ISSUE 3 NOV 2014

Qatar Leadership AcademyQatar Leadership AcademyQatar Leadership AcademyQatar Leadership Academy

Education and ExperienceEducation and ExperienceEducation and ExperienceEducation and Experience As educators we need to focus on what is going on in the mind of our students. A key concept in learning is that students need to be able to relate the knowledge they are introduced to by the teachers to their experiences in life. Our purpose as teachers is to help in the process of discovery for the student. We need to allow them to dis-cover and experiment; our job is mainly to create an environment where they are able to do that. Many of the educators at Qatar Leadership Academy have found that a vital aspect to helping their students un-derstand and comprehend the knowledge they need to help build connections. To be able to relate what they are learning to what they know. Our QLA students, like many, look at the world under the influence of their experiences and social interactions. Al-lowing them to express their understanding of the content they are learning and reflecting on why they feel this way allows them to express why and where these ideas came from making the ideas easier to understand. We have seen the influence of hands on experience in our day-to-day classes, ASAs and during study time. The teacher is therefore clearly a facilitator who has to know the interactions between the students and their external environments. In the last couple of weeks our cadets have experiences this during the Chess Club, Fishing Club, art exhibits, trip to the Mangroves, MUN workshop, Debate practice, and a trip to Souq Waqif just to name a few. Classes of this sort requires that the teacher be flexible and at times willing to move our of their comfort zone to allow our cadets to better learn. I am proud to say that our teachers have mastered this and are working hard to allow the cadets to learn and understand from experience. Mrs. Zarmina HotakiMrs. Zarmina HotakiMrs. Zarmina HotakiMrs. Zarmina Hotaki Principal Principal Principal Principal

Georgetown MUN TrainingGeorgetown MUN TrainingGeorgetown MUN TrainingGeorgetown MUN Training On Saturday 11/22/2014 our MUN Club attended the Georgetown MUN Train-ing session for local school. This was an all-day event from 9:30am-5:00pm. The students had an opportunity to meet and learn with other local schools. They learned how to address each other in the committee, the importance of research, how the UN works and appropriate diplomatic behavior. The students are preparing for the Doha Georgetown University MUN conference which will run from Jan 8-11. MMMMiiiiaaaa EEEEllll AAAAzzzziiiizzzziiii HHHHuuuummmmaaaannnniiiittttiiiieeeessss////TTTTOOOOKKKK TTTTeeeeaaaacccchhhheeeerrrr

تحمل المسؤولية: د��ت أصيلة

من قيم برنامج تعزيز السلوك ا$يجابي بأكاديمية قطر للقادة قيمة تحمل المسؤولية. ولھذه القيمة د��تھا العميقة في ديننا الحنيف

وتراثنا العريق. إنھا تعود إلى شعور المسلم بأنه سيسأل أمام ربه، ويحاسب على كل أمر يكلف به ويوكل إليه. فالكل مسؤول، كما قال تعالى في كتابه العزيز: "فوربك لنسألنھم أجمعين، عما كانوا يعملون"، وكما أخبر النبي صلى هللا عليه وآله وسلم في الحديث أفناه، يماالصحيح: "كلكم راع، وكلكم مسؤول عن رعيته..."، وقوله: "� تزول قدما عبد يوم القيامة حتى يسأل عن أربع: عن عمره ف

وعن جسده فيما أبVه، وعن علمه ماذا عمل فيه، وعن ماله من أين اكتسبه وفيما أنفقه".

Vوتحمل المسؤولية يعني أن يتجسد ھذا الشعور بالمساءلة في صور عملية، من أھمھا: أن يحرص المسلم على أن يؤدي واجبه كامفي العمل الذي يكلف به، وأن يجتھد قدر استطاعته في الوصول بعمله إلى ا$جادة وا$حسان وا$تقان. فا$تقان مطلوب في كل عمل،

وھذا من الدين، كما قال النبي صلى هللا عليه وآله وسلم: "إن هللا يحب إذا عمل أحدكم عمV أن يتقنه".

