Primary School admissions from 3-11 years 89% of students achieve A* - B at A Level
Secondary boarding school from 11-18 years
www.ktj.edu.my | registrar@ktj.edu.my | 06-7582561 Facebook: Kolej Tuanku Ja’afar | Twitter: KTJ_School Kolej Tuanku Ja’afar, 71700 Mantin, Negeri Sembilan, Malaysia
Contents
Contents
Education Destination Malaysia: Guide to International & Private Schools
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Publishers’ Note
CONT ENTS
2018/19 Edition Managing Editor Michele Lam Editor Dr Elaine Morais Director of Business Development Nickie Yew Business Development Marwina Edwin, Diane Tai, Nyok Yee Aw Yong
119 Matrix Global Schools 120 Peninsula International School
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Australia
What is the best way to utilise technology in education? Greg Parry shares his expertise on how technology can be used to teach the students of today.
Writers Letitia Lim, Caron Lai
Printer Sky Press Sdn Bhd (920029-P) No. 8 & 10, Jalan PBS 14/10, Taman Perindustrian Bukit Serdang, 43300 Seri Kembangan, Selangor
Find a school for your child using the map here.
Photographs of the schools that appear in the publication are provided by the schools.
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www.EducationDestinationMalaysia.com
Programmes
88 The International General Certificate of Secondary Education (IGCSE)
72 Is your child ready to enter preschool? Mikel P.H. Liow shares his top tips on how to choose the right preschool for your child. School Showcase
Acmar International School
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Al-Noor International School
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Alice Smith School
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AiU-Irsyad International School
Asia Pacific Schools
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Australian International School Malaysia
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Baseerah International School
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Beaconhouse Schools
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Borneo International School
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IB Diploma Programme
A Levels
O Levels
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British International School of Kuala Lumpur
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Campus Rangers International School
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Cempaka Schools
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Charis International School
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City Harbour International School
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Information at a glance. Compare fees and curricula using the tables in this section.
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Eaton International School
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Ekhlass International School
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elc International School
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Epsom College in Malaysia
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EtonHouse International School Malaysia
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Fairview International School
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Greenview Islamic International School
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Hua Xia International School
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IGB International School
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Inspiros International School
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International Islamic School Malaysia
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International School of Kuantan
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The International School @ ParkCity
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Kinabalu International School
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Kingsgate International School
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Kolej Tuanku Ja'afar
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Labuan International School
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King Henry VIII College
Kingsley International School
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International Modern Arabic School
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International School of Kuala Lumpur (ISKL)
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Lodge International School
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Want to know about pre-university programmes? Chad Laws gives an overview of the International Baccalaureate Diploma Programme (IBDP). Malacca Expatriate School
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INSIDE THE SCHOOLS 102 Asia Pacific Schools 104 Beaconhouse Malaysia 106 The British International
OTHER LEARNING OPPORTUNITIES 200 Three Common Hidden
Disabilities among Children
204 Understanding Dyslexia
School of Kuala Lumpur (BSKL)
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Idrissi International School
MAHSA International School
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Highlands International Boarding School
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The International School of Penang (Uplands)
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Havil International School
Kelantan International School
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Global Modern International School
Hibiscus International School
Malaysia: 2015 vs 2017
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GEMS International School
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Enrolment Process
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Global Indian International School
HELP International School
School
56 School Fees 58 The International School
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Excelsior International School
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Crescendo-HELP International School Dalat International School
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SCHOOL SHOWCASE 133 A-Z of International Schools
in Malaysia
64 International Schools in
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92 The Ontario Curriculum 96 The Victorian Curriculum
48 Choosing an International
International School
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ESSENTIAL INFORMATION 44 Map of All International Schools
62 What to Look for in an
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Bintulu International School
Brainy Bunch International School
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Asia Metropolitan International School
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Austin Heights Private & International Schools
IGCSE
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UK Curriculum
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Singapore Curriculum
Malaysian Curriculum
Abedeen International School
Islamic Curriculum
Indian Curriculum
Canadian Curriculum
Cambridge
School Name
International Baccalaureate (PYP and MYP) International Primary Curriculum
CURRICULA & PROGRAMMES OFFERED
Eagles Grammar International School
The information in this publication is accurate at the time of printing. Please check with individual schools for the latest information.
(International)
Curriculum
Curriculum
Dwi Emas International School
© Mint Communications Sdn Bhd, June 2018. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or stored in a retrieval system of any nature without the written permission of the copyright holder, application for which should be addressed to the publishers. The publishers, authors, contributors and endorsers of this publication each excludes liability for loss suffered by any person resulting in any way from the use of, or reliance on this publication.
86 The International Baccalaureate
Penang (Uplands)
124 Taylor’s Schools 126 Tenby Schools 128 Wesley Methodist Schools
90 The International Primary
Australian Curriculum
Published by Mint Communications Sdn Bhd (701835-T) Suite 14-3A, Level 14, Wisma UOA II, Jalan Pinang, 50450 Kuala Lumpur, Malaysia. (+603) 7986 0070 enquiry@mint-communications.asia
International Schools
40 Extracurricular Activities in
American Curriculum
Publishers Michele Lam, Nickie Yew
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Preschool/ Early Years/ Reception
Profiles Sarah Anderson, Annabelle Bateman, Sarah Dharmadas, John Harvey, Steven Jenkins, Saradha Lakshmi, Isabelle Lau, Rachel Loh, Nur Sarah Binti Ahmad Sodikin, Tan Hong Aik, Melissa Wolsley-Findlay, Alesha Wong Yun Ying, Yow Keat Tham
Judicious Pruning?
TYPES OF CURRICULA 76 The American Curriculum 78 The British Curriculum 82 The Cambridge International
28 To Board or Not to Board? 34 STEM - Continued Growth, or
Social Media Letitia Lim
Contributors Sarah Anderson, Dr. Vincent Chian, Christian Choyce, Sam Fraser, Pauline Gradden, Dr. Jessica Hale, Dr. Abdul Aziz bin Abu Hassan, Heath Kondro, Chad Laws, Mikel P.H. Liow, Neil MacRae, Dr. Angelo C. Maduli, Greg Parry, Anthony Petitti, Clive Rogers, Dr. Ben Schmidt, Simon Spencer, Amy Ward, Colin Wong, Wong Kwan Wei
the Market is Changing
in Schools
Marketing & Web Caron Lai
Finance & Admin Anne Chia
FEATURES 16 International Schools and How 24 Let’s Get Real about Technology
Design Ding Siew Ming
121 R.E.A.L Schools 122 Sunway International School 123 The International School of
PRESCHOOL EDUCATION 68 The Importance of Early
Childhood Care and Education
72 Choosing a Preschool 74 Different Types of Preschool Curricula
108 Excelsior International School 109 Fairview International School 110 HELP International School 111 The International School of Kuala Lumpur
112 King Henry VIII College 113 Kingsley International School 114 Kingsgate International School 116 Kolej Tuanku Ja’afar 118 MAHSA International School
PRE-UNIVERSITY AND BEYOND 208 Why A Level 210 The IB Diploma Programme 214 Other Pre-University Programmes
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Publisher's Note
PUBLISHERS’ NOTE Welcome to the sixth edition of Education Destination Malaysia: Guide to International & Private Schools (EDM)! We are incredibly proud of this issue as it is both comprehensive and up-to-date. We hope that the EDM guidebook will help you identify the right international school for your child. Everything you need to know about international schools in Malaysia may be found in the guidebook. Whether you are new to the international school scene in Malaysia or have vast knowledge of the field, we believe the guide will be of value to you. With over 140 international schools in Malaysia today, the EDM guidebook has never been more important given the increasing variety of curricula, fees and facilities on offer.
Nickie Yew Michele Lam
tips on choosing the right preschool for your child. Furthermore, there is an infographic on the different types of preschool curricula offered around the world. EDM offers a comprehensive listing of international schools, profiles of individual schools and the international school directory. Comparative reference charts in the guide have also been updated.
In the Features section, read about how the international school market in Southeast Asia has evolved in recent years. There is also an article on how to use technology effectively in international schools. An article on a boarding school education is featured as many more parents are now giving serious consideration to this option.
In the Other Learning Opportunities section, read about the characteristics of dyslexia and the types of remediation programmes to overcome it that are available in the country. There is also an article on the common disabilities in children that not many people know about.
Other than that, you can read about the emphasis accorded to Science, Technology, Engineering and Mathematics (STEM) and get an overview of extracurricular activities at international schools.
Explore a variety of pre-university programmes in the section called Pre-university and Beyond. There are also in-depth articles on the A Level and the International Baccalaureate Diploma Programme (IBDP).
Get to know some of the members of the international school community through reading the profiles of students, teachers, alumni and boarders. These profiles will give you valuable insights as they share their experiences at international schools in Malaysia.
Please visit our website www.EducationDestinationMalaysia.com for the latest news, information and insights on international schools. There you will find all that you need to know to identify the right school for your child.
Find out if there is an international school near where you live by viewing the map showing the location of all international schools in the country in the Essential Information section. This section features infographics on school fees, the enrolment process and what to look out for in an international school. In addition, we highlight important statistics on Malaysian international schools, comparing the number of schools and students in 2015 and 2017. The section on Preschool Education is dedicated to parents with toddlers. There are articles on the importance of early childhood education as well as
If you would like to provide any feedback on this edition, or need more information about our products and services, please feel free to email us at enquiry@mint-communications.asia.
If you wish to speak to representatives from various international schools in one location, please visit the Private & International School Fairs which are regularly held in Kuala Lumpur, Johor and Penang. For more information on these fairs, please visit www.pisf.asia.
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Features
FEATURES This section provides an overview of international education in the region and highlights the use of technology in schools. You will be given insights on the benefits of boarding, the teaching of STEM and extracurricular activities at international schools.
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Features
Features
make up 9% of the enrolment demographics.
International Schools and How the Market is Changing Sam Fraser, Southeast Asia Research Consultant at ISC Research, explains how the international school market is changing in Malaysia and South East Asia.
The availability of international schools in Malaysia and throughout Southeast Asia has changed dramatically in recent years. No longer are they considered a solution solely for the expatriate families based in the region. Today, international schools in many Southeast Asian countries are just as populated by local nationals as they are by expat children. The impact of socio-economic improvements; a growing middleclass; better informed, aspirational parents; and an increasing number of alternative solutions to state education, mean that for many local families, international
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schools in their vicinity are now a possible option for their children.
What is Happening in Malaysia
The current international school options in Malaysia are good. There are 189 international schools throughout the country with places available for over 80,000 children. The average annual tuition fee at Malaysia’s international schools is USD$8,735. This is about US$1,000 lower than the tuition fees for international schools globally. It is worth noting that 55% of Malaysia’s international schools follow a British curriculum and 52% of the schools offer the
www.EducationDestinationMalaysia.com
International General Certificate of Education (IGCSE) examinations; a qualification that is recognised around the world. Now that there are no longer official nationality caps, Malaysian children make up a significant percentage of the students at international schools in the country (55%). This will continue to remain so, and increase further, while the Malaysian government encourages multi-national companies based in the country to focus on hiring Malaysian nationals rather than expatriates. Other prevalent student nationalities are South Korean and British expatriates who together
School fees play a big part in the selection process for local families and more schools are expected to offer more affordable, mid-price fees to respond to the demand. The high-fee schools in Malaysia (which ISC Research refers to as premium schools) that have traditionally attracted the children of senior executives from the major oil and gas corporations, have suffered most in their enrolments due to the recent crisis within the industry. These schools tend to recruit the best expatriate teachers and, as a result, have to pay higher salaries and offer competitive remuneration packages thus requiring the higher tuition fees. Premium international schools are usually accredited and provide a recognised examination programme authorised by a reputable examination board. They remain the preferred choice of those expatriates who receive a benefit package supporting children’s schooling, but are also increasingly popular with the affluent, middle class Malaysian families who want the highest quality international education for their children. There are a total of 23 premium schools throughout Malaysia, including eight premium schools in Kuala Lumpur, two in Sri Kembangan, and two in Kuantan. In Johor state, which links Malaysia to Singapore, a significant number of new international schools are predicted to open within the
next few years as a result of extensive development of oil and gas projects. In addition, a new high-speed rail network that will run through Johor, will connect the two countries. Within commutable distance to both Singapore and Kuala Lumpur, this area looks likely to attract much development, and with that, the need for schools. It’s a location that, as it develops, many people will be watching with interest.
International Schools Further Afield
Elsewhere, accessibility to international schools varies. The leading countries throughout Southeast Asia for the number of international schools are Indonesia with 198 schools, Thailand 196, then Malaysia with 189, followed by Cambodia with 125 schools, and Singapore and Vietnam both with 119 schools each.
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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elc International School
Features
In Singapore, where the majority of international schools are not allowed to enrol Singaporean nationals, student enrolment has plateaued as the Western expatriate population has declined. However, the Asian expatriate population appears to be increasing. Right now, most international schools have places available for expatriates who are relocating to the country. In Cambodia, regulation of international schools is currently not tightly controlled. Although there are 117 schools across the country that call themselves ‘international’, many of these still offer a local curriculum and simply offer students a chance to gain English language skills. For expatriates and local families looking for an international curriculum and best quality teaching and learning, careful selection is important.
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Accreditation as part of reputable school associations such as The Federation of British International Schools in Asia (FOBISIA) or East Asia Regional Council of Schools (EARCOS) will help parents to make informed choices. As the country continues to develop and infrastructure improves, Cambodia is likely to see more international schools. In Thailand, demand for international school places is dominated by local Thai families dissatisfied by the lack of quality in the national education
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system and filled with a desire therefore for education in English. British international schools are particularly popular in Bangkok, especially in the largely expatriate areas of the city. In Vietnam, changes to strict regulations, which currently restrict many local children from attending international schools in the country, are likely to occur in the near future. Enrolment caps are likely to remain, but are not expected to be as restrictive as they have been in the past.
Sam Fraser is Southeast Asia Research Consultant at ISC Research and is based in Singapore. He travels throughout Southeast Asia visiting international schools and meeting with senior leaders to gather the intelligence and data for ISC Research, the leading provider of such information on the world’s international schools market. ISC Research supplies schools, investors and suppliers with a range of market reports, data licences, and research partnerships to support development. More information is available at www.iscresearch.com
Start Your Education On The Right Note SUNGAI BULOH CAMPUS CYBERJAYA CAMPUS
www.elc.edu.my
The future belongs to those who prepare for it. Ralph Waldo Emerson
At Taylor’s Schools, our ambition is to prepare the next generation for the future. Our competitive edge lies in our effort to be at the forefront of learning, as we continuously strive to keep pace with technology, and find new ways to provide education that is relevant in the new economy. We pride ourselves in creating stimulating learning environments which both engage and challenge students, and which they can apply in the real world. We believe in experiential learning where memorable experiences are connected to the concepts taught. We value the spirit of progression and instil it in our students. Our collaborative network of award-winning international schools has created an outstanding team of educators, boasting a diversity of backgrounds and expertise. Our teachers are continuously improving their skills through our Professional Development Programme, which both complements each school’s unique approach to learning, as well as providing exceptional experiences and outcomes for Taylor’s Schools students.
Some of our unique advantages
PROVEN STRONG ACADEMIC RESULTS
IPC MASTERING LEVEL SCHOOL
TECHNOLOGY-RICH LEARNING ENVIRONMENT
PERSONALISED LEARNING
DISCOVERY-BASED LEARNING
POSITIVE CHARACTER BUILDING
VISIBLE LEARNING APPROACH SCHOOL
PROFESSIONAL TEACHERS DEVELOPMENT PROGRAMME
Shaping you for the future Taylor’s Schools teach more than merely academics, but strive to expose students to a variety of interpersonal and soft skills. Students are encouraged to question and challenge, to use their imagination and peak their curiosity. The benefits of a unique Taylor’s Schools experience equips learners with a competitive edge they can build upon well into the future.
Features
Features
Let’s Get Real about Technology in Schools
and the children’s capacity for collaboration. There can be a risk that technology provides a false sense of collaboration and communication. Just because two people talk to each other – in person or online – does not necessarily intimate that those individuals have developed deep communication skills. Real communication implies more than just an exchange of words but also an understanding of context, language, intention, meaning, and the feelings of the other person. While this can certainly happen through online channels, the act of simply using a tool is only the beginning.
Greg Parry from Global Services in Education shares how technology should best be used in schools today. Most modern educational technologies, on their own, do very little to move learners beyond rote learning and basic recall of knowledge. The industry makes lots of money selling colourful, noisy and interesting gadgets to parents and some schools, but many are best described as distractions. While educational technology does make learning more visible, it is the teacher who makes learning meaningful. As educators and users of educational technology, we know that technology is a tool that complements, improves, enhances and sometimes accelerates instruction if used properly. It doesn’t make a difference just because it is ‘technology.’ The strength of any tool is reliant on its use by a skillful educator. Great teachers accelerate student achievement by using technology to enhance instruction, not by replacing aspects of it. There was a time when we considered ‘technology’ as a separate class or strategy but we know now that this is short sighted. Technology can and should be used in all content areas from English to Science, Maths to Music. There are no boundaries for effective application of it as long as we approach it the right way.
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Best Practice
Using technology ‘just for the sake of it’ is common in schools. The hope is that it will magically engage children or in marketing, position one school as better than another. Schools, and parents, need to ask the following guiding question when they consider the value in any strategy or piece of technology: ‘Will this technology, strategy or medium increase learning and achievement?’
Good and Bad Screen Time
Schools need to be cutting edge but in 2018 that also means cutting away from the fads and fashions and making sure everything they do maximises learning potential. Schools should
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use interactive white boards, tablets, robotics, 3D printers and many other tools that productively and efficiently increase learning and learning recall. Another challenge with traditional applications of technology is that it can make a child less interactive and reduce opportunities for collaboration. We often hear people complain about ‘too much screen time’ but there is both good and bad screen time.
Creativity, Critical Thinking, Communication, and Collaboration Schools should pursue excellence in the 4Cs: Creativity, Critical Thinking, Communication, and Collaboration. The screen time should increase these skills
So what does best practice look like? 1. Technology should be used frequently across all content areas. It should be used to accelerate and improve learning. 2. Schools should seek out and experiment with new technology. Schools need to keep up and be ahead, budget permitting, with technologies adopted within our community and new industries. 3. Technology use should be framed by an environment that requires children to communicate, collaborate, think critically and creatively. It should not isolate learning and make children silos of independent learning. 4. Technology should be used for a specific purpose. It should be a better choice over another strategy, not a choice for its own sake. 5. Technology should be considered a tool to be used as part of a learning strategy, not the strategy itself. 6. Blended learning helps create a
balance between face-to-face learning and technology.
Current and Future Directions of Technology in Education
Schools are experimenting with many new technologies and thankfully they often share their experiences on the internet, chat forums and broad networks. It is not always easy to determine their effectiveness in improving learning but if teachers frame their approach using the guidelines we have shared they can certainly make a big difference. Some examples include Experiments with New Technologies, Cloud computing, mobile learning, learning analytics, open content, 3D printing, Massively Open Online Courses (MOOCs), virtual and remote laboratories, games and gamification, tablet computing, wearable technology, flipped classrooms, smartphone apps, video streaming, social media, Google glass and augmented
reality, virtual field trips, biometrics, coding, robotics, drones, assistive technology to help children with learning disabilities such as listening, organisation and memory, math, reading, and writing.
Accelerates Academic Achievement
At Kingsgate International School we believe that technology has a central place in our curriculum and classrooms but not at the expense of our core business. Our core business is to educate. Children need to become more literate, improve numeracy skills, broaden and apply knowledge, become critical thinkers and global innovators. By understanding the key role of technology within an education context we will accelerate, not distract children from, the achievement of academic goals. When we define the purpose very clearly and focus our energy on the achievement of learning objectives both the pencil and the iPad will help us achieve excellence.
About Greg Parry Internationally renowned for his expertise in education leadership, Greg Parry’s vast experience includes leadership of projects for education institutions throughout Australia, the Middle East, the United States, India, Indonesia, Malaysia and China. Recognised for his numerous contributions in the education arena, Greg has received the Minister’s Award for Excellence in School Leadership based on improvements in school performance and a range of successful principal training and leadership development programmes, as well as the School of Excellence Award for Industry/School Partnerships and the School of Excellence Award for Technology Innovation. His company GSE (Global Services in Education) has been recognised as having the Best Global Brand in International Education 2015 and 2016. Considered one of the premier experts in his profession, Greg has trained teachers and principals throughout the world in areas such as critical thinking, language development and leadership. His expertise in school start up projects, leadership and curriculum development, has made him a much sought-after authority in these disciplines. www.gsineducation.com | www.kingsgate.edu.my | @KingsgateInternationalSchool
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Features
Features
To Board or Not to Board? Boarding Director of Raffles American School, Christian Choyce, shares his insights into the Boarding School experience.
One of the biggest decisions that parents will face is, ‘What school is the right choice for my family?’ And an even bigger decision is, ‘Should I send my child to boarding school?’ The idea of boarding school evokes a lot of emotion in both parents and students; however, once parents and their children have done their homework, asked the right questions and visited the school, the boarding experience can, and will, be one of the best decisions the family can make.
What Boarding Offers
Boarding school offers more than just an education. It immerses students in a community that creates camaraderie and a sense of belonging, in an environment that will allow students to reach their full potential. Every student is unique and has exceptional skills, attributes, interests and character traits. The boarding environment helps to develop each child’s unique character based on his individual identity.
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At Raffles Boarding, we have implemented a programme that focuses on preparing each child for life beyond the school’s gates and, most importantly, for college. As the Director of Boarding at Raffles American School, my desire is to see children transform during their experience in the boarding house, guided by dedicated staff and a programme that emphasises the development of academics, social skills and emotional intelligence. Currently, our boarding programme is available for senior girls and boys from the ages of 13 to 18, with the option to stay in boarding seven days a week or to go home over weekends. Beginning in August 2018, we will officially open our new junior boarding programme for pupils ages 8 to 12. It is imperative that parents feel comfortable leaving their children of a younger age at boarding with their development in the hands of other adults. To this end, we have arranged a
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fantastic programme that will focus on ‘learning through play’ at a junior level. The idea is to stimulate young children’s growth through meaningful interaction with staff, games and class work. There will be dedicated staff on duty to facilitate activities that contribute to the developmental goals of young children. Whether it be art-focused activities or basic homework sessions for the 12 and 13-year-olds, junior boarding activities are designed to prepare students for the responsibility and accountability they will learn at senior boarding level.
Self-discipline, Planning and Assuming Responsibility
In boarding, we stress the importance of self-discipline and the benefits of planning constructively for tests, assignments and school-related work. Through structured study sessions each night and regular progress meetings, students are guided and encouraged to take responsibility for their academic progress. With constant, real-time updates from teachers, boarding staff are able to help students troubleshoot problems they face along the way. The benefits of attending a boarding school is dependent on the attitude of each student. A boarding programme will give students the tools to learn, grow and challenge themselves to succeed and realise their
own potential. The boarding programme essentially prepares students for life beyond the school gates, it allows students to gain important skills that will help them to overcome obstacles that they will face in life. Understanding time management and selfdiscipline are key aspects in the development of a boarding student. Both are skills that will be vital at college and the workplace. The boarding programme allows students to foster a sense of responsibility and accountability towards their studies.
