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The Melawati Way is the Elementary School’s code of behavior. • Take care of yourself • Take care of others • Take care of this place The Melawati Words embody the characteristics of ISKL hopes to develop in students. These words are: Cooperation, Courtesy, Empathy, Integrity, Kindness, Respect and Responsibility.

An understanding of these traits supports the Melawati Way, connecting to the expectation of how we care for ourselves, others and the world around us. They are explicitly taught across the curriculum. Students are expected to demonstrate the principles of the Melawati Way in all areas of the school, during their ride to and from school on the bus, on field trips and when representing the school at events. Taking care of yourself, Taking care of others and this place are demonstrated through a variety of activities, including service learning and sustainability practices.


MISSION The International School of Kuala Lumpur provides an exceptional education that challenges each student to develop the attitudes, skills, knowledge and understanding to become a highly successful, spirited, socially responsible global citizen. VISION To walk in a harmonious environment where care follows closely behind; learning is stimulated, curiosity is sparked, vision is cultivated and action is inspired.




We believe that: • All people have intrinsic worth • • Individuals are both responsible and accountable for their choices • • Open, honest and respectful communication is essential to mutual understanding • Diversity is a strength when people are committed to shared goals • • Individual and cultural diversity enriches life • • Learning is a life-long journey that is transformational • • All people have the capacity to learn •


Creative thinkers are risk takers who provoke new ideas and enjoy the challenge of exploring a variety of possibilities through divergent approaches.

Constructive collaborators use communication skills and appropriate tools and norms; they maintain positive relationships, contribute and build upon others’ ideas and work toward achieving common goals.

Those who reason critically continuously process and apply information from a variety of sources in a convergent fashion in order to develop, modify, reflect on, and evaluate viewpoints and conclusions.

Enthusiastic learners are self-motivated, intellectually curious, engaged, and persistent individuals who embrace challenges.

Effective communicators actively listen, reflect and respect others’ ideas. They know their audience, have clarity of purpose and are flexible and knowledgeable in their choice of media to enhance understanding.

Socially and ethically responsible citizens actively care for and respect themselves, others, and the environment.



WELCOME TO ISKL! It is a pleasure to welcome you and your family to the elementary division of the International School of Kuala Lumpur. We are a dynamic learning community committed to meeting the needs of all students within a warm and caring environment. Our mission is to provide each child an exceptional education built on current research that challenges each student to develop the attitudes, skills, knowledge, and understanding to become a highly successful, spirited, 4

socially responsible global citizen. Our standards-based curriculum provides the foundation for preparing students to think creatively, reason critically, communicates effectively, collaborate constructively, learn enthusiastically and live ethically! We have a professional and welltrained faculty to support our program. Specialists in music, visual arts, physical education, information literacy, world languages, and technology enrich our core curriculum. Our Student Services Team (counselor, speech therapist, EAL teachers, psychologist and learning resource specialists) collaborates with classroom teachers in meeting the needs of our varied


student population. A diverse co-curricular program provides students with opportunities to explore interests and develop academic, artistic and athletic skills. Assemblies and grade level performances introduce students to professional productions and provide all students with the opportunity to develop their performance skills and present to our school community. The campus facility is purpose-built for elementary students. Grade level classrooms are located in close proximity to common areas where students and teachers can work closely together. The multi-purpose studio provides our community with a wonderful venue for showcasing music concerts, plays, and assemblies. Our physical education facilities include an indoor gym, multi-purpose room, field and swimming pool. Two science labs, a green space, one computer lab/

Maker-space and a comprehensive library / media center are constantly in use. We offer a variety of snacks and lunches for students and adults in our canteen. ISKL is a place where parents are welcomed and appreciated! Parents are important to our school program, as partners in education and as volunteers throughout the school. Our supportive home-school partnership includes a parent elected Board of Directors and a strong Parent-Teacher Association. Regular communication through newsletters, classroom websites, e-mail and the weekly Panther News keep parents informed and provide a convenient tool for maintaining close contact. We look forward to working with you this year and encourage you to contact us with any questions or concerns you may have. The Elementary Administration, Faculty, and Staff



Red Hats

Every Grade 5 student has the opportunity to serve on the Red Hat Leadership Team. At the start of each school day, we pause to listen to the Red Hats make the morning announcements, which include birthdays, special events, behavior themes and fitness tips. Red Hats assist at school assemblies and coordinate many of the community service projects. Red Hats are role models for other students as they follow the Melawati Way and make a difference by taking care of themselves, others and this place.