ومن صور تحمل المسؤولية: أن يفي المسلم بما تعھد به إن كان خيرا، [نه على يقين بأنه سيسأل عن العھود، قال تعالى: "وأوفوا بالعھد، إن العھد كان مسؤو�". و� خير في عھد بغير وفاء، كما قال الشاعر:

� خير في وعد بغير تمام ولقد وعدت وأنت أكرم واعد

يحتاج إلى تذكير دائم وعزيمة قوية، فإن النسيان وضعف العزيمة من -كأداء الواجبات كما ينبغي والوفاء بالعھود -وتحمل المسؤولية عوائق تحمل المسؤولية. وھذا ما نستفيده من قصة آدم أبي البشر، فإن هللا أخذ عليه عھدا جازما بأ� يأكل من الشجرة المحرمة، لكنه نسي وضعفت عزيمته، فنكث في عھده، كما قال تعالى: "ولقد عھدنا إلى آدم من قبل فنسي ولم نجد له عزما". ومن ھنا تأتي أھمية

التذكير بالحقوق والواجبات في تسھيل تحمل المسؤوليات، وھذا ما نعمل عليه في أكاديمية قطر للقادة من خVل تدريس وإعادة تدريس التوقعات المجسدة للقيم، والذي ھو ركن أساس من أركان برنامج تعزيز السلوك ا$يجابي.

د. محمد المصلح

عميد الط�ب

ص�ة الجماعة بين القضاء والسياسة

ئ ة يدعون إلى الخير ويأمرون بالمعروف وينھون عن المنكر وأول ".104) "سورة آل عمران" ھم المفلحون ك (ولتكن منكم أم

و(سVنيك) ة) حدث في مدينة (بورصة) في عھد السلطان العثماني (بايزيد ا[ول)، الملقب ب(الصاعقة).. الفاتح الكبير.. فاتح بVد (البلغار) و(البوسنمن أوروبا، ين و(ألبانيا).. السلطان الذي سجل انتصارا ساحقا على الجيوش الصليبية، التي دعا إلى حشدھا البابا (بونيفاتيوس التاسع)؛ لطرد المسلم

. ية.والتي اشتركت فيھا خمس عشرة دولة أوروبية كانت (إنجلترا) و(فرنسا) و(المجر) من بينھا، وذلك في المعركة التاريخية المشھورة، والدام

.م1396معركة (نيجبولي) سنة

.ھذا السلطان الفاتح اقتضى أمر ما حضوره لvد�ء بشھادته أمام القاضي والعالم المعروف (شمس الدين فناري)

رفع القاضي بصره إلى السلطان، وأخذ يتطلع إليه بنظرات .دخل السلطان المحكمة.. ووقف أمام القاضي، وقد عقد يديه أمامه كأي شاھد عادي في محتدة، قبل أن يقول له " � يمكن قبول شھادتك!! فأنت � تشھد صVة الجماعة، ومن � يشھد صVة الجماعة، دون عذر شرعي، يمكن أن يكذب

رنزلت كلمات القاضي نزول الصاعقة على رؤوس الحاضرين في المحكمة.. كان ھذا اتھاما كبيرا، بل إھانة كبيرة للسلطان ( بايزيد )، تسم "شھادته دار استالحاضرون في أماكنھم، وقد حبسوا أنفاسھم ينتظرون أن يطير رأس القاضي بإشارة واحدة من السلطان.. لكن السلطان لم ينبس ببنت شفه، بل

أصدر السلطان في اليوم نفسه أمرا ببناء جامع مVصق لقصره، وعندما تم تشييد الجامع واكتماله، بدأ السلطان .وخرج من المحكمة بكل ھدوء واحترام .يؤدي صلواته في جماعة

العلماء ء ھذا ما سجله المؤرخ التركي (عثمان نزار) في كتابه (حديقة السVطين) المؤلف قبل مئات السنين.. عندما كان المسلمون يملكون أمثال ھؤ�بنائنا قادة وأمثال ھؤ�ء ينبغي أن يكونوا قدوة [ . الحكماء ا[قوياء والسVطين العظام النبVء، ملكوا مفاتيح الدنيا،وانفتحت [جلھم خزائن السماء

المستقبل.

