Water fuels every aspect of life. It’s essential for basic health and hygiene, and it drives society’s most essential industries: agriculture, energy and transportation. Without water security there can be no national security. In fact, water is essential to the stability of every country on the planet. Understanding water security means looking beyond immediate supply to political, economic, social and environmental impacts.

Through a project-based learning model, they will be able to explore the inner dimensions of Emotional intelligence and its role in the field of education.

Students wants to analyze why climate change and effects of it on habitat.

Climate change is a global crisis that requires urgent action to mitigate its impact on our planet. Through climate action, we can work towards reducing greenhouse gas emissions, promoting renewable energy, and implementing sustainable practices to create a more resilient and sustainable future for generations to come. This awareness has been passed on to school community through the project.

The students explored the importance of water for all living organisms on Earth. They investigated the sources of water. They learnt about the causes and effects of water pollution and researched how it can be reduced. Experiments were done by the students to enhance their knowledge about the water cycle and water filtration.

To reduce the use of plastic.

The students explored the importance of our only planet Earth. They investigated different ways to recycle. They learned about the causes and effects of deforestation, and pollution and researched how it can be reduced. Different projects were prepared to enhance their critical thinking skill.

Our class Early Years BW discussed their interests with the teacher to select a theme for YLP. Looking at the interests of our young learners we chose the theme “Help save endangered animals” under which the learners investigated and explored animals around the world and what are the causes of animals being endangered. Focusing on SDG 15 – to protect, restore and promote sustainability. It was a great experience to see our young learners developing their leadership skills and showing their interest in being a leader. Putting their contribution to saving the environment helped our learners in becoming responsible and active global citizens and they also extended it further through practicing at their home.

The students gained information about weather and climate change by researching and exploring the facts of climate change. They explored that the climate is often defined loosely as the average weather at a particular place, incorporating such features as temperature, precipitation, humidity, and windiness. In the first stage, they learned what are weather and climate change. In the second stage, they learned about the causes and effects of climate change. In the third stage, they worked on a solution to fight climate change.

The students investigated and explore the importance of reduction and reusing stuff, strategies to recycle waste, investigation of trash and how it could be reduced, and learned how their small actions will transform the world. They participated in several projects, discussions and experiments were done by the students to enhance their knowledge.

The big idea was development of Qatar’s economy to meet Vision 2030 through tourism. This topic comes under Sustainable Goal Number 8 which is to provide beneficial and sustainable tourism. Within the short span of three months, the students were able to research and propose few tourism projects which could benefit the economy of Qatar.

Year 12A decided to conduct the YLP project in coordination with the Qatar Vision 2030 pillar of human development which promotes the idea of ensuring a healthy population: Physically and mentally. Nowadays, a lot of young individuals tend to develop eating problems which lead to chronic issues like diabetes and obesity. Research states that the trend in diagnosis of diabetes has increased over the decade amongst young people. Good physical health and well-being is essential for the youth in order to lead a healthy and prosperous lifestyle.

Considering Qatar National 2030’s pillar of environmental development and SDG goals 13 (climate action) and 15(life on land) our aim is to reuse, reduce and recycle electronic waste. We aim to raise awareness on electronic stewardship and promote it through conducting awareness campaigns and collaborating with companies in the State of Qatar associated with electronic stewardship.

One of the major destructions to Earth is plastic and microplastics. Most plastic is not recyclable and the vast majority does not biodegrade. Plastic products often break down into very small fragments called microplastics that can pollute ecosystems and harmful organisms. Microplastics are tiny plastic particles that result from both commercial product development and the breakdown of larger plastics. As a pollutant, microplastics can be harmful to the environment and animal health.

EHF (Engineering Hydroponics Farm) is an engineering design of vertical farming system to grow plants even in a small space. The technique may employ hydroponic, aeroponic, or soil growing techniques. The EHF endeavour to grow food in unfavourable conditions, such as those when arable land is scarce or non-existent.

“Snoezelen” is a combination of two Dutch words “snuffelen” – to seek out/explore and “doezelen” – to doze/snooze. The word expresses the combination between the sensory stimulation that awakens activity in the child and the relaxing, quiet atmosphere of the room. The human brain is designed to produce and regulate responses to the body’s sensory experiences. This link between the brain and our behavior is called “sensory integration.” For most people, this is a normal and typically overlooked part of their daily experience. But for an individual with a developmental disorder, including autism, the way the brain processes these experiences can be a major source of distress and discomfort. In some cases, the brain may overreact to these sensory stimuli. Other times, it may not react enough. A person’s sensory experiences go beyond the basic five senses and can negatively stimulate some deeper sensory responses. An inability to regulate certain sensory stimuli from any or all of these systems is called “sensory processing disorder.” In many cases, it can cause a variety of negative behaviors, such as acting out, fighting, meltdowns, spinning, rocking, or hand-flapping, as well as problems with information processing and development. A sensory room is a space designed to help an individual with sensory issues learn to regulate their brain’s negative reactions to external stimuli by developing coping skills for these experiences. they can also be utilized for individuals with ADHD, cerebral palsy, and Down syndrome, as well as for individuals with a variety of developmental challenges in the area of communication, movement and balance, and social skills. While it can be a calm space where they can regain control of their emotions, a sensory room can also provide a low-stress, fun environment for an individual to work through their emotions and reactions to certain stimuli. Benefits of sensory rooms • Calming Effects • Stimulation • Socialization • Improved Focus • Motor Skills, Cognitive, Sensory Development

Exploring technology used in different sectors and its implementation on the Qatar Vision 2030.

Biosecurity is the prevention of disease-causing agents entering or leaving any place where they can pose a risk to farm animals, other animals, humans, or the safety and quality of a food product. The COVID-19 pandemic is an example of an infringement on biosecurity that posed a serious threat to the world. Our project aims to spread awareness of biosecurity so that the chance of such a pandemic affecting the world in the future will be lessened.