Social and Emotional Well-being of Students
The social and emotional wellbeing of all students is paramount to a boarding programme. A happy child is someone who wants to learn and expand his knowledge. To this end, it is important to have a balanced amount of time for students to interact with each other and have constructive downtime in the boarding house. The development of social skills takes place in these informal gatherings, whether it is a barbeque, a quiz evening, a karaoke night or even a trip to the mall. In an ever-changing world where technology is at the forefront of the future, personal communication skills are still vitally important. Boarding strives to place importance on face-toface communication through these gatherings. I believe that all children should be exposed to a rich variety of people, cultures, environments and situations, as young minds learn through interaction and experience. The key is to allow children to learn on their own, which inevitably means making mistakes along the way. In the
boarding environment, mistakes are seen as ‘teaching moments’ for both students and staff and used as opportunities for personal growth. At boarding, mistakes are not seen as something to fear, but rather as part of the learning process.
Choose the Right Boarding School
When choosing the right boarding school, be sure to ask all the questions you need to ask. After all you are entrusting the holistic development of your child to
professional adults who should be able to answer all of your questions. Find out about the programme and how it would benefit your child. Ask about the academic support that is offered at boarding and how the boarding programme and school communicate with each other to support your child. Once you make the decision to join Boarding, you will see how the boarding community will become part of your family, working together to give only the best to your child.
Boarder Profile
Tell us your funniest boarding school incident!
My friends and I, more than four of us, played pool together and it was so much fun.
What are your favourite subjects? Mathematics and History.
Sally China
16 years old, Year 9 Raffles American School When did you start boarding? How long have you been a boarder?
I started boarding this year in 2018. I have been a boarder for three months.
What do you like most about boarding?
Friends and teachers are always around so I don’t get bored.
What do you like least about boarding?
The specific rules and curfews I have to follow.
What extracurricular activities do you do? Baseball, swimming, soccer and self-defence.
Would you encourage other students to be boarders as well? Why?
Yes, of course. Being a boarder makes you more independent and challenges you to adapt to a new environment. As a boarder, you also have the opportunity to improve your communication skills and problem-solving skills.
Describe boarding school life using three words. Colourful, substantial, lovely.
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Boarder Profiles Features
BoarderFeatures Profiles
“…it’s a “once in a lifetime” experience and a chance to make lots of close friends.”
“…boarding will not only allow the person to gain more independence, but at the same time, allow them to grow to understand different cultures, backgrounds and personalities.”
Nur Sarah Binti Ahmad Sodikin Malaysia
16 years old Year 11 (Form 5) Kolej Tuanku Ja’afar When did you start boarding? How long have you been a boarder? I started boarding in August 2016 and I have been a boarder for one and a half years.
What do you like most about boarding?
Spending time with my friends after school.
What do you like least about boarding? Roll Call (Morning Alarm).
Tell us your funniest boarding school incident!
A girl came into my room saying she lost her bag. She kept telling me that her bag was in my room. In the end she realised that she was in the wrong house.
What are your favourite subjects? Computer Science, English, Biology and Art.
What extracurricular activities do you do?
Saradha Lakshmi Malaysia Committee Club, and Red Crescent.
Would you encourage other students to be boarders as well? Why?
Yes, because it’s a “once in a lifetime” experience and a chance to make lots of close friends.
Describe boarding school life using three words.
Fun, unexpected and interesting.
1. Marlborough College Malaysia 2. Excelsior International School 3. Raffles American School 4. R.E.A.L Schools 5. Shattuck-St Mary’s School, Forest City 6. Sri Utama Schools 7. Sunway International School 8. Uniworld International School
Kedah
1. AiU-Irsyad International School
Kuala Lumpur
1. Fairview International School 2. International Islamic School Malaysia 3. Sri Utama Schools Labuan 1. Labuan International School
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Negeri Sembilan
1. Epsom College in Malaysia 2. Kolej Tuanku Ja’afar 3. Matrix Global Schools 4. Nilai International School 5. UCSI International School 6. Zenith International School
Pahang
1. Highlands International Boarding School
Penang
1. Dalat International School 2. The International School of Penang (Uplands) 3. Prince of Wales Island International School
Perak
1. City Harbour International School 2. Westlake International School
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When did you start boarding? How long have you been a boarder? I started boarding in November 2016 and have been a boarder for about a year and a half now.
What do you like most about boarding?
Social Media Club, Yearbook
Boarding Schools in Malaysia Johor
19 years old Year 13 Nexus International School Malaysia
Sabah
1. Charis International School
Selangor
1. Brainy Bunch International School 2. Global Modern International School 3. King Henry VIII College 4. Kingsgate International School 5. Kingsley International School 6. MAHSA International School 7. MAZ International School 8. Nexus International School 9. Peninsula International School Australia 10. R.E.A.L Schools 11. Sunway International School 12. Tanarata International School 13. UCSI International School
The thing I like the most about boarding is the atmosphere that it creates. It allows each person to feel as if they are part of an extended family and that each person (houseparent or boarder) is there to support them at all times, with whatever they may be going through at that particular moment.
What do you like least about boarding?
One thing that I like the least in boarding is the fact that the food is catered for the majority. As a vegetarian, I found this hard at first, but over time, I was catered food specifically for my dietary requirements and food then stopped becoming an issue.
Tell us your funniest boarding school incident!
When my group of friends and I had to be in the school’s marketing promotional video for the boarding house. It was so funny as we had to pretend to throw a surprise party for a girl in the boarding house and at each take we all just kept laughing. It also reached a point in which we started wanting to steal the balloons used in the shoot and we started devising ways to do so. It is a memory I will always cherish as we bonded through our mutual enjoyment of the shoot and how we were made to act in it.
What are your favourite subjects? Theatre, English and Sports Science.
Would you encourage other students to be boarders as well? Why?
Yes I definitely would. Even if a person is to be a boarder for a short period of time, boarding will not only allow the person to gain more independence, but at the same time, allow them to grow to understand different cultures, backgrounds and personalities. Boarding allows a person to grow in terms of their mindset whilst increasing their knowledge and understanding about different people, making boarders tolerant individuals.
Describe boarding school life using three words.
Home. Family. Exciting.
What extracurricular activities do you do? Model United Nations, codirecting and acting in the school productions.
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Features
Features
STEM – Continued Growth, or Judicious Pruning? Simon Spencer, Founding Head, from King Henry VIII College, Malaysia, writes about the teaching of Science, Technology, Engineering and Mathematics (STEM) in schools today.
In Germany, the same group of subjects has a different acronym: MINT. This stands for Mathematik, Informatik, Naturwissenschaft und Technik, which is to say, mathematics, information technology, science and technology.
Science and Technology Education in Malaysia
Science and Technology education has also been a longstanding priority in Malaysia. In fact, as far back as 1970 the first National Science and Technology Enrolment Policy of 60:40 was implemented, which guaranteed that 60% of university students would be enrolled in science subjects.
At an early age, children enter the formal education system and progress through a series of stages and transition points. They will remain in some form of education for the next ten years or more. Throughout this period, they will travel through a formative period of education and personal development. They will pass through checkpoints and decision points – and the choices they make could be major factors in their future lives and career opportunities. Of course, schoolchildren are susceptible to the whims of policy makers, and the boards of the schools they attend. Modern languages and coursework may be the flavour of one decade, the
next it is Craft and Design, and experiential learning.
every occupation, every activity we do in our lives.
A Focus on STEM Schools in the New Millennium
In 2002, the United Kingdom (UK) government commissioned a review of science and engineering skills, as part of their strategy for improving the UK’s productivity and innovation performance.
A movement that has been widely accepted and promoted in the new millennium is a focus on STEM in schools. STEM stands for Science, Technology, Engineering, and Mathematics. Its champions say that STEM is important because it permeates every part of our lives. Science surrounds us; Technology dominates our lives; the world we inhabit is based on Engineering – not just roads and bridges, but the very environment and global climate; and Mathematics is in
1 SET for Success, Gareth Roberts, 2002. UK Government Publications 34
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The final report, SET for Success1, identified a shortage in the number of young people pursuing science, engineering, maths and technology. The government’s subsequent Science and Innovation Investment Framework introduced the acronym STEM, now used widely across the English-speaking world.
One of the aims of the nation’s Vision 2020 plan2 is to establish Malaysia as a scientific and innovative society. To move closer to achieving this goal, the Malaysia Education Blueprint was initiated in 2011. One of the priorities identified in the blueprint was STEM education.
STEM Subjects Underpin a Nation’s Economy
Many in the developed world see STEM subjects as vitally important to a country’s economic success. In the UK, for example, engineering alone accounts for 25% of gross value added for the UK economy, and manufactured goods account for 50% of UK exports. Supporters of STEM would posit that science, engineering and technology underpin a nation’s whole economy, including power generation and electricity distribution, utilities, the food chain, healthcare, and the transport and communications infrastructure.
By giving students opportunities to explore STEM-related concepts, the idea is that a passion will be sparked, and later these learners will seek jobs in a STEM field. Used effectively, STEM classes can be genuinely engaging for students, and help them to do much more than just learn.
The truth is that children will forget the majority of the lessons they have in school. The teachers’ role is to prepare them for a 21st Century world of diverse careers, varying employment demands, and shifting technology. The world of education will change to address all this.
STEM Incorporated in CoCurricular Programmes
In fact, it does not take a great imaginative leap to deduce that Languages and the Humanities have a meaningful role to play, too – perhaps HAMLETS is the acronym the educational world is looking for.
Many schools also have extensive co-curricular programmes, and this is an area where children with an aptitude and interest can further explore STEM-related activities. Experiencing the reallife implication of STEM can pull together the ideas presented in classes, and help to show how they benefit society as a whole. A good all-round education will develop curious, responsive learners, who are both literate and numerate. The emphasis of STEM education is perhaps more on critical thinking, scientific thought, technology and innovation. Given that a large proportion of jobs of the future will require a firm grounding in mathematics and science, the argument for STEM subjects is clear.
Incorporation of the Arts in the STEM Curriculum
An off-shoot of STEM, however, has begun to grow in recent years, and gained some momentum. This movement aims to incorporate the Arts into the STEM curriculum. The intention is to emphasise the value and need for artistic creativity in the mix – and that creates STEAM. A cynic might say that this covers all aspects of education – Science, Technology, the Arts, Engineering, and Mathematics.
STEM does have a value, but sensible schools will see all this in perspective and proportion. The overall curriculum at a school must have a balance across the subject disciplines and be sustainable. It must reflect the character and positioning of that school. Not every school can put all its eggs in a STEM-shaped basket. A good education will give children access to the best teaching across a range of subjects, to equip them to move on to the next stage of their lives in a positive way. STEM is a neat acronym and represents an obvious segment of the education schools are providing. Will it still have the same traction and political backing when the toddlers of today enter senior school – only TIME (Teachers, Inspectors, Ministers, Educationalists) will tell. For more information, please visit www.kinghenryviii.edu.my
2 The Way Forward (Vision2020), by The Honourable Dato Seri Dr Mahathir Bin Mohamad, 1991 EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Features
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CM
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CMY
K
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EXPLORE, LEARN AND EXCEL WAIT NO LONGER! REGISTER NOW! KINDERGARTEN (IEYC) • Early Learners • KG 1 • KG 2
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Essential Information
ESSENTIAL INFO This section provides important information on international schools in Malaysia. There is a map showing the location of all international schools in the country, and infographics on what to look for in an international school, steps to take for the application and enrolment process, and school fees. It also guides you on choosing a school for your child and highlights important statistics.
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Essential Information
Essential Information
INTERNATIONAL SCHOOLS IN MALAYSIA*
Map of International Schools in Malaysia
INTERNATIONAL SCHOOLS IN MALAYSIA* 1 2 3 4&5 6&7 8 9 10 11 12 & 13 14 & 15 16 17 18 19 20 21 & 22 23 24 25
*Map shows approximate location. For the exact location of schools, please use the School Finder function on www.EducationDestinationMalaysia.com
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26 27 28
Abedeen International School Acmar International School AiU-Irsyad International School AlNoor International School Alice Smith School Asia Metropolitan International School Asia Pacific Schools Austin Heights Private & International Schools Australian International School Malaysia Baseerah International School Beaconhouse Schools Bintulu International School Borneo International School Brainy Bunch International School The British International School of Kuala Lumpur Campus Rangers International School Cempaka Schools Charis International School City Harbour International School Crescendo-HELP International School Dalat International School Dwi Emas International School Eagles Grammar International School
29 30 31 & 32 33 34 35 36 - 40 41 42 & 43 44 45 46 & 47 48 49 50 51 52 & 53 54 55 56 57 & 58 59 60 - 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 & 80 81 82 83 84 85 86 87 88 89 90 91 92 93 & 94 95 - 97 98 & 99 100 101 - 105
Eaton International School Ekhlass International School elc International School Epsom College in Malaysia EtonHouse International School Malaysia Excelsior International School Fairview International School Garden International School GEMS International School Global Indian International School Global Modern International School Greenview Islamic International School Havil International School HELP International School Hibiscus International School Highlands International Boarding School Hua Xia International School Idrissi International School IGB International School Inspiros International School International Islamic School Malaysia International Modern Arabic School International School of Kuala Lumpur (ISKL) International School of Kuantan The International School @ ParkCity The International School of Penang (Uplands) Kelantan International School Kinabalu International School King Henry VIII College Kingsgate International School Kingsley International School Kolej Tuanku Ja’afar Labuan International School Lodge International School MAHSA International School Malacca Expatriate School Marefat International School Marlborough College Malaysia Matrix Global Schools MAZ International School Melaka International School Mont’ Kiara International School Mutiara International Grammar School Nexus International School Nilai International School Nobel International School Oakbridge International School Oakrich International School Oasis International School - Kuala Lumpur Paragon Private & International School Pelita International School Peninsula International School Australia Prince of Wales Island International School R.E.A.L Schools Rafflesia International & Private Schools Raffles American School Regent International School
106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 - 122 123 124 125 126 127 128 & 129 130 & 131 132 133 & 134 135 - 141 142 143 & 144 145 146 147 148 149 150 151 152 - 157 158 159 160
Sayfol International School, Kuala Lumpur Sayfol International School, Sabah Sekolah Antarabangsa Matahari Seri Omega Private & International School Seven Skies International School Shattuck-St. Mary’s Forest City International School Spectrum International Islamic School Sri Ara International & Private School (Sri Ara Schools) Sri Bestari Schools (Private & International) Sri Dasmesh International School Sri Emas International School Sri KDU Schools Sri Kuala Lumpur International School Sri Sempurna International School Sri Utama Schools St. Christopher’s International Primary School St. John’s International School St Joseph’s International School Kuching St Joseph’s Institution International School Malaysia Stella Maris International School Straits International School Sunway International School Tanarata International School Taylor’s International School Tenby Schools Tunku Putra-HELP International School UCSI International School United International School UniWorld International School UUM International School Victoria International School Vikas International School Vision International School Wadi Sofia College Wesley Methodist Schools Westlake International School Woodlands International School Zenith International School
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Essential Information
Essential Information
Choosing an International School for Your Child Letitia Lim provides some useful tips on how to choose the right school for your child.
express their opinions and communicate well with others. A basic knowledge on how to use computers and other digital devices is also an advantage. Most international schools incorporate technology into their lessons and require students to use the Internet and basic Microsoft computer programs.
Step 2: Make Sure You Are Ready
Before starting your search for schools, take some time to reflect and discuss a few important matters with family members. Firstly, consider your financial status and current living situation. How much are you able to set aside for your child’s education? International education is an investment and annual fees will increase as your child progresses to the next level of education. Think of the long-term educational goals for your child. Do you want your child to attend a college or university locally or abroad? Will an international school education benefit your child in the long run and achieve the goals envisaged? As parents, one of your biggest roles is to shape the education pathway of your child. This starts with choosing a suitable school that your child will attend and eventually graduate from. School plays a huge part in any child’s life as they will spend many of their developmental years there. A child’s personality and behaviour go through further development at school. It is likely that children will discover their passions and interests in school. Most children will also make lifelong friendships at school. Therefore, it is important to prepare for this chapter of your child’s life, especially if you are new to international education.
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Choosing an International School
Many more parents are enrolling their children at international schools to reap the benefits of an international education. English is the main medium of communication and instruction at international schools. Students are taught how to think critically and encouraged to express their views confidently and clearly. There is also a strong emphasis on the application of skills rather than on mere academic achievements. International schools also offer first-class facilities and small class sizes to create a conducive learning environment. In addition, international schools offer
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curricula that are recognised worldwide. A combination of all these factors it is hoped will create mature students with an international outlook who are wellequipped for university life.
Step 1: Make Sure Your Child Is Ready
If you are thinking of sending your child to an international school, it is important to ensure that your child’s English skills meet the required standard. This is to ensure that he is able to cope with classroom instruction and the teaching materials used. In addition, your child needs to be ready to adapt to a new learning environment where students are expected to learn independently,
Having decided to send your child to an international school, it is time to consider the factors presented in Step 3.
Step 3: Other Factors to Consider Location and transportation
Do you want to send your child to a school that is near to your home or workplace? Or are you willing to commute back and forth to a school that is further away? Most international schools offer transportation services, so do remember to ask whether those services cover your housing area.
Cost
International schools charge a variety of fees. Tuition fees have to be paid annually or every term. In addition, there are fees for registration, enrolment and use of technology. Other expenses include payment for school uniforms, books, school supplies, school trips and extracurricular activities. It is important to get the comprehensive list of fees from schools and plan your finances accordingly.
School facilities
Most international schools have excellent facilities such as airconditioned classrooms, science laboratories, cafeterias and auditoriums. Sports facilities such as swimming pools, basketball courts and sports fields are commonly provided as well. Make sure the schools you are interested in offer boarding facilities if that is what you need.
Student support
When would you like to enrol your child in an international school? Most international schools offer primary and secondary school levels. Some international schools offer preschool and pre-university education as well. Ensure that the schools you are interested in offer the education level that you want your child to start at.
Is there provision for extra tutoring for students who are falling behind in class? Some schools also offer intensive English courses for students who need to improve their language skills. What is the school’s stance on issues like bullying? Are counselling services provided for students who are going through a hard time? Ensure that the schools you are interested in have a strong student support system.
Curricula offered
Other factors
Level of education
International schools in Malaysia offer a variety of curricula such as the National Curriculum of England, the Cambridge Curriculum, the International Primary Curriculum, the International Baccalaureate and the American Curriculum, among others. Do your research on which curriculum will best suit your child’s learning style and provide a learning environment that your child will thrive on.
Class size
International schools have smaller class sizes than government schools. Most international school classes have 20 to 25 students. A small class size is beneficial if your child requires more attention from the teacher. However, not all children will be comfortable in a smaller class. Decide what best meets your child’s needs.
Also ask the school about the extracurricular activities they offer, their teacher credentials and the history and accreditation details.
Step 4: Shortlist, Visit and Discuss
Shortlist schools based on the evaluation of the factors above and carry out further research on these schools. Information is readily available on school websites, social media pages and the Education Destination Malaysia website. Visit the school or attend the school’s Open Day if you have the chance. There is no ‘one size fits all’ when it comes to your child’s education. The school you eventually choose will depend on how well it meets your needs and that of your children.
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Teacher Profile
Boarder Profile
“I love that “ah ha” moment when everything comes together and a student grasps a deep concept.”
“I would encourage other students to be boarders as well, as I think it’s a learning journey worth experiencing.”
John Harvey
Isabelle Lau
United Kingdom Fairview International School
Malaysia 15 years old Year 10 The International School of Penang (Uplands)
Subjects / Years Taught G7-11 Humanities
How long have you been teaching? 8 Years.
Why did you become a teacher?
From my unfortunate experiences in the UK Care System I have learnt to value the potential of good quality education and my life mission is to make sure no one is left behind.
Tell us about your own education journey. I think being a teacher, your education journey is, to a certain extent informed by one’s own experiences in school, and life thereafter.
I learned all that I know about teaching from Fairview International School. During my 8 years with Fairview, I became an IB Certified Teacher, achieved my Masters in Education and the Cambridge International Diploma in Teaching, all fully sponsored by Fairview for its staff. I was sponsored by Fairview to be a Concept Based Teaching and Learning trainer, having trained at the Lynn Erickson’s Summer Institution.
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What is the most memorable moment in your teaching career so far?
Winning over my first Grade 9 class in my first year! When I took over the class, I was met with sceptical students who were not passionate about my subject. One day during a lesson, it wasn’t working. So I stopped it and asked the students about their hopes and ambitions, and expectations of my subject, what they liked and didn’t like. I learnt that only by listening, really listening to students about their deepest aspirations and needs could I meaningfully engage with them and help educate them to take ownership of their educational experience.
What do you like most about teaching?
Seeing students put in the hard work and effort to improve themselves. I love that “ah ha” moment when everything comes together and a student grasps a deep concept.
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What is the best thing about teaching at your school?
The opportunities available to learn and grow, through training, and collaboration with a range of colleagues with a multitude of skills, knowledge and experience. The way we work like a family, looking out for one another.
Who or what inspires you?
I have always loved poetry. “If”, “Invictus”, and “I Rise” inspire me, and the film Dead Poets Society. We watched a clip as part of our training, and first class, yes, every child stood on their desks, but no textbooks were ripped.
Describe the ‘perfect’ student.
I have come across a range of different student abilities and personalities. My perfect student would be one who has shown one spark of potential but does not see that potential in themselves, or that ‘misunderstood student’ who can be difficult to reach, but once you do, then the magic happens! I believe it is my role to act as that supportive adult, and provide opportunities for that individual to believe he can be awesome, and become the best version of himself.
When did you start boarding? How long have you been a boarder? September 2017. I have been a boarder for over a year.
What do you like most about boarding?
As I adapted to the routine of boarding school, I noticed a gradual improvement in my academic results. Every week night, there is a study hall period to enable boarders to complete their schoolwork and assignments. At a certain time, all borders would also be required to turn in their electronic devices. As a result, discipline can be established, and I could pour more attention into my school work and get enough sleep without the temptation of my phone. And as I met some fantastic friends to enjoy boarding with, the overpowering yearning for home soon ebbed away and I was finally able to tell myself with conviction that I belonged.
What do you like least about boarding?
When I received the news that I
was going to boarding school, I was terrified that I was going to be pushed to my limit with endless excursions and compulsory activities. As an introvert, that was my absolute worst nightmare. However, when I arrived at boarding school, I realised that I had been mistaken. Sure, there were many activities available to keep boarders busy, but they were optional. So to my relief, I was able to indulge in a good book instead of going for some sports training or a trip to an amusement park.
Tell us your funniest boarding school incident!
There’s never a dull moment when you’re living with 30 other people, and at some point, the overly-sensitive smoke detectors installed in every apartment would start screeching at every sizzle of a pan and shrieking at any wisp of smoke. As a result everyone would have to assemble downstairs whenever the calls of the alarm reverberate throughout the apartment – only to learn that someone had been cooking.
What are your favourite subjects?
My favourite subjects are English and History.
What extracurricular activity do you do? Debate Club.
Would you encourage other students to be boarders as well? Why?
I would encourage other students to be boarders as well, as I think it’s a learning journey worth experiencing. Boarding nurtures both introverts and extroverts. For all you social butterflies, boarding fills your restless spirits with activities and permissions for sleepovers. For all you reticent introverts, boarding fulfils and respects your need for blissful solitude and weekly trips to the bookstore or video game store.
Describe boarding school life using three words.
Nurturing, flexible, convivial.
EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools
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Essential Information
A WORLD OF DIFFERENCE POWIIS: A premier international education on your doorstep British Boarding Secondary School in Penang IGCSE & A Levels
+604 868 9999 | admissions@powiis.edu.my
www.powiis.edu.my MTT Learning Academy Sdn Bhd (733077-D) 1 Jalan Sungai Air Putih 6, Bandar Baru Air Putih, 11000 Balik Pulau, Penang, Malaysia
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Essential Information
M A R L B O R O U G H C O L L E G E M A L AY S I A
Discover the benefits of a Marlborough College Education Located in 90 acres of South-East Asia Pupils are taught a British curriculum from British educators who know the value of heritage and tradition. For over 175 years Marlborough College has been synonymous with a first-class British education. We are a co-educational Preparatory and Senior School offering an outstanding education for pupils aged 3-18. • Genuine expansion not a franchise • Non profit school • Excellent academic results 58
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• Broad subject range • British independent day and boarding school • Full co-curricular programme within the school day
Visit: w w w . m a r l b o r o u g h c o l l e g e . m y for details of our forthcoming Admissions events
;
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Awarded Gold status by
the International School Quality Mark (ISQM-2017)
Rated a 5 School by The Ministry of Education
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info
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98 %
63 %
96 %
58 %
94 %
60 %
www.isp.edu.my
Essential Information
International Schools in Malaysia: 2015 vs 2017 This article provides some important statistics on international schools in Malaysia, comparing the years 2015 and 2017*.
In 2015, there were 110 international schools in Malaysia. This number grew to 132 in June 2017 with an addition of 22 new international schools. As of 21 March 2018, there are 141 international schools registered with the Ministry of Education Malaysia**, nine more than in the previous year. The majority of the international schools in Malaysia are concentrated in the Klang Valley. Of the 141 international schools, 52 are located in Selangor while 21 are located in Kuala Lumpur. This is followed by 16 international schools in Johor and 11 international schools in Penang. At the beginning of 2015, there was a total number of 45,050
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students enrolled in international schools. Of these students, 25,014 (55.5%) were Malaysians compared to 20,036 (44.5%) expatriate students. The larger number of local students reflects the interest in international schools by local parents at the time. The number of international school students in June 2017 increased by 9,604, making the total number of students 54,654. Out of this total, a whopping 61.8% (37,218) is made up of local students. Only 31.9% (17,436) of international school students at the time were expatriates. The number of local students in international schools was more than double the number of expatriate students.
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Since 2015, there has been an addition of 12,204 local students in international schools. This significant jump in local student enrolment reflects the growth of the international school market in Malaysia. This figure also reflects the increasing demand for an international school education among local parents. On the other hand, the number of expatriate students has decreased by 2,600.
* Figures obtained from the Performance Management & Delivery Unit (PEMANDU) ** Ministry of Education website (https://smips.moe.gov.my/ utama.cfm?cari=1), accessed on 21 Mar 2018.
Preschool Education
Preschool Education
The Importance of Early Childhood Care and Education Dr. Angelo C. Maduli, General Manager of Curriculum & Development at R.E.A.L Education Group (a member of Paramount Education) explains why Early Childhood Care and Education is important. in psychology, neuroscience, social sciences, education, and other related developmental sciences. Programmes and activities must be driven by a strong philosophical understanding of how each child should be given appropriate and timely opportunities to become confident, committed, and competent lifelong learners.
One of the latest research findings published by Harvard Graduate School of Education under Saul Zaentz Early Education Initiative, showed that parents are more concerned about their child’s schooling than their own medical care. They view their children’s attributes positively and want their children to acquire the necessary knowledge and skills for the future. Although the study is not entirely conclusive, we are certain that Malaysian parents can easily identify with these sentiments. The United Nations Educational, Scientific and Cultural Organization (UNESCO), has provided a description of what early childhood is all about and how significant it is: “The term ‘Early Childhood Care and Education (ECCE)’ refers to a range of processes and mechanisms that sustain,
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support, and aid the holistic development of children, from birth to eight years of age.” ECCE is vital because it sets the critical foundation for the rest of a child’s development; be it in character building, language, literacy and numeracy, nature and environment, social interactions, health and wellness, expressive arts, technological skills, and more. It is also complex considering that every child’s development is unique and involves various factors, inputs, processes, and interventions. ECCE service providers must consider the most suitable and holistic programmes for each child. They must have an in-depth understanding of the various established and emerging schools of thought that promote positive child development; be it
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Another major consideration is the role of parents or guardians in the holistic development of their child, along with collaboration and dialogues with preschool providers. This, however, does not exclude the larger community that children develop in, as well as the environment in which their positive development is being nurtured and supported. While there is no such thing as a ‘programme that fits all’, we can help parents to decide on the most suitable ECCE provider or preschool for their children. I would like to offer seven key suggestions for consideration:
1) Learn about Early Childhood Care and Education
Parents with young children must exert some effort in learning and appreciating the concepts, perspectives, and new developments in ECCE. There are very helpful websites and reliable
articles which are inexpensive (sometimes free) and readily available online and in some publications. There are help or support groups and blogs which share trustworthy information about various topics on preschool education. In this way, parents will develop a certain level of confidence on how to go about supporting their children and making the right decisions for them.
2) Know and Understand Your Child Better
It is important to understand our children. We need to know what their interests are; what makes them excited and motivated; how fast they are in learning things; whether they are experiencing difficulties in performing basic skills; how they are compared to other children their age; and whether they need special help. And if necessary, consider seeking professional help.
3) Check Values that Resonate with You
It is important for parents to consider what they think about preschool education and the things they value. All preschool providers subscribe to certain educational philosophies or values. Some are even faithoriented. Thus, it is advisable for parents to check on what resonates with them; e.g. their vision, mission, and core values. Try to find out what are the things that matter to a preschool and the people who run it. Parents should check to see whether the values of the school are consistent with their own. Only then would they be able to make a more purposeful choice.
4) Visit the Preschool and Talk to the Principal and Teachers Parents must visit the preschool and gather necessary information about its programmes, approaches, and support services. They should take the opportunity to view the various learning spaces and find out how the preschool conducts its daily activities. It is also highly recommended that parents have face-to-face conversations with teachers.
5) Have Conversations with Other Parents
Nobody is alone in this journey. Parents are encouraged to have conversations with other parents who are in a similar situation, be it face-to-face or online. It is helpful to be part of a support group. This is where one gets to share firsthand experiences. Just ensure that the group is reliable enough to provide accurate and unbiased information.
6) Check the True Cost of the Programme It is also important for parents to check the cost of a preschool programme and the quality of its curriculum, teachers, services, amenities, and support for young learners. Higher tuition fees may mean better programmes and services. But this is not always the case.
Parents should also assess the value of their investment. Be wary of hidden charges or surprise expenses that some providers might later impose but fail to mention at the start.
7) Collaborate with the Preschool
Preschools require the cooperation, participation, and support of parents in order to thrive. Therefore, parents should establish and maintain an open style of communication with teachers and principals. They must constantly check how their children are adapting to the school; how they are progressing in terms of knowledge, skills, and attitudes; and whether additional support is needed. Parents should remember that young learners are now exposed to a wider and bigger environment; which means access to new sources of influence, new ‘guardians’ or ‘caretakers’ and also new acquaintances and friends. All these and more will play some part in their development. It is not enough to have excellent and affordable learning programmes or state-of-the-art facilities. Parents must first and foremost consider the needs of their child as a young learner when deciding on an appropriate preschool.
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Preschool Education
Preschool Education
Choosing a Preschool Mikel P.H. Liow, Senior Manager, Early Years Education & Training, Beaconhouse Malaysia, gives an insight into what a preschool education involves and how to choose a suitable preschool for your child. of preschools offering curricula that promote Learning through Play or Project-based Learning. The focus is on child-centered and integrated learning where children are given opportunities to acquire knowledge through firsthand experience, exploration and discovery. Building on the children’s interest, teachers plan, execute, scaffold, observe and evaluate children’s learning. Teaching and learning involve lively interactions between teachers and pupils and among the pupils themselves. Preschool education is flourishing in this country. If location and finances are not an issue, there are many options open to parents. Besides the international acclaimed models of preschool education, there are also numerous homegrown approaches in this country.
Early Years Education
Some of the popular names in childhood education adopted here are the Montessori Approach, the Reggio Emilia Approach and the Waldorf Approach. Acronyms in use include the STEM approach – Science, Technology, Engineering, and Math – which has been expanded to Science, Technology, Engineering, Art and Math (STEAM).
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I believe all these programmes have great value. The question is how competent are our teachers in delivering these programmes? How much training and support have they received to be effective? Do the teachers have the knowledge and skills to support children in their learning? Do these programmes have a good track record? Many schools have started implementing ideas about Multiple Intelligences (MI) into their curriculum. It will be interesting to find out how these ideas are operationalised.
Play-based and Projectbased Learning
The truth remains that the active form of learning is gaining ground. There is a large number
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Educational Play vs Fantasy Play
However, there are still misconceptions about this active form of learning often referred to as learning through play. Some of the key questions asked are: Are there educational values in play? How does this approach prepare children for formal education? The role of play in the early childhood education curriculum has shifted over the years. It has now become an integral part of it although the debate about the play curriculum still continues. The truth remains that not all play is as meaningful as the Ludic play involving symbols and fantasy. It has repetitive elements, is characterised by pretence and is highly dependent on mood states.
At the other end of the continuum, we have the Epistemic Play where it was found that the heart rate varies from slow to fast over a considerable range of the play while remaining fairly steady during ‘exploration’. Research has shown that steadiness of heart rate is indicative of a high level of concentration whereas variability of heart rate is indicative of relaxation. Therefore the primary function of epistemic behavior is acquiring information and the ludic play is for self-amusement. In other words, play becomes educational when a trained teacher modifies the spontaneous play of children to help them explore and gain information to create meaning. Overall, the benefits can be enormous covering all domains of development and learning – physical, social, emotional and cognitive. Educators believe that developing all these domains is crucial and that these domains are closely interrelated. Development and learning in one domain influence and are influenced by what takes place in other domains.
opportunities. The active form of learning can only bear fruit if the essentials to support the programme are in place. Does the physical premise support the active form of learning? Are the spaces provided safe for children? In other words, do they allow the children to move about for exploration, both indoors and outdoors? Do they have attractive activity rooms for children to explore? These include a Music and Movement Room, a Computer Room, a Science Room, an Art Room, a Gymnastic Room, a Library and Swimming Pools. Do they have generous spaces for sand play, water play, gardening and child-friendly outdoor play equipment for developing gross and fine motor skills? Spacious and aesthetic classrooms, corridors, learning corners including attractive outdoor spaces will encourage children to learn and develop. Children have lots of pent-up energy and need space and activities to release it. Confining children within a classroom for a long period in a day will be detrimental to their growth and development.
The Importance of Space
Quality Teachers and School Support
Having a good curriculum is important. Space too is crucial in the early years. Limited space means limited learning
The second consideration will be how competent teachers are and how well they are supported
to execute this active form of learning? The qualifications of teachers are important. However, they may not necessarily translate into quality teaching. Lack of support or too much support by the teacher to the pupil may well be detrimental for their learning. The skills needed include planning and executing developmentally appropriate activities using attractive materials and appropriate language to support children and asking high level questions to stimulate children’s thinking processes. Other skills required are observation and documentation which are vital for monitoring and assessing children’s learning needs. Continuous training and support from the school academic team is one of the key criteria for success in a school system.
Enormous Benefits
One of the strengths of this mode of learning is the longterm benefit where children are prepared for formal education and beyond. Overall, there will be tremendous improvements in social skills, creativity, communication, collaboration, conflict resolution and problemsolving. Working as a team increases cognitive skills, concentration, confidence and self-esteem. All these are important 21st century attributes that need to be developed at an early age. In a quality play-based or project-based environment, assessment of learning based on the school’s curriculum standards will enable teachers to impart and extend children’s knowledge progressively.
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Types of Curricula
Types of Curricula
American Curriculum Sarah Anderson, Director of Curriculum, and Dr. Jessica Hale, Director of Learning and Innovation, from Oasis International School, Kuala Lumpur, provide an overview of the American curriculum. Whether at a school in the United States or at any international school with an American curriculum, there are commonalities that guide instruction: US standards, a holistic approach, and personalised learning. Classes are rooted in content that aligns with standards, such as the Common Core State Standards or the AERO Common Core Plus Standards for American international schools. Standards hold schools accountable to challenge students academically, encourage them to think critically and demonstrate creativity, and, ultimately, make sure the students are well prepared to attend top universities.
A Holistic Approach
Another important aspect of the American curriculum is a holistic approach. By focusing on educating the whole child, teachers ensure that the child’s intellectual needs are met while also providing opportunities for social development, promoting students’ physical health, and investing in the students’ moral growth. However, all children are different and do not learn in the same way. Therefore, the American curriculum also values a personalised learning approach. In class, teachers
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Sarah Anderson
A Culture of Sports and Activities
Dr. Jessica Hale
Standardised Tests
To gauge student progression, standardised testing is implemented regularly throughout the school year. One test used by many schools is MAP (Measure of Academic Progress) which is a computer adaptive test that provides teachers, parents, and administrators with “information to help them deliver appropriate content for each student and determine each student’s academic growth over time.” 2
https://www.nwea.org/parenttoolkit/
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strive to differentiate and scaffold instruction; electives and afterschool activities allow students to pursue subjects that pique their interests and talents.
Grading Procedures
Another aspect that sets American education apart is how students are graded in classes. Assessments that observe student progress daily are most valuable for determining students’ understanding. In a single week, teachers monitor student learning in a variety of informal, low-pressure ways such as class discussions, group work, graphic organisers, writing assignments, peer assessments, quizzes, reflections, and projects. These assessments allow teachers to
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quickly realise when students understand or are struggling. These assessments also are used to create a learning portfolio which encourages students to reflect on their strengths and weaknesses. In fact, portfolios can even help students get into elite universities since many adopt a holistic admissions process to include a portfolio.1 Finally, since it is typical to have online access to grades for all assessments in an American school, parents also have a complete picture of how their children are doing at any point during the school year.
https://www.insidehighered. com/news/2015/09/29/80-collegesand-universities-announceplan-new-application-and-newapproach
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In addition, during high school, students have the opportunity to take the PSAT, SAT, and ACT tests that measure the knowledge and skills that students learn in high school and need for academic success at university. American schools also often offer Advanced Placement (AP) courses to provide students with universitylevel academic courses that give them an advantage when applying to universities around the world.
Overall School Structure
Typically, the academic year at American schools is broken down into two semesters, each consisting of two quarters; formal reports are distributed quarterly, and credits are earned each semester. In elementary school, students who are around age 4 to 11 are in Kindergarten through 5th
grade. In middle school, students who are around age 11 to 14 are in 6th to 8th grade. In high school, students who are around age 14 to 18 are in 9th to 12th grade. At all levels, English language, arts, math, science, and social studies are core subjects. In addition, as part of having a holistic approach, schools provide opportunities for students to take classes in visual and performing arts, foreign languages, physical education, and technology.
The American Diploma
To earn a high school diploma, each student must complete a certain number of credits (based on the school’s requirements) between 9th grade and 12th grade. After completing all required credits, students earn an American diploma that can take them to leading universities around the world. Students aren’t alone in their journey to get a diploma. Throughout high school, students have access to academic advisors and university counsellors. Counsellors do more than just assist students with decisionmaking regarding university and career options. These counsellors provide help to students with applications to universities and assistance with organising testing for the PSAT, SAT, ACT, and AP courses.
While academics are important, American schools also offer all students the chance to participate in a variety of sports and activities that pique their interests, develop skills, and extend learning beyond the classroom walls. As part of a holistic approach, sports and other extracurricular activities create opportunities for social and physical growth, so all students can become more wellrounded and better prepared for success in the future. Through visual and performing arts, like music and drama, students have the opportunity to express themselves through various artistic media.
Why Choose the American Curriculum?
The American curriculum offers a full package to help every student become an educated, well-rounded graduate ready for university. It is integral to have a curriculum that is aligned to standards and to have certified teachers who are trained in content, how to incorporate the standards into instruction, how to personalise instruction to best meet all students’ needs, and how to design a diverse range of assessments that show students’ progress. Equally important is having a holistic approach through the implementation of courses, sports, and activities that nurture the whole child. Choosing a school with an American curriculum allows children to explore various interests, to acquire critical thinking skills, and to gain the confidence needed to move forward in our everchanging world!
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Types of Curricula
Types of Curricula
The British Curriculum Pauline Gradden, Deputy Head of Secondary (Academic) of the British International School of Kuala Lumpur, explains what the British Curriculum is all about.
various stages. The curriculum leads to GCSE (at age 16) and A Level examinations or IB Diploma (at age 18), qualifications that are recognised by universities and employers around the world.
British education encourages freedom of thought and personal responsibility. Students are regularly invited to reflect on how their behaviour affects the world around them, to show initiative and to understand how they can make a positive contribution to those living and working in the community. Great emphasis is placed on tolerance and respect towards others. Reference is made not only to British culture but also to many other cultures from around the world. The curriculum is forward looking and in constant evolution. Frequent reviews ensure that new
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methods and teaching strategies are often implemented into the curriculum, whilst maintaining the benefit of tradition. The British Curriculum – better known as the National Curriculum – is common to most schools in England and Wales (Scotland, the third part of Great Britain, has its own). The National Curriculum is a set of subjects and standards used by early years, primary and secondary schools. There is a well-structured and coherent progression to learning from early childhood all the way to university entrance through
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There are various core and compulsory subjects depending on the school year, but many schools go beyond the standard requirements and teach complementary subjects. Children are also offered, and highly encouraged, to take part in extracurricular activities to develop their skills and interests outside of the classroom. Such activities include learning to play an instrument, joining a sports team or picking up an additional language.
Structure and Stages
The National Curriculum is organised into blocks of years called ‘Key Stages’ (KS) and at the end of each Key Stage, the student will be formally assessed. The Foundation Stage starts in the early years (ages 2 to 5), where learning is play-based. Children acquire their first understanding of numeracy and literacy through active, playful activities. By the end of the early years, most children would have
Organised games, outdoor pursuits and extracurricular activities in general are recognised as being important for learning life skills and building character. Some activities are undertaken together with wellknown institutions, such as the Associated Board of the Royal Schools of Music or with the Duke of Edinburgh Award.
acquired basic reading and number skills and a grounding in a second language. In the primary school, KS1 (ages 5 to 7) and KS2 (ages 7 to 11) the focus is on learning good fundamental maths and English language skills. Science, technology, humanities and art are covered as multi-disciplinary topics and through projects. Within primary school, students may choose to sit two national exams called SATS in Year 2 and Year 6. The curriculum in KS3 lower secondary (ages 11 to 14) is more subject-based and aims at building the students’ ability to work independently and to think critically. At this stage, the emphasis is on exposing them to opportunities in a wide range of subjects so that they can start thinking about where their academic interests lie. Upper secondary students in KS4 work towards their GCSE examinations (ages 14 to 16) and A Level exams or IB diploma
(ages 16 to 18). At GCSE, students study English, Maths, Science plus an additional four or five subjects from a selection. At A Level, students specialise further and choose three or four subjects from a range of options which they study in depth to a high level in preparation for university.
Why Choose a British Education?
A British education is childcentred and personalised. Teachers often plan lessons with differentiated outcomes, allowing for a range of achievements. This enables them to match each lesson as closely as possible to individual needs whilst providing scope for pupils to be stretched academically. The emphasis is on learning to think critically and independently rather than simply learning facts. Children are encouraged to gain a deeper understanding of the subject rather than simply memorising what they have been told. British education is also associated with activities that take place beyond the classroom.
The curriculum is suited to all students. It is broad and recognises that pupils excel in different areas, whether it is in maths, history, sports or drama. Students will be stretched and encouraged to thrive in areas they are good at, whilst being supported in those areas where they have not attained the required level. Students are expected to play a big part in their learning rather than waiting for the teacher to tell them everything they need to know. Questioning, researching and problem-solving are all required for students to succeed at learning. There is no doubt that Britain offers one of the best education systems in the world. British schools continue to have a strong pull across the globe with thousands of international students arriving in the UK every year for this purpose. UK qualifications are highly valued by universities and employers both in the UK and internationally, and the curriculum helps students acquire the skills and knowledge they need for life beyond school.
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Alumnus Profile
“It is the supportive environment both at school and at home that has empowered me to constantly grow and develop as a global citizen.”
The International Early Years Curriculum (IEYC) recognises global best practice in early childhood education and was designed with the developmental needs of 2-5+ year olds in mind.
Loh Rachel Malaysia 21 years old HELP International School, 2014-2015 Qualifications
IGCSE, A Levels, currently pursuing a Bachelor of Psychology at HELP University
Tell us about your course/major and why you chose it.
During my A Level days at HELP International School, I had the opportunity to work in various teams and volunteer with youth leaders across ASEAN. The people whom I met during these experiences had intrigued me immensely. With that, the decision to study Psychology, the study of the human mind and behaviour, at HELP University came quite naturally. Currently, I am in my final year on a full scholarship by HELP University and have recently completed a sustainability consulting internship with PwC Malaysia.
What is your most memorable experience in school?
Performing in the annual school play, Shakespeare’s A Midsummer Night’s Dream, as Hippolyta is definitely one of the most memorable experiences.
What were your favourite and least favourite subjects in school, and why?
favourite. I am fascinated by the intricacies of the human body, nature and how everything manages to fall into place almost perfectly. Physics on the other hand, was not much of my strong suit so I always had to pay extra attention in class!
What extracurricular activities did you do? I was very active in the Prefect Board as Head Girl at HELP International School where the team had the opportunity to establish the foundation of the prefectorial board. Aside from that, I was also the Sports team captain for Griffin House, Head Editor of the Yearbook committee and the Secretary-General of the HIS Model United Nations Conference.
What was the best thing about your school? What important lessons did you learn in your school that have helped you in your life? I am always very proud to share about the sense of welcome and family-like community at HELP International School. My teachers and academic leaders have always created a strong support system and a safe space for us to fail and most importantly, to learn from those failures.
Biology was definitely my
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It is the supportive environment both at school and at home that has empowered me to constantly grow and develop as a global citizen. Recently, I had the honour of winning the award as the Global Champion of the Maybank Go Ahead Challenge 2017, a 10-day international case study competition, involving 40,000 participants with students from University of Oxford, London School of Economics and the National University of Singapore. I was awarded an internship with Maybank in New York City and a job offer in the Global Maybank Apprentice Program. Aside from the knowledge I have gained from some of the best teachers I know at HIS, I am thankful for my time at HIS for making me who I am today.
It supports learning through holistic enquiry and play-based approaches.
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The International Primary Curriculum (IPC) is the world’s leading primary curriculum for children aged 5 - 11 years old.
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It is a comprehensive, thematic, creative curriculum, with a clear process of learning and specific learning goals for every subject.
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If you could travel back in time, what is the one thing that you would change when you were a student? Nothing, I have no regrets!
What advice would you give to current students of your alma mater?
“Don’t sweat the small stuff and focus on what matters most.” It is important that we prioritise our time wisely and use it well to reach our goals.
The International Middle Years Curriculum (IMYC) is specifically designed around the needs of the maturing adolescent brain. It inspires students during a time when many, overwhelmed by the transition from primary to secondary education, can become disengaged in their learning.
Contact us here to find out more https://fieldworkeducation.com
Types of Curricula
Types of Curricula
The Cambridge International Curriculum Dr Ben Schmidt, Regional Director of Southeast Asia & Pacific, Cambridge Assessment International Education explains what the Cambridge International Curriculum is all about.
Pathway lead seamlessly from primary to secondary and preuniversity years. Each stage builds on the learners’ development from the previous one, but may also be offered separately. We give schools flexibility so they can build a curriculum to match the needs of each student.