PALs (Children Welcoming Children)

As welcome ambassadors for new students, PALs are important members of our transition team. The PALs are available and ready to, help new students. They introduce new students to our school, their class and demonstrate after school routines while guiding them through the hallways, canteen, playground, library and other areas of the school. There are PALs at each grade level who set an example in their own classroom by demonstrating ways to welcome the new students.



Service Learning

There have always been a variety of community service projects at Melawati. Each year the entire ISKL community participates in the ‘Run for Cancer Research’ to raise money for cancer research. The Red Hats work to support local orphanages through dress up days and use these funds to support KIVA, a non-profit providing microloans to budding entrepreneurs seeking to fund. Students learn responsible global citizenship, collaboration and group decision making. Currently, the school is committed to ensuring students have a broader understanding of service by connecting the service action to their learning through the curriculum. Students will learn how to identify service possibilities in the school, locally and globally.




Before students are admitted to ISKL, completed applications are reviewed by the Admissions Office and School Administrators. If necessary, students are tested. Initial placement is dependent upon age and the child’s previous schooling experience. For all preparatory classes, a student must be the age required by September 1st of the year of entrance. Students with special needs are screened and decisions are made based on the school’s ability to provide an appropriate educational experience. To provide an optimal learning environment for all students, the number of EAL (English as an Additional Language) and special needs students is limited


Class Size and Age

Class sizes are targeted in each grade level as noted below: • Prep Reception (3 years old by September 1st) = 12 students • Prep Junior (4 years old by September 1st) = 14 students • Prep Senior (5 years old by September 1st) = 16 students • Grade 1 (6 years old by September 1st) = 18 students • Grade 2 - Grade 3 = 20 students • Grade 4 - Grade 5 = 22 students


School Hours

Prep Reception & Junior 8:00 am - 12:30 pm Prep Senior - Grade 5 8:00 am - 2:45 pm After School Activities 2:45 pm - 3:45 pm

Curriculum and Instruction

ISKL uses a standards-based curriculum that specifies what students should know and be able to do. Articulated levels of performance have been determined for each grade level. Using these, our own professional experiences and researched resources, units have been designed collaboratively to guide instruction using best teaching practices. The ES Teaching & Learning Coordinator, Curriculum team, administrators and team leaders monitor the pacing and implementation of the curriculum through a variety of methods. Each week teachers will send a newsletter which will outline the week’s curriculum delivered. In this handbook, you will find general curriculum information and information for each grade level. Assessment Progress towards grade level performance expectations is evaluated in a variety of ways. A combination of teacher observation, class work, common assessment tasks and unit projects are routinely used to monitor learning. At the beginning of each reporting period, the grade level teams develop an

assessment map aligned with the curricular standards. In Grade 2-5, students take standardized normreferenced and criterion-referenced external assessments. Scores help us compare our school results with other similar schools. F&P Reading assessments are given 2-3 times to measure student’s fluency, accuracy and comprehension levels, in reading the narrative and informational texts. Parents receive individualized reports describing their child’s performance.


Parent-Teacher conferences are conducted twice each year, after the first and third quarters. During conferences the students’ work is shared, their progress discussed and goals developed for the remainder of the semester. Our conferences in Grades 2-5 involve students as active participants in sharing their learning. Parents are encouraged to request additional conferences at any time. At the end of each semester, students who have been enrolled for a minimum of six weeks will receive a comprehensive progress report covering the breadth of our learning program. Individualized comments will further explain the progress indicators for each child based on grade level performance expectations. 9


Student Services

Counseling and Guidance Our school counselors and educational psychologist work closely with parents, faculty and the administration to promote the social, emotional and academic success of each child. The counselors monitor every phase of a new child’s transition in Elementary School. Through individual and small group counseling, classroom lessons and programs like PALs (children welcoming children), Red Hats (Grade 5 student leaders), and the Counseling department through guidance lessons promote a positive and caring community. English as an Additional Language The English as an Additional Language (EAL) program is committed to preparing students who are non-native English speakers to function successfully in the regular classroom setting. EAL specialists support language learning through a parallel language arts curriculum that


focuses on vocabulary, grammar, listening, speaking, reading and writing. This is done by providing support in class as well as in small groups. To provide an optimal learning environment for all students, the number of EAL students is limited.


