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The school has implemented evidence-based change to whole school practices, resulting in measurable improvements in wellbeing, emotions and engagement to support learning.

Accomplishment in PERMA is also known as achievement, mastery, or competence.

A sense of accomplishment is a result of working toward and reaching goals, mastering an endeavor, and having self-motivation to finish what you set out to do. This contributes to wellbeing because individuals can look at their lives with a sense of pride (Seligman, 2012).

Accomplishment includes the concepts of perseverance and having a passion to attain goals. But flourishing and wellbeing come when accomplishment is tied to striving toward things with an internal motivation or working toward something just for the sake of the pursuit and improvement (Quinn, 2018).

Achieving intrinsic goals (such as growth and connection) leads to larger gains in wellbeing than external goals such as money or fame (Seligman, 2013).

Ways @PPS to build accomplishment:

Set goals that are SMART (specific, measurable, achievable, realistic, and time-bound).

Reflect on past successes, no matter how small

Look for creative ways to celebrate PPS Community achievements.

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4th October | Student Council  | Ms. Kalgi

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Positive and compassionate interactions between students and staff are evident and widespread, and they promote student wellbeing to ensure an ideal environment for student learning throughout the school.

Positive emotions are more than just the pursuit of 'happiness'; they include a wide range of positive emotions such as hope, interest, joy, love, compassion, pride, amusement, and gratitude. When we have the opportunity to incorporate positive emotions into our daily lives, our thinking patterns improve and the impact of negative emotions is reduced. Positive emotion is more than just "happiness."

The ability to cultivate and learn positive emotions can significantly improve one's well-being (Fredrickson, 2001).

When people can explore, savour, and integrate positive emotions into their daily lives, their habitual thinking and behaviours improve (and visualize future lives). Positive emotions have the potential to mitigate the negative effects of negative emotions and increase resilience (Tugade & Fredrickson, 2004).

Building physical, intellectual, psychological, and social resources that contribute to wellbeing and resilience is possible when people experience positive emotions.

Ways PPS builds positive emotions within the PPS Community:

Enable students and staff to spend time with people they care about by providing opportunities for them to participate in activities they enjoy (hobbies).

By hosting events where the PPS community can hear motivational speakers or listen to inspiring music.

Provide tools and instruments for the PPS Community to reflect on what they are grateful for and what is going well in their lives.

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The school is positioned in such a way that all students have regular opportunities to meet with a designated staff member who can offer advice, support, and assistance to help students reach their full potential.

Have you ever found yourself completely immersed in a book while reading it? When you've lost track of time and found yourself 'in the zone'? When it seems like time is flying by? Have you had a similar experience while writing, exercising, playing a musical instrument, or pursuing a hobby? If so, you have experienced 'positive engagement' or 'flow,' which is defined as a loss of self-consciousness and total immersion in an activity.

In other words, you are fully immersed in the present moment and completely focused on the task at hand. Seligman (2012) defines engagement as "being one with the music." It corresponds to Csikszentmihalyi's (1989) concept of "flow."

Flow is defined as the absence of self-consciousness and complete immersion in an activity. In other words, it is being completely focused on the task at hand and living in the present moment.

People are more likely to experience flow when they use their top strengths. According to the Seligman, Steen, Park, and Peterson, 2005 study, people who used their strengths in new ways every day for a week felt happier and less depressed after six months.

Engagement entails much more than simply "being happy." The good fortune that comes with engagement is just one of many advantages.

Ways @PPS to increase engagement:

Take part in activities that students are enthusiastic about and that cause you to lose track of time.

Try to live in the moment, no matter how mundane or everyday it appears to be.

Spend time outside observing, listening, and watching what happens around you.

Discover and develop your character strengths, and participate in activities that students enjoy.

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Students are motivated to deliver their best and continually improve when the school establishes effective learning partnerships with parents and students.

PERMAH includes the concept of positive relationships because humans are inherently social creatures. As we get older, social connections become more important. Relationships refer to the experience of being supported, loved, and valued by others. This includes all of the interactions we have with our partners, friends, family members, colleagues, bosses, mentors, and the larger community. The social environment has been found to play an important role in preventing cognitive decline, and strong social networks contribute to better physical health in older adults.

