeing and work output. This school offers some ideas to help regain control in the digital domain.
Students were already using a lot of technology before the pandemic arrived - but the need to isolate at home during lockdowns and study online drove this forward at a rapid pace.
While this use of technology has been vital over the past few years and has led to many positive developments, it has also brought many concerns around the amount of time children spend online to the fore once again, from safeguarding concerns to mental health issues associated with social media platforms and digital interactions.
This is why the concept of digital wellbeing has become crucial post-pandemic. It has become apparent just how much time students are spending online via their smartphones, laptops and tablets.
In fact, so ubiquitous did this technology become that in our school we realised we had to start proactively talking to our students about digital wellbeing - not only to ensure that they moderate their technology use but also to understand how they are using technology, why and when - and how to integrate this into healthy, productive study habits.
So, with input from the Digital Wellness Institute, here’s how we aimed to do just that.
Tips to improve digital wellbeing in schools
1. Focus on the work environment
Firstly, we talked to students about how to create a home-working environment suitable for work and study that is productive for them.
This involved asking them to describe their environment at home for work or revision and how it differs from their work environment at school.
To do this, each student drew their workspace on a piece of paper and discussed it in pairs, before a few of them volunteered to feed back on their work environment to the whole group.
For some, this workspace was their bedroom; for others, the kitchen counter or the living room. This made for an interesting discussion because it allowed the students to reflect on the main “distractors” in their environment and whether these had an impact on their productivity, and what they could change.
2. The Tech Graveyard
From here, we ran an exercise in which we gave each student a “Tech Graveyard” sheet, asking them to draw a simple floor plan of their living space, highlighting the areas where they keep or charge their tech, and the places they keep unused or outdated devices; for example, old phones, PlayStation consoles, Fitbits, laptops and tablets, such as iPads.
They reflected on which devices they can or should part with, while noting a calendar date when they will “stop, drop and sort”.
This was an effective exercise to get students thinking more deeply about creating spaces that are distraction-free in order to help them work more efficiently.
It also helped to open up discussions about how they can recycle electronic items or how to dispose of sensitive data, both of which are important components of digital wellbeing.
3. Develop mindful practice
As a group, we spent some time reflecting on the students’ use of technology, asking when the last time was when they felt overwhelmed by digital clutter; for example, too many documents or files opened on their browser or on their desktop, or folders full of documents that serve no purpose any longer or that are disorganised.
We discussed whether they felt they suffered from GOT syndrome, which, according to Amy Blankson, founder of the Digital Wellness Institute, is a feeling that we have “got” to keep things, even if we haven’t used them for months or they are outdated and no longer working properly.
From this, we also asked the students to apply the ”Really?! Rule” - do I really need to check my phone or laptop every five minutes? Do I really need to scroll through Instagram so often? This creates a useful checkpoint for reducing screen time.
Alongside this, we encouraged students to regularly check their screen time on their phone or tablet, and got them to discuss the measurement with their peers and whether they felt positive or negative about the amount of time they spent on their devices.
4. Recognising bad habits
As part of this process, we discussed a number of concepts around technology in order to help students to recognise both healthy and unhealthy digital habits. These included:
FOMO - The “fear of missing out”, and how social media can fuel anxiety amongst students.
JOMO - the “joy of missing out”, and how it can sometimes feel good to not be on top of all things social media.
Doom scrolling - a tendency to scroll through bad news.
Sadfishing - the act of posting sensitive, emotional and personal material to gain sympathy.
Clickbait - social media content with a misleading or sensationalist headline designed so that people to click on it.
Digital minimalism - a philosophy of technology use in which you focus your online time on a small number of carefully selected activities that strongly support the things you value.
We asked students to write down their understanding of these terms on a piece of paper, which they placed anonymously in a jar, and which we then discussed as a group.
This is known as the “jar exercise” and provides a safe space for open and honest discussion. It was clear that for many students this was an eye-opening exercise.
5. Setting limits
Furthermore, students were encouraged to write down their own “invisible fences”, which are rules they set for themselves, designed to guide positive behaviours around technology and their working environment and encourage them to declutter.
Some of these rules included: only using their phone as a tool and not an escape; turning off their phone at dinner time; only checking emails five times a day; setting a time to declutter their laptop or inbox; and rewarding themselves for good behaviour.
Each morning, students then discussed the rules they had set with their tutor as part of their daily advisory time, during which they monitored their progress and were helped to stay on track.
6. Tech sustainability
Finally, we looked at some of the issues around sustainability, exploring the ethics of tech companies, and looked at the value that technology brings to our lives in relation to the resources that are extracted from nature to create and recycle devices.
For example, students were staggered to learn that the average spam email causes emissions equivalent to 0.3 grams of carbon dioxide per message, with spam filtering saving 135 TWh of electricity per year. That’s equivalent to 13 million cars off the road.
The stats we discussed helped to provide a clear link between our own decluttering practices and clearing the planet of digital clutter, too.
With climate change and the environment such a pertinent issue for young people in particular, taking an in-depth look at the environmental impact of technology and data was one of the most effective ways to ignite a rethink of the way they incorporate digital into their everyday lives.
The impact
We received positive feedback from the students, who said the session had spurred them to think much more deeply about the impact of social media and technology on their lives, their learning and the planet.
As technology continues to advance, it’s important that schools embed the concept of digital wellbeing in both their pastoral and academic curriculum.
Giving students the time and space to bring awareness to themselves and their own lives will allow them to develop stronger connections, improve their mental health and, therefore, perform better at school.
Maria Mendez is head of Years 11 and 12 at Southbank International School in London
Maria Mendez, TES Institute.
Having admired Jebel Ali School from afar for some time, Ben joined the team as Head of Year 7 and PE teacher in September 2016. Originally from Exeter, he completed his BSc Sport & Exercise Science and his Post Graduate Certificate in Education (Secondary Physical Education) at the University of Gloucestershire before beginning his teaching career in Gloucestershire. Ben moved to Dubai in 2007 and spent six years at JESS Jumeirah where he became Head of the PE department. In 2013 he moved to sister school JESS Arabian Ranches to lead a new 6th Form International Baccalaureate Career-related Sports Programme and take on a Head of Year 10 role. From September, Ben will take on the role of Deputy Headteacher (Pastoral) with responsibility for Care & Wellbeing. He has a specific interest in the field of positive psychology, believes that strong positive relationships are the foundation of any successful community, and is excited to be a part of Jebel Ali School journey.
Outside of school Ben pursues and shares his passion for triathlon with the Dubai community as the Founder and Head Coach of Dubai Triathlon Academy. He has also represented Great Britain twice at the ITU Sprint Distance World Championships; the first in Cozumel, Mexico where he finished 10th and then again in Rotterdam, Holland where he secured a silver medal in his age group. Ben loves spending time with his young daughter Olivia, wife Victoria and their six cats!