What is Cambridge Primary?
Cambridge Primary is a great place to start your child’s learning journey. It enables learners to develop their knowledge and skills in core subjects, including English as a first and second language, mathematics, science, Cambridge Global Perspectives® and Cambridge ICT Starters. It prepares students for progression to Cambridge Lower Secondary, and other educational systems, and is offered by more than 1,300 primary schools in over 110 countries worldwide.
What is Cambridge Lower Secondary?
Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the University of Cambridge. Cambridge Pathway gives students a clear path for educational success from age five to 19. Schools can shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer them. It helps
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students discover new abilities and a wider world, and gives them the skills they need for life, so they can achieve at school, university and work. Your child’s needs as a learner are at the heart of our approach to education. Our Cambridge Pathway helps give your child a love of learning that will stay with him through school, university and beyond. Our approach supports schools to develop students who are:
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• confident in working with information and ideas – their own and those of others • responsible for themselves, responsive to and respectful of others • reflective and developing their ability to learn • innovative and equipped for new and future challenges • engaged intellectually and socially, ready to make a difference.
The Cambridge Pathway The four stages of Cambridge
Cambridge Lower Secondary is an education programme for learners aged 11 to 14 years that builds skills, knowledge and understanding in English as a first and second language, mathematics, science, Cambridge ICT Starters and Cambridge Global Perspectives®. It is offered by nearly 2,300 schools in over 130 countries worldwide. Cambridge Lower Secondary provides a natural progression from primary education, helping to equip your child with the knowledge and skills needed for post-14 education programmes that lead to formal qualifications. Cambridge Lower Secondary Checkpoint tests are marked in
Cambridge, and can be taken in the final year of Cambridge Lower Secondary. On completion of Cambridge Lower Secondary Checkpoint, your child will receive a statement of achievement and you will receive detailed feedback about your child’s performance. This will help your school to advise on different progression routes after age 14 and choose the one that will be most suitable for your child.
What is Cambridge IGCSE?
Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds, attracting over 900,000 subject entries every year from 140 countries. Cambridge IGCSE helps students to develop knowledge, understanding and skills in subject content and intellectual enquiry. Cambridge IGCSE has been designed for students worldwide, including those whose first language is not English. Students have the flexibility to choose from over 70 subjects at Cambridge IGCSE, meaning they can study the subjects they enjoy and are best at. Assessment takes place at the end of the course and offers students a range of ways to demonstrate their learning, including written, oral, coursework and practical assessments.
What is Cambridge International AS and A Level?
Cambridge International AS and A Level qualifications are taken by over 175,000 learners in nearly
130 countries every year. They are typically for learners aged 16 to 19 years who need advanced study to prepare for higher education. Students can choose from a range of 55 subjects and develop a deep understanding of the subjects they study, as well as independent learning and critical thinking skills – abilities that universities value highly.
Opening Up Opportunities Worldwide
Cambridge students can be confident that their qualifications are understood and valued throughout their education and career, in their home country and internationally. Every year thousands of students use Cambridge qualifications to gain places at leading universities worldwide. Over 1,400 universities recognise our qualifications, including more than 500 universities in the US (including all the Ivy League) and all UK universities. Students can easily find out which universities worldwide accept Cambridge qualifications by searching our online database at www. cambridgeinternational.org/ recognition
A Global Learning Community
With the Cambridge Pathway, your child is joining a global community of learners from more than 10,000 schools in over 160 countries. By developing a global outlook in Cambridge learners, we aim to equip them for success in a fastchanging modern world. For more information visit www.cambridgeinternational.org
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What Lies At The Heart Of Cambridge International Education? Over the past 20 years, Cambridge International Examinations has gradually, but significantly, shifted its focus beyond high stakes examinations. Examinations remain our core activity, but our educational offering has expanded substantially to embrace the school curriculum as a whole, including support for teachers and assessment for learning. That is why we have changed our name. We are now called Cambridge Assessment International Education (or ‘Cambridge International’ for short). Five elements lie at the heart of a Cambridge education: international curriculum, teaching and learning, assessment, international recognition and global community. We believe that education is most effective when three of these elements – curriculum, teaching and learning, and assessment – are closely aligned. The Cambridge Pathway brings all five elements together, offering students a clear path for educational success from age 5 to 19.
The Cambridge Pathway
The Cambridge Pathway helps students develop the knowledge, understanding and skills they need to achieve success at school, university and beyond. At each stage of the Cambridge Pathway, students build on their previous learning. It’s a
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spiral approach that reinforces what students have learned, while at the same time taking them forward. The five elements of Cambridge education:
• International curriculum
We have a reputation as the leader in international education, our curriculum will stretch, challenge and inspire students of all abilities. It reflects the latest thinking in each subject area, drawn from expert international research and consultation with schools.
• Teaching and learning
We support the development of Cambridge learners who are confident, responsible, reflective, innovative and engaged: these are the Cambridge learner attributes. We encourage teaching practices that actively engage students in their own learning. This approach develops students’ ability to reflect on their learning and become independent learners.
• Assessment
Good assessment is at the heart of a good education. We design our assessments so that they are fair, valid, reliable and practicable. And we know that assessment needs to give students focus, pace and challenge. We take great care to make sure that we assess what we know to be of value – deep subject knowledge, conceptual understanding, and higher-level thinking skills.
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• International recognition
Around the world over 1400 universities recognise our qualifications, including all UK universities, over 550 universities in the US (including all the Ivy League), plus key universities in other major higher education destinations such as Canada, Australia, and Singapore.
Global Community
We believe one of the benefits of attending a Cambridge school is belonging to a worldwide education community of 10,000 schools in 160 countries. We value our community of schools, and work with them to make sure our programmes are rigorous, relevant and world class. Our change of name to Cambridge Assessment International Education marks a new chapter in our history. We are looking forward to continuing to work with Cambridge schools in Malaysia, and around the world, to prepare students for life and help them develop a lasting passion for learning. For more information visit www.cambridgeinternational.org
Education ready. University ready. Work ready. Ready for the world. Cambridge Pathway inspires students to love learning, helping them discover new abilities and a wider world. The Cambridge Pathway has been designed to inspire students aged 5 to 19 to love learning, and to achieve in education, university, work, and life. To learn more, visit cambridgeinternational.org
Types of Curricula
Types of Curricula
The IB Curriculum
Dr Vincent Chian, Principal of Fairview International School Kuala Lumpur, gives an overview of the IB Curriculum. The International Baccalaureate Organisation (IBO) is a nonprofit entity based in Geneva, Switzerland. Dedicated towards delivering a truly international standard of education, it is not aligned to any national agenda or curriculum. Since 1968, it has received high acclaim for its progressive and rigorous programmes, the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP). With over 4,700 schools delivering the IB programmes worldwide and
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over 800 in Asia, the IB is firmly positioned in the educational landscape as a leader in its field. In Malaysia, the IB has been present since 1989, and is now available at 33 schools and has been recognised at 10 local universities including University of Malaya. There are 20 IBDP schools, 16 MYP and 9 PYP schools. Any school that offers one of the three programmes is called an IB World school but only schools that offer all three programmes are called IB Continuum schools in recognition of their commitment towards the philosophy of the IB.
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A wealth of research has confirmed that PYP, MYP and DP students consistently outperform their peers at international assessments. In a survey involving 81 UK universities, the IBDP was rated top in developing 13 out of 14 factors considered useful in preparing students to thrive in university, and another survey confirmed that IBDP students were admitted to the top UK universities at twice the rate compared to other pre-university programmes. One reason for the IB’s preferential status is its development of learners who are curious, knowledgeable, able
to think critically, articulate in speech and writing, principled, open-minded, caring, risk-taking, balanced and reflective, which are all attributes found in the IB Learner Profiles. Another reason is the systematic and meaningful approach towards skill development through the Approaches to Learning (ATL), which develops cognitive, emotional and metacognitive skills in an integrated and explicit manner, culminating in the selfregulated learner.
By applying what they have learnt in community service, learners appreciate that with privilege, comes responsibility. Simultaneously, values like open-mindedness as well as communication and presentation skills are woven naturally and meaningfully into the lesson, allowing a learner to develop knowledge, skills and character simultaneously in a readily applicable manner.
Primary Years Programme (PYP)
At 11 years of age, the success of learners is closely related to personal, social and emotional well-being. The MYP motivates students to develop a strong sense of well-being and identity by equipping them with essential life skills through the ATL skills and further develops a student’s character through the IB Learner’s profile. An MYP student learns eight subject groups, given real-world meaning as they are taught through the lens of global contexts, like “globalisation and sustainability.” Contextual learning supports the development of conceptual understanding as students explore key concepts like “fairness and equality.” At the end of their five-year programme, students have the opportunity to explore and consolidate their knowledge in an area of interest through a Personal Project.
The PYP begins a learner’s IB journey at the tender age of 5, and over 6 years harnesses the natural inquisitive nature of children. Through a powerful emphasis on inquiry-based learning, learners develop academic, social and emotional wellbeing, while simultaneously developing strong personal values underpinned by the concept of internationalmindedness. PYP learners develop strong independent learning habits, where every student is encouraged to take responsibility for their learning. A PYP learner approaches the well-known and often separately taught disciplines of Science, Math, Language and Social Science as a single subject called the ‘Unit of Inquiry’. PYP learners will be taught through one of six transdisciplinary themes like “how we express ourselves” so that knowledge acquired in Mathematics is connected to other subject areas seamlessly. This encourages students to transcend the traditional “silos” of knowledge that impede the functional transfer of knowledge between disciplines.
Middle Years Programme (MYP)
Diploma Programme (DP) As demonstrated by a statement by the Asst. Dean of Admissions of Harvard, “Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IBDP on the transcript. GPA is not nearly as important a factor in university
admission as the IBDP. ” It is incredibly well-received at universities worldwide. IBDP students acquire incredible depth through their study in six subject groups, reflect on the nature of knowledge through the Theory of Knowledge (TOK) and take action through community service. Examining its mission statement “to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right,” we see how the IB differs from other educational programmes. Such a strong focus on appreciating differing points of view and suspending judgement is demonstrated by the many opportunities a student has to discuss difficult issues in the PYP, to study and debate ethical issues in the MYP and to systematically learn about the many facets of truth through the Theory of Knowledge programme (TOK) in the DP. Students are thus well-prepared to enter the world with an open mind, appreciative of the fact that strength is found in a diversity of opinions. At its core, an IB education is unique because of its rigorous academic and personal standards. It challenges learners to excel not just academically but also in terms of personal growth, and inspires a lifelong quest for learning guided by enthusiasm and empathy. Believing that education is an act of hope in the face of an always-uncertain future, the IB programme brings out the best in educators and learners alike, who together seek to prepare children to live and contribute in a complex, everchanging world.
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Types of Curricula
Types of Curricula
International General Certificate of Secondary Education (IGCSE) Amy Ward, Deputy Head of Secondary, from Garden International School (GIS) gives us more information about what the International General Certificate of Secondary Education (IGCSE) involves. Syllabus
With over 71,500 students in English-speaking international schools in Malaysia, the largest number in Southeast Asia according to a 2017 report published by ISC Research (www. iscresearch.com), it is no wonder the popularity of the International General Certificate of Secondary Education (IGCSE) is increasing. The IGCSE is a qualification provided by Cambridge Assessment International Education (CAIE) and the similarly named International GCSE is also offered by Edexcel. These are the two most popular IGCSE courses studied internationally. Over 70 subjects can be studied over a two-year period with students sitting examinations in May or June at the end of their secondary schooling (usually aged 15-16).
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IGCSEs are globally recognised qualifications. The term ‘opening up doors’ is often used to describe the opportunities they give students. Recognised across the world and particularly in the UK, the IGCSE allows students to progress smoothly into higher education programmes such as the A Level or the International Baccalaureate (IB) Diploma, and other pre-university courses.
Examinations
Examinations are awarded A*-G pass grades, with all papers marked in the UK and results issued to students around six weeks after their final exam. Students in international schools tend to sit between 8 and 12 IGCSEs and are usually expected to obtain a minimum grade C in order to progress onto the next level of academic study.
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The syllabus range on offer includes courses based entirely on examinations and others with a coursework or practical element. The CAIE Science IGCSE programmes, for example, allow students to sit a practical examination in the lab, worth 20% of their final IGCSE grade, or take an alternative written paper if facilities are not available. With Design Technology, 60% of the grade is based on a project undertaken over two years. The nature of different subjects means that learning style and assessment objectives vary across the range, giving students a breadth of skills to develop throughout their studies. Exams are designed to test a student’s application of knowledge skills and understanding rather than simply their recall of facts.
A Smaller Range of Subjects for IGCSE Level
After studying a wide-ranging key stage three (lower secondary) curriculum, it can be daunting to have to select a smaller number of subjects for IGCSE level. At Garden International School in Mont Kiara Kuala Lumpur, all students take IGCSEs in English, Maths and Science and then choose an additional three or four subjects to study over the next two years. To guide them
in making those choices, we advise them to study a broad and balanced range of subjects, picking those which they enjoy or are particularly interested in. Some subjects lend themselves to progression onto higher educational courses such as the A Level, but at this stage progression is not limited by subject choices at the IGCSE level. For example, the A Level Business Studies and Psychology courses do not require students to have taken IGCSE in those subjects. Progression to science A Level and university courses with a range of other IGCSE subjects such as languages, arts or humanities puts students in a stronger position to develop a range of skills required by each of these subjects and become a more well-rounded academic.
Breadth and Balance in Choice of Courses
Some students have a very clear idea about where they would like to progress in their studies or career, which makes choosing subjects appear more straightforward. However, our advice is still the same: think about breadth and balance, leave yourself with options and opportunities should you make a different decision later in life, develop your diversity to be able to narrow your focus and study in more depth on a particular key area later on. We start our option process in January the year before courses commence and every student has time to discuss their choices with a member of the school leadership team before making final decisions. We asked some of our current IGCSE students what advice they would give to younger students: One of
them, a GIS IGCSE student, had this to say “I think everyone should choose something that they are passionate about or something that they are good at and follow what you enjoy and what is right for you.”
rigour and challenge to students as well as allowing those newer to the language to have access to a qualification.
Within Some Subjects There is a Range of Levels
Within courses there is also the opportunity for differentiated study. Each CAIE paper allows students to enter for either core or extended level. Core allows students to access grades C-G and the extended paper A*-E grades. The overlap allows teachers to enter students at the appropriate level even if they are unsure about their expected outcome. The content in the syllabus is clearly defined for both core and extended papers, allowing students an appropriate route through the course.
Parents are a big part of the option process as well and at Garden we include them in our guided programme to help them understand how best to support their children during this time. Parents often ask who the IGCSE courses are designed for, and the answer is ‘just about every student’. Within some subjects there is a range of levels depending on the individual starting point for each student. For example, Mandarin IGCSE with CAIE has three different qualifications at IGCSE level. Mandarin 1st language, 2nd language and foreign language IGCSEs are all designed for different experiences and proficiency with the language as a starting point. This offers
Opportunity for Differentiated Study Within Courses
The ability to cater for all students, the opportunity to develop a range of skills, the vast number of choices available plus a globally recognised status make IGCSE courses an attractive choice over alternatives that may be on offer.
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Types of Curricula
Types of Curricula
The International Primary Curriculum (IPC) Neil MacRae from Personal Best Learning gives us an overview of the International Primary Curriculum.
speed world and make the best possible predictions about the kind of people our children will need to be in the future. The challenge is to ensure that our children acquire the knowledge, skills and understanding they’ll need to succeed, but also that they develop the personal qualities and dispositions essential for such success.
the development of international understanding – what Fieldwork calls international mindedness. All units have suggested activities that help children to acquire a deeper connection with their own nationality and culture and – at the same time – a growing understanding of the culture of others and the challenges and wonders of the world. Now with over 130 units to choose from, the continued development of the IPC ensures that the learning is always current and relevant – as well as being increasingly based on the very latest brain research about how learning actually takes place.
Collaboration, Creativity, Communication and Critical Thinking Great Learning; Great Teaching; Great Fun! is the motto of the
fastest growing independent primary curriculum in the world – the International Primary Curriculum, or IPC. From Fieldwork Education, a leading UK-based education company, came the inspiring vision of a curriculum focusing on the simple but profound premise of not just increasing but improving children’s learning. It is a curriculum firmly rooted in best practice and research but also one that is practical, accessible, innovative and jargon-free. The IPC is already used in over 2,000 schools in 97 countries where the feedback has been extremely positive. Nowhere is the growth more rapid than here
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in Asia. There is a great demand here for curricula that reflect a spirit of learning that isn’t focused on tests and traditional teacherdriven approaches that is being led by parents searching for an education that reflects the new demands of the 21st century. The process of teaching and learning is exciting (and difficult) because it looks both forward and back. We look back because, in part, learning is about taking on the heritage of our culture and learning about what has made us who we are. And we look forward because we know the world is going to be a different place than when we were growing up. So today’s teachers and educationists have to try and predict the demands of our warp
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Essentially, the IPC is all about the four Cs – collaboration, creativity, communication and critical thinking. Today’s young learners need to be good at each of these areas and the distinctive approach of the IPC takes this into account. The IPC, an enquirybased curriculum, uses thematic units of study, weaving together a variety of subjects in an integrated and logical way that helps children see the essential links between traditional subject areas. Making these connections is at the heart of the IPC learning process. The curriculum supports the development of the four Cs and – through the inclusion of personal goals – gives children a greater understanding of themselves and others as they learn. And built into every learning unit is
The IPC Learning Goals are broken down into three different types of learning – knowledge, skills and understanding, a combination that makes for a very effective learning experience. Knowledge refers to factual information and it is relatively straightforward to teach and assess. Skills are things children are able to do and require practice. The last type of learning is the most difficult to assess because it is always developing and you can’t teach it directly. Understanding is the consideration of big ideas. It is when learning comes together; it is the ability to think and act flexibly with the knowledge
and skills you have acquired. The Fieldwork Assessment for Learning Programme brings all three types of learning together, uniquely giving both teachers and students advice on how that learning can be developed further.
What Do Teachers and Children Say about the IPC?
Teachers love the user-friendly personalised Online Route Planner that enables them to provide an appropriate balance of subjects and check the coverage of those knowledge, skills and understanding goals. They also appreciate that the IPC is not designed to replace a school’s existing curricula, but instead sit alongside any specialist subjects – for example Cambridge English or Singapore Mathematics – allowing children to make connections wherever it is relevant to learning. And the young learners themselves? The evidence is that children simply love the IPC. Children learn best when they want to learn, but with all those child-friendly, relevant units with themes like Time Detectives, Airports, I’m Alive, and Inventions and Machines, there’s an appeal to all ages of primary school children. Young learners can stay motivated while learning, sparking enough curiosity to last a lifetime.
effective ways to develop children’s ability to learn. Hattie says that the best teaching is about ‘showing children upfront what success looks like’ and this principle is at the heart of the IPC. Through the Learning Goals, teachers and children find out together what they should know, what they should be able to do and the kind of understandings that they might develop – all presented in language appropriate to the age of the learners. There are subject, personal and international goals for every unit that a school might choose so that teachers are able to accurately and objectively assess and evaluate the learning that has taken place. With three developmental stages of assessment – designated beginning, developing and mastering – along with descriptive success criteria for both teachers and learners, children are able to take an active role in identifying how well they are doing and – most importantly – know how to improve on their learning step by step.
For many schools, it is the way in which the assessment of children’s learning is built into the teaching programmes that is so important. It is an approach that is endorsed by influential educationists like Professor John Hattie, whose concept of visible learning is now recognised worldwide as one of the most
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Types of Curricula
Types of Curricula
The Ontario Curriculum Principals at Sunway International School campuses in Sunway City and Sunway Iskandar, Heath Kondro and Anthony Petitti, share the unique features of this worldrenowned curriculum. Sunway International School (SIS), at both Bandar Sunway and Sunway Iskandar campus, are the only schools in Malaysia that offer the Ontario (Canada) Curriculum. SIS Sunway City is inspected annually by the Ontario Ministry of Education and authorised to grant High School credits leading to the Ontario Secondary School Diploma (OSSD), a highly recognised programme accepted by top-tier universities worldwide.
develop their potential using the best pathways for academic and overall success. SIS students are encouraged to be inquisitive, independent lifelong learners and, above all, to enjoy learning.
The Canadian education system has been consistently ranked tops in the English speaking world in the Programme for International
The 2-year Ontario Full Day Kindergarten programme is an exciting, research-based and leading edge curriculum for both children and parents. It is designed to provide children with a foundation to start Grade 1 with an engaging, inquiry and playbased learning programme.
Student Assessment (PISA) 2015 survey by the Organisation for Economic Co-operation and Development (OECD, December
2016). Canada’s public education system is clearly one of the best in the world. The survey conducted every three years measures 15 to 16 year-old students from 72 countries in science, mathematics, and reading. In fact, a recent study –
Worldwide Educating for the Future Index, produced by the
Economist Intelligence Unit, ranked Canada 2nd in the world in terms of preparing students for the future. A holistic approach to education is used to enable students to fully
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Overall Structure
The curriculum begins with Kindergarten and covers 12 years of Elementary and Secondary/ High School.
Kindergarten
Elementary School (Grade 1 to Grade 8)
From Grade 1 to Grade 6, the programme focuses on building a base that will help to identify each student’s potential. The programme balances academic rigour with a strong emphasis on literacy, numeracy, and learning skills which serve as a foundation for all other academic achievement and lifelong success. Students also discover more about themselves and begin to establish their self-identity as learners.
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Heath Kondro
process rather than an event at the end of the year. The major objective of assessment and evaluation is to improve student learning.
Anthony Petitti
The Grades 7 and 8 programme focuses on preparing students to make a smooth transition from Elementary to High School. Students are exposed to fun and fruitful learning through a studentcentred approach. They are expected to participate actively in class and to explore issues and ideas with growing confidence. The four core subjects at the Elementary level are Math, English, the Arts, and Social Studies. Students are also exposed to the richness of the rotary subjects including Healthy Active Living, Second Languages, and Science & Technology.
High School (Grades 9-12)
There is increased academic rigour in the Grades 9 -12 programme which is designed to educate the students as a whole by equipping them with 21st Century Learning Skills. Grades 9 and 10 build a strong academic foundation in diverse subjects. Grades 11 and 12 are more specialised and prepare students for university education with in-depth coverage of concepts in all disciplines. The emphasis is on projects, assignments, field trips and independent and group work. Students develop analytical, communication, organisational and research skills in the process. To graduate and
receive the Ontario Secondary School Diploma, students must successfully complete 30 credits, the Ontario Secondary School Literacy test, and a minimum of 40 hours of community service. The International Baccalaureate Diploma Programme (IBDP) is offered at both campuses. The High School programme is offered as semester-based where students will study and focus on four credit subjects each semester. The semester-based system serves as preparation for colleges and universities where semester-based programming is common. Upon completion of Grade 11, SIS students will have an opportunity to continue on Grade 12 in SIS; or at Sunway College in the Canadian International Matriculation Programme (CIMP). For more than 25 years, the Canadian programme at Sunway has produced more than 7,000 graduates who have been accepted into over 140 major English-medium universities around the world.
Core Values
The Ontario Curriculum seeks to transform the learners of today into the leaders of tomorrow by fostering the development of ‘six Cs’:
• Character Education: Honesty, self-regulation and responsibility, perseverance, empathy for others, self-confidence, personal health and well-being, career and life skills • Citizenship: Global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability • Communication: Effective communication orally, in writing and with a variety of digital tools, listening skills • Critical thinking and Problem Solving: In the design and management of projects, and decision-making • Collaboration: Ability to work in teams, to learn from and contribute to the learning of others and engage in social networking with diverse others • Creativity and imagination: Economic and social entrepreneurial skills, willingness to consider and pursue novel ideas, and leadership for action.