According to research, sharing good news or celebrating success strengthens bonds and improves relationships, and responding enthusiastically to others, especially in close or intimate relationships, increases intimacy, wellbeing, and satisfaction. The social environment has been shown to play an important role in the prevention of cognitive decline, and strong social networks contribute to better physical health in older adults (Siedlecki, Salthouse, Oishi, & Jeswani, 2014).

Ways PPS can build relationships:

Join a class or group that interests PPS students and staff.

Find out more about peers and the PPS Community by connecting with them.

Establish relationships with familiar peers.

Reconnect with members of the PPS Community who haven't been in touch for some time.

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The whole school community demonstrates aspirational expectations of learning progress and achievement for all students, and is committed to the pursuit of excellence.

One of the fundamental qualities of humanity is our quest for meaning and sense of worth. Meaning is being a part of something greater than ourselves and/or serving something greater than ourselves, according to Seligman (2012). Faced with significant challenges or adversity, individuals with a purpose in life can focus on what's really important.

Everyone has a different purpose or meaning to their lives. Meaning may be pursued through a profession, a social or political cause, a creative endeavor, or a religious/spiritual belief. It may be found in a career or through extracurricular, volunteer, or community activities.

A sense of meaning is guided by personal values, and people who report having purpose in life live longer and have greater life satisfaction and fewer health problems (Kashdan, Mishra, Breen, & Froh, 2009).

Ways @PPS to build meaning:

Get involved in a cause or organization that matters to students.

Try new, creative activities to find things students connect with.

Think about how students can use your passions to help others.

Spend quality time with peers and people students care about.

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There is school-wide, collective responsibility for student health and success, which is shared by parents and students. Planning for health is informed by sound holistic information about each student’s wellbeing needs in consultation with parents/carers.

Positive health can be supported by physical exercise, nutrition and sleep. Negative emotions have been associated with an increased risk of physical disease and poor health habits and physical inactivity is likely to have an increased effect on mental illness. Simply increasing our movement or activity is likely to decrease symptoms of depression, anxiety and loneliness and improve our mental focus and clarity.

In addition, improving the quality of our nutrition is likely to reduce health problems such as obesity, diabetes, heart disease and even cancer. There is also significant research demonstrating a relationship between diet and positive mental health.

Good sleep hygiene helps develop mental and emotional resilience and sleep deprivation can lead to negative thinking and emotional vulnerability.

Ways @PPS we build positive health:

Aim to increase our daily activity and movement i.e. walk instead of getting a lift, cycle, play sports, use the stairs instead of the lift etc.

Eat a balanced diet rich in vegetables and nutrients i.e. berries, avocados, nuts, seeds, beans, cereals grains, fish etc.

Limit processed or sugary foods

Aim to get 7-9 hours of quality sleep during the same hours every night

Make lifestyle choices to improve sleep; avoid coffee, decrease screen time, only use the bedroom for sleep (not studying!)

Try relaxation techniques

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Expo 2020 Journeys – The School Trip of a Lifetime - Post 16

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Expo 2020 Journeys – The School Trip of a Lifetime - Post 16

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3rd October | Post 16 | Ms. Shaista

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 10

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 10

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7th October | Year 10 | Ms. Shaista

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Al-Diyafah High School First Qur’an recitation competition

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Al-Diyafah High School First Qur’an recitation competition

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7th October | Mohammad Tameem Al Maroof  - Y 9C | Ms. Maryam Jameela

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3rd & 7th October | Years 9 & 10 | Ms. Samina

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10th October | Whole school | Ms. Kalgi

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11th October | Years 9 & 10 | Ms. Samina

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18th October | Whole school | Ms. Kalgi

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3rd November | Post 16 | Ms. Padma, Deputy Head of Senior School

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25th October | Whole school | Ms. Zehra

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25th October | Jewel Domonique & Iman Musharaf | Ms. Puja

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 9

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 9

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26th October  | Year 9 | Ms. Shaista

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27th October  | All Female students | Ms. Kalgi

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 11

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Expo 2020 Journeys – The School Trip of a Lifetime - Year 11

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1st November  | Year 11 | Ms Shaista

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4th November | Post 16 | Ms. Shaista

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3rd November | Years 9 -11 | Mr. Mathew

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DigiInventors - Heriot Watt App for Dyslexic Learners

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DigiInventors - Heriot Watt App for Dyslexic Learners

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3rd & 4th November | Year 10 selected students | Ms. Amna