How to use and produce paper bag and reusable bags in sustainable way that will Reverse the Harm that plastic bags have inflicted on the Earth.

METASARC is a virtual experience which aims to spread awareness of sustainable communities through the METAVERSE.

Social media refers to the means of interactions among people in which they create, share, and/or exchange information and ideas in virtual communities and networks. The Office of Communications and Marketing manages the main Facebook, Twitter, Instagram, LinkedIn and YouTube accounts. As a class we are going to research and analyze the advantage and disadvantage of social media. Social media is big problem comes in the form of interfering with how much time, attention, and effort you put in doing something worthwhile. We all have 24 hours a day and seven days a week. Multiple studies have found a strong link between heavy social media and an increased risk for depression, anxiety, loneliness, self-harm, and even suicidal thoughts. Social media has also reduces activity in the amygdala, the part of the brain responsible for anxiety and fear. And it makes positive social interactions rewarding, so it's no surprise that it plays a central role in developing trust. After we research, we are going to create online surveys to know about people opinion. We will also analyze them to come up with a conclusion. Then we are going to find the problem and come up with a solution for it. After we done with all of this we are going to spread awareness on our by making posters, videos, talk over and a lot of activities. We are also going to make a 3d model which shows info about Social Media. At the end, we are going to make a website where we will attach our e-book about our research.

Objectives: - In-depth study of Mangroves, their benefits to the ecosystem, and tourism. - Safeguard marine life associated with mangroves - Educate people regarding the dangers that Mangroves and aquatic ecosystems face - Promote activities executed for the preservation of the habitats - To encourage eco-tourism

We aim to address the growing demand for smart cities all around the world and especially Qatar and such a project should contribute to the overall sustainability of the country.

The Global Goals. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity likewise, as the volume of waste increases, the land needed to contain them also needs to expand. In addition, paper wastes are often burned, causing air pollution, and some of the chemicals contained in these products may damage the environment loss.

The zero hunger SDG focuses on finding sustainable solutions to stop world hunger. It starts in the classroom and expands to the community by engaging the next generation in action-based learning.

This research study helped us to reflect on the challenges faced by elderly people in the era of advancement and technology. These problems are caused not only by health issues but also by their interactions with other people, especially their family members. Technology is also a common problem for them, as new gadgets and applications have been invented every day and these help lots of people to ease their everyday life. Lack of knowledge and expertise has resulted in the elderly using ignorantly. An individual can age well through increased physical activity, involvement in social and recreational activities, healthy eating habits, having a purpose in life, and intellectual engagement. The elderly population is increasing and the problems they are facing as well. The rising demand to support their needs such as financial and social affects their well-being. If people are able to live these extra years in excellent health and in a supportive environment, their capacity to execute the tasks they love will be quite similar to that of a younger person. When people live in environments that are both physically and socially supportive, they can still achieve their goals despite capacity decreases. Locations that make it simple to move around and have access to safe public spaces and transit are examples of supportive environments. This study has helped us to widen our views toward the challenges the elderly population is facing today. We conducted interviews and surveys to gather data and have come up with a solution to address their issues such as inspired software applications for adults.

The objective of our YLP project is to demonstrate how debate may benefit students' research, public speaking, and language skills, all of which are critical for success not just in school but also in everyday life, along with incorporating mission, vision & objective of TNG. Education, both secondary and collegiate, involves a series of choices. Students select among classes, co-curricular and extra-curricular activities to fill their time in accord with their interests. For some, athletics fulfills their vocational and competitive interests, still others opt into participation in cocurricular programs such as MUN and debate. Our project investigates the later phenomena, that is, why do students participate in debate and what skills do they acquire through debates? Our project’s first focus is on finding out the academic benefits like improved communication, critical thinking, information gathering and processing, writing, leadership skills, and how debate exposes participants to different academic fields. Second, debate’s impact outside of competition in terms of the roles debaters can fill in a democratic society In seeking answers to these questions and greater insights into debate as a whole, we conducted the secondary research and also analyzed the results from our own survey and interviews. The results were both enlightening and reassuring as they reinforced the positive attitudes towards debate as well as giving a greater insight into others’ perceptions of the activity.

At The Next Generation School (TNG), we strive through quality education and empowerment. By empowering the students, we aspire to promote leadership skills and create responsible global citizens. The aim of YLP is to provide a platform that allows our students to explore their strengths as young leaders and immerse in opportunities to develop 21st century skills. The YLP theme this year is "Researchers and Investigators". This year, Reception A at TNG Nuaija, chose "Quality Education for Better Profession in Future. Choose to Shine!!" as their YLP topic. The topic focuses on SDG Goal 4- Quality Education. Promoting education for all is one of the 17 Global Goals that make up the 2030 Agenda for Sustainable Development. Learners got involved and conducted various research and campaigns to spread the awareness on the importance of Education. Happy watching Year Reception A's YLP journey!!🥰

The topic about healthy lifestyle will help each child to become aware and maintain their good health. Considering being responsible as one of the main qualities possessed by a leader, students are assigned to different tasks to research and investigate. Rooting from here, learners will display facts and current issues and will do observations and experiments.

Today, 2.2 billion people lack access to safely managed drinking water, and more than 4.2 billion people lack safely managed sanitation. Climate change is exacerbating the situation, with increasing disasters such as floods and droughts. 80 per cent of wastewater in the world flows back into the ecosystem without being treated or reused, and 70 per cent of the world’s natural wetland extent has been lost, including a significant loss of freshwater species.