المصدر : روائع من التاريخ العثماني / أورخان محمد علي

(لم ينبس ببنت شفه = أي أنه لم ينطق بحرف واحد)

راشد علي النعيمي السيد/

مدير الخدمات الط�بية

الوصف بعيون قائد

طبق ابننا القائد عبد العزيز الشھري، السمات البنائية وا[سلوبية للنصوص الوصفية ، والتي تعكس فھمه خصائص ھذه

النصوص التي درسھا في الصف السابع ، وكان ثمرة ذلك كتابته ھذا الموضوع ، وفيما يلي نص ما كتب.

مطار حمد الدولي

فة بطولة تضايعتبر مطار حمد الدولي من اكبر المطارات في العالم ، وقد تم تصميمه بحيث يستوعب أعداد ا كبيرة من العالم ، وبالتالي يؤھل قطر �س

م2022كاس العالم

يافة , الضوقد تم تصميم ھذا المطار بعد دراسات معمقة لكل ما يحتاجه المسافر لرحلة سلسة و مميزة ، ثم جاء مطار حمد الدولي ليجسد أعلى معايير

لعربات افةحيث يبدو ذلك جليا في مكاتب التسجيل الواسعة ، وفي كفاءة و سرعة ا$جراءات ا[منية، وتوفير مكاتب الخدمة، وعربات حقائب اليد با$ض

ا�طفال...

المتقنة، ية وھذا كله يشعر المسافر بالرفاھية و الرقي حالما يدخل ھذا المطار، حيث تعطي السقوف العالية معظم المطار ، وتشاھد التفاصيل المعمار

ى ھذا المطار.عل التي تجعل الشعور بالعظمة يتولد لديك، زد على ذلك لمسات المصممين ،وا[عمال الفنية المنتقاة بعناية لتضيف مزيد من الروعة و التفرد

ي ة فإلى جانب ذلك، يزخر المطاربالسوق الحرة ، وفيھا خيارات واسعة لVستمتاع بوجبات طعام مميزة، فھي تعتبر أحد أكبر مساحات التسوق الحر

العالم، حيث يوجد بھا مجموعة مختارة من المحVت لتضيف لتجربة السفر عبر مطار حمد الدولي المتعة و التميز.

ي يستوعب الذكما تتاح للمسافرين فرصة للراحة وا�سترخاء ، واستعادة طاقتھم قبيل رحلتھم التالية من خVل الفندق الذي يوفره مطار حمد الدولي ، و

مئتي غرفة.

وختاما ، أرى أن ھذا المشروع يعتبر إضافة حضارية لدولة قطر.

بقلم الطالب / عبد العزيز عمر الشھري.

بورك فيك بني القائد العظيم ، أتمنى لك مزيد من التقدم والرقي لخدمة بلدك ووطنك العظيم قطر.

معلم اللغة العربية –أ / أسامة رضوان

نادي مناظرات القادةشارك كل من ا�ستاذ نايف ط�ل الشمري وا�ستاذ أحمد عبد الس�م عيسى في تحكيم بطولة دوري الجامعات ا�ولى لھذا العام، حيث ساد جو من الحماس و ا$يثارة خ�ل

ھذه البطولة التي نظمھا مركز مناظرات قطر بالتعاون مع جامعة قطر. تعمل تطوير المھارات اللغوية لدى الطلبة تعزيز الثقة بالنفس وتطوير المناظرات على

الشخصية من حيث الجرأة والوقوف أمام ا9خرين توسع معارف الطلبة ، وتطوير مھارات التفكير الناقد وحل المشك�ت وإيجاد الحلول، والقدرة على التعبير عن الرأي وتقبل واحترام آراء ا9خرين، وتنمية مھارات الحوار الھادف والفعال، كما تساھم في

توسع معارف ، وبالحجج المقنعة وباستخدام التسلسل المنطقي تطوير مھارات ا$قناعالتبادل الفكري والثقافي بين المتناظرين، القدرة على والطلبة وتشجيعھم على البحث،

توعية المجتمع وا�نفتاح على ا9خرين.

الجدير بالذكر أن أكاديمية قطر للقادة ومن خ�ل نادي مناظرات القادة تعمل على إعداد الفرق من أبناء ا�كاديمية، والتي سوف تشارك في بطو�ت المدارس خ�ل ھذا العام. يقوم كل من ا�ستاذ أحمد عبد الس�م منسق قسم الثانوي و ا�ستاذ نايف الشمري منسق

قسم ا$عدادي على تدريب الط�ب المشاركين بالنادي.