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NBD Unity Run - Walk, Run for Unity in Diversity 

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NBD Unity Run - Walk, Run for Unity in Diversity 

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5th November | Participating students | Ms. Kalgi

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9th November | Post 16 | Ms. Amna

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5th October | Whole school | Ms. Kalgi

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Special Assembly - UAE 50th Year Anniversary

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Special Assembly - UAE 50th Year Anniversary

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14th November | Years 11-13 | Ms. Zehra
17th November | Years 9-10 | Ms. Zehra

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27th Oct to 4th Nov | Years 9-11 | Ms. Samina and Ms. Amna

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26th November | Years 9-13 | Ms. Shanitha

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Years 9-13 | Ms. Kalgi

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10th November | Years 9-13 | Ms. Shanitha

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October-November 2022 | Years 9-13 | Ms. Kalgi

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Years 10 | Ms. Sahil Mir/ Ms. Zainab

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16th Nov | Post 16 | Ms. Zainab

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November Month | Years 9-13 | Mr. Mathew

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20th November | Years 9-13 | Ms. Zehra

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16th November | Years 9-13 | Ms. Zehra

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8th October | Year 12 | Ms. Shaista

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13th November | Year 11 | Ms. Shaista

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Model United Nations training by Ms. Shivna Bhatia from Future Wise Education

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Model United Nations training by Ms. Shivna Bhatia from Future Wise Education

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21st January 2022 | Years 9-13 | Ms. Kalgi

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24th October | 10-13 | Ms Shaista/Ms Zainab

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20th November | Year 11 | Ms Shaista

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30th November | Year 9&10 | Ms. Shaimaa M
Mr. Ahmed Abdulhaleem

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November 2022 | Year 10 and Year 11 , Chelsie Manalo Alcantara | Ms. Samina Siddiqui

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16th September 2022 | years 9-11 | Ms. Shanitha

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Honourable Mention in 49th, International Children´s Exhibition of Fine Arts Lidice Art in the medium of Graphics

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Honourable Mention in 49th, International Children´s Exhibition of Fine Arts Lidice Art in the medium of Graphics

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Anthony Hithanadurage (Year 10) | Ms. Zainab and Ms. Amna

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Mindler Career Guidance Program Orientation Webinar

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Mindler Career Guidance Program Orientation Webinar

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18th January 2022 | AS and A Level  | Ms. Kalgi

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28th - 30th January | Years 9-13 | Ms. Kalgi

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February - March 2022 |  | c/o all Departments , Ms. Amna

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February 2022 | Fiza Muhammad Baig
Shiza Muhammad Baig
Fathima Azka, Hamna Faisal, Laiba Kashif | Ms. Zainab and Ms. Amna

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Murdoch Hackathon - Finalists (Collaboration Fitness)

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Murdoch Hackathon - Finalists (Collaboration Fitness)

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February 2022 | Shiza Baig, Hamna Faisal, Fiza Baig, Laiba Kashif, Ezzah Rehman. Haleema Saud, Areej Syed, Fatima Aadila | Ms. Zainab and Ms. Amna

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Murdoch Hackathon - Finalists (Theme Fitness)

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Murdoch Hackathon - Finalists (Theme Fitness)

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February 2022 | Bilal Mansoor, Abdullah Shah, Thisas Ranhiru, Rein Matheu, Khubaib Rehan Wali, Alan Palayoor, Muhammad Rayyan Khan

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International Day of Human Fraternity Assembly

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International Day of Human Fraternity Assembly

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4th February | Year 9 and 10 | Ms. Samina and Ms. Zehra

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The importance of A Level Education: Benefits and Pathways Virtual session by Ms. Sarah Saiger

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The importance of A Level Education: Benefits and Pathways Virtual session by Ms. Sarah Saiger

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11th February 2022 | A Level students | Ms. Kalgi Bakshi

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The Professor's Academic Challenge - "Gauss's Construction of the Regular 17-sided Polygon"

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The Professor's Academic Challenge - "Gauss's Construction of the Regular 17-sided Polygon"

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12th February 2022 | Khubaib Rehan Wali, Maryam Aamir, Yash Sockalingam | Ms. Puja Srivastava

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16th February | Years 9 and 10 | Ms Amna and Ms Samina

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Dubai Tourism and the Traveller's Journey- An insight from the tourism industry expert, Jeff Strachan.