Goal 1 aims to end poverty in all its forms, everywhere. For the first time, as part of the SDGs, countries have committed to reducing child poverty. Children experience poverty differently from adults – their needs and expectations are different, and for children, the effects of poverty can be lifelong. Nevertheless, child poverty is rarely differentiated from adult poverty, and its special dimensions are often not recognized.

There are so many animal and plant species are at a risk of extinction from the world. As it has become a major global issue we need to think about sustainable living of endangered animals and plants. So, we decided to explore on them and search for the solutions to overcome this major global issue.

Don't overuse water. Close a tap when washing dishes, and take short showers – Bathtubs require gallons more water than a 5-10 minute shower. Consider getting a water meter to be aware of your water usage. Organize a clean-up project for rivers and oceans.

Conserve and sustainably use the oceans, seas and marine resources for sustainable development. Targets: By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution.

The main focus of this project is to make the students understand the importance of being sustainable in life.

Natural disasters can strike anywhere at any time risking people’s livelihoods and threatening growth, development and poverty reduction, especially in the most undeveloped regions. Preparedness and affective planning are needed in order to eliminate the impacts of a natural disaster. Warning systems, safe buildings and well-established aid service can contribute to come through an extreme natural event and recover as quickly as possible from its consequences.

For young learners, it's always a curiosity to learn about how their different parts work accordingly to their will and wish. Moving hands to eat food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities for exploring and researching, we would also find ways to keep our bodies healthy.

For young learners, it's always a curiosity to learn about how their different parts work accordingly to their will and wish. Moving hands to eat food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities for exploring and researching, we would also find ways to keep our bodies healthy.

For young learners, it's always a curiosity to learn about how their different parts work accordingly to their will and wish. Moving hands to eat food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities for exploring and researching, we would also find ways to keep our bodies healthy.

For young learners, it's always a curiosity to learn about how their different parts work accordingly to their will and wish. Moving hands to eat food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities for exploring and researching, we would also find ways to keep our bodies healthy.

For young learners, it's always a curiosity to learn about how their different parts work accordingly to their will and wish. Moving hands to eat food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities for exploring and researching, we would also find ways to keep our bodies healthy.

For young learners its always a curiosity to learn about how their different parts work accordingly to the will and wish. Moving hands to eating food and digesting it. There is always curiosity in every part of our amazing body. With so many possibilities of exploring and researching we would also find ways to keep our healthy.

1. Goal: Learners will be able to know about SPACE. They will explore space and its significance to Qatar’s 2030 vision. They will learn about the Solar System, planets, Moon, Sun, Stars, and Satellites in Space and their importance, and things that we would be needing to live in space in the future. And most especially, how Space can improve our lives and make life on Earth better.

We started by talking about different places that students already know and they have visited. And then we started discovering more about Qatar by pointing it out on the map and knowing the neighboring country of Qatar. Then we talked about different landmarks of Qatar, discovering old Qatar and new Qatar, Qatar’s harbor, fishing, and pearl diving, etc…We discovered about ‘Desert Rose’ that has long bloomed under the hot Qatari sun has been immortalized in the form of Qatar National Museum. We discussed Qatar’s national flowers, animals, birds, and food. Also, we discussed the culture of Qatar, the festivals of Qatar, etc… We used PPTs and videos to help students better understand the different places and parents were also asked to take their kids to different heritage spots like ‘Souq waqif’ ‘Zubara fort’, ‘National museum’, and to visit different stadiums and so they were able to talk about their own experience while on discussions. While Qatar is modernizing quickly, the nation maintains its religious tradition and cultural practices. Family and privacy are important values in Qatari culture. Through this project, we tried to research and know about all the different diversity of Qatar.

The Youth Leadership Program on Paper Recycling and Waste Management empowers young individuals to become effective leaders in promoting sustainable waste management practices, focusing on paper recycling, through education, hands-on activities, and collaborative projects.

The YLP project involved educating young children about the harmful effects of pollution on the environment and ways to prevent it. The program aimed to empower the children to act and make positive changes in their communities by engaging in eco-friendly practices.

Our YLP Project focused on how to save the earth. Saving the earth is a critical challenge that requires concerted efforts from all individuals, organizations, and governments worldwide. We found that saving the world's natural resources are finite, and the population is increasing at an unprecedented rate, making it more important than ever to implement sustainable practices to preserve our planet.

The 3A YLP project was started by the class on SDG 14-Life below Water. SDG 14 is their choice of research topic because most of the students are fascinated by life under the sea. Their inclination and interest in this topic made most of them proceed with research and begin discussing it. SDG 14 aims to protect and ensure the sustainable use of oceans. This includes the reduction of marine pollution and the impacts of ocean acidification, the ending of overfishing, and the conservation of marine and coastal areas and ecosystems. And as their community engagement plan, Year 3A made an agreement with Elite Paper Recycling Company. The Elite Recycling Company has approved putting up a recycling cage for paper. This is how the journey started and continuously promoted an eco-friendly school in Qatar.

Teacher self-care refers to the intentional practice of caring for one's physical, emotional, and mental well-being as a teacher. It involves prioritizing activities that promote relaxation, stress management, and personal development. Year 6 B: The youth leadership Program revolved their research framework around their Teacher's health, as the students analyzed the burnout situations of the teachers, which were based on classroom management, workload and personal factors. Students planned the Do part of their research by introducing the challenge- Steps Count for their teachers in February. In the study, students were able to find some teachers who could meet the simple steps. However, it took some work for teachers to maintain the challenge due to the heavy workload and physical conditions. Based on the research, students suggested self-care activities, including getting enough sleep, practising mindfulness or meditation, engaging in regular exercise or physical activity and promoting monthly fitness challenges to motivate teachers.

