The 10 Best International Schools in Oman 2018

Editorial
he important thing is not to stop questioning. Curiosity has its own
Treason for existing”.
-Albert Einstein
Curious children are always motivated to ask more questions, desire to
discover more, try to ﬁnd the right answers, and apply those answers to
their personal experience. Research shows that nurturing curiosity among
students can stimulates their overall brain functioning. In fact, curiosity is
a great motivator that makes them learn more. Today’s students need to be
prepared for tomorrow’s work place and they need learning environment
that allow them to explore real-life situation and consequential problems.
The Inquiry-based learning approach can help to arouse the curiosity and
improve outcomes in the classroom. It is a new approach in the education
these days around the world. This approach has changed the traditional
classrooms into high active learning centers, where young students learn
with more interest. Students here not only listen and write what they learn
in the classroom. Instead, they get the chance to explore a topic more
deeply and learn from their own personal experiences.
It is tough task to keep young students engaged in the learning process.
Educators play this important and challenging role to encourage them to
learn with more interest. Rather than the teacher tells students what they
need to know, they should encourage students to explore the material, ask
questions, and share ideas. This allows students to build knowledge
through exploration, experience, and discussion. This approach can be
successfully implied by those teachers who are extremely creative and
clear in direction of learning. In fact, inquiry approaches to learning is
highly dependent on the knowledge and skills of the teachers involved. If
this approach is poorly understood and mistaken for being unstructured
then their beneﬁt will be substantially reduced.
When we think back to our time in school or something that we have
learned during those days and we still remember that. And it wasn’t
learned through a simple or boring lecture. This is maybe because a
teacher asked great questions or gave practical examples that made those
concepts clear for us. Active learning approaches make learning more
interesting and create lifelong learners!
‘‘
Engaging today’s
Young Learners in
Meaningful Way
“
T R

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December 2018
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Education. Innovation. Success
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Tailormade Curricula
The Importance of
Co-curricular Activities
for Students Holistic
Development
Educator’s Perspective
Technology in Schools -
Giving Students a Voice
Educator,s Viewpoint
Today's Learners –
Tomorrow's Leaders
abq Group
Unlocking the Potential to Attain
Educational Excellence
C o n t e n s
28 38 44
CoverStory
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48
32
20Article
American Lyceum
International School (ALIS)
Cultivating the Crop of
Enlightened Leaders
20
Birla World School
Perfect Blend of Values,
Tradition, and Technology
32
OurPlanet International
School
Discovering the Educational
Canvas of Oman
48
Spotlight
Impact of
School Counseling
Programs on
the Students
Principal Wellness
Vital Traits of a
Successful Principal
24
42

Everyone at some point of their life might have heard the saying that there is no age limit to learn.
Clearly, learning is the only thing that never fails anyone. The only stepping stone to wealth is a ‘good
education’. The knowledge gained throughout education enables individuals to be confident, fierce, and
face every challenge thrown at them. Being said, education is the tool that can be used to change the
world.
With the shaping of the world, education took a new form; mastering the standards. Pupils, teachers and
parents are more focused on gaining good grades, getting into world-class universities and other glorious
achievements. A group of schools in Oman are zealously working to achieve this goal. World class
education, endless opportunities, exciting career path, and above all developing humanitarian qualities
are some of perks of the schools here. Officially known by the name, ‘the Sultanate of Oman’, the
education and training in Oman has increased at a staggering pace.
In this issue, “The 10 Best International Schools in Oman 2018”, we have picked out few such
institutions that are in the forefront. These schools not only offer an education at par with international
standards but also nurture the students’ talents to their highest potential.
On the cover of the issue we have featured Sohar International School. This privately owned
co-educational school is a part of ABQ Group. This school offers a cohesive learning environment which
provides a multicultural environment; conducive to the development of the students who ultimately
evolve as the future responsible citizens of the country. The other elite schools picked by us include,
OurPlanet International School: Discovering the Educational Canvas of Oman, Birla World
School: Perfect Blend of Values, Tradition, and Technology, and American Lyceum International
School (ALIS): Cultivating the Crop of Enlightened Leaders.
While turning the leaves of the magazine make it a note to read articles drafted by eminent educators and
our in-house editors which will give you brief insight into the different aspects of educations.
Education; the ‘Only’ Paradigm Shift
the World Needs
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“Those who have achieved their dreams didn’t do it sitting in a comfort zone. They challenged the status quo.” -
Sheikh Khalfan Al Esry, Omani scholar
With modernization taking the center stage at the global platform, education plays a key role in the overall
development of the Sultanate of Oman. The significant growth reflects a progressive outlook of the society wherein
quality education has evolved as a necessity rather than an option. As one of the most renowned and known private
education provider, ABQ Group is determined to define new pathways to educate the young kids of Oman along
with the kids of the international community thriving in Oman. This story unveils the three prestigious international
schools – Sohar International School, the Azzan Bin Qais International School and the As Seeb International
School. These schools are operated by the ABQ group and each school offers a dual UK & Omani curriculum that
caters to the local as well as international families. The schools are bilingual, all-through, co-educational international
school as the group aims to seek an international style of education for the children and expatriates.
Sohar International School
The picturesque city of Sohar is a perfect mix of culture and urbanization. With malls, gigantic skyscrapers and
exquisite beaches, the city homes one of the best premier educational institution – Sohar International School (SIS).
The school offers a cohesive learning environment that provides a multicultural environment that is conducive to the
development of the students that ultimately evolve as the future responsible citizens of the country. Under the
supervision of the Ministry of Education it is the only accredited Cambridge school offering CIPP, IGCSE, AS and A
level in Sohar.

The ﬁrst campus was opened at Al Tareef in the academic year 2006-2007 with KG1 to Gr6 classes. The administration
of the school was largely based at the Sohar University. As time progressed, the school added a class every session and
today it has over 965 students. Starting right from kindergarten to class 12, SIS has successfully managed to transform
and ﬂourish with time. The huge response from the parents and the tremendous growth has motivated the management
to scale the existing international standards of the school.
The SIS management is all set to add new feathers in its cap as it would be inaugurating a sprawling new campus at
Muwaylah, Sohar during the 2019-20 academic sessions. Taking a futuristic approach, the school will accommodate
around 1800 students from KG1 to class 12. The prime location of this school makes it more viable for the students and
the parents as it boasts seamless connectivity with outlying areas.
The new campus will provide world-class facilities that include modern well-equipped classrooms, six Science
laboratories, 4 ICT laboratories, and two libraries. Students will have access to an indoor cafeteria where breakfast and
lunch will be available. The campus will also have an extensive indoor sports complex that will include a gymnasium,
two indoor alongside an outdoor football and basketball area.
“Sohar International School educates students from all over the world regardless of race, sex, religion, nationality, or
ethnic background and helps them to reach their fullest potential intellectually, socially, and physically. The school
provides an atmosphere respectful of diverse cultures and promotes responsible global citizenship in the spirit of the
United Nation’s Universal Declaration of Human Rights. It is committed to promoting international and intercultural

experiences for its students and maintaining its good
reputation as an association, within Oman and around the
world.”
Aimed to Perfection
The SIS management firmly believes that ‘education goes
beyond the acquisition of knowledge’. In the process of
ensuring an all-around development, it encourages the
student’s curiosity and creativity while stressing their
inquiry, self-discovery and the development and
strengthening of individual talents. It also fosters open-
mindedness, respect, and sensitivity toward the feelings of
others, and the development of a sense of fairness and
integrity.