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Dubai Tourism and the Traveller's Journey- An insight from the tourism industry expert, Jeff Strachan.

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16th February | Year 11 and 12 | Ms. Zehra Islam

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Influencing your way to Entrepreneurship session by Kaunain Hyder - Commerce Ideation

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Influencing your way to Entrepreneurship session by Kaunain Hyder - Commerce Ideation

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17th February 2022 |  | Ms. Shaista

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Role of Mathematics in our Lives session by Dr. Marjan Qazvini - Mathematics Ideation

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Role of Mathematics in our Lives session by Dr. Marjan Qazvini - Mathematics Ideation

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21st February 2022 | Years 9 & 10 | Ms. Puja Srivastava

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Year 9 Annual Fieldtrip - MOTIONGATE, Dubai Parks and Resorts

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Year 9 Annual Fieldtrip - MOTIONGATE, Dubai Parks and Resorts

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22nd February | Year 9  | Ms. Zehra Islam

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Year 10 Annual Fieldtrip - Aquaventure Waterpark, Atlantis 

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Year 10 Annual Fieldtrip - Aquaventure Waterpark, Atlantis 

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22nd February | Year 10  | Ms. Zehra Islam

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Heriot Watt University "Automotive Engineer for the Day"

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Heriot Watt University "Automotive Engineer for the Day"

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25th February 2022 | Selected students | Ms. Kalgi Bakshi / Rahila Syed

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Code Battle - 2022 (Inter-School Coding Competition)

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Code Battle - 2022 (Inter-School Coding Competition)

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26th February 2022 |  | Ms. Amna Manzoor

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March - 20th June  | Years 9-13 | Ms. Zehra

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Ideas to Influence - Commerce Ideation session

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Ideas to Influence - Commerce Ideation session

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1st March 2022 | Years 9 & 10 | Ms. Shaista

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3rd March 2022 | Years 9 and 10 | Ms Samina and the English team

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Quizzard 2022 at Al Diyafah High School 

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Quizzard 2022 at Al Diyafah High School 

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3rd March 2022 | Selected Years 9&10 | Science dept/ Sadaf Zaidi

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4th-6th March 2022 | Selected Year 10 | Ms. Kalgi

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FWW MUN - Future We Want Model United Nations @ Expo Dubai

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FWW MUN - Future We Want Model United Nations @ Expo Dubai

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5th & 6th March 2022 | Selected Years 9&10 | Ms. Kalgi

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8th March 2022 | Years 9 & 10 | Ms Almas Talib+Ms Rahila

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10th March 2022 | Year 9 | Ms. Kalgi

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14th March 2022 | Year 10 students | Ms. Puja Srivastava

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DESERT CLEANUP DRIVE - Al Ruwayyah Desert

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DESERT CLEANUP DRIVE - Al Ruwayyah Desert

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18th March 2022 | Selected Years 9&10 | Ms. Kalgi

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20th & 21st March  | Selected Year 10 | Ms. Kalgi

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21st March 2022 | Selected Years 9&10 | Ms Samina

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21st March 2022 | Years 9 and 10 | Ms. Kalgi

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22nd March 2022 | Year 11 | Ms. Kalgi

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World Water Day - ‘The Groundwater Story’ Campaign

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World Water Day - ‘The Groundwater Story’ Campaign

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22nd March 2022 | Years 9 & 10 | Ms. Zehra

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22nd March 2022 | Selected Years 9&10 | Ms. Parul Verma

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24th March 2022 | Years 11, 12 and 13 | Ms. Zehra Islam

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24th March 2022 | Years 11, 12 and 13 | Ms. Zehra Islam

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25th to 27th March |  Years 9, 10 & 11 | Ms. Kalgi

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26th March 2022 | Years 11 and 12 | Ms. Zainab/ Ms. Amna/ Ms. Rahila

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9th to 11th April |  Years 9 and 10 | Ms. Kalgi

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Cambridge Learners ‘Exam Hints and Tips’ workshop held at Deira International School, Dubai, 

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Cambridge Learners ‘Exam Hints and Tips’ workshop held at Deira International School, Dubai, 

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19th April 2022 | Selected Year 11 | Ms. Kalgi

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22nd Annual Inter School Environmental Public Speaking Competition

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22nd Annual Inter School Environmental Public Speaking Competition

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21st April 2022 | Izzah Imran                         Hithanadurage Anthony Dwaine De Silva                             Hazim Rifaz                                   Ranumi Dharmadasa                       Michael Angelo | Ms. Zehra Islam and Ms. Samina Siddiqui

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22nd April 2022 | Year 9 and 10 | Ms. Ayesha Khilji, Ms. Shumail Ehsan and Ms. Nadia Siddiqui

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25th April 2022 | Years 9-13 | Ms. Shaista

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18th May 2022 | Year 9 | Ms. Zainab D.