Learning Resource The Learning Resource Team helps students to be successful in the regular academic program by gaining academic and organizational skills, which allow them to advocate effectively for themselves and to function independently and responsibly. They work closely with grade level teachers to design interventions that support the range of learning needs. Small group instruction, team teaching, and individualized learning plans are some common strategies used to differentiate instruction according to each child’s learning needs. The Life-Centered Education (LCE) program is designed to meet the needs of students who have a diagnosed intellectual or developmental disability and require individualized academic and social skill instruction. Students accepted into the program receive customized instruction and support from highly trained special educators and assistant teachers. The LCE program focuses on teaching literacy, mathematics, social skills, and life skills to students with intensive special education needs. Additionally, students are integrated into our school elective classes and optional after-school activities. Speech and Language ISKL Melawati has a full-time Speech and Language Pathologist who helps students to develop listening and speaking skills. Students are

evaluated and work either individually or in small groups to increase proficiency in the areas of language, voice, fluency, and articulation. Health Services We are dedicated to the health and safety of our students. Our full-time nurse provides care for students who become ill, are injured or need treatment and/or medications during the day. The nurse is active in community education and conducts vision and hearing screening on an as needed basis. Our nurse also serves as a resource for health-related issues for students, families and the classroom.

The Instructional Program The Instructional Program Overview The Elementary Curriculum is standards-based, delivered through best instructional practices using research-based resources. The curriculum provides a strong foundation in language arts, mathematics, social studies, and science. Specialists provide instruction in visual arts music and physical education. Spanish and Chinese are introduced in Prep Senior with students receiving instruction in one of these languages every other day. Information literacy, health, and environmental education are integrated throughout the curriculum.



Language Arts

Language Arts are taught through a balanced literacy approach that integrates reading, writing, listening, speaking, word inquiry and handwriting. The youngest students are actively engaged in a print rich environment as they develop their oral language, interact with books and express themselves in pictures and words in a meaningful way. Teachers build on each child’s prior knowledge to develop literacy skills through a gradual and aligned process. Using a variety of quality literature and leveled texts, students learn to decode, build comprehension strategies and become independent readers with an increasing degree of complexity. They reflect on their reading, ask questions and learn about author’s craft that then supports their own writing. All students acquire the skills to read and interpret narrative and informational texts. Later on, students learn to develop their own questions and use the research process to guide, a suggested or selfdeveloped inquiry. Writing engages students in meaningful tasks that help students prepare for authentic situations, writing at least once a year in each of the narratives, information 12

and opinion genres. Using the writing process, students at all levels develop their writing pieces and their proficiency through guided instruction and modeling, using student exemplars and sharing and reflecting on their own work. Students use checklists and rubrics to ensure a common vision of what ‘good’ writing looks like. Students focus on enhancing the structure, development, and conventions of their pieces to grow as writers. When possible, ISKL aims to integrate Reading and Writing and Social Studies content. Some examples of this include the G1 Nonfiction Reading, Nonfiction Writing Chapter Books, and Living Things Unit. Additionally, in G5, an Informational Reading Unit is taught aside, Informational Report / Presentation writing and naturally integrates the Grade 5 Sustainable Energy unit.


Word inquiry explores the meaning, structure, and origin of words to develop lifelong spelling strategies and build vocabulary. Structured word inquiry is built within the workshop model with emphasis on developing strategies for deconstructing words based on meaning and structure. Spelling and high-frequency words are taught during writing instruction.


Mathematics instruction is based on well-defined standards and best practice. A variety of resources is used to support, enhance and extend the learning experience for students. The aim is to develop a deep understanding of math concepts while ensuring computational proficiency, strategic competency and a positive attitude towards mathematics. The connection to a real-world application is explicit. The instruction is a balance of direct instruction, hands-on exploration, real-world problem solving and ongoing practice. Students get opportunities to work in groups, pairs and individually. Students are encouraged to explain and discuss their mathematical thinking and use technology appropriately.

Science and Social Studies

Science and social studies are taught through units. Each year students will have two or three units of science and two or three units of social studies. These units are developed around

big ideas relating to life, physical and earth sciences; geography, history, identity and society; and health and the environment. Through handson experiences, structured inquiry, questioning to reach higher levels of thinking, research and use of the rich local environment, students develop an understanding and appreciation of the world around them. Many units incorporate field trips.

World Languages

Students in Prep Senior to Grade 5 receive instruction in either Spanish or Chinese. Classes occur every other day for 30 to 45 minutes depending on the grade level. Students learn through a variety of oral and written activities, reading and creating stories. In addition to learning the language, they look at cultural perspectives, practices, and contributions.



Visual Arts, Music, and PE

Students in Prep Senior to Grade 5 are taught Visual Arts, Music and Physical Education on a rotating schedule by specialist teachers. Students receive 45-minute classes of PE every other day and Art and Music twice within the 6-day schedule. In Art, students work with a variety of media, techniques, and processes. They are introduced to an array of artists as they learn about the themes and purposes of art, as a form of communication, the connections to history and culture and how people make judgments about art. Music offers multiple opportunities for students to develop singing skills and learn to play instruments. Students participate in performances, compose and arrange music and come to understand the place of music in history and culture. Grade 5 students take band and learn to play a wind instrument of their choice. Through a variety of activities offered in the PE program, students develop their motor skills, come to understand the importance of physical activity and enhance their social behavior. There are opportunities for challenge, self-expression, social interaction and a lot of fun. Swimming and water safety skills are taught at each grade level. Parts of the health curriculum are integrated into PE and Science.