In addition, the school encourages students, teachers,
parents, and administrators to become partners in the
learning and growing process. It further promotes a positive
and reciprocal relationship with educational bodies in
Oman at all levels, embracing the advantages of the
educational opportunities of living in Oman and the GCC. It
emphasizes and continuously seeks to improvise on the
teaching and learning standards by recruiting qualified,
motivated, caring teachers who believe and support the
philosophies and objectives of the SIS. By
understanding the facets of the ever-changing world,
the management is committed to impart skills that
respect humanity in every possible manner. As the
ultimate objective, the school lays the foundation for
the students to graduate with good marks that enable
them to apply and study in the reputed local and
international colleges in the future.
Curriculum
The uniqueness of SIS is the innovative curriculum that has
been evenly crafted based on the international educational
standards that align as per the regional culture and heritage.
Some of the mentionable courses are highlighted below:
Cambridge Programmes:
The Cambridge International Primary Programme offers a
flexible curriculum with integrated assessment for the kids
aged between 5-11 years. It is formally assessed via
checkpoint examinations. The Cambridge Secondary 1
offers a flexible curriculum with an integrated assessment.

It builds on the foundations of Cambridge Primary and is
for 11-14 year-olds. Attainment is externally assessed via
checkpoint examinations. The Cambridge Secondary 2 is
typically for learners aged 14-16 years. It builds on the
foundations of Cambridge Secondary 1 and supports
schools using learner-centered and inquiry-based
approaches to learning. Attainment is externally assessed
via IGCSE examinations.
The Cambridge Advanced, typically for 16-19 year-olds,
helps learners to develop deep understanding and
independent learning and critical thinking skills which
universities value highly. It builds on the foundations of
Cambridge Secondary 2 and leads to entry to universities
worldwide. Cambridge Advanced includes Cambridge
International AS and A Level and Cambridge Pre-U
qualifications; both focus on equipping learners with skills
they need to succeed at university.
The flexibility of the Cambridge International learning
programmes allows the school to maintain high academic
standards and at the same time incorporate their own
educational values. It also allows us to integrate a
curriculum in Arabic, Islamic Studies and Social Studies
that meet the requirements of Education Ministries in the
region, for citizens of Middle Eastern Nations.
IGCSE:
If a student opts for the Cambridge stream in Grade 9 they
will proceed to the First year of IGCSE (International
General Certificate of Secondary Examination). The student
has a bouquet of subjects to choose from depending on
his/her career requirement. Grade 10 is the Final year for
the IGCSE’s exit exam. SIS conducts mock exams
alongside working on the past question papers for the
success of the students.
Advanced Subsidiary Level (AS Level) & Advanced
Level (A Level):
After completing the IGCSE examination the students
proceed to the Advanced Subsidiary Level (AS Level).
Students can choose from a bouquet of subjects offered by
SIS. Students are advised to choose a minimum of 3
subjects. After successful completion of AS Level, the
students proceed to the A Levels.

The student can continue with the same subjects for the A
Levels. They graduate after completing the A Levels and
move to acquire admission to Universities worldwide.
Bilingual Pathway – GED Pathway Grades 9 -12:
In Grade 9 the students have the option of choosing the
Bilingual – GED stream. The GED stream is the National
Curriculum of Oman and is supervised by the Ministry of
Education. After completing the Grade 12 examination the
students are entitled to the bursaries and scholarships
offered by the Government of Oman. These scholarships
and bursaries have enabled our students, like their peers in
the Government Schools, to also study in the United States,
United Kingdom, and Canada.
Takatuf Programme & Academic Excellence
Out of the various programmes designed to ensure that the
students achieve their fullest potential, SIS is extremely
proud that numerous of our past and present students have
been selected to be part of the Orpic programme Takatuf’.
This programme is designed with a futuristic approach that
aims to guarantee success for the students at all works of
their life. Starting with an enrichment programme, 10
Omanis from all over the Sultanate are selected for the
leadership roles that conclude with university studies
abroad.
The last two years have seen some exponential growth by
the students of the IGSCE and AS/A level streams. The
students, under the careful guidance of their dedicated
teachers, have earned some outstanding awards of
excellence from the Cambridge. The students from SIS
have earned awards in varied subjects like Physics,
Mathematics, Information Technologies, Computer Studies,
Biology, English Language and Chemistry. These Awards
include Top in Oman as well as High Achiever Awards.
Student Excerpts
“Sohar International School is a lovely place for everyone
because the teachers are nice and sweet and it’s a much-
organized school. It’s fun to be in SIS because we have
assemblies that teach us lots of nice stuff like what Charity,
Enterprise is and how to be healthy.”
• Samantha Brown, Philippines, Grade 5
“I love Sohar International School because the teachers
are amazing and good at their jobs. The students are
kind and love sharing.”
• Ben Alister Burger, South Africa, Grade 5
“Being in Sohar International School is like being at
home, surrounded by family. I enjoy being at SIS
because of the fun activities that we have all year
around.”
• Wisam Alfarsi, Oman, Grade 11 Bilingual
“Sohar International School has been a place where I
have been able to bloom and grow both as a student and
as a human being. From my first day at this school to
today I have felt enthralled in the sense of community
and excellence. My teachers have inspired me to take up
the noble profession of teaching.”
• Marne Prinsloo, South Africa, Grade 12 A level

Azzan Bin Qais International School
Situated in the capital city Muscat, ABQIS was established
in 1990 with an aim to Omani children with a quality
education of international standard without neglecting
traditional values. Regarded as one of the premier
institutions in Oman, the school is a co-educational and
follows bilingual pattern. The school is licensed by the
MOE as an International school and it follows a hybrid
curriculum covering Omani MOE requirements and the
components of UK-style curricula. Although the majority of
the students are native Arabic speakers, the school attracts a
large population of international students.
The school moved to its current location in the developing
Bousher region in 2003. The premise is in the midst of
pleasant surroundings between the coast and the mountains
and has ample facilities to accommodate an expected rapid
growth over the next two years. Approximately it has
around 1,300 students and is nearing the maximum
capacity.
ABQIS primary school is a bilingual international school
and caters for students who are competent English speakers
that can understand and cope well with subject instruction
in English. Teaching and learning are benchmarked and
regulated under the registration at CIE (Cambridge
International Exams) where the school follows the
International Primary Program (IPP). Teaching and
assessment are conducted under the supervision of these
governing bodies and ABQIS is therefore committed to
delivering a high standard of world-class education.
Azzan Bin Qais International School offers a bilingual
curriculum which is a hybrid between the National
Curriculum of England and the Ministry of Education of
The Sultanate of Oman. At KS 3, the emphasis is given to
three core subjects English, Mathematics, and Science
based on the specifications of the English National
Curriculum. The rest of the subjects which include Arabic,
Islamic Studies, Art, PE and Music are based on a blend of
English and Omani curriculum.
As Seeb International School - ‘Serve to lead’
“We aim to provide the academic rigor necessary for
continued success and to emphasize character education
and good citizenship for all students.”
Founded in 2012, As Seeb International School is situated
in Muscat and offers a full-fledged curriculum from
kindergarten to class 12. Seeb International teaches
Cambridge International AS and A Levels and is unique in
Oman for its teaching of the Future Leaders Leadership
programme.