Assessment and Evaluation
The approach to student assessment and evaluation is unique and has a significant impact on the variety of teaching and learning strategies implemented in the classroom. Assessment is an ongoing
Final grades reflect a 70-30 split: 70% of the grade is determined by work completed throughout the course and 30% by final evaluations.
‘Assessment FOR learning’ happens each day in class. Teachers provide students with descriptive feedback and coaching for improvement which provides the basis for what students need to do next. ‘Assessment AS learning’ – Students develop their capacity to be independent learners, learn about themselves and become aware of how they learn i.e., they become metacognitive. ‘Assessment OF learning’ is the result statement of the final mark found on each student’s report card. Overall, students develop as critical thinkers, problem solvers, lifelong learners, global citizens and confident leaders of tomorrow. SIS received The Reader’s Digest Trusted Brand Award in 2015 and 2016 and was given a five-star rating by the Ministry of Education Malaysia. In 2017, SIS was awarded the Leader in Canadian Education by the Malaysia-Canada Business Council’s Business Excellence Award. In ten short years, Sunway International School has emerged as a top choice among parents for international school education in Malaysia. For more information, visit www.sis.sunway.edu.my
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Preparing Your Child for University Success It’s not too early for your child to start developing the skills and attributes needed for success at university. You can help by encouraging your child to undertake an accredited independent project while they are at school.
students choosing a topic that interests them, creating a question around that topic, independently researching to investigate the question and summarising their research findings in a report. Parents naturally want their son or daughter to get into a high-ranking university. All universities will look first at grades when shortlisting applicants, but admissions officers and faculty heads will also look beyond the grades in order to differentiate applicants with similar exam results. They look for evidence of the attributes required for success at undergraduate level, such as initiative, learner independence and critical thinking. School leavers who can demonstrate these skills during interview will clearly stand out from the crowd.
How Student-Led Projects Can Help There is a way to foster ‘university ready’ skills without distracting students from achieving their best possible grades at International GCSE and A Level. Accredited student-led projects involve
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At GCSE level, your child can take an International GCSE Plus endorsement alongside one or more of their International GCSEs. It’s the only project-based option at GCSE level that’s accredited by an international awarding body and doesn’t require students to drop a traditional subject. Most importantly, International GCSE Plus gives your child the chance to specialise in a topic that really interests them, making it excellent preparation for college and university.
“It would give students a chance to shine in their chosen subject” Matthew Thomas, Senior Admissions Officer, King’s College London. At A Level, your child can supplement their desired International A Levels with the Independent Project Qualification
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(IPQ). This is an A Level standard qualification that can be taken alongside your child’s desired choice of International A Levels. Last year, 40,000 sixth formers in England took the British version of the IPQ; 68% of them with AQA. The growing popularity of the project qualification reflects the value top British universities place on it.
“The Independent Project Qualification provides an excellent opportunity for students to develop the kinds of research and academic skills demanded by the rigours of Higher Education.” University of Southampton International GCSE Plus and the IPQ do two things. They help school leavers stand out from the crowd when applying to top universities. They also equip students with the skills that enable them to thrive when they get to their chosen university. Ask your school whether they offer International GCSE Plus or IPQ from Oxford AQA. For more information, visit oxfordaqaexams.org.uk/parents.
Go further
with OxfOrdAQA Students applying to the world's top universities stand out from the crowd by demonstrating critical thinking, learner independence and research skills. Your child can develop these attributes by undertaking an accredited independent project alongside their International GCSEs or A-levels. Ask your school about International GCSE Plus and the Independent Project Qualification.
InternatIonal GCSe PluS A student-led, research-based project connected to an international GCSE and counting as an additional endorsement. Available for: English Literature, English as a Second Language, Maths, Biology, Chemistry, Physics, Combined Science, Business, Computer Science and Geography. Academic skills curriculum focuses on planning, researching and report writing.
InternatIonal IndePendent ProjeCt QualIfICatIon (IPQ) A student-led, research-based extended project that can supplement students’ full choice of A-levels. Valued by the world’s top universities. Can contribute to improved A-level results. Academic skills curriculum focuses on planning, researching, report writing, oral communication and decision making.
find out more at oxfordaqaexams.org.uk/parents
Types of Curricula
Types of Curricula
The Victorian Curriculum Clive Rogers, principal of Peninsula International School Australia, provides an overview of the Victorian Curriculum (from Australia). interact with and otherwise collaborate with others in the various communities they find themselves in. In the final two years of schooling (Years 11 and 12), the Curriculum’s focus on skills increases and students are assessed on their ability to acquire and use information in the manner described above. Examinations in Years 11 and 12 give weighting to higher order cognitive skills such as application, analysis, synthesis and critical evaluation. The Victorian Curriculum aims to provide students with both the knowledge and skills our young people will need to become lifelong learners. The Curriculum considers that all young people should be well-informed so that they are able to play an active role as citizens in the local, national and international environments. The Curriculum also takes the view that social and emotional development is just as important as academic advancement and therefore focuses on a ‘holistic’ view of education.
Core Values or Principles of the Curriculum
The Victorian Curriculum has four themes/capabilities that are integrated into all subjects and levels – from the Foundation Year to Year 10: • Creative and critical thinking capability which should cover
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not just the acquisition of knowledge but also a real understanding of it, an ability to apply what they have learnt, to analyse, synthesise and evaluate this material in order to be able to make good use of it • Ethical capability has to do with the development of their moral sense, an ability to distinguish right from wrong and the cultivation of a true sense of integrity that will serve them well as professionals and as citizens • Intercultural capability and a sensitivity to and empathy with minorities who are different in many ways from those of the dominant group are essential in our increasingly multicultural world • Personal and social capability has to do with the selfconfidence and self-esteem and interpersonal skills students will need to live,
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The Overall Structure of the Curricula, Various Levels/Stages/Ages The Victorian Curriculum is overseen by the Victorian Curriculum and Assessment Authority (VCAA). It is a continuum that is structured across levels of achievement rather than years of schooling.
From Foundation to Year 10, the Victorian Curriculum has Levels and Standards: • Levels – levels of learning achievement (instead of years of schooling) • Standards – standards describe what students are able to do at each level. In Years 11 and 12, the Victorian Certificate of Education (VCE) has Units and Areas of Study for each subject.
• Units – each subject has four units that run over two years (Years 11 and 12) • Areas of Study – each unit has a range of topics that students will learn.
Examinations at Various Stages
The completion of examinations is an internal school decision from levels Foundation - 10 and in Year 11. The majority of schools will run a full set of mid-year and end of year examinations at levels 9 and 10, and Year 11. Many schools will also run examinations on a smaller scale (for example, for core subjects only) at levels 7 and 8. The National Assessment Programme – Literacy and Numeracy Testing (NAPLAN) is an annual assessment for all students in years 3, 5, 7 and 9 and is a national general knowledge examination on reading, writing, language conventions and numeracy. It shows the pointto-point progress of students through their schooling years.
as creative and critical thinking capabilities. The curriculum acknowledges that students live in an ever-changing world where knowledge alone is not enough for a productive, happy and successful future. Victoria has been at the global forefront of testing these skills and ‘in what is believed to be a world first, Victoria has begun testing students to see if they have the skills that are meant to prepare them for life’ (source:
http://www.theage.com.au/ national/education/do-youhave-the-new-skills-victorianstudents-are-being-tested-for20180201-p4yz9n.html). VCAA
has been recognised for their work in this area by the OECD’s Programme for International Student Assessment (PISA), who will be measuring creative thinking for the first time in 2021
The General Achievement Test (GAT) is also a general knowledge examination and is completed in the year/s that students study a unit 3 and unit 4 subject. It tests written communication, mathematics, science and technology, humanities, the arts and social sciences.
(source: http://www.theage.com.au/ national/education/do-you-havethe-new-skills-victorian-studentsare-being-tested-for-20180201p4yz9n.html).
How the Curriculum is Different from Other Curricula
Why Parents Should Consider this Curriculum for their Children
The Victorian Curriculum has a holistic view of students. While the curriculum has a strong academic focus, it also teaches students a range of life skills, such
The Victorian Curriculum develops targeted learning programmes that are based on the level of each child, rather than on their age (and therefore, assumed learning).
The Victorian Curriculum aims to ensure that students are lifelong learners. It provides high-quality curriculum, assessment, and reporting procedures that focus on knowledge, skills, and the capabilities needed to become informed and active global citizens. Changes in 2017 now mean that the curriculum focuses more heavily on capabilities and skills that are critical for our learners’ future.
The Type of Students Most Suited for this Curriculum
All students. The curriculum from Foundation to Year 10 works on levels rather than year groups and teachers work with progressive rubrics that enable them to teach at different levels to suit different students.The four capabilities allow traditional subjects to be taught but in a way that integrates 21st-century learning skills. These are skills that all learners need. For students in Years 11 and 12, the curriculum offers a wide subject choice, with students having the freedom to choose almost all of their subjects. With a focus on higher order cognitive capabilities and skills, students will learn to adapt these to suit a wide range of subjects, interests and careers.
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Teacher Profile
“I like the two-way, group learning that takes place within a classroom, where students learn from the class and the teacher, and we all learn from each other.”
Steven Jenkins United States of America Raffles American School
Subjects / Years Taught Secondary World History Secondary Human Geography Secondary AP Comparative Government
How long have you been teaching? 10 years.
Why did you become a teacher?
I became a teacher because I love interacting with people, and had worked and volunteered with children and young adults from difficult backgrounds throughout my young adulthood. After working in the non-profit sector and serving as a Peace Corps Volunteer in Jamaica, I returned to school to become a teacher.
Tell us about your own education journey.
My first teaching placement was at a small under-resourced school in the Blue Mountains of Jamaica as a US Peace Corps volunteer. I loved the connections I was able to make with students within an educational context, so when I returned to the United States, I became certified to teach social studies at Georgia State University in Atlanta, Georgia.
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What is the most memorable moment in your teaching career so far?
My most rewarding years of teaching were the two I spent in Myanmar. Since their country had been closed off for so long, the students were especially receptive to learning about the world. They were exceptionally sincere and hardworking. My students telling me that I made a positive impact in their lives, makes it all the more memorable.
What do you like most about teaching?
I like the two-way, group learning that takes place within a classroom, where students learn from the class and the teacher, and we all learn from each other. Additionally, I am grateful for the privilege of being in a position to really make a difference in how students see the world and their place in it – that they can be a positive actor, rather than a passive witness, to what is going on in the world.
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What is the best thing about teaching at your school?
I absolutely love the diversity at this school. I believe we now have at least 25 nationalities which makes it the most ethnically diverse school I have ever taught in. As a social studies teacher, there is so much you can draw on from the students’ personal experiences which improves their engagement to the lesson. Additionally, the facilities are outstanding and allow us to offer students a rich variety of activities.
Who or what inspires you? Although inspired by the words of John F. Kennedy and Gandhi, I am most inspired by the people whom I work with each and every day. I have been fortunate to work alongside some incredible teachers and professionals in the education and NGO realms. Describe the ‘perfect’ student.
A student who loves to learn, is willing to take risks, puts forth a good effort, is pleasant, and has a good sense of humour, makes for an incredible student.
Inside the Schools
Inside the Schools
Asia Pacific Schools: Nurturing the Leaders of Tomorrow All parents want the best education for their children. Offering both Malaysian and International Curricula Schools, Asia Pacific Schools provide the best of both worlds.
the delivery of the respective curriculum, while motivating and encouraging students through their engaging, interactive teaching philosophy and practices.
With two schools under its helm, the Asia Pacific International School (APIS), which offers the UK Curriculum, and the Asia Pacific Smart School (APSS), which uses the Malaysian Curriculum, Asia Pacific Schools aim to create an exceptional educational environment to foster the intellectual and emotional development of children from 3 to 17 years of age.
Located on a spacious campus in Subang, Asia Pacific Schools are equipped with modern, purpose-built facilities. Fully air-conditioned, each classroom as well as the library, computer labs, music, science, woodwork, mechanical, electrical, speech and drama, art and cookery rooms are equipped with the latest technology to aid and inspire young minds. The Schools also boast a swimming pool, indoor badminton, netball and basketball courts, and a football field.
By providing a holistic experience in academia, arts, sciences and sports, all students are nurtured to become self-motivated, inquiring and reflective thinkers. Qualified and experienced teachers ensure
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The curricula, facilities and pedagogical practices at Asia Pacific Schools will help unlock
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a child’s potential and shape children into well-rounded members of society, equipped with the relevant knowledge, competencies, skills and attributes to successfully contribute in a global community.
Asia Pacific International School (APIS)
Established in 2012, APIS uses a British-based curriculum developed by the University of Cambridge International Examinations at both the primary and secondary levels. The programme is focused on fostering academic excellence and preparing students for IGCSE examinations. Children are encouraged to take an active role in their own learning by setting personal targets and evaluating their own progress. The primary programme gives students a framework to develop
Mathematics, English and Science skills, and the secondary programme follows the same pattern. Students are assessed in Year 6 and Year 9 on their readiness to embark on the IGCSE examinations. In addition, students have a choice to learn French, Arabic or Mandarin as a foreign language. With small-sized classes, APIS is able to individually track students. Teachers take time to speak personally with students to help them set achievable targets and to motivate them to progress on to the next level with confidence. The School offers a range of extracurricular programmes that include Taekwondo, Wushu, Ukelele, Violin, Minecraft, aikido, animation, creative clay art, dodgeball, fencing, gymnastics, karate, LEGO robotics, Science Bridge, public speaking, soccer, swimming and vocal.
Asia Pacific Smart School (APSS) Established in 2006, APSS offers the Malaysian curriculum, set
by the Ministry of Education, Malaysia for children aged 7 to 17 years. APSS was recently awarded the maximum 5* accreditation by the Ministry in recognition of its outstanding teaching and learning. The primary medium of instruction is Bahasa Malaysia, with STEM subjects (Science, Technology, Engineering and Mathematics) being taught in English at all levels.
more attention to be given to the individual needs and capabilities of each student in the classroom.
Each student is carefully nurtured in preparation to sit for and obtain the best possible results for their UPSR and SPM examinations.
As a result of the school’s holistic approach in creating well-rounded individuals, APSS students have achieved great success in sporting, science and creative competitions.
The School’s curriculum also goes beyond academic excellence, as it exposes students to a wide range of non-examination subject areas, in order to holistically enhance their skills and character. With a strong emphasis on technology as an enabler to support learning, APSS continuously adopts educational practices that encourage analytical and innovative thinking capabilities. In addition, its low student to teacher ratio allows
Extracurricular activities offered at APSS include speech and drama, public speaking and music classes. Students can also participate in various sporting activities that include basketball, netball, football, swimming, shooting, gymnastics and tennis.
Whether you as a parent prefer a Malaysian or International education, Asia Pacific Schools will provide a first-class educational environment that will meet the needs of your child, and enable him or her to develop into a well-rounded, confident, inquiring and ethical thinker and leader. For more information, visit www.apschools.edu.my
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Inside the Schools
Inside the Schools
The Beaconhouse School System: One of the Largest School Networks in the World Established in 1975, the Beaconhouse School System has since grown into one of the largest, most established school networks in the world – providing quality education from preschool to postgraduate level.
provide quality education of an international standard. We aim for excellence through quality management, quality training and quality teaching. By doing so, we hope to benefit our students, their communities, and the wider world.
Today, we serve over 284,000 students across eight countries: Malaysia, the United Kingdom, Oman, the United Arab Emirates, Pakistan, Philippines, Belgium and Thailand.
Our Vision
Beaconhouse Malaysia
Beaconhouse Malaysia has been operating in Malaysia since 2004. Today, we own and operate 12 schools, which are located in prime residential areas around the Klang Valley. These schools comprise eight preschools; two private primary and secondary schools which offer the national curriculum; and two international schools which offer the Cambridge IGSCE programmes.
Our Mission
At Beaconhouse, we aim to
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We aim to help our students: • To develop a healthy sense of self • To build healthy and durable relationships with others • To cultivate a sense of reverence and an aesthetic appreciation • To demonstrate constructive curiosity and a willingness to explore new ideas • To master a basic core of knowledge, skills and attitudes.
Our Learner Profiles
Our students are encouraged to be: • Creative & innovative to generate original thoughts and ideas • Inquisitive by being natural inquirers through self-enquiry • Ethical through a spirit of honesty, integrity, fairness and
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human dignity • Analytical to identify, evaluate and solve problems systematically through critical thinking • Empathetic towards others, ensuring a more just, caring and compassionate world • Resolute, dedicated, dependable and resilient in both thoughts and action • Globally aware to cultivate international-mindedness and unity through diversity • Healthy & active in physical play and activities to lead a balanced lifestyle • Digitally literate to use and create knowledge and information, and to collaborate with others locally and internationally. But above all, our students are inspired by imagination and innovation, and are able to generate original thoughts and ideas, which have value.
What We Do
We prepare students for the future. We inspire and empower
them to reach for excellence and to become independent global learners. We provide a solid foundation from preschool to senior school allowing children to harness their individual talents in the pursuit of educational success.
Quality Education
Our core focus is to deliver highquality academic programmes that enable students to achieve their intellectual potential as well as develop confidence and lifelong learning skills to improve their prospects beyond school. Our trained, caring and highly motivated teachers provide effective teaching, while giving students the personal attention, advice and support needed.
Extra Curriculum Activities
The extended school curriculum at Beaconhouse includes a wide variety of activities, clubs and societies for students to choose from. Many of the activities offered are free and do not incur additional fees. Sports Clubs - soccer, cricket, pingpong, badminton, dance, fencing and athletics Literacy Clubs - student magazine, book, film Art & Design - arts & craft, Chinese calligraphy Martial Arts - Tae Kwon Do Academic Clubs - homework, debating, public speaking, drama, sudoku
Facilities
• Well-resourced classrooms, computer and science labs, art studio and brand new sports facilities • Knowledge-rich library • A safe and caring environment that promotes respect and positive traditional values for all students • Extended curriculum including a variety of clubs and societies • Sports complex including: futsal, basketball, volleyball, badminton courts and a six-lane swimming pool.
Beaconhouse International School Convention (BISC)
to the elite team that was sent to represent their nation. Themed “Multiple Literacies for a World of Tomorrow”, BISC 2018 featured a host of activities and competitions from various spheres of learning ranging from sports and athletics to science, technology, visual and performing arts and filmmaking. Beaconhouse has consistently endeavoured to inspire innovation and modernisation, reinventing the educational paradigm under the banner of 21st Century Learning. BISC is a manifestation of its ideology to push the boundaries and go beyond conventional teaching and learning within the four walls of the classroom. It aims to create a global community, giving students from Beaconhouse schools around the world an opportunity to interact with cultures different from their own and to learn from each other.
Beyond our academic programmes, what sets us apart is our unique Beaconhouse International School Convention (BISC). The annual event serves as a platform for students from different countries to build friendships, cultivate teamwork and to develop the spirit of sportsmanship.
Choose Beaconhouse Today
Already in its third installment, Beaconhouse International Student Convention (BISC 2018) was recently held in Muscat, Oman this year with a participation of around 200 students from five countries - Malaysia, Oman, Pakistan, Philippines, and Thailand. Leading up to the main event, thousands of students competed in their home countries in order to make it
For more information, please visit beaconhouse.edu.my
At Beaconhouse, we aim to bring success within the reach of every student through our high teaching standards and challenging programmes. So let us help you prepare your child for their future by empowering and inspiring them to reach for excellence and to become independent global learners.
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Inside the Schools
The British International School of Kuala Lumpur The British International School of Kuala Lumpur (BSKL) opened in 2009 and is now proud to be part of the Nord Anglia Education (NAE) family, the world’s leading premium schools organisation with 55 international schools located in 25 countries around the world. BSKL teaches over 1,000 students from Early Years through to Sixth Form, across three striking stateof-the-art campuses. Facilities include three indoor sport halls, two swimming pools and two full size football fields. The music and performing arts programmes have a 650-seat theatre and over 20 specialist music and
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dance rooms, whilst three unique libraries cater for everyone, and is stacked with over 20,000 books. The latest technology and creative breakout spaces feature strongly throughout the school. BSKL follows a globally respected curriculum based on the English National Curriculum, and was graded “excellent in all areas of educational provision” in the most recent Independent Schools Inspectorate report; a result that is comparable to that of many top UK independent schools and is unprecedented in Malaysia. The school has also been awarded the COBIS (Council of British International
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Schools) Patron’s Accreditation and is the first school to gain this honour in Asia. In an increasingly competitive market, it is one of the best international schools in the city and continues to be a top international school of choice for both expatriate and local families. Students achieve excellent exam results, outperforming many of their UK counterparts. In the last academic year 82% of students achieved A*/A and 94% A*/B grades in all of their (I)GCSE examinations. These academic achievements are also matched by the younger students in the SATS (Standardised Assessment Tests), with BSKL
far outperforming the UK national average. Being part of the NAE network allows BSKL to continue to strengthen its academic credentials and enhance learning through a number of key initiatives such as Global Campus. This helps students explore the world, learn new skills and set their sights higher, developing a truly international perspective through outstanding online, in-school and worldwide experiences. BSKL students will also benefit from collaborations with the world’s best organisations including MIT, Juilliard and UNICEF ensuring that every child is prepared for the future.
NAE’s global scale also enables the school to continue to recruit and retain the best teachers in the world who are committed to nurturing and inspiring every child they care for. Through the Nord Anglia University, the teaching team are given extensive professional development opportunities which ensure students benefit from contemporary educational thinking and practices. Creating confident and ambitious individuals is a proud initiative and key focus at BSKL, where teachers are encouraged to nurture independence of mind and resilience. Students are regularly invited to reflect on how their behaviour affects the world
around them, show initiative and to understand how they can positively contribute to those living and working in the community. Through personalised learning, BSKL is committed to giving all students the opportunity to pursue their individual strengths and talents. Developing character and temperament are at least as important to success in life as acquiring skills. The school ensures pupils are exceptionally well prepared for the next stage of their education with the strength of character to match. As a result, pupils are more likely to develop ambitions and a sense of their own potential that is marked by a broad, global perspective in a rapidly changing world.
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Inside the Schools
Sports and Physical Activity - Sports are essential
Excelsior International School: Committed to Excellence in Education (EIS) Excelsior International School is located within the City of Knowledge in a beautiful forest above the Town of Bandar Seri Alam, 15 kilometers, east of Johor Bahru in the south of Peninsular Malaysia. The purposebuilt campus spreads over 20 acres with a built-up area of over 320,000 square feet, allowing for larger facilities and more space, enabling a smoother delivery of the curriculum. The vast campus houses worldclass learning, sporting and recreational facilities featuring advanced educational tools, including Information Technology (IT), Science and Multimedia laboratories, a 527-seat auditorium, specialist facilities for Dance, Drama, Music and Art and a range of sporting and recreational facilities, such as an Olympic standard swimming pool, tennis courts, a full-sized, artificial-
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turf soccer field and a 400-meter, all-weather running track. These state-of-the-art facilities and resources support Excelsior’s three Pillars of Excellence Academic, Sports and the Arts. In support of the fundamental belief in holistic education, all students follow a broad and challenging educational programme covering EIS’ Three Pillars of Excellence, in an approach that educates students to become independent, enquiring, creative and enthusiastic learners.