Information Literacy

Information literacy encompasses technology, research and library skills that are applicable to all areas of the curriculum. Technology facilitators and library specialists support through explicit instruction, in-class support, and collaboration with teachers. Classroom teachers use the latest technology such as Smart Boards, iPads, and other resources, to enhance student learning.


The library is a vibrant place that students enjoy visiting. It is well stocked and the collection is constantly expanding. Students regularly visit the library, a vibrant and welcoming place that is constantly expanding to provide students with engaging fiction as well as informational resources, both in print and online. Students in the lower grades have weekly scheduled library lessons for stories, library skill lessons, and book checks out times. Upper-grade students may check books out as time allows and teachers schedule lessons on a variety of library and research topics to support various aspects of the curriculum. Technology is integrated within the curriculum as appropriate to meeting learning objectives. Students become critical consumers of internet resources and begin to develop an understanding of producing innovative technology through the design thinking process.



For our youngest learners, learning is about inspiring their curiosity and learning through play. Our classrooms are organized to meet the learning styles and developmental needs of young children. Children have opportunities for teacher directed and child directed activities.

Content is integrated into thematic units and student initiated interest areas and is taught through learning experiences and activities, within the learning environments.

Recognizing that children grow socially, emotionally, intellectually and physically at different rates, an instruction is differentiated to ensure optimal success for each child.




Through a balanced literacy program, children develop oral language and emerging literacy skills. Shared reading activities help children develop concepts of print and listening skills while nurturing an interest in books. Alphabet knowledge and writing are introduced in meaningful context, building on each child’s prior knowledge and readiness.


Beginning mathematics skills and concepts are developed through hands-on manipulative activities. Children begin to understand number words, rote counting and one-toone correspondence. They begin to recognize numerals, name shapes, and match/sort objects. Once children learn to sort objects and describe common characteristics, they begin building the concept of patterns and number sense.

Integrated Science and Social Studies

Young children are naturally curious about the world around them. Our stimulating and supportive environment makes the most of this, offering the opportunity to 16

observe, explore, investigate, and research through a range of learning opportunities. Children develop their skills and social learning through construction, dramatic play and utilizing the outdoor learning spaces. Social Studies is introduced through learning about themselves and how they interact with others. Science begins with basic environmental investigation and reflection on observations.

Fine and Gross Motor Skills

Fine motor skills are developed through the coordination of small muscles, in movements, usually involving the synchronization of hands and fingers with the eyes. Before children can develop fine motor skills, they must develop gross motor skills, the development of larger muscles for movement requiring less precision.


Children use their fine motor skills when writing, holding small items, buttoning clothing, turning pages, eating, cutting with scissors, and using computer keyboards. Mastery of fine motor skills requires precision and coordination. Gross motor skills include controlled actions like throwing and kicking balls, as well as walking and jumping. Activities are designed to refine eye-hand coordination, pre-writing, and self-help skills. Children learn to manipulate small objects by cutting, gluing and painting. Indoor and outdoor fitness promote gross motor skills. Children enjoy riding a tricycle, pumping a swing and catching a ball.

Outdoor Learning Spaces Outdoor learning spaces are specifically designed to engage children in play that enriches their social, physical, and cognitive and creative development. Our outdoor environments provide spaces where children can play, take risks, explore and experiment making decisions at their own level. The children learn to take responsibility for their ideas, thoughts, and actions to solve problems and engage in their own learning more independently.




Language Arts

In Prep Senior, listening and speaking skills are developed through sharing, discussion, storytelling, reading play dates, how-to exercises and outdoor and indoor learning. In reading, students start with concepts of print, phonemic awareness and early reading strategies. As they begin to read, students use visual cues, meaning and language structure to decode and comprehend text. In writing workshop, students learn to express themselves and their ideas through telling stories by drawing, rehearsing and writing as they learn conventions of print. By the end of the year, prep senior readers will have read a variety of narrative and informational texts, as well as poetry. Additionally, as writers, students have the opportunity to write narrative stories, informative howto books and share their opinions through letters, signs, posters and more. Teachers work hard to integrate content Social Studies and Science areas into their reading and writing instruction.