The barracks staff has been coordinating with teachers in an effort to

make sure that learning continues both in the academic building and

in the barracks. The Humanities Department has been working closely

with TACs Sam Hasler, Charles Smith, and Mathew Wolfgram. This col-

laborative initiative has given our cadets more support. A case in point

is how Sam Hasler and Charlie Smith have been helping the Grade 11

IB Economics class with their first Internal Assessment Commentary.

On Thursday, November 13th, Sam and Charlie paid an unannounced

visit to our Economics class. We were working on the commentary,

and complementing the efforts from the TACs. When the TACs walked

in, the cadets were visibly excited to have their TACs witness them at

work in the classroom. The students applauded the TACs when they

walked in, and right away the TACs got to work. We had three educa-

tors guiding the cadets on their task. In lieu of this Mr Adnan Macko-

vic, whose classroom is next to ours, was invited to witness this team-

work. He took a few pictures. The spontaneous collaboration in the

classroom showed how much progress we have made as a learning

community of cadets and teachers. Like the rest of the teaching facul-

ty, the Humanities Department would like to thank the TACs for their

help and please come visit us soon.

Mr. Francis ChapuredimaMr. Francis ChapuredimaMr. Francis ChapuredimaMr. Francis Chapuredima IB Business/Economics TeacherIB Business/Economics TeacherIB Business/Economics TeacherIB Business/Economics Teacher

First Quarter after School Activities. Chess Club: A First Quarter after School Activities. Chess Club: A First Quarter after School Activities. Chess Club: A First Quarter after School Activities. Chess Club: A Great Strategy Game That Promotes Thinking Skills!Great Strategy Game That Promotes Thinking Skills!Great Strategy Game That Promotes Thinking Skills!Great Strategy Game That Promotes Thinking Skills!

Following our very successful visit to the “Kings and Pawns” exhibition at the Museum of Islamic Art last spring, I invited a member of the Qatar Chess Association, Mr. Alexei Kha-matgaleev, to help us with setting up a chess club here at QLA, as part of the After School Activities. The response of our ca-dets has been very encouraging and we are all very pleased with the progress, which is being made over the last month. Our chess coach, Mr. Alexei, has been very supportive and pas-sionate about chess and it seems that he is preparing Qatar’s next chess champions! The chess members have been very punctual every Tuesday after school and eager to learn or im-prove their knowledge on chess tactics and ways of thinking. It has been a great start to this Quarter’s ASA and we are looking forward to continuing to establish chess as a stimulating after school activity at QLA. Many thanks to all the chess students for their enthusiasm and commitment and a special thanks to Mr. Muhammad Muaaz for his continuous support. Ms. Vassiliki VarellasMs. Vassiliki VarellasMs. Vassiliki VarellasMs. Vassiliki Varellas Visual Arts TeacherVisual Arts TeacherVisual Arts TeacherVisual Arts Teacher

The Science Department of Qatar Leadership Academy has registered three of our Grade 12 US Diploma students Mohammed Obeidan, Mohammed Al Romaihi and Ali Al Aufi in the competition “Environmental Sustainability in Qatar Challenge” organized by Supreme Committee for Delivery and Legacy. This Committee is formed to deliver all infrastructure required for Qatar to host an amazing and historic FIFA World Cup in 2022 that is in line with na-tional development plans. The young learners in Qatar are challenged by this organization to address one of the key aspects; ensuring that a lasting hu-man, social, environmental and economic legacy is created for 2022 and beyond. The project focuses on three main goals - waste reduction and management, reduction of water use and management, and maintenance of biodiversity. Our cadets have done an in depth study on current environmental issues in Qatar, environmental issues faced by Brazil and South Africa which hosted the last two world cups , anticipated environmental issues in Qatar during World cup 2022 and initiatives by Qataris in developing gadgets that are en-vironment friendly. They have worked immensely and spent plenty of time on research, did several field trips and also performed several laboratory tasks. They have also looked at possible initiatives to develop awareness of envi-ronmental pollution amongst Qataris. Based on their acquired knowledge, they also attempted to put forward some recommendations to tackle envi-ronmental issues in 2022. This competition has helped our cadets to get involved in a real life chal-lenge, to apply the concepts they have gathered from their Science and De-sign & Technology courses in contributing to sustain a cleaner environment in Qatar. Here at QLA as a faculty, we want to give our students opportunities to learn 'outside the box' whenever possible, it is more fun and it also enhances their learning. It is our desire and goal as a school to see that their motivation in learning increases, their learning is heightened, and the momentum increas-es day by day with a renewed energy. Our dynamic Science faculty has been working collaboratively and has dedi-cated much of their valuable time in the last three weeks to guide our cadets to complete this project successfully. Our cadets are competing against candidates from 33 different schools in Qatar and we would like to wish them the very best in this endeavor. Mr. George ChempalatharaMr. George ChempalatharaMr. George ChempalatharaMr. George Chempalathara

