Men wanted for hazardous journey. Small wages. Bitter cold. Long hours of complete darkness. Constant danger. Safe return doubtful. Honour and recognition in the event of success.
Ernest Shackleton (1914 Antarctic expedition (advert in The Times)
This was Ernest Shackleton’s supposed advertisement in The Times newspaper, seeking crew to join him on the Imperial Tran-Antarctic Expedition. Despite the grimness of the message, he was deluged by applicants (over 5000) who wished to join him and those who answered the call would become part of one of history’s greatest stories of survival. Remarkable even for an era and region that already has far more than its fair share of incredible tales of heroism and fortitude in the face of appalling hardships. As a leader, Shackleton led by personal example with optimism, egalitarianism, humour, strength, ingenuity, intelligence and compassion. I would quite gladly write an account of his exploits here but to do so would perhaps be a disservice to the message I would like to bestow. The story of the Endurance is one that will echo through the ages and whilst Shackleton’s leadership is one that is eulogised, it is to his crew that I wish to reference. Without them, and their ability to ‘step up’ when all odds seemed against them, this remarkable tale of survival would not, perhaps, be regarded in the same light.
So how do we ‘step up’?
We get involved. We take an interest. We take responsibility when it is called upon. And this can be done every single day. We all encourage our students to get involved, to sign up for ECAs, to volunteer to help our staff, to embody the values we aim to instil during every experience that Jebel Ali has to offer. When the ‘all clear’ went out to our International Award students last week, they set about preparing routes, bags and essentials. Much like the Imperial Tran-Antarctic Expedition, the response was immediate. Maybe we should advertise this differently next year? Maybe, we could create an advert which reads:
Students wanted for exhausting task. No wages. Hot climate. Long hours of continual walking. Constant danger (from turning an ankle on a small stone). Safe return is expected but blisters may incur. Honour and recognition in the event of success.
Make no mistake, if you were to talk to anyone involved in the International Award Expedition after this weekend, they would tell you tales of gruelling effort, little sleep and the occasional injury (from those little stumbles). However, they would also tell you first and foremost of the leadership, teamwork and communication skills that were honed during these days. Of laughter, camaraderie and fun when feeling exhausted. Those involved will have learnt an awful lot about themselves, others and the importance of commitment to the team. It’s interesting to note the number of students who keep coming back for more. The students who have started on the bronze award and who are now completing their Gold. What sets them all apart is their willingness to ‘Step up’ when the situation required.
Stepping up is simple. It is seeing a need and deciding YOU are the right person to do something about it. It is about not looking to anyone else to create change but to do what you can in your sphere of influence. This is responsibility, and language is important here. Rather than saying this is what "you" should do, it is more about what "we" might do. Every time we take initiative, we build experiences that make it mentally easier to do it again.
I see this at school. By stepping up, taking responsibility, we see more opportunities to stop worrying about what anyone else is doing and choose to do what we can do. This is a powerful thought and one which deeply resonates through JAS. Could we ‘Step up’ more? That is a question we could definitely ask ourselves. However, whenever we make that choice, we don’t just do it for ourselves. For example, every time we choose to represent the school in sports, music, drama, debate or any ECA for that matter, there is a clear demonstration to the community that we are more than the results, more that the victory or the triumph. Yes, we enjoy these moments, but I am reminded of the mantra of Barcelona Football Club in these instances. They remind themselves constantly that they are ‘Més que un club’ (More than a club).
Magis quam a schola
We are more than a school.
Pertinent, credo, facti sunt
Melius est semper fieri
Postscript
For those wishing to embark upon the greatest adventure story ever told, look no further than the masterful book, Endurance : Shackleton's Incredible Voyage by Alfred Lansing which sits quite comfortably in my top five best books. And for those of you who actually read Latin, apologies if the translation at the end is mistranslated. If nothing else, I stepped up and had a go!
With five stages, Jubilee Park, Sun Stage, Sea Stage, Earth Stage and of course the Al Wasl Dome, spread across the five Expo Districts, Expo is well set up to host a variety of entertainment.
All the entertainment is included in your Expo Ticket.
Some of the country pavilions also host their own traditional dances and music.
It is however the street entertainers and performers who bring awe and atmosphere to Expo.
As you walk between the pavilions, you may hear a solo saxophonist playing from one of the building balconies, or need to move quickly to one side to avoid being run into by a troupe of dancing unicorns.
With only two months left, it is definitely worth paying a visit to Expo if you have not already been!
Fiona Cameron
Primary Deputy Headteacher
Year 10 Chemistry students had fun reacting acids with metals and carbonates. Some of the students were competing to see who could produce the loudest 'squeaky pop' from the hydrogen gas that they collected.
Year 9 students were learning how to describe others in a fun way. They translated Arabic words that they don't know the meaning of yet. The students swapped their work, and checked who has the most similar meaning to the original text and were pleased with their progress!