Coral reefs in Qatar represent one of the most biologically and socio-economically important natural assets of the Arabian region. We are near to face the extinction of several endemic species that lives only in the Gulf. We have researched about how onshore and offshore construction activities (man-made islands in Qatar), cruise ship to function as floating hotel for fans visiting the Gulf state during the World Cup and increase in beach activities like kayaking, sailing, diving, wake boarding will adversely affect the coral reefs in Qatar. To understand the Qatar citizens’ perspectives and understanding about the coral reefs and its significance, we conducted a survey. Based on our research and survey we recommend some possible solutions which can be implemented to preserve world’s precious ecosystem with the help of science and technology, careful monitoring system in the coastal region and awareness programs among the young generation.

Initially, our Youth Leadership program focused on educating young people about the use of solar technologies and their impact on society. However, over time, our research topic evolved to explore the social and cultural barriers that prevent the adoption of sustainable energy technologies in different regions and communities. While we began our research by examining various solar-based technologies, we discovered that achieving true sustainability requires more than just technological solutions. Our focus shifted towards investigating the cultural and social practices that hinder the adoption of sustainable technologies. Through our research, we identified cultural practices such as aggressive driving, unhealthy food preferences, stigma surrounding car sharing, and elaborate weddings as significant barriers to sustainability. To engage with the community, we partnered with Mowassalat – Qatar’s Transportation, where Mr. Annaufal Rizqullah highlighted Qatar’s efforts to achieve 100% sustainable public transport by 2030. Additionally, our students conducted a campaign to promote a culture of sustainable practices in their school.

Introduction: The global energy crisis has had significant repercussions on developing countries, leading to various social and economic challenges. In this case study, students delved into the reasons behind major energy crises and explored how the absence of non-renewable energy sources has impacted the social fabric of developing nations. Focusing on Pakistan, they conducted surveys, interviews, and extensive research to uncover eye-opening facts that shed light on the difficulties faced by its population due to the lack of non-renewable energy. Findings and Analysis: Through their research, the students discovered that certain areas in Pakistan experience extended periods of up to 12 hours without access to gas and electricity. This lack of basic amenities has profoundly affected the lives of people residing in these regions, hampering their daily activities and quality of life. To gain further insights, the students analyzed surveys conducted by individuals from different provinces, enabling them to compare the impact on social life between areas with and without access to gas and electricity. The students found that areas with reliable energy supply demonstrated better standards of living across various indicators. These areas exhibited higher literacy rates, improved healthcare systems, and better educational opportunities. The comparative analysis emphasized the critical role of energy access in determining the socio-economic well-being of communities. Potential Solutions: During their investigation, the students also recognized that optimizing energy usage can contribute to significant energy savings. By efficiently utilizing available energy resources, developing countries can potentially save between 9% and 12% of their energy consumption. This realization highlighted a promising opportunity for mitigating the identified energy gaps and improving the overall energy situation in such nations. To promote awareness and responsible energy consumption, the students proposed an initiative called "Taqa Hour." Through this program, they aimed to educate fellow students about the importance of optimal energy usage. By taking small steps, such as turning off lights and appliances when not in use, students could contribute to reducing energy wastage and make a positive impact on the lives of others. Conclusion: The impact of the global energy crisis on developing countries, as exemplified by the case study of Pakistan, underscores the critical importance of reliable and accessible non-renewable energy sources. The findings of this research project highlighted the stark disparities in social well-being between areas with and without energy access. Furthermore, the students' identification of energy optimization as a potential solution offers hope for addressing energy gaps in developing countries. Through initiatives like "Taqa Hour," they aim to raise awareness and empower individuals to become responsible global citizens, making a difference in the lives of those affected by the energy crisis. By deepening their understanding of the energy crisis and its socio-economic consequences, the students have taken a crucial step towards promoting sustainable energy practices and fostering positive change in their communities and beyond.

The Annual Youth Leadership Programme embarked on a remarkable journey this year as Year 6A chose to focus their research and exploration on the learning disability of autism. With a strong desire to raise awareness and foster understanding, the students dedicated their efforts to delve deeper into the subject. This report outlines the stages of their project, key activities, and the impact they made within the school community. Stage 1: Research and Understanding Year 6A began their project by conducting extensive research, utilizing various resources such as articles, blogs, and stories about autism. They explored the topic from different perspectives, ranging from simple learning through the cartoon "Nancy Clancy understood autism" to studying detailed articles about the incredible artist, Stephen Wiltshire. Through their research, the students gained a comprehensive understanding of autism, its meaning, and the expectations associated with it. The project was aptly titled "Autism: Speaking Out Loud," emphasizing the importance of open dialogue and raising awareness. Stage 2: Expert Sessions and Real-Life Insights To further enhance their understanding, Year 6A had the privilege of engaging with Dr. Adrienne Robek, a behavior analyst and psychologist. Her interactive sessions allowed the students to experience firsthand the challenges individuals with autism face. The students also had the opportunity to conduct an interview with the Grover family from India, discussing the unique challenges and difficulties faced by their 17-year-old autistic family member, Kabir. These interactions provided valuable insights and deepened the students' empathy and understanding of autism. Awareness Session and Impact: Year 6A's knowledge and experiences were channeled into creating an impactful awareness session for Year 5 students at the school. During this session, the students addressed the myths and facts surrounding autism, aiming to dispel misconceptions and normalize understanding. By initiating open discussions and promoting empathy, Year 6A successfully fostered a more inclusive and compassionate environment within the school community. Conclusion: The Annual Youth Leadership Programme undertaken by Year 6A proved to be an outstanding initiative, showcasing their dedication, research, and commitment to raising awareness about autism. Through their project "Autism: Speaking Out Loud," the students gained a comprehensive understanding of autism, incorporating learnings from various sources. Engaging with experts and gaining real-life insights further deepened their empathy and knowledge. Their impactful awareness session with Year 5 students effectively debunked myths and encouraged open dialogue. Year 6A's efforts have undoubtedly made a lasting impact, fostering a more inclusive and understanding school community that embraces individuals with autism.