The school management ensures that children leave ASIS
with a strong sense of their own mission and with an
ambition for the future. ASIS also understands that the
learners of today will become leaders in a globalized world,
and teaches its ethos and aims accordingly. The ASIS
Leadership program aims to develop the academic and
personal character skills needed to be successful in life so
that all students can make the most of their abilities and
interests to fulfill their true potential. This is one of the
primary reason that leadership programme is not only
explicitly taught but is embedded throughout the
curriculum. T R

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URLName of the Institution Location of the Institution
ABA - An IB World School abaoman.org
American Lyceum
International Nursery Muscat
americanlyceum.com
As Seeb International
School
asseebis.com
Azzan Bin Qais
International School
azzanbinqais.com
British School Muscat britishschoolmuscat.com
Knowledge Gate
International School
kgis.edu.om
School
ourplanet-muscat.com
Indian School Al Ghubra indianschool.com
Madinat Qaboos 115, Muscat, Oman
Al Khoudh St, Seeb, Oman
Muscat, Oman
Muscat, Oman
Al-Ghubra, Muscat, Oman
Al Marafah St, Sib, Oman
Al-Inshirah Street Plot 95, Block 221
Muscat, Oman
Sohar International School sis.edu.om Sohar, Oman
Muscat, Oman
Birla World School worldschooloman.com Salalah, Oman

American Lyceum
International School (ALIS)
Cul va ng the Crop of Enlightened Leaders
A child’s first years of school are filled with many incredible moments. This is the time of tremendous social,
emotional, physical, and intellectual development; and this period can come and go at a quick pace. The skills
learned at this stage may seem simple, but they will set your child up for a lifetime of learning. Pre-schooling
may look like all fun and games, but there’s an intense amount of brainwork going on during this time in a child's
life.
American Lyceum International School (ALIS), an ISO certified school is an entity incorporated in the State of
Washington, USA. Instituted by Engr. C.M. Nadeem Qadri and Mrs. Tahira Nasreen in the year 1984, ALIS
has achieved many milestones and has become the name of trust, pride and performance over the decades.
Currently, ALIS has thirty five branches, with the number continuously increasing. It lays emphasis on quality
than on quantity. The school is educating its pupils for life, with this aim at heart the school believes “Our job is
to polish and multiple the God-gifted skills and talent of students.”
With its passionate aim and zeal, ALIS has proudly secured the European Quality Award for the Year 2017. The
growing number of branches and European Quality Award are the clear manifestation of the trust the parents of
20 Education. Innovation. Success
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twelve different nationalities have on the school. ALIS is affiliated with different accreditation bodies including the
University of Cambridge. The local affiliations are also in the basket to cater the area-specific needs.
In the year 2018, the school has launched the E-School project with the vision to educate everyone on this planet.
The first version of E-School has already been launched and is available on google play store.
The school is proud of its numerous alumni that are working in different fields as professionals, such as Doctors,
Engineers, Pilots, Soldiers, Educationist. A couple of noticeable students are Hannan Muneeb who recently got
98% marks in 10th standard session 2017-2018 and got 100% scholarship; and Ahsan got a straight As in
Cambridge International O levels Examination and got 100 % scholarship.
Thought Leader and Guide of ALIS
Tahir N. Qadri, is the CEO of American Lyceum International School. He is the Executive Member, Centre
Council, Institute of Engineers’ Pakistan and the Ex- Vice Chairman, Institute of Engineers’ Pakistan. He was
“The first five years have so much to do with how the
next eighty turn out!”-Bill Gates
21Education. Innovation. Success
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honoured with the “Best Performance Award-2016” by
Institute of Engineers, Pakistan and the much exalted
“Hero of Pakistan” award was bestowed upon him in the
year 2018.
Tahir graduated from G.I.K Institute, and completed his
specialization in Educational Leadership from
Cambridge University, UK. He has served as the key
note speaker at various international conferences. His
vision is “Education for All and no child left behind.”
In order to pursue his mission he has initiated the
E-School project. He works towards a noble mission in
life to enable primary and secondary greatness in people,
to attain this feat he has been involved in school
leadership development. He has been involved in
developing and evaluating efficient management system
for organizations particularly schools, and has vast
experience in the arena.
Under his leadership and joint efforts of his team, the
school has progressed and the quality of the education
has increased too many folds. He has spoken on many
national and international forums. Tahir is considered to
be an authority on the Covey's mode of leadership,
Whole Brain and digital learning. He lays stress on
incorporation of innovation and technology in the
education system and actively integrates technology
options to realize the vision and mission.
Under his leadership the school has introduced
scholarships and insurance for students, to fulfil their
educational needs.
About The Educational Methodology
American Lyceum International School facilitates
children to experience the joy of learning. It follows
EYFS (Early Year Foundation System) for preschool and
Cambridge Curriculum for higher classes, which are
wildly used international frameworks for early childhood
education and secondary education in the USA and UK.
It offers an activity based study, aligned with the EYFS
principles. The school has taken the initiative to
introduce the STEAM education.
Teachers create a dynamic interactive learning
environment that encourages each child to reason,
cooperate, collaborate, and understand. At ALIS new
innovations in education is always welcome.
The Whole Brain Teaching (WBT), a grass root
educational reform movement has attracted an amazing
number of educators across the USA and is being used in
30 foreign countries. American Lyceum has joined the
WBT, to transform its students from passive receivers of
information to dynamic creators of high energy learners.
E-School:
By realizing the fact that education is not equally
accessible to the physically challenged person, people
living in remote areas, super genius, slow learner and
many segments of societies existent in this world. In
order to make the world class education accessible to all
human being on this planet, ALIS launched the noble
and visionary project of E-School. E-School will disrupt
the conventional educating institutes. The whole
silhouette of educating children will change.
Making Career Prospects Available
It offers Science and Arts both subjects so that students
can choose from a plethora of subjects in any field, in
future. For high classes it arranges career counselling
“Nice place, where
you can leave your child
happily without any
worry of his/her
personal as well social
requirements.”
-Hina Yasir
“Very caring and loving,
my daughter is very
happy with them”
- Merwa Fawzi
“Very beau ful and
impressive way of
teaching. I like it.
You are doing great.”
- Ahmad Zafar
‘Words of trust’
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sessions so that students can decide about their fields and
career with the guidance of their experienced leaders.
Maintaining a Safe Environment
American Lyceum International School is concerned for
the health and safety of its students and faculty. Everybody
in campus is responsible for the safety of the children. The
immediate people in charge of this are the Class Teachers,
followed by the Teaching Assistants and then the
Managers. No shoes allowed inside the Hygiene
Controlled area. All electric sockets must be covered all
the time.
Upon sign in, the staff is required to use anti-bacterial hand
sanitizer and the product is used as often as needed all
throughout the day by them. The school makes sure there
is no object lying around, which may fall on the children
and harm them in any way. Food items, whether from
home or provided by the school, are always supervised and
checked by an adult during feeding time (snack/lunch
time). If a food is suspected to be stale or contaminated,
ALIS will not feed it to the child and the parents will be
informed.
The children are never left alone or without supervision,
students are under constant adult supervision. The school
encourages the use of disinfectant spray every week, to
keep up the hygiene. Fire, earth quake or emergency
training sessions are given to all the staff members. ALIS
organizes drills for students every month. It also has a soft
play area for children to avoid any problem.
American Lyceum has introduced committees, which are
responsible to uphold all the discipline. It organises refresh
training sessions. The committees consist of a group of
students and teachers. In this way the school empowers the
students by cultivating leadership skill in them, these
groups work under the supervision of experienced staff.