Through a balance of conceptual understanding, procedural fluency, and problem-solving, Prep Senior instructional time focuses on two critical areas: (1) representing, relating and operations and whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Prep Senior 18


is devoted to number than to other topics. By the end of Prep Senior, students are expected to fluently add and subtract within 5.

process. Students are introduced to nutrition and a healthy lifestyle connecting health and science concepts in their own lives.


Social Studies

The early study of Science builds on the students’ natural curiosity by involving students in the processes of scientific discovery. The units allow students to develop the scientific process skills through experimentation. They make observations and record and discuss their findings. They experiment, in a variety of contexts, to test their predictions as they develop an understanding of the scientific

Students begin the year by developing the classroom community through role-playing and storytelling. Children recognize the importance of our school-wide code of conduct, The Melawati Way, and establish rules to guide behavior in different contexts. Students explore personal identity, family, culture, and Malaysia, our host country, and learn about the festivals and traditions of the different cultures in Malaysia as they celebrate them throughout the year.



GRADE 1 PROGRAM Language Arts

In Grade 1, students participate in a balance of shared, interactive, guided and independent practices around readings. They learn decoding and comprehension strategies according to their individual rate of development. Students learn reading strategies to improve their oral fluency, accuracy, and comprehension of both narrative and informational texts. In writing workshop, students develop their writing skills through four major units: personal narrative, information writing, opinion review writing and series narrative fiction stories. Students are encouraged to move organically through the writing process: generating ideas, drafting and nurturing those ideas, editing and revising their work and finally


publishing their writing. During the year, students have an opportunity to share their writing through celebrations and/or blogging with their peers, other grade levels, and their families.



Science is taught through hands-on experiences. Students learn about the various cycles that occur in nature and specifically study whether as a cycle. They look for patterns, change and the ways in which weather affects our lives. In the life sciences, students make observations and record their findings as they learn about the needs of living things. They understand the importance of “Reduce, Reuse, Recycle�, and students learn how they can be part of taking care of the planet and choosing their actions accordingly.

Social Studies


Combining conceptual understanding, procedural fluency, and problem solving Grade 1 instructional time focuses on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; and (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. By the end of Grade 1, students are expected to fluently add and subtract within 10.

As students are welcomed to Grade 1, they are introduced to routines and learn the Melawati Way and understand the School-wide Learning Results (SLRs)s. They are introduced to routines and time is provided for explicit teaching of the Melawati Way and the meaning behind the Schoolwide Learning Results (SLRs)s. Students also learn about wants and needs, where different foods come from and how they are produced, transported to market and even prepared at home. Finally, they are introduced to history. Students begin to develop the concept of change over time and the importance of artifacts by exploring their family and personal histories.



GRADE 2 PROGRAM Language Arts

In Grade 2, students participate in a reading workshop model where they are asked to continually practice and consolidate their decoding skills and comprehension skills through both narrative and informational texts. Students participate in individual, partnered, shared and book club reading throughout the year. Additionally, they work together to do shared research connected to their scientific units. In writing workshop, students have the opportunity to write personal narratives, scientific lab reports, information books and book reviews. There is an emphasis in second grade on studying mentor texts to improve their overall craft and develop and elaborate more in their writing. Students are encouraged to move organically through the writing process: generating ideas, drafting and nurturing those ideas, editing and revising their work and finally publishing their writing. During the year, students have an opportunity to share their writing through celebrations and/or blogging with their peers, other grade levels, and their families. 22


Through a balance of conceptual understanding, procedural fluency, and problem-solving Grade 2 instructional time focuses on four critical areas: (1) extending understanding of base- ten notation; (2) building fluency with addition and subtraction; and (3) using standard units of measure; and (4) describing and analyzing shapes. By the end of Grade 2, students are expected to fluently add and subtract within 20 using mental strategies and know from memory all sums of two onedigit numbers.



Grade 2 students continue to explore change through experiments with states of matter and physical and chemical change. “Healthy Choices� develops an understanding of how to make good choices about their health through diet, exercise, and hygiene. A highlight for many budding scientists is our field trip to the Butterfly and Bird Parks after studying a variety of life cycles. Students care for and observe living organisms as they move through the stages of a life cycle and observe how some living things, like caterpillars, go through a metamorphosis. They explore plant and insect life cycles to understand the concepts of growth and survival.

Social Studies

Grade 2 begins the year developing communities; students develop citizenship as they learn the rights and responsibilities of members of a community. Problem-solving skills are developed as students work as a class to create their own planned community. Celebrations throughout the year develop an understanding of the universal need by comparing and contrasting celebrations around the world. Concepts of the culture and diversity are enhanced through these experiences.