Through a research based approach, the students were able to explore the effects of excessive screen time on children’s mental and physical health and what actions they need to take to reduce the negative effects.

Our project mainly focused on understanding the various forms of energy, the problems related to the overuse of non-renewable energy sources and how they are impacting our lives and finally exploring solutions to these problems and adopting clean energy in our daily routine. SDG7 is all about ensuring access to clean and affordable energy, which is key to the development of agriculture, business, communications, education, healthcare and transportation. The lack of access to energy hinders economic and human development.

Our YLP Project focused on researching the impact of emotional wellbeing on the academic progress of children under age 13. Emotional intelligence plays a vital part in students’ academic learning. Students with greater emotional intelligence are more self-confident in managing academic challenges. Therefore, emotional intelligence is considered a significant predictor of students’ academic performance in higher education.

Our project is based on SDG 12, 13, 14 and 15: Responsible consumption and Production; climate action; life below water and Life on land. The aim is to create awareness about the importance of keeping the environment clean around us and its relation to the Qatar Vision 2030

Despite of the harsh desert environment of Qatar which may not be the most hospitable for many animal species, Our YLP Project focused on researching the animals found in Qatar and their challenges and the ways to overcome those challenges.

This year YLP project/theme 2023 has been planned with excitement and enthusiasm since we decided to explore outerspace using newly innovative technology. The knowledge gathered leads the class to learned more about space and its entire galaxy, questions raises on how the exploration and the newly revolution technology can help people like robots,rockets, space suits and many other things. We started discussing about the importance of new technologies that come from exploring the outerspace , like computer, cell phones, and the internet. It provides them with the ability to make observation that can help them understand our planet better by playing at the pretend play area, this gives them the opportunity to pretend like an astronaut or a scientist. Moreover, doing arts and craft has been so interesting with them as well. Sending links and information to the parents about the topics helps students to understand the topic more. They were more confident on explaining the exploration during the discussion and been so interested in every arts and craft that we did daily. Some parents even sent projects to school. Students performed on the songs about planets and rockets. It was a milestone exploring at the same time doing it effortlessly. It only shows that learning can be easy when you are having fun.

Our YLP Project focused on researching the impact of emotional wellbeing on the academic progress of children under age 13.Emotional intelligence plays a vital part in students’ academic learning. Students with greater emotional intelligence are more self-confident in managing academic challenges. Therefore, emotional intelligence is considered a significant predictor of students’ academic performance in higher education.

Cyber-bullying is bullying that takes place over digital devices like phones, computers, and laptops. Cyber-bullying can affect the mental and physical health of the targets, causing stress, anxiety, depression, low self-esteem. A recent example Aamir Liaquat, a Pakistani televangelist, whose cause of death was also Cyber-bullying, because he was a television anchor, and everyone knew him and could hate him.

Summary of the Program This year YLP project/theme 2023 has been planned with excitement and enthusiasm since we decided to explore Outerspace using new innovative technology. The knowledge gathered led the class to learn more about space and its entire galaxy, questions raise on how exploration and the new revolution technology can help people like robots, rockets, space suits and many other things. We started discussing the importance of new technologies that come from exploring the Outerspace, like computers, cell phones, and the internet. It provides them with the ability to make observations that can help them understand our planet better by playing at the pretend play area, this gives them the opportunity to pretend like an astronaut or a scientist. Moreover, doing arts and crafts has been so interesting for them as well. Sending links and information to the parents about the topics helps students to understand the topic more. They were more confident in explaining the exploration during the discussion and were so interested in every arts and crafts that we did daily. Some parents even sent projects to school. Students performed songs about planets and rockets. It was a milestone exploring at the same time doing it effortlessly. It only shows that learning can be easy when you are having fun.

The students learned and explored about the innovative Farming techniques used in Qatar. The country having a hot and dry weather uses soil-less farming methods to meet the challenges. The learners did research on how the State of Qatar achieved food self-sufficiency under National Food security program and how it is connected to Qatar National Vision 2030. Qatar being a sustainable country is promoting its locally grown products to become more sustainable and self-sufficient than it already is, the learners did a vast community engagement and field trips to gather information about what measures did the country take to become self-sufficient in food and agriculture sector. They also did a study about the Food profile of Qatar, that follows the Nexus Food-Energy-Water approach. Community service was a very important part of the project. The learners being responsible global citizens took up the responsibility to Donate while they learn by becoming a part of World Food program.

The sub-topic of paper waste within SDG Goal 15 focuses on addressing the environmental challenges associated with paper consumption. Paper waste contributes to deforestation, biodiversity loss, and climate change. Strategies to tackle this issue include promoting responsible forest management, sustainable logging practices, and certification schemes. Embracing the circular economy approach through paper recycling and recovery reduces the ecological impact of paper production. Advancements in digital technology offer alternatives to paper consumption, such as electronic documents and online platforms. Education and awareness campaigns play a vital role in promoting sustainable paper consumption practices. Collaboration among governments, businesses, and civil society is crucial in developing comprehensive strategies. By reducing paper waste, we can protect terrestrial ecosystems and achieve a sustainable balance between human needs and environmental preservation.

Youth leadership program is a program designed to develop its learners into responsible global citizen, developing awareness and reasearch to achieve the SDG goal. Year 2A's research on microorganisms, is a fascinating topic to explore. The program started with an introduction to microorganisms, providing the students with a basic understanding of what they are, where they live, how they survive, and how they function. This foundational knowledge likely sparked curiosity among the students and led them to formulate their own "Big Questions" related to the topic. The students then engaged in extensive research to investigate their Big Questions, delving deeper into the subject matter. This research phase likely involved studying scientific literature, conducting experiments, and exploring different sources of information to gather relevant data and insights. To further enhance their understanding, the students participated in class discussions and had the opportunity to interact with a microbiologist. These sessions would have provided valuable insights and expert perspectives, enriching their learning experience.