Academic - The Academic curriculum is delivered in an interactive way, which allows students to investigate, experiment and gain hands-on experience. This approach aims to train students to collaborate with others, to think critically and to gain confidence in their own abilities when facing challenges.
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to the development of students of all ages as it serves to enhance any academic endeavour. EIS provides a completely inclusive physical education curriculum and a wide range of recreational and competitive sporting activity, which allows all students to develop a healthy, active life and strong leadership skills.
Arts - In performing arts, EIS uses music, dance, drama and theatre to develop confidence and communication skills. These activities encourage the appreciation, development and understanding of local, regional and international cultures, dance, music and traditions. EIS is an IB World School and offers the IB Diploma Programme in its High School. It offers the Cambridge International Programmes in its Secondary School and utilises the IEYC and IPC curriculum framework in the Early Years and Primary Years programmes respectively. EIS is also a Member School with the US Western Association of Schools and Colleges. Students undertake the Cambridge Checkpoint tests at the end of their Primary and Lower Secondary Years, the IGCSE examinations at the end of Upper Secondary and the IB Diploma examinations at the end of High School.
Fairview International School: The Complete International Baccalaureate Experience Fairview Second to None
Fairview is Malaysia’s largest International Baccalaureate World School. It has five campuses in Kuala Lumpur, Subang, Penang, Ipoh and Johor. At Fairview, no child is left behind as we have ample scholarships for top students and underprivileged students to pursue their studies here. We provide a complete IB education pathway for those aged 4 - 18, which encompases Reception, Primary Years Programme, the Middle Years Programme and also the preuniversity lB Diploma and NCUK International Foundation Year Programme.
Outstanding DP Performance
With 40 years of academic excellence, Fairview IBDP students consistently, for the past four years, scored an average of 36.5 over 45 points, which is equivalent to earning four A*s in the A-levels.
Music and Mandarin
Students at Fairview are required to learn a musical instrument of concept/theory. These instruments include trumpet, trombone, clarinet, flute, cello or the violin. Fairview also offers you a real time feel and a bird’s eye view
of the world’s most spoken language, Mandarin. Students in Fairview are trained to understand and fully comprehend both English and Mandarin.
The Edu Resort and Learning through Expeditions
Imagine waking up to the sound of waves and birds chirping with all your classmates and friends from all Fairview campuses. Students learn to meditate, unwind and challenge themselves to practice life skills as part of the school’s very own character development programme that ties in with the prestigious Duke of Edinburgh Award. Wholly owned, managed and operated by Fairview, this 10-acre education resort located in Port Dickson, is exclusively catered to its own students. If you think this is exciting, how about a twice a year affair, this Fairview movement sees some 1,200 students traveling abroad in search of cultural knowledge, experience and humility in places such as Siem Reap, Ho Chi Minh City, Lake Toba, Phuket, Beijing, Wuhan, Xi’an and many more.
The First Amongst Equals - NCUK
Fairview, is without doubt, the first amongst equals when it comes to providing quality education in Malaysia. To date, Fairview remains the only institution in
Malaysia allowed to offer the Northern Consortium International Foundation Programme (NCUK IFY), which is specifically catered for school leavers who intend to pursue their degree programme especially in the United Kingdom. NCUK IFY offers a guaranteed access to 12 of the top UK universities, such as Aston University, University of Bradford, University of Huddersfield, University of Kent, University of Leeds, Kingston University London, Leeds Beckett University, Manchester Metropolitan University, Liverpool John Moores University, University of Salford, Sheffield Hallam University and University of Birmingham.
University College Fairview (UCF) for Training Professional IB Teachers
Fairview is the main hub in Southeast Asia, which offers a Post Graduate Diploma in Education (IB) and the UCF Master of Education in IB (M.Ed). These specialised courses are available exclusively at UCF. Candidates, working as teachers at Fairview, are able to apply for the IB Organisation’s IB certificate in teaching and learning, as well as the IB Advanced certificate in Teaching and Learning Research Award, by first completing the programme.
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“Life in all its fullness”: HELP Redefines the School Experience One of the fastest growing international schools in Malaysian history, HELP International School (HIS)’s unique philosophy of education is contained in its motto “life in all its fullness”. This reflects the school’s mission to help students enjoy a FULL school life which will prepare them to live FULL and significant lives as adults.
“Our motto is reflected in our holistic approach towards education - we are committed to all areas of a student’s development and potential,” explained Ms Davina McCarthy, the HIS principal, who has over 20 years of experience in international schools.
Speaking with Astronauts Walking around the HELP campus on a typical school day, it quickly becomes apparent that this is no ordinary school. The place is a buzz of activities and excitement as students engage in various learning adventures and discoveries in and out of the classrooms.
Year 2 students are using their iPads and green screens to do weather reports, which help them master both Geography and English. Year 10s are producing videos with iMovie on earthquakes, using an innovative combination of clay, stop motion animation and green screens. In the amphitheatre, primary students are staging a play set
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in Ancient Greece, as part of their history lesson. In drama class, secondary students are rehearsing the school production of Macbeth. In the cookery lab, the Year 9s have been given a master chef-like challenge, to cook a dish with their own recipes. Without a doubt, the highlight of the day is the Year 5 students having a Skype session with Astronaut Doug Wheelock from NASA. They ask him questions about his experience, as part of their project learning about space and is a reflection of the school’s strong emphasis on STEAM. In every corner of the school, we see exploration and activity. Students are swimming, running, experimenting, debating, discussing and presenting ideas. This is the joy of learning in action.
An Extraordinary School
Established in January 2014, HIS has a population of over 1,350 students and 180 experienced and passionate teachers from all over the world. It offers preschool, primary (IPC), secondary (IGCSE) and A Level education. In a short space of time, HIS has managed to rake up an impressive list of accomplishments. Its IGCSE students achieved amazing results with an average of 66% A*s and As and nine students being presented with the
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Outstanding Cambridge Learner Awards. The school was awarded a five-star rating by MOE, in just its second year of operation, and was recognised by Apple as a Distinguished School for being a model for innovation in education. It is also recognised recently as an IPC Accredited School (International Primary Curriculum), joining 1% of schools worldwide to receive such an achievement.
The Joy of Learning
“We wanted to build a school that students look forward to coming to every morning because it is a place where a child relishes in the joy of learning and the adventure of exploration,” says Dr. Goh Chee Leong, CEO of HIS, who happens to be a leading academic in the area of Psychology.
Housed in a beautiful purposebuilt campus which reflects its philosophy of a vibrant school life, HIS is located in Subang Bestari. Visitors are welcome to make appointments for campus tours and personalised consultations. Please visit www.his.edu.my, or call 03-7809 7000.
The International School of Kuala Lumpur The International School of Kuala Lumpur (ISKL), established in 1965, is the first fully accredited international school in Malaysia and home to more than 1,500 students from over 60 countries. ISKL offers an Americanbased curriculum to students from Early Childhood to Grade 12 (ages 3 to 19). ISKL is a private and nonprofit, parentgoverned school accredited internationally through the Council of International Schools (CIS) and in the United States through the Western Association of Schools and Colleges (WASC). ISKL is also authorized through the International Baccalaureate Organisation (IBO), becoming Malaysia’s first IB World School in 1989. For over 50 years, ISKL has championed a holistic approach to education, building its outstanding international reputation by balancing sound tradition for academic excellence with innovative approaches to teaching and learning. ISKL is guided by two core principles:
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. Our fundamental purpose is to cultivate students, from early childhood to adolescence, with learning experiences that will challenge them to be highly successful. While we value the importance of strong academic achievement, we know that more is expected of graduates today. This is why preparing our students with a lifelong passion for learning, as well as the skills and knowledge to thrive in a
global, interconnected world, is the cornerstone of our teaching process.
Why ISKL?
• Exceptional Education • Broad Range of Opportunities • Nurturing Environment • Diversity • Heritage To continue offering exceptional education for subsequent generations, ISKL is realizing a long-term goal with our new, world-class educational facility in the heart of Kuala Lumpur. The new ISKL campus will welcome students in August 2018, uniting all grades, from our Early Childhood program to our High School students. The campus is set on over 25 acres of land in Ampang Hilir and will have facilities that are unique to the landscape of other international schools in Kuala Lumpur, and the region.
By Chad C. Laws, Director of Marketing & Communications, ISKL
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Historical UK School Comes to Malaysia King Henry VIII College, Malaysia will open in Cyberjaya in September 2018 - an inspiring addition to the educational offering in Southeast Asia. This brand-new boarding and day school for girls and boys aged 3 to 18 will bear the historic name of the Royal Founder of our sister school, Christ College Brecon one of the UK’s oldest schools, founded by Royal Charter in the year 1541. Our two schools will enjoy the strongest links, with regular exchanges, shared tours and activities.
Academic
Like its sister school, KH8 will be a school that combines a longstanding tradition of excellent teaching, with the flexibility and imagination to ensure our girls and boys are ready for the modern world. Our curriculum in the Early Years and from Year 1 to Year 9 is closely based on the UK National Curriculum, specially tailored for our international context. From Year 10 onwards, the core of the curriculum is the globally-recognised Cambridge Assessment International Examinations (CAIE) IGCSEs, and CAIE AS and A Levels in the Sixth Form. Pupils will be expertly advised on university options, and they will progress to appropriate university degree courses, in the UK,
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Kingsley International School: Empowering Students to Succeed in Life Malaysia, or wherever in the world the best courses can be found.
Pastoral Care
From the moment they join KH8, girls and boys will have the highest standards of pastoral care. All our students are allocated to a House, and each will have an individual personal tutor. King Henry VIII College will offer Weekday and Full boarding, and both are sure to be popular options. Boarders will enjoy dedicated supervision, and accommodation of the highest specification. A varied programme of activities and excursions will ensure that full boarders enjoy a home-fromhome environment each weekend. Boarders who live closer to the school can spend that time at home with families after a busy week at school!
Co-Curricular Activities
The KH8 experience will include
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excellent provision in all areas of school life - a tried and tested recipe for successful education. The world needs creative, imaginative people who can speak confidently and stand tall before others, with self-assurance and poise. This confidence and breadth of interest will be the stamp of a KH8 pupil, and our activities programme is carefully designed to maximise this. Through engagement in Music or Drama, or participation in one of the many sports on offer; through Service & Skills acquisition in the Duke of Edinburgh’s International Award Scheme, or taking part in overseas trips and exchanges, KH8 pupils will leave the school with an interest in the world around them, and the character and determination to be successful wherever their future takes them.
Kingsley International School was established in 2011 with the sole intention of empowering children, from ages 3 to 17, to do well in life. At KINGSLEY, you’ll find an engaging, enriching and enabling environment to gear all children towards discovery of their full potential through multiple activities in and out of the classrooms. Attaining a holistic education encompasses lessons learnt through self-discovery. This helps to empower students with the right attitudes to follow their passion, thus leading them to more interesting and exciting career choices in the future. What differentiates us is our approach - we invest, impart and instil. We believe in encouragement and in identifying each type of multiple intelligence (Ml) in every child. We understand the intent of all children, their dreams, their passion and their will to succeed through the fundamental understanding of “self”. Kingsley International School, students, parents and teachers are encouraged to foster close relationships to ensure care and concern to create a bully-free
culture and environment for young minds to succeed. The School believes in the prevention of bullying and implemented constant teaching, awareness talk campaigns, disciplinary actions, counsellings and opportunities for self-reflection to benefit children at every age group. In the school, no child is ever singled-out or punished publicly or humiliated for acts deemed not right. We adopt a more sensitive approach to behaviour considered to be inappropriate. Dedicated educators and mentors understand that every child learns differently and so daily class teaching is carried out on the basis of knowing the Ml of all children and recognising their strength as individuals. Children enjoy the challenge of doing better in areas in which they excel and are coached to do better in areas in which they need help. Safety and Security are KINGSLEY’s top priorities with a line-up of Gurkha guards well trained to provide peace of mind to parents. With an excellent curriculum from Cambridge, the school ensures that young minds
are kept active. Nutritious and balanced meals are provided by the F&B Team, using the food pyramid as a guide. KINGSLEY offers over 40 extracurricular activities on its 6-acre campus. Students get the opportunity for open-air exercise in the two green fields on the school rooftop or can use the 2-gym rooms with full exercise equipment set-up. The students in KINGSLEY are drawn from multi-ethnic and multicultural backgrounds from all corners of the world. Together they form a diverse and enthusiastic learning community, displaying confidence and staying engaged, innovative, constantly reflective and mindfully respectful of self, others, and the environment. That is our ultimate goal and achievement! We have surely arrived! Visit us TODAY and discover an academic environment that offers each student every opportunity to excel, and every parent - peace of mind. For more information, visit www.kingsley.edu.my/kis
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Willard Ore, Head of School
Kingsgate International School: Creating Global Innovators When founder Lee Kah Jun and education expert Greg Parry first met and discussed their vision for a new international school in Kuala Lumpur, their mission was very clear: 1. Education and individual students must come first 2. The school must prepare children for the future These simple statements are more easily said than accomplished, however, as many schools aspire to achieve this but very few do. Greg and Shanna Parry are both former international school principals who founded their education company, Global Services in Education (GSE), as a response to a strong demand for their expertise in setting up and managing international schools. With Greg, Shanna, and their experienced team leading the school management, Kingsgate International School is set to be a very unique school on the
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Malaysian landscape. In the past seven years, 15 different schools have prospered under the direct and determined approach to education quality provided by GSE.
Why the Dramatic Move from School Principal to CEO?
“We had seen firsthand, schools focused on making profit and not focused on quality education. We are educators and we know what is required to lead and operate great schools. We know how to train, coach, and mentor teachers and principals. Our name only goes on a school if we can run it as a school, where student achievement and meeting the needs of families are the top priorities.” The vision for Kingsgate International School is a unique one, based on the expertise of the School Management and its unwavering commitment to best practices in education. Board Chairman Lee Kah Jun describes this vision as forward thinking and unique.
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“In a world that is changing so rapidly, just consider how many changes have occurred in the past 20-30 years. In many ways we are preparing children for a world that has not yet been invented.” Leonardo Da Vinci was not only one of the world’s greatest artists - he was also an inventor. He responded better than most to change by bringing together Art, Science and Technology. He was an innovator and a change maker. Most people do not realise that these three key areas must work closely together in order to innovate. At Kingsgate International School, we take pride in having high academic standards as well as innovative adaptability. Children need to be intellectually sharp but also responsive to the world around them. The Kingsgate vision reflects the skills and attributes of Da Vinci and will prepare students for top ranked universities worldwide.
Kingsgate International School launched with arguably the strongest education leadership team in the country. Supported by Greg, Shanna and the GSE team, the school will be led by Head of School, Willard Ore. Willard has worked outside his home country, the United States, since 2005 and has spent most of that time in various schools in Indonesia.
“Every child has a spark. It’s called curiosity. Most schools smother that spark within the first few years of a child’s formal education. They smother the ‘spark’ with a ‘cookie-cutter’ approach to education with kilos of subject books, reams of daily homework and constant exams from the earliest years, extinguishing the potential of unique growth, curiosity and exploration. At Kingsgate International School we believe that each student’s ‘spark’ should be fostered and encouraged to grow into a fire of creative, tolerant and critical thinking. It’s that ‘spark’ that will not only foster a joy of life-long learning, but will make a better world tomorrow” All core teachers are fully qualified educators coming exclusively from native English speaking countries such as the USA, UK, Australia, Canada, and Ireland. Most have their Master’s degrees,
and all have extensive experience. Local specialist teachers will deliver programs in Mandarin, Bahasa Melayu, and other specialist fields. Kingsgate International School is ideally located adjacent to the Technology Park Malaysia (TPM) precinct. It is easily accessible and in a safe and prosperous neighbourhood, close to Stadium Malaysia and its excellent sporting facilities. The school facility will set the standard for high-quality learning environments and education-first design. A special highlight of the school is the “Innovation Lab”. Designed and built to reflect the principles set by Harvard’s I-Lab, students of all grades will have a space and the resources to innovate, invent and be inspired. The core values Kingsgate aspires to are not just a placard or a sign on a building. The leadership team is determined to make their vision and values come alive.
Through a UK Cambridge curriculum, Kingsgate International School will likely challenge existing schools in the region through its focus on treating students as individuals. Every child will have a personalised education plan to ensure both their academic and personal goals are met and supported. Kingsgate believes that parent involvement is essential in the success of a quality school; indeed, many parents have already been inspired to join this new school as founding members. Involvement in community outreach programmes and Kingsgate’s open-door policy aim to make parents feel welcome, connected and engaged in their child’s education community.
“We welcome parents to come and meet with us in person. Talk to us about what your needs are and let us tell our story about what quality education should really look like. Your child’s future depends on it.”
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KTJ International School: Nurturing High Achievers
Kolej Tuanku Ja’afar (KTJ) is one of the region’s premier international co-educational schools for students aged 3 to 18 years. We provide boarding from the age of 11 and enjoy a diverse student population, with students from over 16 different countries across Asia, Europe, Australia and Africa. Our aim at KTJ is to build confident, independent and academic high achievers. We want our students to feel happy, nurtured and encouraged throughout their learning journey. The concept of KTJ dates from the late 1980s when three members of the Negeri Sembilan Royal Family proposed that a school which provided the benefits of a British Public School, but adapted to the needs of Malaysia, be opened in Negeri Sembilan. The Secondary School was opened in 1991, and its reputation has flourished ever since its conception. The success of the Secondary School led to
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a decision to open a brand new Primary School in 2013. The two schools are located on the same campus, where both have the space to operate autonomously, but with the benefit of shared resources.
What is Different About Us?
KTJ is a non-profit organisation so all proceeds are channeled back into the school. This is why we are able to offer outstanding facilities, dedicated teachers and an exceptional education at a reasonable cost. Students at KTJ achieve superb examination grades, while being able to undertake a wide range of sporting and extracurricular activities. Our students are renowned for their independence and confidence, which are qualities that stand them in good stead as they progress to higher education anywhere in the world. We also have a number of day students, who commute from the local areas and KL who use our school bus services.
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We are modelled on the British system and use the UK Curriculum but align ourselves well for Malaysian students. We have a mix of local and expatriate teachers who are all trained and developed regularly so that they use the best and most current teaching practices. We are a co-educational school – with boarding from the age of 11. Students get the benefit and confidence of growing up in an environment that is secure, encouraging and also realistic, with a mix of genders, throughout school life. KTJ has an impressive campus, covering over 80 acres of land. We use the space well, providing our students with three swimming pools, football, hockey, rugby and cricket pitches, tennis, squash, badminton and basketball courts, a rock climbing wall, music and dance studios and a state-ofthe-art auditorium. In addition, the Primary School has the use of two outdoor, shade-covered
playgrounds and an impressive amphitheatre. We are able to offer our students over 120 extracurricular activities, including sports, clubs and societies.
the house. House staff have a number of years of experience, and, in most cases, come from boarding school backgrounds themselves.
Boarding School Life
On weekends, House staff might make arrangements for a trip or an event, and every Saturday, there is an event put on by the students, for the students. Every two to three weeks, we have Exeat weekends. In addition to that, if parents want to visit their children or take them away for the weekend, they may do so.
Life in a boarding school is varied, structured and very full! We aim to keep our students motivated and busy to help them grow academically, but also to encourage them to become well-rounded young adults. Life in a boarding school helps to prepare students to become independent thinkers, and also to be independent in their actions. Students are offered a support system when they join, including a mentor and a buddy and time with the Prefects in their House. All of our staff at KTJ reside on the campus, so students also have regular access to their Form Tutor and the Heads of School in charge of Pastoral care. The boarding houses are well staffed at all times. The Houseparent is a trained and well experienced, academic member of staff. They will often be the first point of contact for students and parents with any questions or concerns. The Houseparent is supported by House Tutors and Matrons, who will also live within
Our Academics
We follow the International Primary Curriculum in the Primary School and the UK National Curriculum in the Secondary School, suitably amended for students studying in Malaysia. Students learn through fun, topic- based lessons, with expatriate teachers and Malaysian teaching assistants. We are proud of our teacher to student ratio across both schools: 7 :7.
However, we also proudly offer a range of Social Sciences, Arts and Drama, History, Geography, Accounting and Business Studies. Languages are also growing in popularity, with Chinese Mandarin, French and Malay offered up to IGCSE level. We constantly achieve some of the best A-Level results in Malaysia, with over 89% of students gaining A*- B, and almost a quarter of students gaining A’s. Our first class education opens the door to some of the finest universities in the UK, the US, Australia and Canada. In recent years, our students have gained admission to Oxford, Cambridge, the Imperial College, the London School of Economics (LSE), University College London (UCL), Harvard, Yale, the Massachusetts Institute of Technology (MIT), Brown and Berkeley.
In the Secondary School, we also follow other British Curricula, which include Cambridge and Edexcel IGCSEs in Forms 4 to 5 and the A Levels in the 6th Form.
KTJ International School offers your child the opportunity to grow in a supportive, progressive and academically challenging environment. We believe that the best way to judge any school is to see it in action. Our doors are open for you to visit us and we hope to see you soon.
Our traditional strengths are in Mathematics and the Sciences.
For more information, visit www.ktj.edu.my
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Inside the Schools
Matrix Global Schools: Seeking Knowledge, Opening Minds Matrix Global Schools comprise Matrix Private School, Matrix International School and Matrix International Preschool. Our schools, spread over a 20acre site, and built on a British residential school concept, share one campus, one vision, and one mission.
MAHSA International School The MAHSA Group has entered the arena of school education with the opening of MAHSA International School (MIS) in Saujana Putra. MIS has chosen the British curriculum (Cambridge Board) because of its worldwide acceptance and high level accreditation. It is a broad and well-balanced approach to education covering the arts, sciences and humanities with an inbuilt evaluation and remediation process where progress is tracked and evaluated at all key stages from primary through to IGCSE and on to A Level.
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This provides parents, pupils and teachers with detailed individual progress reports throughout the school years. The education provided at MAHSA International School is designed to encourage the practical application of acquired knowledge. The new MIS school is state-of-the-art utilising the best technology available today in all academic departments. All classrooms will have access to interactive technology. We are providing outstanding facilities including boarding, a high-quality cafeteria
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and unrivalled sporting and cultural opportunities. At MAHSA International School, we are investing in the future, recruiting the best teachers available and building a school that will lead the way in international education for our region.
Contact Information:
1800-88-0300 www.miskl.edu.my ikhwanfirdaus@mahsa.edu.my
With a vision to enhance learning efficiency through fusing practicality with academic syllabus, the school is set to revolutionise education in efforts to break into boundaries, opening minds and exploring knowledge. We not only encompass “the world is your classroom” concept, but introduce a whole new learning experience with modern technology coupled with traditional schools of thought. We provide a learning platform for students to be intellectually curious, responsive and persistent, thus developing a realisation that education is beyond textbooks. We aim to leverage on the learning journey itself rather than the destination. In a world where retention is no longer a barrier, we focus on a simple yet deserted concept – training people to learn.