“We believe that every child can be successful. We conduct
career counselling sessions once in a term to guide them
for their future path. For this we work on their Leadership
development. We have developed E-Learning in our
school.” asserts Tahir. T R
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VITAL TRAITS OF A SUCCESSFUL
PRINCIPALPRINCIPAL
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he word ‘Principal’ is not just a noun; it is
Tmore than that. It is a paragon to
professionalism, integrity, disciple and
intelligence. However as a profession, it is full of
challenges. Being a principal is not at all easy. It is a
high stress job which requires top-notch calibre to
execute the given responsibilities in a precise and
result-oriented manner.
However when it comes to perform, not all do justice
to their profession. While some perform abysmally
and lost in the race while others use innovative
methods to make a mark in the industry. It is thus
important to know what a successful principal does
that makes him/her a legend in the educational space.
Students Remain their Focal Point
Successful principals always keep students at the
centre of their every manoeuvre and never lose sight
from students’ welfare. For them, students are the
ﬁrst priority and all their actions and policies are
directed towards the overall development of students
whether it is related to students’ safety, academic
growth, personality development or any other thing.
Principal Wellness
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Each of their decision is meticulously planned which
creates a profound effect on the student’s learning curve.
Such principals always focus to nurture, counsel, and
educate each students while keeping the highest standards
and discipline in place.
Open Door Policy
Principals have busy schedules attending guest lectures,
conferences, seminars and other important meetings with
top authorities and school personnel. These things are
important as it provides special inputs to the principal for
crafting further educational reforms. But not finding enough
time to meet with teachers, staff members, parents and most
importantly the students keep lose your grip from the
ground reality. Successful principals understand the
importance of maintaining dialogue with every stakeholder
and always have an open door policy where everyone is
welcomed to discuss their grievances in a swift manner.
Moreover, apart from making yourself available, having
good listening skills can help create a long lasting
impression with others.
Always in Search of Long-term Solutions
Principals are the premier decision-making authority that
always in search of solution of their existing problems.
Sometimes quick fix works but it does not be a substitute
for a permanent solution. Successful principals are many
steps ahead with their peers and play smartly in every
scenario. Such principals use a temporary solution in dearth
of a permanent one and help avoid the deadlock over the
situation. They always look into any problem with a minute
level and simultaneously search for a sustainable permanent
solution by looking at the broader picture. They understand
that by taking cognizance of smaller issues ultimately the
road towards reaching solution of bigger problem will
become clear. And thus help save both money and precious
time.
Source of Knowledge
Principals are the epitomes of wisdom. They should have
proficiency in many vital areas including content and
policy. Successful principals are the treasure of knowledge
and should always be updated with the latest happening
around research, technology, education and government
policies. Ultimately, they are the ones whom everyone will
tilt towards for asking suggestions if arises any queries.
Both teachers and students admire a principal who
understand the nitty-gritty every course that has been taught
in the school. Moreover, good principals always offer tips,
strategies and share their profound knowledge to enhance
the learning environment at school.
Draft and Implement Policies
A nation runs through constitution and school runs through
its policy. Therefore, every principal should be an adept
policy writer who can craft policies keeping the school’s
broader vision and mission in mind.
In a school, children from diverse community, ethnicity,
religion and socio-economic status come to study. It is thus
the responsibility for the management to provide equal
accessibility to all vital resources to all its students. By
framing a policy which provides equality, discipline, and
creative environment can lead students towards the path of
ultimate enlightenment. Successful principals are proactive
in their approach. They understand local situations,
students, faculty and bigger objectives and problems much
better than others and thus accordingly draft the rule book
for the school. Moreover, they also stringently enforce
policies in timely manner with keeping strong vigil on its
implementation.
Believe in Delegation
A principal is always loaded with lots of work. Though, it is
true that the best person should execute any particular task
but it is not always possible for the principal to execute
each operation. Successful principals believe in the idea of
delegating. By distributing work, principals do get many
benefits. First, they find time to look towards much bigger
vision concerning the growth of school community. And
second they find the potential of their junior sub-ordinates
in handling critical tasks. Moreover, it also empowers the
junior staff and make them feel valued and trusted.
Delegation also gives a hint towards the person who can
become your successor and also keeps your stress level to
minimum.
Principal is the leader-in-charge of an institution. Every
person closely watches the demeanour of principal in their
school premises and tries to imbibe the good qualities out of
them. It is thus important to absorb good qualities and that
can help set an ideal example which people admire. Be the
first one to arrive and last one to leave. Keep a smiling face
and handle every adversity with grit and perseverance.
Ultimately your reputation and success is in your hand. T R
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Dr. David Litz
Assistant Professor
at Emirates College
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THE IMPORTANCE
of Co-curricular Activities for
STUDENTS HOLISTIC
DEVELOPMENT
Dr. David Litz is an Assistant
Professor at Emirates
College for Advanced
Education (ECAE) where
he teaches courses in the
School Evaluation and
Measurement and
Educational Leadership
and Policy Divisions. He has
also previously taught in
South Korea and Canada.
He holds an EdD from the
University of Calgary and
his publication and
research interests include
such areas as comparative
education, educational
administration and
leadership, as well as
educational policy and
development in the MENA
region.
C
o-curricular activities generally refer to the activities,
programs, and learning experiences that complement what
students are learning in school. Essentially, such activities are
experiences that are connected to, reinforce, or mirror the main
academic curriculum or syllabi activities. In addition, co-curricular
activities are usually, but not always, deﬁned as being distinct from
academic courses. For instance, they are typically ungraded and do not
allow students to earn academic credit, they can take place outside of
school grounds, they can occur outside regular school hours, and they
may even be operated by outside private organizations or with
partnerships in the broader community. Nevertheless, the traditional
distinctions between academic and co-curricular programs are
gradually being eroded as many innovative schools are increasingly
integrating various programs, activities, and experiences into the
regular educational curriculum.
The Distinction between Co-curricular and Extracurricular
Activities
Interestingly, co-curricular and extracurricular activities were
traditionally seen as being distinct from one another although both
types of programs were oﬀered by most schools. Co-curricular
programs and activities were seen as being explicitly connected to
academic learning, while extracurricular activities were not. More
recently, this distinction has become extremely ambiguous in practice;
AbouttheAuthor
Tailormade Curricula
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and the terms are increasingly being used interchangeably,
which implies that all these activities are integral parts of
the academic school curriculum. Examples of typical
educational opportunities that are generally considered as
being co-curricular include: student newspapers, musical
performances, drama productions, art shows, chess clubs,
spelling bees, mock trials, debate competitions, and
participating in various sports, mathematics, science,
robotics, and/or engineering teams and contests.
The Significance of Co-curricular Activities
Co-curricular activities are significant for enriching students
on an emotional, cognitive, physical, and social level. The
enrichment of the curriculum can come in the shape of the
hidden curriculum (i.e., unwritten, unofficial, and often
unintended lessons, values, and perspectives that students
learn in school) or be structured as additional activities that
are aimed at enriching the existing curriculum in alignment
with learning outcomes and pedagogic activities. Co-
curricular activities have also acted as a catalyst for the
promotion of national integration, coexistence, cultural
values, and general health and well-being in many
countries. Whether they focus upon sports, arts, music,
science or other areas, co-curricular activities play a
significant role in students’ overall holistic development, as
well as screening talents and giftedness among children and
young learners, which highlights their significance within
government school systems.
For example, when sport talents are discovered, developed,
and nurtured, they can serve to enhance social, physical and
emotional wellness, bridge social gaps, promote team-
building, self-discipline, and interactive learning, bring
cohesion to the nation, and ultimately promote national
recognition and pride on a global level. This also highlights
the importance of sports science and the fact that it that
needs to be included in schools on curricular and co-
curricular levels as a key element in achieving sustainable
national sport development. This will, in turn, capture the
intrinsic human values, talents and abilities that have not
yet been exploited on both personal and national levels.