The YLP project/theme of all Year 1s was decided by the teachers and students in the beginning of the academic year, and the discussion began as early as during the Science Fair where we had similar topic as of November last year (2022). We had productive mind-mapping, collaborative and craft activities about places where people currently live: namely the country and the city so the children would be able to relate easily to the topic. We defined these two places, compared and contrasted them, elaborated on their benefits and downsides and came to understand that if their advantages were to be integrated like in an eco-city or smart city, people would be able to live fully and harmoniously for a very long time. We then included Qatar National Vision in 2030 which aims to inculcate sustainability in the country’s growth, together with the wider picture of other nations coming together in the United Nations’ Sustainable Development Goals (SDGs) to have a global action plan when the population steadily increases. We kept on exploring the topic of smart cities with keywords like “smart,” “inclusive” and “sustainable.” Characteristics that were already the vision and mission of sustainable cities in the world. Children were asked to make their own eco-city crafts using recycled materials. They were also made to understand these keywords and were given opportunities to share, ask away and research about the aspects that interested them the most. Children became very curious about one particular topic: What makes smart cities like Msheireb Downtown in Qatar inclusive for children? Smart cities promise better homes for the next generation and the research was conducted to find out how they let “everybody in” ensuring “nobody’s out” especially the young population. Children had several activities like tree planting, visiting a paper recycling company, conducting survey questions with older classes like Year 3A and 5A and campaigning the survey results in different classes to sustain their curiosity, knowledge, leadership and public speaking skills. The learners were sorted into four mixed ability groups to be able to work together bringing different perspectives and skills to the table and showcasing teamwork and confidence in their research and analysis of the project.

Our project is based on SDG 3: Good health and wellbeing. The aim is to create awareness about the importance of physical and mental health among us and the people around us.

Changes in weather and climate patterns can put lives at risk. Climate change affects the social and environmental determinants of health-clean air, safe drinking water, sufficient food, and secure shelter. Climate change is the single biggest health threat facing humanity, and health professionals worldwide are already responding to the health harms caused by this unfolding crisis. Between 2030 and 2050, climate change is expected to cause approximately 250000 additional deaths per year, from malnutrition, malaria, diarrhea, and heat stress.

What’s the goal here? To ensure healthy lives and promote well-being for all at all ages. Why? Ensuring healthy lives and promoting well-being is important to building prosperous societies. However, the COVID-19 pandemic has devastated health systems globally and threatens already achieved health outcomes. Most countries, especially poor countries, have insufficient health facilities, medical supplies and health care workers for the surge in demand. The pandemic has shown that in rich and poor countries alike, a health emergency can push people into bankruptcy or poverty.

SDG Goal 03 - Health and Welfare Is technology a curse or a blessing? - Feel Students of year 1C Ain Khalid's class conducted research on how technology impacts family time. Technology can have both positive and negative impacts on family time, depending on how it is used. Here are some ways technology can impact family time: Positive impacts: Improved communication: Technology such as smartphones, social media, and video conferencing can help families stay connected and communicate more frequently, regardless of their physical location. Convenient entertainment: Streaming services, video games, and other forms of digital entertainment can provide families with convenient and affordable options for spending time together. Learning opportunities: educational apps, online courses, and digital libraries can provide families with new opportunities for learning and growing together. Negative impacts: Distractions: Technology can be a major distraction, pulling family members away from each other and reducing the amount of quality time they spend together. Social isolation: Excessive use of technology can lead to social isolation and a lack of face-to-face interaction, which can have negative effects on family relationships. Unrealistic expectations: social media and other forms of technology can create unrealistic expectations and pressures on families to constantly be connected and engaged, leading to feelings of stress and burnout. Overall, it's important for families to use technology in a balanced and intentional way, making sure to prioritize face-to-face interaction and quality time together.

SDG Goal 03 - Health and Welfare Is technology a curse or a blessing? - Feel Students of year 1C Ain Khalid's class conducted research on how technology impacts family time. Technology can have both positive and negative impacts on family time, depending on how it is used. Here are some ways technology can impact family time: Positive impacts: Improved communication: Technology such as smartphones, social media, and video conferencing can help families stay connected and communicate more frequently, regardless of their physical location. Convenient entertainment: Streaming services, video games, and other forms of digital entertainment can provide families with convenient and affordable options for spending time together. Learning opportunities: educational apps, online courses, and digital libraries can provide families with new opportunities for learning and growing together. Negative impacts: Distractions: Technology can be a major distraction, pulling family members away from each other and reducing the amount of quality time they spend together. Social isolation: Excessive use of technology can lead to social isolation and a lack of face-to-face interaction, which can have negative effects on family relationships. Unrealistic expectations: social media and other forms of technology can create unrealistic expectations and pressures on families to constantly be connected and engaged, leading to feelings of stress and burnout. Overall, it's important for families to use technology in a balanced and intentional way, making sure to prioritize face-to-face interaction and quality time together.

The YLP project/theme of Reception A was decided by the teachers and students in the beginning. We began discussing wild animals and their characteristics. In this way, the topic would be more relatable to the children. We kept on exploring the topic of “Animal rights”. Children explored endangered and extinct animals and the problems the endangered animals are facing and how we can save their life. And the reason why animals are extinct from this world. There was a campaign on the rights of animals by children. Posters and banners were created and they discussed animal rights. They were grouped into four to be able to work together and showcase teamwork in their research and analysis of the project.

