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.