With our affiliation with the United Kingdom’s prestigious Ellesmere College, a 130-year-old British Residential School in Shropshire, the school is indeed on track towards achieving a more comprehensive learning process. The partnership will allow both parties to leverage on each other’s strengths. Another hallmark of Matrix Global Schools is the provision of opportunities to learn Mandarin and to test proficiency in the language. The school, via its collaboration with Kongzi Insitute, University of Malaya, has become a recognized and authorized Test Center for the Office of the Chinese Language Council International (Hanban) in Beijing, and conducts the International Chinese Proficiency Test. The innovative ideals of the schools and their plans to set new standards in learning have resulted in the Matrix Global Schools receiving the following awards: the SME 100 Fast Moving Companies in Malaysia 2014, The Brand Laureate SMEs Corporate Branding Award – International Schools 2014, The Brand Laureate SMEs Brand Leadership Award
2015-2016, The Brand Laureate SMEs Best Brands Award – Signature Brand in Education 2015-2016 and The Best HR to work for in Asia Award 2015 and 2016. These awards are testimony of our continuous quest to change the face of private education in this region. Despite only starting in September 2014, our student enrolment has increased tremendously, from the initial 80 students to 800 students now. The intake for the new academic year 2018/2019 for Matrix International School is in September 2018, whilst the new intake for the Matrix Private School and Matrix International Preschool will be in January 2019. Matrix Global Schools recently introduced a study grant – MGS Bursary 2018/2019 for qualified students who sat for UPSR, PT3 or Checkpoint examinations in 2017/2018, whereby they will enjoy a 50% or 25% school fees waiver, based on the results obtained. More information about the school and its activities can be found at www.matrixschools.edu. my or our Facebook page, “Matrix Global Schools”.
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Inside the Schools
Inside the Schools
Message from the Founding Principal Peninsula International School Australia Dear Parents, Welcome to a new exciting partnership in international education involving Peninsula International School Australia, Setia Alam (Selangor) and Peninsula Grammar, Melbourne (Australia). The opening of this unique international school will ensure the very best of ‘excellence as a standard’. In the key areas of strong leadership; quality teaching and learning; a culture of high aspiration; great examination outcomes and progress by all students; impeccable behaviour and attitudes; a rich range of extracurricular experiences for all; and parents who feel totally enthused and engaged with the life of the school. All this with a strong focus on the development of the partnership between Peninsula International School Australia and Peninsula Grammar. This strong partnership between Peninsula International School Australia and Peninsula Grammar brings over 55 years of highquality education based on Australia’s Victorian Curriculum which is being offered in over 25 international schools in countries ranging from China to South Africa, leading to the prestigious Victorian Certificate of Education (VCE). VCE is a university entrance exam recognised and accepted worldwide and in high-end
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R.E.A.L Schools: Sowing the Seeds for Students’ Success
universities such as Oxford and Cambridge in the United Kingdom and other renowned universities in Australia and the United States. VCE aims to provide students with both the knowledge and skills our young people will need to be lifelong learners. The VCE considers that all young people should be informed citizens who are active in their local, national and international environments. The Curriculum also emphasises that social and emotional development is just as important as academic development and therefore focuses on the ‘holistic’ view of education. As a school, we invest heavily in employing highly qualified and experienced staff from Australia and the United Kingdom, to ensure that the teaching standards are high and in line with parents expectations. As part of our partnership with Peninsula Grammar, we have developed a first-class Pastoral Care programme. We provide ageappropriate pastoral programmes to all students. It is through these personal and life skill development opportunities that we monitor the overall educational experience and development of each child in our care. This is a partnership of likeminded schools that share the best international educational
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Clive P. Rogers, Founding Principal of Peninsula International School Australia, on Peninsula’s Pastoral Care programme
Students exploring the world of chemistry during their laboratory session practice and see learning not just as a path to university and a career, but also as a path that enables students to fulfil their potential. I very much look forward to meeting with you in the near future and working in partnership with you over the coming years to secure the best possible future for your child(ren). For more information, please visit our website www.peninsula.edu.my.
Clive P Rogers MSc. BA. Cert. Ed. Dip. HRM.
For over 30 years, R.E.A.L Education Group (“R.E.A.L”) has carved a name by providing affordable education of exceptional quality, while nurturing transformation and success through a blend of unique, balanced, and holistic curricula. Now part of Paramount Education, R.E.A.L provides progressive learning programmes via three brands; namely R.E.A.L Kids, with over 30 centres nationwide; R.E.A.L Schools, comprising six international and private schools across campuses in Cheras, Shah Alam and Johor Bahru; and Cambridge English For Life (CEFL), a leading provider of accredited, ready-to-launch English language programmes for students of all ages with nearly 60 centres throughout Malaysia.
Results Enhancing through Active Learning
The above is encapsulated by the name ‘R.E.A.L’, which espouses learning as a lifelong and transformative process. It is also underpinned by our ‘5C’ core values of Character, Collaboration, Communication, Critical Thinking, and Creativity. Educating the heart
is equally important as educating the mind. Hence, R.E.A.L Education exposes students to real-world environments and instills them with strong community values. Ample opportunities and avenues are provided to R.E.A.L students to pursue their passion; while equipping them with analytical, problem-solving, and critical thinking skills. Field trips, overseas student excursions, community outreach programmes, and creative pursuits like fashion design and the performing arts are all staple features of the enriching ‘R.E.A.L Schools experience’. They are designed to build students’ calibre, instill confidence, and promote camaraderie.
R.E.A.L International School
R.E.A.L International School students have consistently made their mark in the Cambridge IGCSE examinations by obtaining ‘Top in the World’, ‘Top in Malaysia’, and ‘High Achiever’ awards in a wide range of subjects. It is also one of only three schools in Malaysia to be
certified by Cambridge to run its Practical Science programme.
R.E.A.L National School
R.E.A.L’s national curriculum is crafted to be innovative, engaging, and hands-on in nature. The school’s quality is proven by being a 5-star rated school as certified by the Ministry of Education Malaysia and multiple NAPEI Award winners over the past decade.
R.E.A.L Kids Preschool
R.E.A.L Kids is the country’s largest owner-operated preschools with more than 30 centres throughout Malaysia. The curriculum is designed to bring forth children’s innate talents and strengths; making learning fun, wholesome, and vibrant. With an approach that places the ‘learner’ at the heart of our philosophy; R.E.A.L is firmly committed towards transforming students into confident, committed, and competent lifelong learners. For more information, visit www.realschools.edu.my
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Inside the Schools
Inside the Schools
Quality and Excellence at Sunway Similar to the Ontario programme, the IBDP is a world-class university preparation programme that prepares students for their entry into universities.
Sunway International School (SIS), the only school in Malaysia providing the highly acclaimed Canadian curriculum, is now in its 10th year. The addition of International Baccalaureate Diploma Programme (IBDP) provides students with a dual track option as they prepare for admissions into top universities worldwide.
Curriculum
The Canadian (Ontario) curriculum is one of the most advanced and progressive curricula in the world. Emphasis is placed on continual, day-to-day assessment, rather than a traditional single test or series of tests at the conclusion of a course. With the IBDP, students are also engaged in a dynamic, student-centred environment. All SIS teachers are experienced and trained in the most current approaches for effective delivery of both. Our philosophy of education requires students to take risks, take ownership of their learning, be reflective, be collaborative, and give back to their community.
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“There are many parallels between these two educational approaches. The ability to choose between two of the most respected and progressive approaches to education makes SIS stand out amongst an ever-changing private education landscape in Malaysia,” Says Mr Heath Kondro, Principal of Sunway International School.
PISA Ranking
The Performance of International Student Assessment (PISA) were tests administered to hundreds of thousands of students worldwide to evaluate the skills and knowledge in the areas of science, math and reading. Not only has Canada scored highest out of all English speaking countries, Canada has continually improved its ranking in each series of the tests.
University Admissions
Since 2008, SIS graduates have gone on to study in private and public universities all around the world. United Kingdom, Australia, New Zealand, the United States, Europe, and Canada are typical destinations for the SIS alumni. Meilyani Grendy, an SIS graduate currently studying MSc of Chemical Engineering at University of Birmingham, United Kingdom, thanks SIS for opening up extensive opportunities for her to succeed.
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“I was 15 when I first moved to Malaysia and SIS was my first choice. SIS showed me a community where differences don’t matter, and together, everybody can achieve their dreams,”
says Meilyani who is originally from Indonesia. She received her Ontario Secondary School Diploma and is now pursuing her dream in Chemical Engineering.
Harvard Connections
The alliance between Sunway and Harvard University has opened up tremendous great academic and cultural exchange opportunities. SIS students are benefitting from this partnership through initiatives such as Harvard Book Prize Award and annual Asia Leadership Youth Camps. SIS continues to build a history of quality and excellence with a combination of challenging curriculum, excellent educators, hardworking students and a spirit that permeates everything that it does as a school. Students will continue to receive the best while studying in SIS. For more information, visit www.sis.sunway.edu.my.
The International School of Penang (Uplands): Developing Future Leaders in an International Environment Since its establishment at the top of Penang Hill in 1955, The International School of Penang (Uplands) has proven to be one of the leading international schools in Malaysia, where the promise of quality education is realised within an international teaching environment. Uplands School is a multicultural and multinational community. With the school motto, ‘Respect for Self. Respect for Others’, Uplands upholds the following core values in high regard: Respect, Inquiry, Collaboration, Resilience, Balance, Diversity and Integrity. The school aims to foster a learning environment that further nurtures well-rounded individuals who will make invaluable contributions to the society in which they live. At Uplands, there is a strong system of pastoral care. Students are encouraged to be self-disciplined in pursuing academic excellence, embracing challenges and undertaking risks they encounter in their path to future success. The student to teacher ratio of approximately 9:1 means that more comprehensive attention can be granted to each student by his or her teachers. Uplands also offers a range of stimulating sports and cocurricular activities that cultivate teamwork and self-confidence,
and broaden their skills and talents beyond the classroom. Students at Uplands also get to enjoy adventurous trips locally and overseas, to expand their horizons beyond conventional classroom-based studies. Boarding students at Uplands also enjoy added benefits of fully integrating themselves within campus life while learning to be independent. In the Primary School, students from Reception to Year 6 (4 to 11 years old) follow the Primary Years Programme (PYP) of the International Baccalaureate (IB) that focuses on the development of the whole child and offers an inquiry framework that meets children’s academic, social, physical, emotional and cultural needs. Uplands School was the first in Malaysia to offer this world-class programme. In the Lower Secondary level (Years 7 to 9), students follow an internationally-based curriculum. At the Upper Secondary level (Years 10 to 11), students
prepare for the International General Certificate of Secondary Education (IGCSE) Examinations, conducted in School, and assessed externally by the Cambridge Exam Board (CIE). Ultimately, the Uplands School curriculum is focused on providing the best preparation for the IB Diploma Programme (IBDP), reserved for students between 16 and 18 years old. Uplands is an IB World School, a centre for the University of Cambridge International Examinations Programme, and also an Edexcel Approved Centre. Uplands has one of the best IBDP in Southeast Asia, taught by experienced teachers from all over the world with international qualifications. Uplands students consistently achieve examination results that are well above the global average, and thus have successfully gained admission into some of the most prestigious universities worldwide. For more information on Uplands, visit www.uplands.org
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Inside the Schools
Inside the Schools
Taylor’s Schools: Making Learning Relevant for Tomorrow
Malaysia has seen a steep increase of international schools opening up over the last decade. In just the first three months of 2018, a total of nine new international schools opened bringing the number of international schools to 141, well-surpassing PEMANDU’s (Performance Management & Delivery Unit) initial target of 87 international schools by 2020. And, we do not see this slowing down any time soon especially since the recent revision of new and more relaxed regulations and conditions issued by the Ministry of Education. At the same time, the latest numbers released by the Ministry of Education indicate a slow-down in local student enrolment into international schools; from a year-on-year average growth of 15-20% down to 11%. We speak to Mr BK Gan, President of Malaysia’s largest international school group to hear his views on the current market landscape, his vision for Taylor’s Schools and how it is continuously revamping itself to provide education that is relevant for the 21st Century.
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Taylor’s Schools is a group of six schools in Malaysia and Singapore which comprises Garden International School, Nexus International School (Malaysia & Singapore), Australian International School Malaysia and Taylor’s International School (Kuala Lumpur & Puchong). Together, we have over 1,000 academic staff and have developed an ecosystem for sharing knowledge internally amongst our group of schools. At Taylor’s Schools our teachers practise the culture of continuous development and learning. The spirit of progression is a value we instil in both our teachers and students.
What Sets Taylor’s Schools Apart? BK Gan President of Taylor’s School s
The Current Landscape
The continuous growing number of international schools opening in Malaysia is certainly making it a lot more challenging for existing players. This aggressive increase in supply of capacity coupled with lethargic growth in student enrolment adds pressure for international schools to remain competitive in order to fill their capacity. As the number of international schools increases, it also gets more difficult for a parent as they need to be more discerning in choosing the right international school for their child’s needs, says Mr Gan.
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The world is experiencing rapid technological advances that is creating dramatic changes in the workplace. There are jobs today that didn’t exist five years ago. And, in five years, there will be new jobs that do not exist today. In fact, according to a research by RBC Economics Research, more than one-quarter of jobs today will be heavily disrupted by technology, while half will go through a skills overhaul. Mr Gan says that employers will be focusing and looking for different skill sets when looking for employees. And that is why at Taylor’s Schools we are constantly transforming and finding new ways to provide education that is relevant for the new economy. For us, it is not sufficient to merely deliver best academic results through traditional means of rote
learning. We educate our students to be imaginative, resilient and to be ‘insanely curious’. We also pay special attention in building soft skills, such as communication skills, leadership, empathy, ownership, self-awareness, teamwork and critical thinking to develop high Emotional Quotient (EQ). Our competitive edge lies in our effort to keep track of how the world is changing and how we constantly respond to ensure we remain relevant. We see it as our responsibility to raise a generation of creative thinkers who will push and create new boundaries. We believe our efforts are being noticed as collectively, we have received a great number of accreditations and accolades from experts in the field of education, adds Mr Gan.
Taylor’s Schools Win Bid to Build Campus in Singapore
One of the exciting projects for Taylor’s Schools in 2018 is the building of a new campus for Nexus International School Singapore. What is particularly rewarding about this project is that we were awarded a plot of
land at Aljunied by the Singapore Economic Development Board amidst stiff competition from many prestigious international schools around the world. The bid was open for the Singapore Government to choose the best school which will provide the best education system for what the country needs. Winning this bid is a testament to our excellent standards in quality education. This also serves as an assurance to us that we are on the right track, shares Mr Gan. This flagship campus which spans across 8.9 acres is scheduled to be completed by the fourth quarter of 2019 with current students moving over in January 2020. Nexus International School aims to continue to be committed to being an internationally minded learning community that nurtures and supports every child’s emotional, physical, creative and intellectual needs.
Advice for Parents
Visiting the school is a must if you are able to do so. Apart from checking out its premises, facilities and classrooms, Mr Gan advises parents to ensure that the
school is progressive by looking out for the following: • How the school defines education • How the school’s curricula is being delivered to the students – to observe if students enjoy and are engaged in their class • How the school prioritises professional development to improve the quality of its teachers • How the school ensures wellrounded education is taking place • Whether the school provides a safe and secure conducive environment for learning. At Taylor’s Schools, we aim to nurture students to take their place as productive leaders in the global community. In doing so, we approach students as individuals, creating pathways and opportunities for them to explore and excel in whatever they do, striving to draw out the best in each child. For more information on Taylor’s Schools, visit school.taylors.edu. my or better yet, visit them to see for yourself what their world of learning is like.
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Inside the Schools
Inside the Schools
Tenby Schools Malaysia: Amazing Learning At Your School Of Choice
Tenby Schools have come a very long way since our establishment in 1960 in Ipoh as a mere kindergarten serving the children of British expatriates. We now consist of six campuses within Malaysia. The campuses are currently providing quality education of both International curriculum as well as Malaysian National curriculum in Ipoh (Perak), Penang, Setia Eco Park (Shah Alam), Miri (Sarawak), Setia Eco Gardens (Johor Bahru) and Setia EcoHill (Semenyih). The student numbers crossed 5,100 in January 2018 and are set to grow further. In addition to that, we are excitingly anticipating the opening of our new campus, Tenby International School, Tropicana Aman, which is located in the vicinity of Kota Kemuning, Selangor. On 17th January 2018, Tenby Schools Malaysia officially joined the International Schools Partnership (ISP), a focused,
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growing and financially secure group of 28 schools around the world with more than 22,000 students on its roll. Tenby Schools became its first group of schools in the Southeast Asia region. We believe that this new development will push a new boundary for Tenby Schools in terms of educational cooperation across the region, cultures and languages in realising our Vision of ‘A United World At Peace – Through Education’. Backed with further investments by the ISP, the schools will continue to grow to help children and students learn to levels that amaze them and subsequently become the school of choice within their local community. For over 55 years, Tenby Schools have made the holistic education approach a reality to parents in Malaysia. The shift in paradigm from a conventional educational approach to an allround education, with excellent
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academic achievement has helped the community to choose Tenby Schools Malaysia as the place to unlock the potential in our children and nurture them to become global citizens and future leaders. In Tenby Schools, success is not only judged in examination grades but also on how students achieve their full potential in other areas such as sports or arts, as well as developing the values of compassion, responsibility and integrity to be effective communicators, creative thinkers and independent learners. All these are manifested clearly in the mission statement of the school. While parents play their important role in ensuring their children receive the best possible education, Tenby Schools Malaysia recognises the critical role of teachers. We have placed great emphasis on the professional development and support for our educators. Certified courses such as the Post Graduate Diploma in Education (PGDE) and Post Graduate Certificate in Education (PGCEi) are offered to our teachers as part of the continuous development programme to ensure progressive and innovative teaching methodologies are delivered to our students.
Tenby International School, Tropicana Aman (Kota Kemuning)
Another milestone to be achieved is the opening of our seventh
campus in September 2018, Tenby International School Tropicana Aman. Located within the Tropicana Aman township, the 10-acre, purpose built campus is set to cater for the needs of best international education for aspiring parents within Kota Kemuning and its surrounding areas. Similar to other Tenby Schools’ campuses, the teaching and learning in this school will be complemented by excellent facilities of laboratories, classrooms, sports complex and astroturf football field among others.
Ms. Jane Kuok The newly appointed Head of School, Ms. Jane Kuok is no stranger to the international schools community especially in Malaysia. Being with Tenby since 2008, there is no question over Jane’s loyalty and capabilities. Under her leadership, our flagship campus, Tenby Schools Setia Eco Park in Shah Alam has flourished to become one of the most respected international schools in
Klang Valley, being the first school in Malaysia with both International and Malaysian National curricula to achieve worldwide standards recognition from the Council of International Schools (CIS) and Western Association of Schools and Colleges (WASC). Jane was also instrumental in steering our Tenby Schools Ipoh campus towards its accreditation journey with CIS during her three-year stint as the Principal prior to this new appointment. Jane’s excellent qualifications coupled with her vast knowledge and extensive experience in international education, demonstrates that she is fully aware of the challenges of learners in the 21st century. Tenby Schools Malaysia believes that Ms. Jane Kuok will fit in perfectly to lead the new campus
and her passion for educating children for the last 24 years will ensure that every student in Tenby International School Tropicana Aman will have an amazing learning experience in a school of choice for the community. We are happy to welcome parents to our new campus in Kota Kemuning to meet the teachers, to get more information and talk about the educational needs for their children. There is nothing more important when selecting the right school for your children than to have a clear understanding of the educational approach of Tenby Schools. For more information, please visit www.tenby.edu.my
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Inside the Schools
Wesley Methodist School * Private
* International
Wesley Methodist School’s first full-fledged Private School in Sungai Buloh in Bandar Seri Coalfields township, offering Kindergarten, Primary and Secondary Education in one campus.
Wesley Methodist School Penang (International) opening September 2018
Wesley Methodist School Penang (International) is on track for completion of the building and will be operational in September 2018. Apart from offering Cambridge curriculum from Year 1 to Year 11 leading to the internationally recognised IGCSE, it also offers Reception classes for kindergarten children. WMS Penang will offer affordable quality education to the people of Penang and the northern region. Emphasis is given to STEM Education and also the creative subjects such as fine arts and coding, to create more wellrounded students.
Wesley Methodist School Bandar Seri Coalfields (Private) opening January 2019
Wesley Methodist School (WMS) in Bandar Seri Coalfields, Sungai Buloh, is a partnership with KLK Land. This first WMS Private School in Sungai Buloh will be ready for commencement of class in January 2019. WMS Private School is an approved DLP School, offering Kindergarten, Primary and Secondary Education, following the National Curriculum with greater emphasis on English Language as the medium of instruction, apart from the learning of Bahasa Malaysia and Mandarin. Phase One will see the 128
school accommodating 1,000 students and is located at the up and coming township of Bandar Seri Coalfields.
Wesley Methodist School Ipoh (International)
Wesley Methodist School Ipoh (International) is a school of choice for parents seeking to place their child in a school environment which encourages excellence in academic, character and co-curricular development. We seek to do this by offering the Cambridge syllabus taught in a manner that still embraces our Asian heritage. Languages are emphasised in the Primary school years and students are trilingual, learning English as a core subject together with Bahasa Malaysia and Mandarin. Students in Secondary school are encouraged to apply their knowledge through various activities that include project-based assignments, presentations, student forums and exchange programmes.
Wesley Methodist School Kuala Lumpur (International)
Wesley Methodist School Kuala Lumpur (International) continues to be on the ascent, in its third year as a full-fledged International school, switching from Private School since 2015. This much sought after international mission school is now headed by Mr. Wong Chee Kheon who
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brings with him a wealth of experience serving in the Ministry of Education and 12 years in the renowned Methodist Boys’ School, KL. The Christian ethos of the school will definitely continue to strengthen, especially in the area of character education. Some of the school highlights and achievements 2017/2018 are: 1. 12 Top in the World awards in the Cambridge IGCSE November 2017 Examinations 2. 84.83% A*/A in the Cambridge IGCSE November 2017 Examinations 3. The best and most active Leo and Interact Clubs in the Klang Valley
Our School Vision: Education with a Mission, Excellence & Compassion
Wesley Methodist Schools, are not-for-profit institutions and have become synonymous with academic excellence and the transformation of lives, with its exceptional all-rounded education. Students are our priority and they are given the opportunity to showcase their abilities and talents.
Jenny Qua, Private School Director, Methodist Council of Education For more information, visit www.wms.edu.my/school/ or call 03-7956 5310
Teacher Profile
Alumnus Profile
“The students’ quest for knowledge kept my brain ticking over all day, their gratitude left a deep impact, and the cliché of ‘making a difference’ was visible every day.”
“…the most important was to always do the best that I can. Still a principle I apply to everything I do till this day.”
Melissa Wolsley-Findlay
Yow Keat Tham Malaysia elc International School, 2002-2004
Australia Peninsula International School Australia
Subjects / Years Taught Year 7 and 8 Enterprise; Year 9 and 10 Commerce; Global Commerce, and Business and Economics.
How long have you been teaching? 15 years.
Why did you become a teacher?
Despite initially planning a career in Management Consultancy, a few university friends said I would make a good teacher. I love to study, so after finishing my undergraduate degrees I studied for my teaching qualifications in Commerce and Humanities. I decided straight away that this was the profession for me. The students’ quest for knowledge kept my brain ticking over all day, their gratitude left a deep impact, and the cliché of ‘making a difference’ was visible every day.
Tell us about your own education journey.
I studied a Bachelor of Business (Management) and a Bachelor of Arts at Monash University in Australia. I then completed my Graduate Diploma of Education (Secondary). After an established teaching and management career, I recently completed my Master
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of Education (Studies of Asia) at Flinders University Australia.
What is the most memorable moment in your teaching career so far?
In my school in Australia, I implemented a student Commerce Tour of China in 2015. Being able to immerse students in another country was fascinating. It cemented my belief that global learning is critical. Watching the students live together, travel as a group and experience new cultures, allowed long-term friendships, collaboration and respect to form.