IB Physics TeacherIB Physics TeacherIB Physics TeacherIB Physics Teacher

رسالة أولياء ا�مور تقدير الذات "تقدير الذات" : ما قل ودل

C زدريھا ونقلل من علينا أن ندرك ونعرف ذواتنا، ونضعھا في الوضع ال�ئق بھا، ف� نعطيھا أكثر مما تستحق، و� ن -عز وجل -مما � شك فيه أن من نعم قيمتھا، فالصورة التي نرسمھا �نفسنا تعد بمثابة حجر ا�ساس في بناء الشخصية .

دافه وقراراته وقدراته بأھوباختصار فإن تقدير الذات يعود إلى مقدار رؤيتك لنفسك، وا�رتباط وثيق بين الثقة بالنفس وتقدير الذات والذي يتمثل في إيمان الفرد وإمكانياته.

وإن النظريات النفسية لموضوع تقدير الذات تلخص وصف أصحاب تقدير الذات بأنھم:

شخصيات قيادية قوية يقدرون أنفسھم ويرونھا فاعلة.

أصحاب د��ت نفسية واتجاھات إيجابية نحو أنفسھم.

قراراتھم وتصرفاتھم تعكس مدى النضج النفسي والتقدير والكرامة للنفس.

والسؤال الذي يطرح نفسه؛ كيف نساعد أبنائنا على تقدير ذواتھم؟ يمكننا تحقيق ذلك با9تي:

نساعدھم على تكوين صورة إيجابية عن صورھم الجسمية، من خ�ل مدحھم والتأكيد على الجانب ا$يجابي وخصوصا في مرحلة المراھقة.

أن نتجنب المقارنة السلبية وأن نبحث عن الجوانب ا$يجابية المميزة للطفل.

تعزيز الثقة لدى الطفل بإعطائه مسؤولية معقولة، وكذلك توقعاتنا يجب أن تتوافق مع قدراته.

مساعدته على معرفة نقاط القوة لديه كأن تقول ا�م عن طفلھا "جاسم ذكي ، مبدع ، ...".

بإيجاد الجو ا�سري ا$يجابي " اقض وقتا مع ابنك، تناول وجبات معه ، تبادل النكات....".

كن أنموذجا إيجابيا في تقدير ذاتك.

الناقد وادفن وت وأختم فأقول؛ عزيزي ولي ا�مر حينما تكون قدوة �بنائك، فقد غرست في نفوسھم تقدير الذات وبناء الشخصية دون أن يشعروا، لذلك أخمد ص وتقدير ذاته.قة شخصية القاضي قبل أن يقضيا على شخصية ولدك، وعود ابنك على العطاء واستثمر مشاركاته الوجدانية تصنع منه بط�، وتعينه على بناء الث

ا#ستاذ / مصطفى فرج

ESL Teachers Working With Mainstream TeachersESL Teachers Working With Mainstream TeachersESL Teachers Working With Mainstream TeachersESL Teachers Working With Mainstream Teachers As teachers we are all aware that students are at several differentiated levels. Here at QLA, ESL teachers work to support mainstream teachers to get the best outcome from the ESL students in their classes. This kind of support includes a variety of strategies:

• Preparing additional resources to help ESL students better understand the material to be covered in the mainstream class.

• Advising on the assessment of ESL students and helping mainstream teachers with the writing of reports on these stu-dents.

• Working alongside mainstream teachers in subject lessons to ensure ESL students can follow the lesson and understand what to do for homework. Removing individual ESL students, or small groups of them, temporarily from the mainstream classroom to provide the neces-sary background instruction to the topic at hand.