At the same time, activities incorporating art and music can
play a vital role in nation-building, psychomotor
development and dexterity. Consequently, the role of art
and music needs to be articulated and understood in terms
of its role in the provision of well-rounded learning, and in
terms of their social and emotional significance. This is
because music and the arts play an instrumental part in
promoting peace and dialogue and spreading socially-
conscious messages.
Nevertheless, emphasizing the significance of sports, arts,
and music does not necessarily negate the important role of
other types of co-curricular activities such as science,
mathematics, debate, chess, drama clubs and other
programs. All co-curricular activities enhance education
and have a tremendous impact on the holistic development
of children in several ways. First and foremost, skills
learned through co-curricular activities can often be applied
to academic studies, and vice versa. Thus, co-curricular
activities can provide the clarity required for an academic
concept to make sense and improve learning capabilities.
They can also assist in the development of leadership and
communication skills, creativity, decision-making and co-
operation, service to the community, learning time
management, organization skills and commitment, stress
relief, developing social skills and self-esteem, discovering
new talents, and enhancing students’ overall personality.
Likewise, learning through co-curricular experiences during
internships or other programs can assist with future careers
as students pursuing co-curricular activities at school are
often given preference over those who are not involved in
activities outside of the core curriculum when applying for
courses or jobs.
In sum, while co-curricular activities are sometimes
overlooked in education systems with greater emphasis
often placed on the formal academic curriculum, pedagogic
practices, day-to-day school operations, etc., these types of
programs are gaining in popularity and significance as
policy-makers, educationalists, parents, and students are
increasingly becoming aware that every activity in school
life plays a significant role in students’ overall
development. Thus, if co-curricular activities are properly
designed, organized, managed, and balanced with the
academic curriculum, every student will have the
opportunity to learn beyond subjects and the mere confines
of a classroom. The importance of this cannot be
understated.
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Birla World School
Perfect Blend of Values, Tradi on, and Technology
Situated in the Dhofar province, Salalah is the second-largest city in the Sultanate of Oman. As the birthplace of the
current sultan, Qaboos Bin Said, the city is a global hotspot for tourists, as well as to localities, and expatriates.
This place is the home to the prestigious Birla World School which is an initiative of International Training and
Educational Services (ITES) Oman through Global Training LLC. ITES is a global entity that has been associated with
quality education programmers in Oman and has the technical tie-up with the Legendary Educational group – BIRLA
PUBLIC SCHOOL.
The Exceptional Journey
The school commenced its operation in 2012 and provides educational services up to class 7. The exclusivity about the
school is that alongside imparting quality education, it aims to educate the students and let them experience and learn at
the same time. The school management is determined to offer a collaborative environment that enhances ‘learning’ to
flourish in the utmost manner. As every child is different and has diverse abilities, dreams, and aspirations, the school
has embraced an innovative approach and process that ensures an ‘all-around’ development of every child in the school.
Enlightening the Tenderfoots: The school Campus
Knowledge, Values, Passion, and Transformation are the core values that have enabled the school to cement themselves
as one of the premier International school in the Sultanate. Embracing an international learning community, the students
experience a quality education that flourishes in an extraordinary facility and is exclusive throughout the country.
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Unleashing World-Class Facility:
• A splendid architecture, reflecting kid’s imagination and concern for convenience
• Well-equipped library with textbooks, reference books, and storybooks
• Access to Computer lab and Science lab, so that students are on par with technology
• extensive arrangements that enable the students to learn different arts, crafts, and music
• Tech-enabled Smart classes, to make teaching enjoyable and refreshing
• Indoor and outdoor space to encourage all games and sports
• Large, spacious classrooms with fewer students become an ideal place for the kids
• Perfect atmosphere - creating a welcoming and pleasant environment for kids
Tailoring the Academia: Promoting All-around Development
“A Nobel Laureate Alumnus by 2050”
This is the futuristic vision of Birla World School that reflects its stringent efforts to impart premium education to students.
In its endeavor to provide a meaningful learning experience, the school focuses on Language Development during the early
years. Along with education, the students are encouraged to participate in activities like dramatics, play, songs, rhymes, and
wordplay that develop strong language skills. Forging a pleasant partnership between parents and teachers, the school
T
h
e
1 Best
INTERNATIONAL
Schools
Oman2018
In
We are dedicated to fulfilling every child’s educational and developmental needs in a safe and caring
environment conducive to learning and teaching. We aim to create responsible, global citizens
who show understanding, compassion, and acceptance of the differences in the world. We strive to
ensure that every child in our care is empowered to make choices and encouraged to
contribute to our community
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believes in the larger concept that helps to learn and be
meaningful and motivates the art of critical thinking and
questioning.
The management has divided the academic program into
three levels that are listed below:
Lower Kindergarten and Upper Kindergarten are the
earliest years of formal education for a child. The team in
LKG works collaboratively to ensure consistency
throughout the grade level. LKG classes have incorporated
music and physical education as specialist subjects, along
with the activities happening in the classrooms throughout
the day. At least once a week, every little tot visits the sand
pit area, library, playroom, and the outside play areas.
Students in LKG are introduced to new materials, concepts
and situations in a meaningful, play-based way that is
interactive and hands on. Being responsible and
independent are some habits that are inculcated into the
little minds by involving them in interactive activities and
lessons - taking care of their lunch boxes or backpacks. The
management ensures that the little kids learn meaningful
literature by interacting with letters, sounds, and stories
through reading, writing, listening, speaking, viewing and
presenting. These developmental skills are woven into an
integrated and play based approach where children are
valued and encouraged to evolve as creative, curious and
confident learners.
In the UKG, the kids are introduced to new materials,
concepts, and situations in an expressive, play-based way
that is interactive and helps them to develop their own
identity and social skills. The management embraces
various innovative approaches into the learning
methodologies that deepens and cements the grasping
power of the students. The UKG classes begin at 7:30AM
and end at 12:30PM and have a five-day week starting from
Sunday to Thursday. The school has a quality pool of
specialist teachers along with a well-trained support staff to
assist the kids and to transform their early days of school as
the best days of their life!
Cambridge International Primary Programme (CIPP)
Primary level - Grade I to Grade VII
The CIPP curriculum of World School is based on the ideas,
theories, and practices that match the international
curriculum. The Primary programme covers the core
subjects of English, Math, and Science, along with
developing the essential skills in literacy, numeracy, and
scientific inquiry. The management gives special
recognition and significance to the study of Arabic
language, Islamic Studies, and Social Studies. The ultimate
objective of Birla World School is to provide a holistic
education and develop the skills necessary to prepare the
students for the challenges for the life coming ahead. The
concepts designed by the management are an effective
measure to develop knowledge, skills, and understanding in
three key areas:
Academics Personal Development International
Understanding
Accolades- Accreditations and Awards
Providing quality education is a huge responsibility and
Birla World School has actually worked diligently and is
consistent in creating an 'all-around' development for the
students. These efforts have been noted at the international
platform and the school has received various accolades and
awards, some of which are mentioned below:
• Received the accreditation from the CIE for the
Cambridge Primary on May 19, 2014
• 20 medals bagged during the National Cyber Olympiad
in the first year
• Awarded certificate of USBES (UNITED STATES
BOARD FOR EDUCATION STANDARDIZATION) in
2017
• Won as a Partner under school Partnership Collaborative
projects, ISA program of British Council collaboration
project 2017-18 from Podar International School, India
I could sum up the
performance of the
School in a single word
“Excellent”. It truly is like
having an extended family.