What do you like most about teaching?
I love that it keeps evolving to ensure teachers are lifelong learners. I am always reading and studying so students can benefit from my increased knowledge, and I have been so impressed to see this in my school in Malaysia. Peninsula International School Australia sets high expectations for staff in a positive, growthmindset environment, and this culture flows through to our students.
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What is the best thing about teaching at your school?
My school has extraordinarily passionate staff, led by a team who ‘walk the walk’. The leadership team follow through on every statement they make publically and internally. They push for excellence but the environment they do that in is positive, supportive and collegial. As a start-up school, we have the unique advantage of ensuring from the start that everything is done with a clear vision, making teaching here very rewarding.
Who or what inspires you? Travel – it’s how I learn about the world and gain the passion for new experiences. My children – my 3 sons remind me of what is important both in life and in my job. Raising independent, positive, holistic human beings!
Describe the ‘perfect’ student.
As long as a student is trying and doing her best, then she is learning. My school does not expect students to conform to any one way of teaching, we find out what their strengths are and we use those to guide our teaching.
Qualifications
- GCE O Levels - Monash University Foundation Year - Bachelor of Science (Honours) - PhD (Medicine) [under review]
Current Job Title
Senior research assistant/ research officer, Cardiac Hypertrophy, Baker Heart and Diabetes Institute, Melbourne
Tell us about your job and company
My current position involves driving multiple research projects independently and supervising students within the laboratory. Our laboratory, and research institute as a whole, has an overall research focus on discovering possible cures for heart failure and related diseases.
What is your most memorable experience in school?
My most memorable experience in school was with the friends that I made, many whom I remain friends with to this day. Random inside jokes such as “the treaty of not crossing” during History,
or “my three stupid boys” during English class, these were things that we still laugh about among ourselves till this day.
What were your favourite and least favourite subjects in school, and why?
Funnily enough it was not any of the sciences, but History that was my most favourite subject. I was fascinated by how much we could learn from the past and the reasons for why people did what they did. My least favourite subject was probably physics, as I struggled to apply real world relevance to the concepts and formulas and just thought it did not matter.
What extracurricular activities did you do? I was quite active in football and swimming, partaking in both briefly at the school level.
What was the best thing about your school? What important lessons did you learn in your school that have helped you in your life? The best thing about elc was
that while they provided us that degree of freedom to explore the curriculum, I felt at that time our school was one of the best in terms of student discipline. I learnt numerous lessons at elc, the most important was to always do the best that I can. Still a principle I apply to everything I do till this day.
If you could travel back in time, what is the one thing that you would change when you were a student?
I would tell myself to smile more. Not to take everything so seriously. Getting 88% does not mean “where did that 12%” go, but “good work!”
What advice would you give to current students of your alma mater?
Enjoy high school! A lot of things that happen during this time might seem to be the be-all and end-all of things. While you definitely should study hard, the most important thing is to enjoy the process!
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Teacher Profile
“I am inspired by the thought of what my students can do if they reach their full potential.” Sarah Anderson United States of America Oasis International School - Kuala Lumpur
Subjects / Years Taught English Language Arts: 7th - 12th Grade
How long have you been teaching? 8 years.
Why did you become a teacher?
I started college as an English major with the intention of eventually becoming a professor of Victorian literature. During my first year of study, I did some volunteer work with teenagers and realized that my love of literature might be better used as a teacher. Throughout my senior year, I had so many great experiences working with high school students during a year-long student teaching internship; by the end of that year, I couldn’t imagine being anything except a teacher.
Tell us about your own education journey.
I completed all of my education in the United States. For my undergraduate degrees, I graduated with dual degrees in English and Secondary Education from The Schreyer Honors College at the Pennsylvania State University. For my graduate studies, I am almost finished with a Master’s in Instructional Media from Wilkes University.
What is the most memorable moment in your teaching career so far?
Last year, I had a student from Syria who arrived with major deficiencies in her understanding of the English language. Throughout the year, this student worked hard and spent countless hours to improve her English. At the end of the year, we held an international fair where students presented projects that they had been working on for months. This student wrote a poem about Damascus in response to the work of Syrian poet, Nizar Qabbani. After she had presented her poem on the night of the international fair, an audience full of people from different countries had tears in their eyes. This success along with seeing her improvement throughout the year was wonderful, but it was even better to know that she realised that she needed to work hard in school if she wanted to be able to positively impact the world.
What do you like most about teaching?
English language arts class gives my students and I the opportunity to share stories with each other about our lives. When students tell
or write a story, their personalities shine through the story. Whether the story is true or fictional, I learn about their hopes and dreams, their fears, and their interests. I enjoy getting to know my students through their stories.
What is the best thing about teaching at your school?
The best thing about teaching at an Oasis school is having the opportunity to work with talented students from all over the world.
Who or what inspires you? I am inspired by the thought of what my students can do if they reach their full potential. Describe the ‘perfect’ student.
Oasis schools strive to instil in each student a passion for truth, a commitment to excellence, and an appreciation for diversity while creating an educational environment that cultivates character, embraces leadership, and inspires innovation. I encourage students to take advantage of the opportunities offered at OIS to develop these qualities.
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www.EducationDestinationMalaysia.com
ois.edu.my I +60 3 5525 8111 I admissions@ois.edu.my
OUR PROGRAM ELEMENTARY SCHOOL
OUR CAMPUS Located on a beautiful 12-acre campus in Bandar Rimbayu Selangor, educational program for students in kindergarten through 12th grade. The OIS sports complex includes facilities for basketball, volleyball,
K4 - 5th grade
The elementary school academic program is designed for our youngest students to build a strong foundation of knowledge, critical thinking skills, and leadership ability.
MIDDLE SCHOOL
6th - 8th grade
The middle school academic program has been
designed to build on students’ content knowledge and social skills. These three vital years, 6th to 8th grade, are designed to equip students as they prepare for high school.
HIGH SCHOOL
9th - 12th grade
The high school academic program consists of four years of study, 9th through 12th grade, and is designed to prepare students for university.
At OIS, an Advanced Placement (AP) program is available to provide students with university-level academic courses that give them an advantage when applying to top colleges and universities around the world. The College Board also administers the SAT, ACT, and PSAT. Students in 10th through 12th grade are eligible to take AP courses once they have passed prerequisite classes.
CORE CURRICULUM
Language Arts
Math
Science
Technology
Drama
Foreign Language
Social Studies
Music
ADDRESS
No. 1 Jalan Flora 2, Bandar Rimbayu 42500 Telok Panglima Garang Selangor Darul Ehsan, Malaysia
ois.edu.my
SPECIALS & ELECTIVES
Art
for students.
Physical Education
In addition, every teacher has experience in American or international schools and they are caring too! Our teachers love their students and have the skills to help them reach their potential for success!
admissions@ois.edu.my
myoasiskl
PHONE
+60 3 5525 8111
myoasiskl
myoasiskl
School Showcase ABEDEEN INTERNATIONAL SCHOOL
ASIA PACIFIC SCHOOLS
ACMAR INTERNATIONAL SCHOOL
At Asia Pacific Schools, we firmly believe that success truly begins with the best education. This certainly starts with the curriculum itself - in APSS, we offer the National Curriculum, whereas in APIS, we offer the internationally recognised Cambridge IGCSE Curriculum. Whilst preparing students to sit for the major public examinations (UPSR and SPM, IGCSE), Asia Pacific Schools go beyond the Curriculum and Academic Excellence to provide a holistic nurturing environment for the students. Our programmes are augmented with a broad range of co-curricular and extracurricular activities. With a strong emphasis on technology as an enabler to support learning, APSS and APIS will adopt and continuously enhance educational practices to nurture our students and bring out their analytical and innovative thinking capabilities.
• Year Established: 2017 • Location: Cyberjaya, Selangor • Student Population/Average Class Size: 105/16 • Levels of Education Offered: Primary and Secondary (Year 1 to Year 11) • Curricula/Programmes Offered: Malaysian Curriculum, Islamic Curriculum, IGCSE, Preparation for A Levels and IB Diploma • School Year Schedule: January to November • School Fees: Annual tuition fee - RM14,080 to RM15,180; Application fee - RM200; Registration fee - RM1,000; Enrolment fee - RM3,470 to RM3,820 • Contact Information: (+6016) 261 2846 • Website: www.abedeen.edu.my
• Year Established: 1997, 2018 (International) • Location: Klang, Selangor • Student Population/Average Class Size: 500/25 • Levels of Education Offered: Preschool, Primary, Secondary • Curricula/Programmes Offered: Malaysian Curriculum, Cambridge • School Year Schedule: September to July • School Fees: Annual tuition fee - RM10,000 to RM33,000; Application fee - RM250 (Preschool); RM500 (Years 1 - 11); Registration fee - RM2,000 (Preschool); RM3,500 (Years 1 - 11); Refundable deposit - Equivalent to one term’s fee • Contact Information: (+603) 3344 8045, (+6016) 968 8402, acmaredu@acmar.com • Website: www.acmar.com/education
AIU-IRSYAD INTERNATIONAL SCHOOL
• Year Established: 2015 • Location: Alor Setar, Kedah • Student Population/Average Class Size: 53/15 on average • Levels of Education Offered: Year 1 to Year 12 • Curricula/Programmes Offered: IGCSE, A Levels, Exciting Co-Curriculum programme and Islamic Programme (for Muslim Students) • School Year Schedule: September to July • School Fees: Annual tuition fee - RM12,000 to RM27,000; Application fee - RM500, Registration fee - RM1,000; Refundable deposit - Equivalent to one term’s fee • Contact Information: (+604) 733 6200, admin@aiuis.edu.my • Website: www.aiis.my
THE ALICE SMITH SCHOOL
• Year Established: 1946 • Location: Jalan Bellamy, Kuala Lumpur (Primary); Equine Park, Seri Kembangan, Selangor (Secondary) • Student Population/Average Class Size: 1,600/20-22 • Levels of Education Offered: Preschool, Primary, Secondary, Pre-university (Ages 3 to 18) • Curricula/Programmes Offered: UK Curriculum, IGCSE, A Levels • School Year Schedule: September to July • School Fees: Please visit the school website www.alice-smith.edu.my for details. • Contact Information: (+603) 2148 3674 (Primary), (+603) 9543 3688 (Secondary), admissions.jb@alice-smith.edu.my (Primary), admissions.ep@alice-smith.edu.my (Secondary) • Website: www.alice-smith.edu.my
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School Showcase
www.EducationDestinationMalaysia.com
Introduction: Asia Pacific Schools (APS) is an integral development within the APIIT Education Group (APIIT). APIIT Education Group embarked into schools with a focus on developing young minds which started with the establishment of the APIIT Smart School in 2006 and in August 2012, was renamed to Asia Pacific Smart School (APSS). In September 2012, the Group’s involvement in the Schools sector was reaffirmed with the launching of Asia Pacific International School (APIS).
In achieving the above, Asia Pacific Schools will provide a stimulating environment that allows our students to enjoy the learning experience and excel in their studies. • Year Established: 2006 (APSS), 2012 (APIS), 2014 (APIS Preschool) • Location: Subang, Selangor • Average class size: 28 • Levels of Education Offered: Ages 7 to 17 (APSS), Ages 5 to 16 (APIS), Ages 3 to 5 (APIS Preschool) • Curricula/Programmes Offered: IGCSE (for APIS), Cambridge, UK Curriculum, Malaysian Curriculum (APSS) • Student Support Services: Virtual Learning Environment (VLE), Pastoral Care & Counseling • ESL Programmes: The School is able to provide extra assistance for children whose first language is not English. The purpose of the program is to bring children’s English language skills to A Levels where they can do well in the mainstream classroom. Students will be advised to attend the classes if required. Students usually attend classes in small pullout groups • Uniforms: Required (Except preschool) • Transport: The school provides a list of independent private transporters which parents can engage at an additional cost. • School Facilities: Air-conditioned classrooms, library, swimming pool, sports field, canteen/cafeteria, playground, basketball court, badminton court, IT resource centre, science laboratory, art room, music room, speech & drama room, multipurpose hall • Extracurricular Activities (ECA): Taekwondo, wushu, ukelele, violin, Minecraft, aikido, animation, creative clay art, dodgeball, fencing, gymnastics, karate, LEGO robotics, Science Bridge, public speaking, soccer, swimming, vocal. *ECAs subject to change • School Year Schedule: September to July (APIS), January to November (APSS) • School Fees: Annual tuition fee - RM20,055 to RM39,420 (APIS); RM16,160 to RM21,670 (APSS); Application fee - RM500 (APSS & APIS); Registration fee - RM3,500 (APIS), RM500 (APSS); Refundable deposit - RM2,000 to RM3,000 (APSS), Deposit as per fee guide (APIS) • Contact Information: (+603) 7847 1000, info@apschools.edu.my • Website: www.apschools.edu.my
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School Showcase ALNOOR INTERNATIONAL SCHOOL
• Year Established: 2007 (Kuala Lumpur), 2015 (Kuantan) • Location: Bukit Petaling, Kuala Lumpur; Kuantan, Pahang • Student Population/Average Class Size: 400/20 (Kuala Lumpur); 60/10 (Kuantan) • Levels of Education Offered: Preschool, Primary, Secondary, IGCSE, A Level (Ages 3 to 18) • Curricula/Programmes Offered: Cambridge, IGCSE, A Levels • School Year Schedule: September to July • School Fees: Annual tuition fee - RM9,000 (Preschool) to RM29,500 (Year 11); RM12,000 to RM14,000 (A Level); Application fee - RM250; Registration fee - RM2,500; Deposit - Equivalent to one semester’s tuition fee • Contact Information: (+603) 2142 4473 / (+603) 9226 0873, enquiries@ais-kl.edu.my • Website: www.ais-kl.edu.my (AIS Kuala Lumpur), ais-kuan.edu.my (AIS Kuantan)
School Showcase
AUSTIN HEIGHTS PRIVATE & INTERNATIONAL SCHOOLS
• Year Established: 2011 • Location: Johor Bahru, Johor • Student Population/Average Class Size: 700/25 • Levels of Education Offered: Early Years, Reception, Year 1 to Year 11 (Ages 3 to 17) • Curricula/Programmes Offered: UK Curriculum & IPC (Early Years/Primary), Cambridge Primary, Cambridge Secondary, IGCSE, Malaysian Curriculum • School Year Schedule: September to July • School Fees: Annual tuition fee - RM8,400 to RM18,000; Application fee - RM100 to RM200; Admission fee - RM1,000 to RM2,000; Refundable deposit - Equivalent to one term’s tuition fee • Contact Information: (+607) 351 5000, enquiry@austinheights.edu.my • Website: www.austinheights.edu.my
ASIA METROPOLITAN INTERNATIONAL SCHOOL
• Year Established: 2013 • Location: Ipoh, Perak • Student Population/ Average Class Size: 105/12 • Levels of Education Offered: Year 1 to Year 11 • Curricula/Programmes Offered: Cambridge, IGCSE, UK Curriculum • School Year Schedule: September to July • School Fees: Annual tuition fee - RM8,400 to RM20,400; Application fee - RM2,500; Admission fee - RM2,500; Refundable deposit - RM4,500 • Contact Information: (+605) 241 3141, agalya@ametis.edu.my • Website: www.ametis.edu.my
BASEERAH INTERNATIONAL SCHOOL
• Year Established: 2010 • Location: Batu Caves, Selangor; Shah Alam, Selangor • Student Population/Average Class Size: 350/18 • Levels of Education Offered: Preschool to Pre-university (Ages 3 to 18) • Curricula/Programmes Offered: Cambridge, IGCSE, A Levels, Malay, Arabic and Islamic Civilisation • School Year Schedule: September to June • School Fees: Annual tuition fee - RM9,500 to RM18,000; Registration fee - RM1,500; Refundable deposit - RM2,000 • Contact Information: (+603) 6185 9560, admin@baseerah.edu.my; Shah Alam - (+6017) 282 4548 • Website: www.baseerah.edu.my
AUSTRALIAN INTERNATIONAL SCHOOL MALAYSIA
Introduction: AISM is a vibrant and growing international school for children from age 3 (Preschool) to age 18 (Pre-University). Established since 2000, AISM is the most experienced international school in Malaysia offering Australian education delivered by highly qualified international teachers; predominantly Australian trained and experienced, and following the Australian school year. The school, located in a secure gated community, overlooks the picturesque South Lake of Mines Resort City, a short drive from major expatriate areas in Kuala Lumpur such as Mont Kiara, Bangsar, Ampang, Taman Desa and many more. AISM houses all three of its schools; Junior, Middle and Senior on one campus and has more than 650 students represented by over 40 different nationalities. The school offers a holistic learning experience, leading to the Higher School Certificate (HSC) which is an international qualification accepted by top universities around the world. All our students are taught using the Visible Learning™ Approach, that is proven the world over. AISM is the first in the World to be accredited as a Visible Learning School. • • • • • •
Year Established: 2000 • Location: Seri Kembangan, Selangor Student Population/Average Class Size: Over 650/18-25 Levels of Education Offered: Preschool to Pre-university (Ages 3 to 18) Curricula/Programmes Offered: Australian Curriculum School Year Schedule: January to December School Fees: Annual tuition & technology fee - RM39,660 to RM78,960; Application fee - RM1,300; Admission fee - RM20,000; Refundable deposit - Equivalent to one month’s tuition fee • Contact Information: (+603) 8949 5000, admin@aism.edu.my • Website: www.aism.edu.my
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BINTULU INTERNATIONAL SCHOOL
• Year Established: 2018 • Location: Bintulu, Sarawak • Average Class Size: 20 students maximum • Levels of Education Offered: 2018 - Primary: Reception to Year 6 / 2019 - Lower Secondary: Year 7 • Curricula/Programmes Offered: Cambridge, IGCSE, UK Curriculum • School Year Schedule: September to July • School Fees: Annual tuition fee - RM14,100 to RM40,350; Application fee - RM500; Registration fee - RM8,000 per family (non-refundable); Refundable deposit - Equivalent to one term’s tuition fee • Contact Information: enquiry@bis.edu.my • Website: www.bis.edu.my
BORNEO INTERNATIONAL SCHOOL
• Year Established: 2017 • Location: Kuching, Sarawak • Levels of Education Offered: Year 1 to Year 13 • Curricula/Programmes Offered: Cambridge, IGCSE, A Levels • School Year Schedule: January to December • School Fees: Annual tuition fee - RM7,500 to RM17,700; Admission fee - RM4,000; Assessment fee - RM100; Security fees - RM1,500 • Contact Information: (+6082) 501 885 / (+6082) 503 330, enquiry@borneo.edu.my • Website: www.borneo.edu.my
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School Showcase
School Showcase
BEACONHOUSE PRESCHOOLS, PRIVATE NATIONAL SCHOOLS & INTERNATIONAL SCHOOLS
Introduction: Beaconhouse School System is internationally acknowledged for its achievements in academics and excellence in educational management for over 43 years. Today we are proud to make a significant contribution in providing quality academic programmes in eight countries. Beaconhouse Malaysia currently owns and operates 2 schools within the Klang Valley, eight of which are Preschools, two private National Schools and two International Schools.
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THE BRITISH INTERNATIONAL SCHOOL OF KUALA LUMPUR (BSKL)
At Beaconhouse we prepare students for their future. We empower and inspire them to reach for excellence and to become independent global learners. We provide a solid foundation from preschool to senior school allowing children to harness their individual character and talent in the pursuit of educational success.
Introduction: The British International School of Kuala Lumpur (BSKL) is one of the leading schools in Kuala Lumpur that provides an exceptional education to children aged 2-18 and proud to be part of the Nord Anglia Education (NAE) family.
Our core focus is to deliver quality academic programmes that enable students to achieve their intellectual potential, develop confidence and lifelong-learning skills to improve their prospects beyond school. Our trained, caring and highly motivated teachers provide effective teaching, while giving students the personal attention, advice and support needed.
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• Year Established: 2004 • Location: 12 locations in Kuala Lumpur and Selangor - Petaling Jaya, Bangsar, Sri Petaling, Puchong, Subang Jaya, Kota Kemuning, Cheras & Klang (kindly check the website) • Average Class Size: Preschool (15 - 20), Private National & International Schools (25) • Levels of Education Offered: Preschool - (Ages 2 ½ years to 6) National Schools - Pre-Primary to Secondary 5 (Ages 6 years to 17) International Schools - Reception to Year 11 (Ages 4 to 16) • Curricula/Programmes Offered: Preschools - Play to Learn, Learn to Play; National Schools - KSSR & KSSM plus Cambridge Curriculum for Maths, Science & ICT; International Schools - Cambridge Primary & Secondary, IGCSE • Languages Offered: English, Mandarin, Bahasa Malaysia and Tamil (French International School) • Uniforms: Required • School Facilities: Air-conditioned classrooms, library, *swimming pool, canteen/ cafeteria, basketball court, badminton court, IT resource centre, science laboratory, art room, music room, *school sports complex. (*Selected schools) • Extracurricular Activities: Preschools & National Schools - Kindly enquire from the individual schools; Sri lnai: Sports Club, Journalism Club, Nature Club, Art & Craft Club, Interact Club, Food & Health Club, Zumba, Entrepreneurship Club; Newlands: Literacy clubs, art & design, martial arts, Homework Club, debating, public speaking, drama and sudoku clubs, sports clubs • School Year Schedule: January to November (Preschools, Private National Schools & Sri lnai International); September to July (Newlands International) • School Fees: Annual tuition fee - RM9,000 to RM15,000 (National Schools), RM15,000 to RM33,000 (Sri lnai), RM15,000 to RM35,600 (Newlands); Refundable deposit - Equivalent to one term’s deposit; Registration fee - RM2,800 (Sri lnai), RM3,500 (Newlands) • Contact Information: (+603) 5632 2100 (Regional Office); (+603) 7804 6025/5403 (Sri lnai); (+603) 9082 4759/4756 (Newlands), feedback@beaconhouse.edu.my; inai-international@beaconhouse.edu.my; newlands@beaconhouse.edu.my • Website: www.beaconhouse.edu.my
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Year Established: 2009 Location: Petaling Jaya, Selangor Student Population/Average Class Size: 1,170/20 Levels of Education Offered: Nursery to Sixth Form (Ages 2 to 18) Curricula/Programmes Offered: UK Curriculum, Cambridge Secondary, IGCSE, A Levels, Edexcel and AQA Languages Offered: English, Mandarin, Spanish, French, Bahasa Malaysia ESL/ESOL Programmes: Available Student Support Services: Available Uniforms: Required Transport: School bus School Facilities: Air-conditioned classrooms, libraries, swimming pools, sports fields, gymnasium, canteen/cafeteria, playground, IT resource centre, science laboratories, audio/visual room, theatre facilities, art room, music rooms, climbing wall Extracurricular Activities: BSKL views after school activities and enrichment as an integral part of a child’s education, and to that end offers a wide range of clubs that aim to introduce potential hobbies, develop particular sports, provide language learning or IT support and inspire an interest in areas that perhaps they would not be exposed to through the normal curriculum. Enrichment activities are compulsory for every child at the school. Parents are asked to choose only one club per term, usually representing a balance between active/sport and more intellectually inspiring programmes. Every student is required to stick to any given club for at least a term, reinforcing the idea that any commitment to learning must be followed through. School Year Schedule: August to July School Fees: Annual tuition fee - RM44,270 to RM99,970; Application fee - RM1,500; Enrolment fee - RM17,050 Contact Information: (+603) 7727 7775, info@britishschool.edu.my Website: www.britishschool.edu.my
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