InInInIn----class supportclass supportclass supportclass support There may be occasions in lessons when it is particularly important that students understand what the core subject teacher is saying. For instance, at the beginning of a new unit, the ESL teachers will make sure the ESL students understand the new content and/or what they have to do. Another occasion on which ESL support could be used is when a new ESL student starts during the course of the year. The ESL teacher can take that student separately for a lesson or two and teach him some of the essential vocabulary and concepts that he will need in order to begin to understand what is happening in class and to feel comfortable there.

Mainstream teachers can offer help to ESL TEACHERSMainstream teachers can offer help to ESL TEACHERSMainstream teachers can offer help to ESL TEACHERSMainstream teachers can offer help to ESL TEACHERS

Subject teachers can help ESL teachers to help students by keeping us informed of the start of any major new unit and im-portant projects or tests (Collaboration). Subject teachers can also help by keeping us informed as to who is struggling in which classes (Identifying Targeted Students). ESL teachers can respond to such information by:

• Applying more ESL instruction time to helping ESL students understand their subject work. Allowing ESL students more time to work on other subject assignments in their ESL lessons (As agreed to by the Subject teach-ers and After School TACs). It is also useful if subject teachers could make sure the ESL students know they should not shy about asking for support. ESL teachers are more than happy to provide extra help to ESL students at break, during lunch, or after school, but the students need to take the responsibility to seek ESL Teachers out. This support also applies to any non-native speaking student who just needs help on a specific assignment.

Mr. Muad Makhool Mr. Muad Makhool Mr. Muad Makhool Mr. Muad Makhool ESL TeacherESL TeacherESL TeacherESL Teacher

Building Self Esteem and Self ConfidenceBuilding Self Esteem and Self ConfidenceBuilding Self Esteem and Self ConfidenceBuilding Self Esteem and Self Confidence Fostering the personal development of our cadets is a primary goal of the counseling program at QLA. The students are in the life phase called Adolescence where they are psychologically growing facilitated through many of their experiences at the school. The mere fact that they are boarding school students is increasing their abilities to be more independent and self-reliant; a quality for which they and their parents feel very proud! The counselors presented the “Self Esteem and Self Confidence” program throughout the month of November to all cadets’ grades 7-12. The counselors spent time with all the stu-dents in each grade group helping them learn what self-esteem is, how to identify if their self-esteem was high or low, and to learn ways to develop their self-esteem. Working with the stu-dents in the grade groups was a very important format for this topic because as the students are growing developmentally year by year, they have different understandings of self-esteem and what it means to them personally. Learning how to build self-esteem requires building competencies in many areas of life. The cadets explored their own personal experiences of learning how to do something new by taking the risk to try a challenging activity, even if they do not master it at first. By practicing the activ-ity over and over again, the students understand they become competent – master the skills necessary to be confident. It is in this process that self-confidence arises and our students build belief in themselves that they can face challenges and have the necessary skills and sup-port to become successful. Growth in this area is not always comfortable and easy – it re-quires pushing one’s self beyond what we think we can do to grow into a bigger, more mature, and confident self. The steps to building self-confidence were presented as follows:

Action comes first Trust yourself – you know more than you think you do! Think BIG Take risks – Try things which you are afraid to fail Practice until you trust yourself completely

It was clear in each of our small group discussions, that the students felt the parents, families, teachers, TACs, Leadership instructors, counselors and many others support holding a bigger vision for each of them as the young man they are growing themselves into. This support is the backbone for each of our students and their success day by day and year by year during these important developmental years. Without the care and contribution from each of you, the stu-dents would not feel supported to take the risks they do each day to learn a new language, to master academic skills, to practice their faith, to be good friends to all, and to practice disci-pline through drill team and Leadership class. It is from the belief of all of us that they contin-

ue to grow in belief in themselves and to gain mastery to support their future goals.