As part of the Options and Aspirations Programme, JAS Year 12 students benefited from an excellent virtual presentation on what to think about in narrowing down their choices of universities to apply to at the start of the next academic year. Mrs McKenzie outlined the benefits of going to university and which factors to consider in choosing a university and choosing a course. These range from the type of university and type of course, to the importance of how the degrees are assessed and researching employment rates by university and subject.
A few questions Mrs McKenzie encouraged students to answer about universities included:
What is the number of tutors for a subject? More typically means more modules taught by experts.
Do they have good, usable facilities for teaching your subject?
What is their research rating?
Do they have industry links?
What are the conditional grade requirements for a particular course?
Campus life or city life?
Aesthetic appeal of the university and wish list of extra-curricular facilities?
What is the variety of student accommodation on offer?
With the Universities of Oxford and Cambridge having an acceptance rate of below 20% and the Ivy league accepting 5.5% of applicants, the research that students do is essential to applying to aspirational as well as realistic universities that are the best fit for them. This research will pay dividends in helping students make competitive and successful applications.
Music Mondays are so last year. Welcome to Tunes on Tuesday, a great way to start your school day. We have some wonderful performing talent at JAS and it is great to have a platform in which to showcase it. Tunes on Tuesday kicked off the term with a delightful performance from Year 11 GCSE Music student Xanthe who entertained with tunes from Billie Eilish, Adele and Lana Del Rey. If you would like to be a part of Tunes on Tuesday, please complete the form below and wait for your moment to shine!
Harry Potter and the Goblet of Fire
By J.K. Rowling
Harry Potter, the boy who lived, has been through a lot but that doesn’t compare to what he’s been through this year. Usually, there are three champions for the Triwizard tournament, but mysteriously a fourth name popped out of the cup, an underage champion, Harry Potter. There were three menacing tasks in total and by the final task Harry was in second place. Harry and Cedric, who was another champion, had touched the Tri cup together and it had taken them right to Lord Voldemort. It ended in tragedy but Harry managed a lucky escape! The only problem is Voldemort is back and there is trouble on the way…
Reviewed by Gabby 6Q
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!
Monday 7 February Year 10 Virtual Coffee Morning
Thursday 10 February Year 11 Virtual Parent Teacher Consultation
Friday 11 February Year 8 Virtual Coffee Morning
Please note that on Thursday 10 February due to parent consultations the following extracurricular activities after school are cancelled:
Dance
Computing Club
Acrylic Painting Club
Quran Recitation and Memorisation
JAS Has Got Talent - Production Team
Safer Internet Day 2022 on Tuesday 8 February will be celebrated with the theme ‘All fun and games? Exploring respect and relationships online’. Next week, all students from Year 1-6 will explore this theme in their computing lessons.
Safer Internet Day inspires conversations about using technology responsibly, respectfully, critically, and creatively. Coordinated by the UK Safer Internet Centre, the celebration sees thousands of schools getting involved to promote the safe, responsible and positive use of digital technology for children and young people.
For more information about Safer Internet Day, please click here.
Did you know the 2022 Winter Olympics start on Friday 4 February in Beijing?
Just under 3,000 athletes from 91 countries will be competing in 15 different disciplines over 17 days of competition.
There is a huge variety of events that take place at the Winter Olympics. The alpine skiing, freestyle skiing and snowboarding events are high speed, high adrenaline activities, where an athlete's bravery, along with skill and execution, can be the difference between achieving a podium spot or not. In contrast, events such as curling and the biathlon require unwavering precision and calmness in high pressure moments. There is a large mix of team and individual sports at the Winter Olympics, with the team Bobsleigh and Ice-Hockey competitions being regular fan favourites.
Norway is the most successful nation of all time at the Winter Olympic Games, having amassed a total of 368 medals since the first Winter Olympics in 1924 – this tally includes 132 gold medals, 125 silver, and 111 bronze.
Being the home nation, China will be hoping to improve their medal score from the Pyeongchang Olympics in 2018, which was 9.
We're incredibly lucky in Dubai to have access to some great facilities where you can have a go at some of the Winter Olympic sports. There are multiple ice rinks in Dubai, including in Dubai Mall, where you can master your ice-skating routine. There is also Ski Dubai, in the Mall of Emirates, where you can have a go on the slopes to test your slalom skills!
Ms Hillier and Ms Bullock
Teachers of PE
Technology has changed the way we live, work, play, learn, and interact. As a parent, you probably sometimes feel like you’re navigating uncharted territories. A study, commissioned by McAfee, claims that one in five parents (18%) never monitor what their children are doing online and 86% of parents allow their children to play online games recommended for older children.
While schools have a responsibility to educate students on aspects on digital citizenship, they can’t be expected to have all the answers for parents. It’s about having a collaborative approach and a willingness to work together to educate, prevent, and solve digital dramas as they arise.
Below are a few key messages that can form the basis for some of your conversations or communications with your children.
1) Don’t ban your child from using technology
The media is full of scary stories about online risks for young people. However, it’s important to not let potential problems stop you from letting your child use technology for their education and personal interests. We live in a digital world and that’s not about to change. We need to remember that technology can enrich our lives in many ways when used well.