GRADE 3 PROGRAM Language Arts

In Grade 3, students participate in a reading workshop with an emphasis on developing reading skills and comprehension. Students have an opportunity to analyze and deconstruct both narrative and informational texts. Students read independently, with partners, in guided reading groups, in strategy groups, and in book clubs. In Grade 3, students are introduced to the idea of grounding their thinking in text evidence. They are asked to develop ideas about characters and nonfiction and support their thinking with details from their texts. In writing workshop, students build on their reading skills and start to think about how they can transfer author’s craft moves around details, dialogue, actions, inner thinking and literary language to their own narrative writing. In information writing, they build paragraphs using facts, reasons, examples, and details to support their thinking. Students also have an opportunity to investigate and research a topic of interest tied to scientific content. All students write across genres: personal narrative, information writing, fantasy writing, opinion letters, speeches and petitions, and poetry. Students are encouraged to move organically through the writing 24

process: generating ideas, drafting and nurturing those ideas, editing and revising their work and finally publishing their writing. During the year, students have an opportunity to share their writing through celebrations and/or blogging with their peers, other grade levels, and their families.


Through a balance of conceptual understanding, procedural fluency, and problem solving, Grade 3 instructional time focuses on


four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with the numerator 1); and (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. By the end of Grade 3, students are expected to fluently multiply and divide within 100, and know from memory all products of two one-digit numbers.


The science units focus on how things are organized into systems. Students apply the concept of systems to that of the solar system, studying the features of the planet and other celestial abodes. The conceptual lens of systems continues as students learn about the world’s major biomes. Students develop an understanding of the interdependence of living and nonliving things within an ecosystem. The theme of “Systems” continues as students learn about the world’s major biomes. Students develop an understanding of the interdependence of living and nonliving things within an ecosystem. A field trip to an

example ecosystem provides handson experiences. Students explore the impact that man has on the environment and make connections to current environmental issues.

Social Studies

Students take a journey around the world and back in time. Students focus on maps and globes and how they represent the world. Students begin to connect the geography of an area to the way people live. They travel back in time to learn about an ancient civilization. As each class studies a different civilization, students learn about the common themes of history and what we have learned from these civilizations. They develop an understanding of how artifacts are evidence and primary resources that provide a window into history. 25


GRADE 4 PROGRAM Language Arts

In Grade 4, students read the quality narrative and informational texts, while working towards solidifying reading strategies to build independence with their skills around fluency, comprehension, and accuracy. Students are encouraged to ask questions, reflect on their reading and build interpretations. There is also an increased emphasis on identifying text structure, using text evidence and analyzing author’s craft Additionally, students will have an opportunity to complete research connected to one of their Social Studies and Science units. Small reading groups are formed based on guided reading levels and strategic needs. The connection between reading and writing is drawn upon as students use planning and prewriting strategies to develop their writing. Through self-reflection, peer and teacher conferencing, student writing checklists, and the gradual release of the workshop model, students guide themselves through the writing process. There is an emphasis on the components of structure, 26

development, and conventions in their writing pieces across the genres of opinion, narrative and informational writing. During the year, students have an opportunity to share their writing through celebrations and/or blogging with their peers, other grade levels, and their families.


Through a balance of conceptual understanding, procedural fluency, and problem solving Grade 4 instructional time focuses on three critical areas: (1) developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multidigit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions


with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. By the end of Grade 4, students are expected to demonstrate fluency in addition, subtraction, multiplication and division facts, and Fluently add and subtract multi-digit whole numbers.

relationship between human and physical geography by looking at regional landforms, environmental issues and natural resources and value. They explore basic economic standards as well as sustainability and economic development, studying the implications and challenges on regions.


Science is taught through hands-on experiences and research. Force, friction and how to make-work easier are concepts explored through a practical unit which also includes simple machines. Students develop an understanding of the Earth and the current environmental issues facing our world. They learn how the Earth has changed over time by drawing on research and the study of examples from South East Asia and around the world.

Social Studies

Students start the year learning about different belief systems to develop an understanding of other cultures and belief systems as global citizens. They investigate elements of culture (language, norms, behavior, rituals/ traditions) and compare and contrast the common cultural characteristics. They revisit and research these at the end of the year through a study of South East Asia and home countries. Students explore the 27


GRADE 5 PROGRAM Language Arts

In Grade 5, students continue to read narrative and informational texts building complex theories about their characters and main topics. In narrative texts, they work to develop a strong understanding of how a theme is developed within and across texts, studying both realistic fiction and fantasy novels. With regards to information texts, students use their knowledge of text features and text structure to extract useful information, distinguish fact from opinion and begin to develop their own arguments outside of the author’s point of view. In Grade 5 there is an emphasis on writing about reading. Students will write literary essays, informational reports, and fantasy narrative stories as well as produce a number of performances and presentations connected to their year-long research study connected to their service learning and Social Studies units. There is an emphasis on the components of structure, development, and conventions in their writing pieces across the genres of opinion, narrative and informational writing. Language arts is often integrated with Science and /or Social Studies as students read to develop background knowledge and deeper 28

understanding which reflects their intense learning about the content. During the year, students have an opportunity to share their writing through celebrations and/or blogging with their peers, other grade levels, and their families.