Mrs. Jane HabermannMrs. Jane HabermannMrs. Jane HabermannMrs. Jane Habermann Psychological CounselorPsychological CounselorPsychological CounselorPsychological Counselor

Grade 7 Grade 7 Grade 7 Grade 7 ----8 Graphic Design within Design Technology8 Graphic Design within Design Technology8 Graphic Design within Design Technology8 Graphic Design within Design Technology

The students in Grade 7 and 8 are coming to the end of their Graphic Design projects where they have been introduced to a number of new techniques and tools on Photoshop, which is a photo editing and graphics program, considered to be a leading program in the world of design and used in the workplace internationally. Grade 7 started the year with traditional hand drawn graphics and typography techniques where they practiced methods to create professional looking text and 3D lettering. The next step was a basic introduction to Photoshop which included experimentation with brushes, color definition and text to create an energetic poster using different layers with words that matched the poster created. The cadets moved on to photo editing by learning how to open a photo in Photoshop, which they copied and positioned as they want-ed and used different filters to enhance the photograph and experimented with instant effects. The third section was extremely chal-lenging for the students as it focuses on techniques the professional Graphic Designers use, the task was to create an effect on a photo which looks like the picture is breaking into hundreds of pieces, a small number of the students were able to complete this task and really showed competence and ability with Graphic Design.

Mohammed Mahmood Hamood AlMohammed Mahmood Hamood AlMohammed Mahmood Hamood AlMohammed Mahmood Hamood Al----Tamami Tamami Tamami Tamami Nayef AlNayef AlNayef AlNayef Al----Amri Falah Al BadiAmri Falah Al BadiAmri Falah Al BadiAmri Falah Al Badi Grade 8 have been working on developing their understanding of Photoshop and been creating their own Avatar characters using a human face of their choice. They have been improving their knowledge of layers and how to copy and paste different parts of their image to help them manipulate different parts. Another important focus was using the color pallet to create a transparent coloring for the face so the features remained underneath. The students experimented with and altered the facial features to make their cho-sen character look more Avatar-like and have brought in images to enhance their designs like snake-eyes, scars etc. This project is challenging for the Grade 8 cadets yet the majority of students have excelled leaving us very proud of the perseverance and out-comes so far. This project will be continued during Science lessons with Mr. Earl and Visual Arts lessons with Ms. Vassiliki where the Avatar character will develop into a 3D model with characteristics of three different animals as the final outcome, which we are ex-tremely excited about.

Mohammed Arab Khalid Al BinaliMohammed Arab Khalid Al BinaliMohammed Arab Khalid Al BinaliMohammed Arab Khalid Al Binali Sultan Al Kuwari Ali Al Sulaiti Hamad Al KuwariSultan Al Kuwari Ali Al Sulaiti Hamad Al KuwariSultan Al Kuwari Ali Al Sulaiti Hamad Al KuwariSultan Al Kuwari Ali Al Sulaiti Hamad Al Kuwari It is important that the cadets understand why Graphic Design is important to their education in Qatar Leadership Academy. Graphic Design surrounds us on a daily basis and is included in advertising around the world. Businesses flourish with professional looking Graphic Design and statistically it is proven that high quality design increases sales of a product and /or viewings of a website. Whether or not being a Graphic Designer is a desired career for our cadets, it is important that they understand high quality promo-tional material to ensure the best for their future careers and businesses. A Grade 7 student who has shown an excellent talent when using Photoshop, Falah Al Badi, has already used his skills outside the classroom to help his father overcome a Graphics prob-lem through a technique learnt in a lesson. It is great to hear examples of our cadets using their knowledge and skills taught inside the classroom for real life situations. Fiona BaylissFiona BaylissFiona BaylissFiona Bayliss Design Technology TeacherDesign Technology TeacherDesign Technology TeacherDesign Technology Teacher

Qatar Leadership Academy, Member of Qatar Foundation, Educa-

tion, Science and Social development.

Location: Al Khor City

Al Khor Qatar

P.O.Box: 24421

Tel: +974 44542222

Building Number: 16

Street No. 776

Zone: 74

أكاديمية قطر للقادة، عضو مؤسسة قطر للتربية والعلوم وتنمية المجتمع الموقع: مدينة الخور

قطر –الخور

24421ص.ب:

+ 974 44542222البدالة:

16رقم المبنى:

776رقم الشارع:

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Upcoming Events November

Deadline for Final Draft of Extended Essay for May 2015 Candidates -- December 9 Qatar National Day -- December 18 Winter Break -- December 18– January 1 December Saturday School -- December 13

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