The "Personal Hygienic Life - YLP" project focused on educating students about the importance of personal hygiene. They learned about practicing hygiene during the pandemic and demonstrated its significance in preventing the spread of diseases. The students raised awareness through campaigns and personal hygiene kits, sharing their viewpoints in Arabic and Urdu languages. They also reflected on the relevance of hygiene during COVID-19 and natural calamities like the recent earthquake in Turkey. Overall, the project empowered students to prioritize personal hygiene for the well-being of themselves and others.

Food processing is any method used to turn fresh foods into food products.1 This can involve one or a combination of various processes including washing, chopping, pasteurizing, freezing, fermenting, packaging, cooking and many more.2 Food processing also includes adding ingredients to food, for example to extend shelf life The length of time a food can be kept under stated storage conditions while maintaining its optimum safety and quality. Heavily processed foods often include unhealthy levels of added sugar, sodium and fat. These ingredients make the food we eat taste better, but too much of them leads to serious health issues like obesity, heart disease, high blood pressure and diabetes. Lacking in nutritional value.

As one of the highlights of the Youth Leadership Programme, we have encouraged the learners to become global citizen-leaders who are aware of global issues and are responsible, confident, engaged, innovative and reflective. The world is full of suffering. People are overwhelmed with reasons to be anxious and angry about issues bigger or smaller. We have forgotten what it is like to chill out, bond with people and share a hearty laugh. Students of Year II B at TNG Nuaija decided to choose the topic "Laughter: The Best Therapy" based on the United Nation's Sustainable Development Goal No. 3: Good health and well-being to show joy in our hearts and share with others to make this world a happy place for everyone. Moreover, we wanted to increase public awareness about the benefits of laughter as a form of therapy. The project focused on promoting laughter as a natural and accessible way to improve mental health, highlighting its ability to boost mood, enhance resilience, and provide a sense of joy and positivity.

As one of the highlights of the Youth Leadership Programme, we have encouraged the learners to become global citizen-leaders who are aware of global issues and are responsible, confident, engaged, innovative and reflective.

This project aims to address the critical issue of plastic waste management in Qatar during the first year of implementation. Qatar, like many other countries, faces challenges in managing the increasing amount of plastic waste generated, which poses significant environmental and health risks. This project focuses on developing a comprehensive waste management strategy, promoting recycling initiatives, and raising public awareness to reduce plastic waste generation.

As one of the highlights of the programme, students are encouraged to explore, expand, experiment and investigate on the Government’s sustainable and innovative ways in agriculture to provide enough food to its entire country linking to environmental issues and global challenges. Our research will focus in promoting United Nations Sustainable Development Goals No. 2 Zero Hunger and SGD 12 Responsible Consumption and Production.

This project showcases the Youth Leadership Programme's groundbreaking initiative: Kids as Entrepreneurs. With a strong emphasis on aligning with the United Nations Sustainable Development Goal No. 8: Decent and Economic Growth, and Qatar National Vision 2030 Economic Development, this program fosters a generation of young leaders who are prepared to shape a sustainable future. This transformative learning experience extends beyond the classroom, as parents and the wider community actively participate in supporting and encouraging these budding entrepreneurs. The program creates a collaborative environment that nurtures responsible learners and instils a sense of civic responsibility by involving the parents and community.

This project showcases the Youth Leadership Programme's groundbreaking initiative: Fast Fashion - Emerging global issue With a strong emphasis on aligning with the United Nations Sustainable Development Goal No. 12 : Responsible Consumption and Production and the United Nations Sustainable Development Goal No: 13 Climate Action , Qatar National Vision 2030 Economic Development, this program fosters a generation of young leaders who are prepared to shape a sustainable future. By addressing the emerging global issue of fast fashion through research, awareness campaigns, and the promotion of sustainable alternatives, this project aims to contribute to a shift in consumer behavior, industry practices, and policy frameworks towards a more sustainable and responsible fashion industry.

Go Green- Live Clean with Herbs! During the Academic Year 2022-2023, the students of Year I B embarked on a transformative journey, enhancing our students' comprehension of the benefits and impact of medicinal plants, including herbal supplements, on individuals and their societies for their Youth Leadership Programme (YLP). Our aim was to foster a 'Healthy Life and consider all the Life on land' while incorporating the principles of Qatar Vision 2030: 'Modernization and Preservation of Traditions' and promoting sustainability. Throughout this journey, we actively explored and collaborated with various communities in Doha, such as Lulu Hypermarket, Remedy Ayurveda Center, and Qatar Leadership Academy. These interactions aimed to enlighten our young minds about the immense significance of herbs and inspire them to incorporate herbs into their diets and explore herbal remedies for any health issues they may encounter.

To explore, expand, experiment, and investigate on Conservation of Mangroves in Qatar linked to environmental issues and global challenges.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Goal: Learners will be able to find the reason behind the popularity of the junk food and give idea on how can they popularize healthy food. The Youth Leadership Programme theme this year is “Explorers and Investigators.” As one of the highlights of the programme, students are encouraged to experiment, explore, expand, and investigate about healthy eating habits and benefits of eating healthy. Our research will focus on preparing healthy recipes and growing organic food in home garden.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