-Dr. Sanyo Mooza, Parent of
Student in Grade 1 & 4
Thank you World School
management, Principal,
eachers & all wonderful
team for your hear elt,
generous performance
every year and to all your
efforts and many others.
-Dr. Dalia, Parent of Student
in KG, Grade 2 & 5
I like the method of
teaching in the School,
because it inspires students
to achieve excellence
in their studying skills and
consequently make use of
those skills in their lives.
-Najah Humran, Parent of
Student in Grade 2 & 5
Testimonials
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• Received certiﬁcate of Appreciation in March 2018 from
British Council for the commitment in providing highest
education standards through British Council
• Accredited by The International Accreditation Agency
(IAO) and the United States Boards for Education
Standardization (USBES) for CSR initiatives
·
The Jewel in Crown: Our Facilitators
The expert teachers at World School are an eclectic team of
educators who come to the classroom with extensive, real-
world experience. All the teachers have an international
teaching experience, and the quality of learning is not
compromised. The school follows an even student-teacher
balance that allows a closer interaction between students and
faculty and simultaneously creates a lively intellectual
environment. Through intensive training, collaboration and
dedication, the teachers prepare the students for life in this
millennium by designing instructional strategies that foster
the development of the unknown century Skills.
DR V S Sunil – the Leading Light
As the Executive Director of Birla World School, Dr. V S
Sunil has been a motivational pillar for the students. In the
eyes of Dr Sunil, education is not just a means to an
employment. It is a pivotal tool for the transformation of an
individual, a family, a community and even for the Nation.
The management had the ideology that stated ‘Education
should be approached with a vision and with a purpose’.
Under his supervision, special emphasis is laid to ensure that
the learning system is a pleasurable, memorable and
enjoyable experience for the little kids. He is determined in
creating an environment where it’s easy for the kids to learn
the best habit and social practices that help them further in
their life.
Dr. Sunil is committed to makes Birla World School the best
and the most comfortable place to support the success and the
achievements of the kids. He is highly optimist that with the
constant support of the parents and the community, the school
is moving in the right direction with the right spirit. By
providing a good leading administration, education,
supervising and service team, he believes that Birla World
School is literally shaping the future of the students and is
moving in the right direction with the right spirit. T R
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TECHNOLOGY
IN SCHOOLS
sing devices in the classroom is a distraction to
Ulearning!”
“The technology opens up collaborative opportunities for my
students.”
“Computers in classrooms prevent students from developing
their interpersonal skills.”
“Access to the internet provides access to learning beyond the
walls of the classroom.”
We’ve all, no doubt, come across a myriad of arguments, both
for and against, regarding the use of technology for learning,
particularly in a school environment. As a school leader, and
continuing classroom practitioner, I have found myself in many
conversations with staff, and parents, regarding whether
technology is the bane of education, or its salvation, enabling
enhanced learning. I will state at the outset that I am most
definitely in favor of the potential benefits of using new
technologies in the classroom. I say “new technologies” as all
tools for learning are examples of technology i.e. pen and paper
vs. chalk and slate etc.
I emphasize that using technology in the classroom is just
another tool in a teacher’s toolkit. I believe in balance - and
selecting the right tool for the job. There is a place for pen and
paper, and there is a place for digital tools. The consideration as
Educator’s Perspective
Jason Milner is an Australian
Vice-Principal, currently working
as a Head of Middle School at
Nibras International School. He
has also assumed the responsibilities
of the Director of Educational
Technology, having previously
worked in this role at other
International Schools in the UAE.
He has a very limited understanding
of hardware and technical aspects of
servers and wiring, having been
trained as a Physical Education and
Mathematics teacher in Australia.
However, he sees himself as a
‘driving instructor’ as opposed to a
‘mechanic’, and is passionate about
expanding pedagogical toolkits in
the interests of student-centered
learning.
An ‘agent for change’, he believes in
preparing students for the lives that
they will live.
“
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Jason Milner
Australian Vice-Principal
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to which tool to select should, in my opinion, is based on student needs, not the teacher’s comfort zone. If a
significant role of teacher is to prepare students for the lives that they will live, we are doing students a
disservice to simply expose them to learning experiences from our past. Just because it suits us.
In my conversations with teachers, many, who are hesitant to take on the challenge of incorporating digital
learning experiences, seem to be simply afraid. Afraid that they will not be able to learn the technology well
enough to be respected by the students as ‘the master’. Afraid that the technology will fail them in the middle
of a lesson, causing students to become disengaged and teachers to feel embarrassed and ‘not in control’.
Afraid that they are leaving the ‘safe haven’ of teaching practices that have served them well for the last 25
years. Afraid of change.
The ‘Aha!’ moment for these teachers is often when they realize that they don’t have to be the expert on the
new digital technologies. It is completely unreasonable to expect teachers to be ‘au fait’ with all the latest
software, hardware and apps that seem to appear at an exponential rate in the 21st Century. This is about the
students being the experts. Not the teachers. It’s about giving students a voice to demonstrate their knowledge
and skills through their preferred tool. Teachers then are able to assess the same set of knowledge and skills,
regardless of the tool selected by the student.
We all know students who get ‘lost’ in the classroom environment. The ones that may not yet have the
confidence to voice an answer or opinion. Perhaps we were that student when we were at school. I have seen
countless examples of situations where the technology has given the student a voice. An initial example that
springs to mind is the case where students compile a multimedia presentation, with synthesized narration,
expressing their innermost thinking, without the fear of having to stand and talk in front of the class. I
understand that there are times that students need to develop the skill of public speaking, but not all the time.
Another example is building models. A recent conversation I had with teachers was regarding the building of a
model Viking ship, as part of their Viking unit. It sounds like an engaging learning experience; however
consider the fact that the ability to cut, glue, and nail was not an assessable criteria in this particular unit.
Coupled with the fact that many parents are then burdened with the urgent need to visit a hardware store, and
sit up late at night designing and constructing with their child. It seemed that the point of the task was to
demonstrate an understanding of the design of a Viking ship. Why not use Minecraft instead? It’s quicker,
cheaper, more flexible, more accessible, unlocking the ability for students to ‘voice’ their creativity, not
limited by their possible inability to manipulate building materials.
A final, and more literal, example of how technology in classrooms can give students a voice is the case of a
current student in my school. This is a student that had been rejected from enrolling in many other school as
he presents as a student with high needs, having a multi-sensory impairment and autistic spectrum disorder.
He is completely non-verbal but has been communicating by typing on his device. He is a recent enrollment in
middle school, however, his latest diagnostic tests in mathematics, language and science show that not only is
he the top performer in his grade, he is thinking at a university level! For this child, technology in the
classroom has ‘opened the doors’ for him, redefining his future opportunities, and has literally given him a
voice.
Regardless of whether you personally have a love or hate relationship with new technologies, or somewhere
in between, there is no doubt that when used appropriately, technology in the classroom can give a voice to
students. If only all teachers would listen. T R
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oday’s school counselors play important role in the education sector. Their guidance not only helps in
Tacademics but also in various life scenarios. They help in the overall development of the students’
personality i.e. academic, social, emotional, personal, and career development. Studies show that the school
counseling is beneficial for the students that are studying elementary or for ones that are opting for higher studies.