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23rd May 2022 | Years 9 & 10  | Ms. Samina

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31st May 2022 | Years 9 & 10 | Science dept

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5th June 2022 | Years 9 & 10 | Ms. Zehra

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17th June 2022 | Years 11 and 13 | Ms. Kalgi

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DIDI (Dubai Institute of Design and Innovation) Space Settlement

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DIDI (Dubai Institute of Design and Innovation) Space Settlement

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11th June 2022 | Year 11 | Rahila Syed/ Ms. Zainab

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Heriot Watt University "Engineer for a Day- Aeronautical Engineers"

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Heriot Watt University "Engineer for a Day- Aeronautical Engineers"

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22nd April 2022 | Year 10  | Rahila Syed/ Ms. Zainab

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Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889.

Csikszentmihalyi, M., & LeFevre, J. (1989) Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56(5), 815–822.

Forgeard, M. J., Jayawickreme, E., Kern, M., & Seligman, M. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79–106.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.

Harvard Medical School. (2019). Sleep and mental health. Harvard Mental Health Letter. Retrieved from https://www.health.harvard.edu/newsletter_article/sleep-and-mental-health

Hyde, A. L., Maher, J. P., & Elavsky, S. (2013). Enhancing our understanding of physical activity and wellbeing with a lifespan perspective. International Journal of Wellbeing, 3(1), 98–115.

Kashdan, T. B., Mishra, A., Breen, W. E., & Froh, J. J. (2009). Gender differences in gratitude: Examining appraisals, narratives, the willingness to express emotions and changes in psychological needs. Journal of Personality, 77(3), 691–730.

Kern, M., Waters, L., Alder, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction and professional thriving. Psychology, 5(6), 500–513.

Maslow, A. (1962). Toward a psychology of being. Princeton, NJ: D. van Nostrand.

O’Neil, A., Quirk, S. E., Housden, S., Brennan, S. L., Williams, L. J., Pasco, J. A., & Jacka, F. N. (2014). Relationship between diet and mental health in children and adolescents: A systematic review. American Journal of Public Health, 104(10), 31–42.

Parletta, N., Zarnowiecki, D., Cho, J., Wilson, A., Bogomolova, S., Villani, A., … O’Dea, K. (2017). A Mediterranean-style dietary intervention supplemented with fish oil improves diet quality and mental health in people with depression: A randomized controlled trial. Nutritional Neuroscience, 22(1), 1–14.

Quinn, A. (2018, February 3). Theory of well-being: Elements and interventions. GoodTherapy Blog. Retrieved from https://www.goodtherapy.org/blog/theory-of-well-being-elements-interventions-0203184

Rusk, R. & Waters, D. (2015). A psycho-social system approach to well-being: Empirically deriving the five domains of positive functioning. The Journal of Positive Psychology, 10(2), 141–152.

Seligman, M. E. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press.

Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. New Y0rk, NY: Atria Paperback.

Seligman, M. E. (2013). Building the state of well-being: A strategy for South Australia. Government of South Australia.

Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421.

Siedlecki, K. L., Salthouse, T. A., Oishi, S., & Jeswani, S. (2014). The relationship between social support and subjective wellbeing across age. Social Indicators Research, 117(2), 561–576.

Stranges, S., Samaraweera, P. C., Taggart, F., Kandala, N. B., & Stewart-Brown, S. (2014). Major health related behaviors and mental wellbeing in the general population: The health survey for England. BMJ Open, 4(9).

Tugade, M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320–333.

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23rd June 2022 | Year 9 & 10 | Post-16 students ICT Dept and Ms. Zainab

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Self Care isn't selfish, it's essential!

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Self Care isn't selfish, it's essential!

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5th-9th September | Year 9 - 13 | https://youarebeyondenough.com/self-care-quiz/ Presentation emailed