Stage 1: Project Proposal • Conducting preliminary research and writing a detailed and compelling Project Proposal that describes the proposed project and its purpose, outcomes, and the steps that will be taken to complete the project. • Group discussions- Goals and objectives. • Vision Boards- Visualize what goals you want to achieve. • Agenda- Discussing SDG GOALS & Big Questions, and finding answers for the same. • Big Questions: Why transportation is necessary? How will it affect our environment? What innovations are expected to impact on the transportation of goods over the next few decades? How will future transportation benefit an individual? How will technology affect transport in the future? How does transport technology contribute to the economy? • How have innovations in transportation helped humans? • Powerpoint presentations by each Team, giving a brief explanation about the big questions. Key Concept 3 Stage 3: Preparation of posters/ Handmade brochures Year 4B, the learners researched and explored about upcoming vehicles. They reflected their views, opinions and thoughts by posters. The above points were highlighted and reflected by means of handmade brochures and posters. Key Concept 4 Stage 4: Preparation of Questions for interview with public/ community. Survey to engage the community for awareness about Building community involvement through the school can take many forms, both student-led and community leader-led. Learners exchanged their view points about innovative vehicles using survey. The online survey with the community reflected awareness and slogans for personal health hygiene. Key Concept 5 Stage 5: Community Engagement Building community involvement through the school can take many forms, both student-led and community leader-led. Year 4B students had participated in the Goals Project 2023. In the Goals Project every week they shared their experiences and their work on the FlipGrid. Key Concepts 6 Stage 6: Model Preparation The learners prepared model about the innovative vehicles like Electric bus, flying car, Water Taxis which will be soon running in Qatar. Learning Outcome The students became aware about the different vehicles that helps in saving the environment. They were aware about that Qatar soon will be having Water Taxis as a means of Transport. Also they know about the electric buses that are already running in Qatar.

The Youth Leadership Programme theme this year is “Explorers and Investigators.” As one of the highlights of the programme, students are encouraged to explore, expand, experiment and investigate saving marine life linking to global challenges. Our research will focus in promoting United Nations Sustainability Development Goal No. 14 Life below water

Qatar is a country that places a strong emphasis on education and has made significant strides in recent years to improve the quality of education for its citizens and residents. Our programme is aligned with Qatar's National Vision 2030 and SDG GOAL 4: ENSURE INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND PROMOTE LIFELONG LEARNING OPPORTUNITIES FOR ALL, which aims to develop a knowledge-based economy and promote social development through education. In this project, Year 3B students were able to develop into confident, capable, and responsible young leaders through research, presentations, and community engagements.

Access to safe water, sanitation and hygiene is the most basic human need for health and well-being. Billions of people will lack access to these basic services in 2030 unless progress quadruples. Demand for water is rising owing to rapid population growth, urbanization and increasing water needs from agriculture, industry, and energy sectors.To reach universal access to drinking water, sanitation and hygiene by 2030, the current rates of progress would need to increase fourfold. The students shall use their leadership, critical thinking, communication skills to create awareness and bring a solution to this problem as achieving these targets would save 829,000 people annually, who die from diseases directly attributable to unsafe water, inadequate sanitation and poor hygiene practices.

The research was done in detail to understand sustainable buildings globally and nos. of schools that were successfully able to design a building model from sustainable products whereby students are habituated to visualize sustainable practices in reality. The students also inspected the barriers in our school which could be improvised eg: immense usage of plastic, misuse of electricity and water supply and inappropriate use of paper. The research focused on strategies for improving energy efficiency within schools, such as energy management systems, smart lighting, and the integration of renewable energy technologies. The students also explored the benefits of implementing safe routes to school programs, carpooling initiatives, or the use of electric vehicles for transportation. Through the research, the students explored the benefits of incorporating green spaces within school campuses.

Learners will be able to know about the effects of food packaging how much food packaging is wasted. The Youth Leadership Program theme this year is “Explorers and Investigators.” As one of the highlights of the program, students are encouraged to explore, expand, experiment and investigate about effects of food packaging linking to global challenges. Our research will focus in promoting United Nations Sustainability Development Goal No. 3, 12, 13 and 14.

The focus for this year’s YLP will be investigative or research-based learning. Through this exercise, students look at the world around them, make connection with Qatar and make observations and ask critical questions. Then, use research and investigative-based learning to find answers to their questions. The class will pick a theme from the provided Qatar Initiatives list which the teacher must finalize in collaboration with her students. Within each theme, students will finalize what aspect/topic they wish to explore further. It can either be a big idea or a critical question. Continuous exercises and identifying what is sustainability will help students select themes based on Sustainable development in line with National Qatar Identity. It would also allow them to look at the world from a global perspective. This report concludes that the learners have undergone a deeper understanding of a sustainable city. They were able to delve into details about Qatar’s sustainable cities like Lusail Citu and Mushreib Downtown Doha. In relation to this, they explored whether the people of Qatar are sustainable and ready for sustainable practices.As part of the exploration ,they imagined of what a sustainable person looks like by creating a posters.Additionally,they conducted a survey to gather insights on how sustainable peope perceived in Qatar and their readiness for different sustainable practices. Based on the survey recommendations that 39 our of 53 people recommended that recycling and composting are ways that people can do to make the city more sustainable. The learners had the opportunity to visit recycling factory to witness the recycling process firsthand.They also conducted a composting activity in the classroom , reusing fruits peels such as banna ,apple and orange to enrich the soil an promote healthier plant growth .Furthermore, a parent acted as a resource person ,discussing the application of sustainable practices in various aspects of daily life with the learners. The learners shared their understanding through class presentations, discussions and brainstorming session. They also shared their knowledge with Year 1B ,promoting different ways to become more sustainable through a sustainable campaign. They taught the young learners that sustainable practices are essential to keeping the Earth green.

The project mainly focused on the pollution and its types. Pollution is one of the most important global challenges that the world is facing right now. We found the main reason of pollution and its types and which is the most harmful type of pollution the world is facing.

Our project idea is to understand and develop our knowledge on energy and how it can be applied to make appropriate use of energy.

Learners will be able to identify the importance of Conserving water and how water is managed in most parts of the world especially in Qatar.

Students were tasked with finding out what endangered aquatic animals are, why they're endangered and what we can do to prevent further endangerment.