Through a balance of conceptual understanding, procedural fluency, and problem solving in Grade 5, instructional time will focus on three critical areas: (1) developing fluency with addition and subtraction of fractions and developing understanding of the multiplication of fractions and division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to


hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume. By the end of Grade 5, students are expected to fluently multiply and divide multi-digit whole numbers.


Science is taught through hands-on activities and research. Students explore energy sources and use. They explore environmental issues relating to energy and investigate alternative energies. Students conduct experiments related to the forms of energy and must demonstrate the ability to conduct and record science experiments. Students learn about the human body by investigating a variety of the body systems and how they are interrelated.

Social Studies

Much of Grade 5 is a culmination of major understanding of the universal nature of culture, geographical location, and government. Students learn how individuals and groups affect the history of a place and explore some of the consequences of different cultures coming together. There are opportunities to interpret primary and secondary sources and discuss bias and historical interpretation. Through the lens of the Declaration of Human Rights, students explore social issues and change makers. With a start as Red Hat leaders, they identify social change projects that help address rights and responsibilities, global citizenship and environmental

stewardship from recent history to answer the question: why do some people make a difference in society? They reflect on government systems that allow or hinder social change. Students develop and understanding of how they might make a difference.




The PE program provides opportunities for enjoyment, challenge, self-expression and social interaction. Students develop motor skills through a variety of physical activities. In addition, they learn to achieve, monitor and maintain their personal fitness and health. Students learn water safety and develop and improve their swim strokes through two aquatic units. Students live ethically and gain respect for differences among people in various physical activity settings. The program encourages students to develop their understanding and application of the School-wide Learning Results (SLRs). At the elementary level, an emphasis is 30

placed on having a positive experience and developing a lifelong interest in physical activity.



The units studied from Prep Senior through Grade 5 in the visual arts program are designed around the five main elements contained in the visual arts standards: • The media, techniques, and processes used by artists • How art is connected to history and, culture • Themes and purposes of art • How people make judgments about art • The art elements that artists use to communicate their ideas Students work with a variety of art media, techniques and processes ranging from traditional drawing and painting media to printmaking, sculpture, batik and ceramics. To enrich the students’ understanding of art, they are introduced to an array of artists as they learn about the various facets of art contained within the units of study.




The units studied from Prep Senior through Grade 5 in the music program are designed around the five main elements contained in the music standards: • Singing a varied repertoire of music • Participating in musical performances • Performing a varied repertoire of music on instruments • Improvising melodies, variations, and accompaniments • Composing and arranging music within specific guidelines • Understanding the relationship between music, history and culture Singing skills are developed through a repertoire, which includes Malaysian cultural songs and songs from around the world. Students in Prep Senior to Grade 4 learn to play a variety of instruments including non-pitched and pitched percussion instruments. Grade 5 students join the band program where they can choose a brass, woodwind or percussion instrument.



WORLD LANGUAGE PROGRAM The World Languages Program at Melawati is for students from Prep Senior to Grade 5. The program consists of introductory courses in Spanish and Chinese and is designed for non-native speakers. Classes occur every other day and run for 30 to 45 minutes depending on the grade level. Students acquire the language through a variety of learning activities and study the perspectives, practices, and contributions of the respective cultures. A Mother Tongue Chinese class option is available for native Chinese speakers. This includes the option of after school instruction in Chinese in addition to a near native level Chinese class during the school day. The units of study in both target languages focus on three modes of communication:

Interpersonal: learners interact and negotiate meaning to share information. Interpretive: learners understand, interpret and analyze language in a variety of context. Presentational: learners present information, concepts and ideas to inform, explain, persuade and narrate. The goal is to give students an appreciation for language and equip them with a strong foundation for future study. Students are not expected to graduate from the elementary school being proficient in the target language. Languages are also offered as part of the after-school activities program. Bahasa Malaysia is available for our Malaysian students, and parents from the community may offer afternoon classes in other languages.



