Across the globe, education systems are responding to unprecedented changes, notably as the pace of technological change and innovation grows; meanwhile, the definition of what success looks like for students emerging from school is also changing, as schools are expected to develop in young people the skills needed to navigate a world yet unknown. In that context, building strong academic foundations could not be more important, argues Dan Clark, Founding Principal of Queen Elizabeth’s School, Dubai Sports City.

How does the National Curriculum for England support learning beyond academic achievement at Queen Elizabeth’s School, Dubai Sports City?

One of the primary strengths of the National Curriculum for England is the solid foundation that it provides. Taught well, it lays the foundation for a culture of free-thinking scholarship, in which students develop deep mastery of subjects, and that mastery itself is the launchpad for the advanced academic skills of applying, connecting and questioning. At Queen Elizabeth’s, this allows for the use of highly effective dialogic teaching, in which speaking and listening skills are cultivated and, in turn, feed improvements in written work. These are crucial skills on which students will rely throughout their lives. The best British curriculum schools, like QE Dubai Sports City, provide sequenced opportunities for collaborative learning, which in turn encourage students to take ownership of their own progress. The National Curriculum for England complements this academic rigour with clear routines, strong pastoral care, and support for personal development alongside academic achievement.

What does “future-ready” education look like in practice beyond examinations?

It seems impossible to keep pace with change, as we hurtle towards a future in which AI will be embedded in almost everything. It is my view that a values-led education can give students the tools they will need to navigate such a dynamic landscape. Developing in students a strong sense of belonging, adaptability and a clear sense of purpose is also key to the development of their own agency. Character development is at the heart of the QE Dubai Sports City approach, through the Flourish programme, which is built on the belief that every learning opportunity, whether in the classroom, the debating chamber, on the stage or on the sports field, is an opportunity for students to discover something new about themselves, and to exceed what they thought they might be able to achieve. We also want students to value these experiences not only for the outcomes they produce, but for the habits and virtues they help to develop curiosity, perseverance and integrity. When these habits are developed early, students are better prepared to thrive across future pathways and to contribute positively.

How does QE Dubai Sports City foster leadership in students?

At its heart, leadership is about learning to collaborate and to influence others, and at QE we are focused on providing every student with opportunities to lead across the full breadth of the curriculum and beyond. Every student should have opportunities to practise leadership in meaningful, age-appropriate ways. This might involve contributing to group decisions, supporting peers, representing others, or reflecting on the impact of their actions. Crucially, whatever form leadership takes, QE students are taught to understand it as a form of service.

The QE House programme provides multiple and varied opportunities for all students to lead, and it is so fundamental to the QE Dubai Sports City ethos that we have appointed a senior colleague with outstanding experience to lead it. Through curated inter-house activities, competitions and collaborative initiatives, students will also learn teamwork, responsibility and respectful competition. Leadership roles within the House system will offer meaningful opportunities to mentor younger students, strengthen belonging, and contribute to the wider school community.

Leadership is also cultivated through student voice, classroom responsibilities and co-curricular programmes. When leadership is inclusive and embedded across school life, students develop communication skills, empathy and a strong sense of belonging.

How does sport contribute to character development and leadership?

Sport plays a powerful role in developing character because it places students in situations that require discipline, collaboration and the ability to win and lose well, all of which are fundamental to character development. These experiences develop self-regulation, perseverance and emotional maturity, qualities that underpin strong leadership in any context.

At QE Dubai Sports City, this matters regardless of a student’s level of ability in sport. From recreational participation to representative performance, we aim to harness our outstanding partnership with ISD and the phenomenal expertise of our Founding Director of Sport and Head of PE to ensure that every student can benefit from sport.

We believe that student leaders in sport can add so much to a community, which is why we are offering scholarships of up to 25% for those with particular talent, and why we also have an Elite Sports Pathway to support the city’s top athletes in pursuing their sporting ambitions in an equally ambitious academic setting.

How do QE Dubai Sports City’s signature programmes support holistic development and a sense of belonging across different stages of learning?

Holistic development is most effective when it is seen as fundamental, rather than additional, and this is at the heart of the QE Flourish programme. QE Flourish builds character through four pillars: Care, Challenge, Create and Compete, strengthening students’ confidence, creativity and resilience.

The QE House programme is designed to strengthen belonging and pastoral care by creating smaller communities within the wider school, where every student is known, supported and encouraged to contribute.

QE Futures is designed to help students connect their learning and experiences to future pathways, encouraging reflection on their strengths, interests and values.

Together, these frameworks support young people to grow in character and capability over time. When students feel secure, challenged and understood, a sense of purpose develops naturally.

How would you say we should rethink success in education today?

Success should not be defined solely by examination outcomes. While academic achievement remains important, it must sit alongside character, agency and leadership.

If students leave school confident in who they are, capable in what they do, and responsible in how they contribute to others, then education has achieved its purpose. Schools have a responsibility to prepare young people not just for the next stage of education, but for life.

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Dan Clark Founding Principal, Queen Elizabeth’s School, Dubai Sports City

Dan Clark is the Founding Principal of Queen Elizabeth School, Dubai Sports City, a new British‑curriculum school opening in August 2026 for students from Nursery to Year 8, and the first international campus of Queen Elizabeth’s School, Barnet. Dan has over two decades of leadership experience in British schools, including Marlborough College and Repton School, where he won a reputation for maximising academic progress for all.