School counseling (SC) program are designed to facilitate student achievement reforming their behavior, attendance
and helping a student in developing them socially. The first step in any counseling is to determine the condition that
leads to the effectiveness of the program. SC programs provide counseling in form of three factors i.e. academics,
career, and social bonding. The counseling program plays an effective role in school climate and in advancing
student’s achievements.
College Readiness
Students that seek guidance regarding the academics have improved their high school and college readiness. Studies
have illustrated that high school graduation rates and four-year college enrolment rates increase when an additional
th
high school counselor is hired. Students who work with a high school counselor before the 10 grade are more likely
to apply to the college. Moreover, students with access to college guidance have shown higher college application
rates.
Impact of School
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SC programs help students in developing the positive
actions and attitude required to achieve their educational
and future professional goals. Understanding the effects of
indiscipline, or accepting the responsibility and the support
in personal development is an important factor in
cultivating a positive learning environment.
Refining Organizing
A well-organized SC program benefits positively students in
knowing themselves. As SC program is based upon defined
goals or aim and offers and prepares students in meeting
their essential organizing skills. Such programs assist in
analyzing the strengths, weakness, and opportunities.
Developing these critical and problem-solving skills
support students in getting familiarized with practical
reasoning and in making complex choices. Recognizing and
understanding all these skills aid students in unleashing
their full potential. Following the purpose, SC programs
draw an identifying long-term objective as well as
short-term student plans.
Helping in Making Decisions
At some stage of school, students have to make a decision
that can make or break their future. Using the SC programs,
the decisions can be made easily. These decisions might be
far-reaching, might be small, or may not change anything.
Counselors play important role in making these decisions as
they take account of individual participants. They involve
students in decision-making, evaluate the options, and can
help in making a list of pros and cons taking account of
participant's personal preferences.
They analyze how these students will take decisions. What
factors do they prefer? What is important for them? Etc. and
prepares them for the possible outcomes of these decisions.
Generally, the counselors lead the traditional way in
guiding the students while taking the decisions. They
mostly take the rational and linear path in order to guide the
students.
A comprehensive SC program comprises components like
the school’s academic mission and is driven by student data,
which is based on academic, social, and career
development. School Counsellors uses these data on
student’s achievement, attendances, behavior, and improves
future results. They work closely with students and
personalize their education pathway, develop the essential
knowledge, skills, and mindset needed to achieve academic
and overall life success.
Schools with one counselor for every two hundred
and fifty students or less that have shown to have
more than ninety percent graduation rates, ninety-
three percent attendance rate, and less than two
percent discipline issue rate. Taking account of
small-group counseling, guidance assists in
improving elementary school student failing
grades around eighty percent.
Cultivating Student Outcomes
SC shows a wide range of positive
student outcome such as math
proficiency, increased attendance,
increased reading proficiency, higher
graduation score, lower suspension
rate etc. Results achieved via SC
programs add the value to the
student education and enhances
student’s engagement and
performance
.
Social-Emotional Skills
School counelors endorses
positive environment and
enhances student’s abilities to
properly manage the social and
emotional demands of their
lives. They provide instructions,
team-assist in teaching counseling
program’s core values and learning activities in classrooms
aimed at social and emotional development. They have the
adequate understanding of the nature and range of human
characterstic specific to child and adolescent development.
Appropriate methods are promoted by counselors in the
school environment to propel students towards positive
mindsets and support social and emotional development
through direct and indirect services. Counselors helps in
building Cognition, Attitude, Behavior, Self-Regulation, and
Social skills.
Personalized Growth
Majority of SC programs comes with adequate counsel-to-
student-ratio. This ratio is strongly related to the student
outcomes. SC programs are highly effective when
counselors pay special attention to the student needs. A well
counsel-to-student ratio can help students in transitions,
academics, special education support, discipline
proceeding, and many more.
T R
Spotlight
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Today’s
Tomorrow’s
In selecting a school for our children, there are
many elements parents will investigate. In
choosing the correct pathway and setting for
any child, decisions will be based on a range of
factors. Here in Dubai, the range of options is vast,
in terms of price point, curriculum and location.
One aspect of critical importance on any child's
successful learning journey which should be
founded in success, challenge and happiness will
be their readiness and agility in selecting and
managing their own professional or vocational and
career pathway. Equipping students with the skills
necessary needs to be an area of focus for all
schools and educators, strategically embedded in
both the formal and hidden curriculum at schools.
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Ruth Burke, currently works as a
Director of Deira International
School. She is a school leader with
the distinction of having led
outstanding schools in Dubai for
over ten years.
Educated in Trinity College, Dublin
and later in Bath University UK,
Ruth holds a Masters’ Degree in
Educational Leadership and is a
strong proponent of empowering
staff through distributed leadership
models. Her strong connection with
Learning and Teaching, as well as
her aspirational approaches to all
aspects of education, make Ruth a
very in touch and visible presence
to students, staff and parents.
Her relentless pursuit for
excellence has been instrumental
in building schools of
considerable repute where
inspection, academic outcomes
and aspiration levels evidence
her high expectations
approach and a culture of
collaboration, with parents as
partners as a key component.
Mother of three, with
children, spanning 6 years
to 24 years of age, her
passion for creating high-
performing learning
opportunities for both
students and staff is
tangible and her drive to
ensure quality outcomes
for all learners is
refreshing.
About the Author
Ruth Burke
Director
Educator,s Viewpoint
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An emphasis on developing leadership skills and opportunities in students within and beyond the school
gates should be significant. From primary age, a range of leadership groups can work closely with staff,
parents and their peers to positively impact practices, policy and provision. Groups such as our Wellbeing
Warriors, Heritage Heroes and Tech Gurus are an integral part of many school approaches to leadership
development with Student Counselors, Performing Arts Leaders, Journalists and Paparazzi groups work
diligently to impact both within and beyond the school gates.
A focus on communication, collaboration and connectivity, cultivated from early years with peer led
learning opportunities and a formalized buddy learning system in place can further develop the skills
required for students to be ready and able to maximize their learning opportunities. The Wakeham
Review of STEM (Science, Technology, and Engineering & Mathematics) degree provision and
employability (2016) stressed the importance of building transferable skills and providing work
experience. It commented on the need for ‘softer skills such team-work and project management’ to be
embedded in the curriculum and for more employers to offer work experience.
Many Schools offer a program of structured vocational support and work experiences including access to
a range of specialist speakers, mentors and facilitators who help to inspire students and make the world of
work tangible and highly accessible.
Internships for example, afford students great scope to develop their experiential learning. The IBCP
(International Baccalaureate Career-related Program) includes a work placement component, an area
highly valued by employers,59% of employers rating it as one of their most important factors when
recruiting graduates (CBI/Pearson, 2017). 65% of employers in the Employers Perspectives Survey
(2016) rated relevant work experience as critical or significant when recruiting too, rating it more highly
than academic or vocational qualifications (Duke of Edinburgh (DofE) awards, 2017). In addition, higher
education students who undertook any type of work experience are more likely to attain a graduate job
(BIS, 2013).
It's proven that school systems which systematically develop work placement opportunities engender the
success of students over the long-term.
Brandon Busteed, executive director of Gallup's higher education division, claims that setting up students
in a professional environment, interning, for example, is key in preparing them for a successful transition
to working lifestyle, expectations and the environment of the workplace. The traditional model of
preparing students for tertiary education needs review. Students must be nurtured, through all programs,
to develop and refine the skills, attitudes and knowledge for life beyond formal education.