AFTER SCHOOL ACTIVITIES (ASA) The after school activities program is an important and vibrant part of our educational mission for students. ISKL seeks to develop the whole child and provides opportunities for children to explore hobbies, sports, and interests beyond the school curriculum. Clubs and activities offer opportunities for children to develop their confidence and self-esteem and allow children to interact with pupils other than their classmates. These activities vary from year to year as teachers and parents apply their experience and enthusiasm to develop unique opportunities for students. Visual and performing arts are well represented in the activities program. The arts have the power to transform children’s lives and have a positive impact on children’s development. Performance groups are given opportunities to display their talents and skills through venues or exhibitions appropriate to the learning experience.



We strongly believe that educational experiences for students should include exposure to a wide variety of athletic activities. Swimming and sports are popular across the grade levels. Coaches or instructors are teachers or parents from the greater Kuala Lumpur community who focus on teaching the fundamentals of sports to children. They also work toward improving children’s social skills including cooperation, leadership, and independence. Typical sports programs include soccer, basketball, t-ball /baseball, track and field and swimming. Participation takes place in the day after school activities, Saturday morning Little League Intramural Program, or as part of the International Schools Athletics Conference (ISAC) U9/U11 Inter-School Sports Program.



SPECIAL FEATURES 1. A dynamic international community committed to the needs of all students • Small class sizes with a warm and caring atmosphere. • A multi-cultural community embracing the diverse backgrounds and experiences of children and adults. • A well-rounded program addressing the social-emotional, physical and intellectual development of each child. • Support for English as an Additional Language Learners, Special Learning Needs and Speech and Language Development. • Counseling and psychological services available to students and families. 2. An exceptional educational program • School-wide “Standards and Benchmarks” framework clarifies what students should know and be able to do, promotes conceptual understandings and motivates students to be lifelong learners. • A child-centered curriculum that builds on a child’s natural interests and offers student choice. • Experienced faculty/professional staff who receive ongoing training and professional development. • Specialist teachers for Library/Media, Art, Music (Choral and Instrumental), Physical Education, Technology and World Languages. • Field trips to extend the learning experience beyond the school facility into our host country. • Extensive co-curricular activities offered after school and on weekends. • Annual school goals to continuously improve programs. 3. A supportive home-school partnership • Parent elected Board of Directors. ISKL is a nonprofit school. • Regular communication with Open House, Link Books, Panther Apps (Intra-net) Bulletin Board, Class Websites /Blogs, Weekly Panther News, Curriculum Letters, Parent /Teacher Conferences, Parent Workshops, Math Workshops, Counselor Chats, etc. • Strong Parent /Teacher Association (PTA): Parent Grade Level Chats and Coffees, Volunteer Activities, Grade Level Coordinators (GLCs). • Outreach activities for new families: Orientation, Coffee Mornings.



4. A strong set of guiding beliefs • The Melawati Way: make a difference by taking care of myself, others and this place. • PALs Team: students serve as welcome ambassadors to new students. • Red Hat Leaders: all Grade 5 students serve the school as members of our student leadership team. • Assemblies and grade level learning celebrations introduce students to sharing their learning and provide all students with the opportunity for public speaking. • Community service activities that provide students with the opportunity for meaningful experiences. • School-wide celebrations of major Malaysian holidays: Hari Raya, Chinese New Year, Deepavali and Christmas. 5. A facility built around the needs of elementary students • All grade level classes are arranged around a common area. • Swimming pool, field, multi-purpose room, gym, playground and gardens. • Science and technology labs (2 each). Makerspace/Computer Lab (1) • Computers available in common rooms. • Laptop carts in upper elementary. • iPad devices to enhance student learning at each grade level. • Smart-Board Interactive whiteboards. Best Practices for ISKL Events (on and off campus) including classroom parties (Developed by Sustainability & Service Learning Office) • Trash-free Fridays: No trash created as students bring snacks and lunches that are trash free. • Trash-free Birthdays: Minimal use of single-use resources (e.g. balloons, confetti, etc.) • Service Learning experiences at each grade level ranging from sustainability issues to working with refugees to visits to the Cancer Hospital. • Use of items (for sale and operations) that are reusable and/or recyclable. • Minimal use of packaging (in transit and to sell/donate) • No styrofoam (including outside vendors) • Minimal use of water, energy, etc. • Reuse or recycling of all waste (check out the recycling bins!) • Composting at home and school. • An organizational structure in place for the reuse of already existing items (e.g. distribution, cleaning, maintenance, etc.)




Elementary School International School Of Kuala Lumpur No. 2, Lorong Kelab Polo Di Raja, 55000, Kuala Lumpur. Tel: 603 4813 5100 | Fax: 603 4813 5103


2018-2019 Elementary School Prospectus  

2018-2019 Elementary School Prospectus

2018-2019 Elementary School Prospectus  

2018-2019 Elementary School Prospectus