Risks can be minimised when the whole household agrees to some solid strategies. Read on!
2) Take an interest in your child’s online world
Talk to your child about what they’re doing online. Take an interest in their interests and consider co-viewing or co-creating with them from time to time.
Ensure you’re familiar with your child’s favourite apps or websites. Find out how they work and what they’re getting out of them.
3) Remember, you’re in charge
At the end of the day, remember you’re the parent. Set boundaries and consider using filtering software and parent controls on devices (but be aware that this is only part of the solution). There are a lot of options for parental controls on the market. This guide from Common Sense Media is a useful starting point to figure out what might work for your family.
4) Create a family media agreement
Create your own internet/device rules for your household and have your child agree to adhere to them. This example from Common Sense Media or this example from Think U Know are useful starting points. A media agreement can have more impact when children contribute their own ideas.
This agreement might include designated tech-free zones such as cars, meals, and bedrooms. Many experts recommend these three areas as key places to avoid using devices. Keeping devices “in view” in common household areas is an essential internet safety strategy for many families.
5) Help your child learn about privacy
Teach your child to keep personal information private online. YAPPY is a useful acronym to remind children of some of the personal information they should not share on public online spaces (blogs, forums, social media, etc.).
YAPPY stands for: Your full name, Address, Phone number, Passwords, Your plans and birthday.
There are many grey areas beyond YAPPY though — sharing opinions, sharing information about others, deciding if the content you create should have a public audience… the list goes on. Experience and conversation can be vital.
6) Help your child to think critically when they’re online
Remind your child that not everything you read or see on the web is true, and not everyone online tells the truth. More than ever, internet users are required to wade through a lot of noise, distractions, and opinions that flow freely online. Children need guidance to learn this skill.
7) Keep the lines of communication open
It’s crucial to talk to your child regularly and openly about what they’re doing online. Encourage your child to tell you if they ever have a problem online. Help them come up with a plan of attack if they ever see anything online that makes them feel worried or unsure (e.g. tell an adult, close the tab, etc.). Work together with your child to help them navigate digital dilemmas.
Reassure your child that you won’t take away their devices if issues occur. Many experts, such as Dr Joanne Orlando, advise against using technology as rewards and punishments. You don’t want your child to be discouraged from talking to you about problems due to the fear of being disconnected.
8) Strive for balance in your household
Encourage your child to balance their screen time and green time, and encourage offline interests. Be wary of health problems from overusing technology (eyesight, posture, hearing, and so on). There are many guidelines floating around but perhaps there isn’t really an arbitrary answer when parents or educators ask, “How much time should children spend on screens?”.
Perhaps it depends on what the child is actually doing. Creating and purposefully connecting online is clearly more beneficial than long stretches of passive viewing.
Additionally, using technology collaboratively at suitable times is clearly better than using inappropriate apps or sites alone late at night or when other tasks (or sleep!) are a priority. So a shift in conversation to quality over quantity may be helpful.
9) Be aware of age restrictions
Many popular sites (YouTube, Instagram, etc.) have age restrictions, and these are in place for a reason: to keep young people safe. Don’t allow your child to sign up for sites if they’re underage or not ready. When they are old enough to register, make sure your child sets their online accounts to private to limit access to people they know well.
The Office of the eSafety Commissioner offers some excellent advice about determining whether your child is ready for social media.
10) Educate yourself
Explore reliable resources for parents so you can educate yourself and protect your children.
JAS has now launched a new subscription with National Online Safety. This platform provides you as parents with a whole range of online safety resources. To create your account, please follow this link and complete your details. When you’re set up, you’ll be able to set ‘Parent/Carer’ as your user type.
You can access National Online Safety online via any device- including via their brand-new smartphone app. To download the app, please click here.
Alternatively, search for ‘National Online Safety’ in the App Store/Google Play Store. Click here
A key message that underpins all of the above is: be a role model. Our own digital habits, like being constantly distracted by our own devices, are noticed by children. It can be easier said than done, but being more mindful of having a balanced approach to using technology ourselves is crucial. Monkey see, monkey do.
Lucy completed her MA in French and English at Glasgow University in 2003 before moving to London where she completed her PGCE at Roehampton University in 2004. She worked as a classroom teacher in London state schools before returning to Scotland to teach at a private school in Glasgow. In 2014 Lucy moved to Belgium for four years to support her husband’s career and to take time out to raise her own two children. Lucy has always had a passion for languages and enjoyed learning some Flemish during her time in Belgium. Lucy has also taught in Dubai as a specialist teacher in a primary school and has gained experience teaching across the age ranges.
Lucy has been a JAS parent since 2018 with a son in Year 5 and a daughter in Year 8. She is now delighted to be part of the Inclusion team at JAS and is enjoying working in the supportive and innovative JAS environment.
Outside of school, Lucy enjoys spending time with her children and taking advantage of the recreational activities available in Dubai. She is learning to play golf and also spends time playing tennis and participating in cross-fit classes.