The additional value brought by ensuring meaningful work placement with honest feedback and systems
in place to support improvement will contribute to personal growth and to deeper learning. T R
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School
Discovering the Educa onal Canvas of Oman
Muscat, the capital city of the Sultanate of Oman, is a thriving metropolis of Omani nationals and tourists
from around the world who come to explore the scenic beauty of the mountains, oceans, plateaus, springs, and
wadis. Nestled in the heart of this metropolitan city is OurPlanet International School, one of the premier
primary schools in the Sultanate.
Enlightening the Tenderfoots
Beginning in 2013 with just twenty students spread over three Kindergarten classes and a single Primary
Grade One class, the school has evolved as one of the premier institutions imparting quality education to
students. Fostering a multicultural and inquiry-led learning environment in English and Arabic, it promotes
sustainability and celebrates Oman’s unique cultural identity.
The management ﬁrmly believes that caring for the planet’s natural resources is one of mankind’s most
essential challenges and responsibilities, and that school is a natural and necessary platform for educating
younger generations on their role in ensuring a better future for the planet. The word ‘Planet’ holds a special
relevance and meaning for the school. It is derived from the ancient Greek word - planētēs which means
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‘wanderer’. The planets are wandering stars but in today’s ever-globalized and interconnected world, every
human has become a wanderer.
Weaving the Educational Web
The school’s project-based learning approach is a self-directed learning model designed around research
questions, trial and error, teamwork and self-reﬂection. It is an approach that prepares students very well for
university and future life. It is also helpful in promoting collaboration and teamwork, which are essential life
skills. Instead of memorization as a learning tool, the International Baccalaureate curriculum encourages
inquiry and experimentation, teaching students how to study.
Distinctive attributes that have enhanced the level of education at OurPlanet include:
Commitment to Sustainability
The school has a ‘World Topic of Sustainability’ that is taught throughout the curriculum and campus life,
teaching students the possible ways to manage resources and understand the environment. This unique topic
“OurPlanet International School Muscat aims to foster a multicultural and
inquiry-led learning environment in English and Arabic that promotes sustainability and
celebrates Oman’s unique cultural identity”
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has allowed students to see themselves as the stewards of
the planet, alongside preserving the resources of our natural
world.
Promoting a Multicultural Environment
OurPlanet embraces global culture and traditions and
ensures that students are an even mix of Omanis as well as
other nationalities from around the world.
Highest Standards of Education
The International Baccalaureate curriculum challenges
students to excel in their studies, and encourages both
personal and academic achievement. It also allows teachers
to provide a rigorous, high-quality education, offering
professional development that improves pedagogy and
leadership.
Unique Stratagems offered by OurPlanet
OurPlanet began the International Baccalaureate (IB)
Primary Years Programme (PYP) candidacy as soon as it
opened its doors. It is now a recognized and accredited IB
World School offering the PYP to over three hundred
Omani and expat students from Kindergarten to Grade Six.
Next year the school will begin the Middle Years
Programme (MYP) and will celebrate the graduation of
Grade Six students into high school.
Maintaining high academic standards, commitment to
multiculturalism and a focus on developing skills has made
the IB a popular choice among the International schools.
This global programme prepares students for university and
future careers.
The IB curriculum develops young minds and hearts -
teaching mutual respect and understanding among the
students. The programme also fosters personal and
academic achievement, challenging students to excel in
their studies as well to develop their personality. Creating
an environment of inquiry and self-learning gives students
the skills to embrace the global changes and adapt to the
diverse cultures in the world.
Unity in Diversity
As one of the top-rated educational institutions in Oman,
OurPlanet International School has a great mix of
nationalities and cultures in a flourishing and friendly
environment.
Language
OurPlanet International School embraces multilingualism
as it believes that continuous language learning leads to
positive cross-cultural attitudes and enhances academic
performance across all subjects. While English is the
primary language of instruction, management celebrates the
diversity of languages and cultural traditions by organizing
special events, performances, and awareness activities at
regular intervals.
OurPlanet connects students with Omani culture and Arabic
is taught daily for every year group. It is the first school in
Oman to combine the IB-PYP with the Ministry of
Education's Arabic programme for Omanis, as well as
offering Arabic as a second language for expat students.
The school is constantly working to align IB Standards and
Practices with the Ministry of Education’s Arabic
curriculum to impart a unique international education
system.
Omani Hearts and International Minds
This motto encapsulates OurPlanet’s appreciation of local
culture and sharing of international experiences.
Approximately 50% of the students are from Arabic
nations, the other half are expatriates from around the
globe.
Innovations Resulting in Accolades
Right from its foundation the school believed in teaching
students that through understanding the planet and
protecting its resources we can help protect the earth for the
next generation. Reuse, Reduce, and Recycle are the 3 R’s
that form the core of the school’s sustainability program.
With the application of project-based learning, the concept
of sustainability has become an integral part of the
curriculum impacting upon family and social life.
Standing at the forefront of the sustainability revolution in
the Sultanate of Oman, the school was nominated for the
‘Oman Green Awards’ in the Education sector in 2014. It
has partnered with Plasbin and Sohar Steel to create a
community recycling centre along with associating with the
Middle East Desalination Research Center (MEDRC) to
promote World Water Day and the Walk for Water.
Engaging with companies like Petroleum Development
Oman (PDO) and conducting annual events like celebrating
'Earth Week' are some of the few activities initiated by the
school.
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Multi-Faceted Excellence - The Leading Light and the
Core Team
As the Head of School, Timothy Sloman is responsible for
driving the MYP accreditation for OurPlanet. In his
educational career spanning over twenty years, he has
donned various leadership roles in the UK, USA,
Switzerland, and Germany along with founding two schools
in the Czech Republic and Saudi Arabia. He has the acumen
in managing all three programmes of the IB (primary,
middle years and diploma), including the authorization
process.
Other members of the leadership team include:
Sayyid Mohamed Al Said
As the owner of the school, Sayyid Mohamed Al Said is an
educational visionary with an engineering background. His
work on sustainable oil recovery techniques with Petroleum
Development Oman has driven his desire to create a
sustainable school with high educational standards.
Matthew Green
As the Commercial Director Matthew Green and has been
responsible for managing the physical growth of the school
through environmentally aware construction and
refurbishment of buildings, as well as the implementation of
software platforms and workﬂow procedures to reduce
paper and energy wastage in IT, HR and Admissions.
Robert & Martine Jones
OurPlanet International School was started in 2013 by the
Founding Principal, Robert Jones, and his wife, Martine
Jones who was the curriculum coordinator. Both had a
passion for the IB and were dedicated to developing strong
environmental educational programmes
Looking Ahead
Creating an innovative and positive learning environment
for its students, OurPlanet International School aims to
deliver the best academic education and skillsets for
students to make them life-long learners who respect
themselves, others and the world around them. T R
Timothy Sloman
Head of School
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A launch-pad for aspiring young
minds, there is something for every
child at Stamford American
Internaional School (SAIS).
A truly diverse and internaional
school of over 70 naionaliies,
Stamford American is the only
school in Singapore to oﬀer the best
of both worlds; the Internaional
Baccalaureate (IB) combined with
Advanced Placement (AP) courses.
With a choice of over 40 IB and over
15 AP courses, students have the
ﬂexibility to personalize their
graduaion pathway to their
ambiions.
Going above and beyond, Stamford
American’s dedicated team of
educators provides an inclusive and
supporive environment with the
intent of inspiring each student to
create their unique future.
BOOK YOUR TOUR TODAY
sais.edu.sg I +65 6653 7907
21/2/2016 – 20/2/2020

The 10 Best International Schools in Oman 2018

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The 10 Best International Schools in Oman 2018