Fairview International School

Transcription

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ISSN 2289-4705
RM12
CORRECTION-PLEASE NOTE-
Reaching the International Community
since 1996
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Hi There!
Fairview International School has a 100% rate of
teachers with a minimum of a Bachelor's degree.
We regret this information was not reflected on
page 126 Matrix.
This year, our annual Education Guide is bigger than ever reflecting the growing
significance of international education in Malaysia and the increasing number of
institutions operating in Malaysia.
Education is one of the National Key Economic Areas included in the Malaysian
Government’s Economic Transformation programme. It has identified four prioritised
segments. They are, early childcare and education; basic education (primary and
secondary); technical education and vocational training; and tertiary education (both
domestic and international students).
The number of international schools has been growing and is set to further increase in
the coming years. Malaysia has relaxed the rules on Malaysians who qualify to enrol in
International schools. As a result some international schools are predominantly filled
with Malaysian students. The schools appearing in this publication are those that are
keen to attract foreign students. There are currently around 70 international schools in
operation and the total number is likely to grow to around 100 by 2020.
The offering for students seeking tertiary education is also expanding with many
Malaysian institutions incorporating academic qualifications from established
universities all over the world, through collaborative programmes, usually called
Twinning Programmes.
On the tertiary education front, Malaysia aims to be the sixth largest education
exporting country by 2020 with 200,000 international students studying here.
Some of those foreign institutions have also set up their campuses locally, providing
accredited international qualifications with a Malaysian experience. This visibly
positions Malaysia as a well-established regional hub in the global education network
while providing Malaysians and international students the opportunity to study at
renowned global institutions at a lower cost.
This aspiration has led to the launch of EduCity@Iskandar Malaysia, which has
attracted a number of renowned international institutions including Newcastle
University Medicine Malaysia, Netherlands Maritime Institute of Technology, Raffles
University Iskandar, Marlborough College Malaysia, University of Southampton
Malaysia, Reading University Iskandar and Raffles
American School. It looks poised to become a
regional education hub with the benefit of its
proximity to Singapore and its gateway airport.
You can find further information
about international education in
Malaysia in our main website targeting
expats, www.ExpatGoMalaysia.
com and our education website www.
InternationalEducationMalaysia.com.
e-mail:
[email protected]
[email protected]
6 EDUCATION WWW.INTERNATIONALEDUCATIONMALAYSIA.COM
[email protected]
J. Andrew Davison
Publisher
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12-16
introduction
17-25
encompassing education
26-31
pre-schools
32-41
specialty schools
44-109
primary & secondary schools
110-113
expressions 2013
114-121
tertiary schools & universities
122-125
expat education guide interview
126-130
international school matrix & directory
ISSN 2289-4705
RM12
WWW.INTERNATIONALEDUCATIONMALAYSIA.COM
EDUCATION 11
ION
CT
ODU
INTR
BY MARYBETH RAMEY
The International School
Scene in Malaysia: An Overview
Another trend that is starting to take hold
is well-established local private schools are
developing international units and streams
such as Sri Garden, Sri KDU and Sri Utama
International Schools.
Most UK and USA-based schools, including
schools offering the IB Diploma, (some
now are offering “whole school” IB
programmes for all grade levels, such as
Fairview International, the soon to open
IGB International School in greater KL
and Uplands in Penang), and along with
national schools including the French,
German, Japanese and Indonesian
International Schools have waiting lists.
Several new, first rate schools have opened
just in the past seven years including
the Taylor’s Education Group’s Nexus
International School Putrajaya, Prince of
Wales Island International School and the
International School @ ParkCity. Raffles
American School has a Puchong and
Kajang campus here now and Sri KDU an
established local school now offers a very
popular International School too. Epsom
College has opened to much acclaim and
there is great excitement over the January
2014 opening of HELP International School
of the HELP Education Group.
All the international schools in Malaysia,
with the exception of the foreign National
Schools (Japanese School) use English
as the medium of instruction. The major
exceptions are the German School
(Deutsche Schule of KL) and French
International School (Lycee Francais de
KL) which use their national language
and find this to be of broader appeal to
expat parents who want their children
fluent in other major languages. The fact
that the International Schools teach in
English, however, is the major reason local
Malaysian parents want their children to
attend them since learning fluent English is
seen as a critically vital part of their child’s
successful future career path.
Another important trend of note is the
privatization of education in the country.
For example, the Taylor’s Education Group
owns and manages Taylor’s University
College, Taylors Pre-University, as well as
four very highly regarded and rigorous
international schools: Garden International
School, Australian International School,
Nexus, and now Sri Garden International
School, all in greater KL with at least
two more in the planning stages. Taylor’s
International School is set to open in 2014
and Taylor’s International Puchong in 2015.
Sunway University owns Sunway
International School with its highly
regarded Canadian stream while property
developer SP Setia Eco Bhd. has designed
the Setia Eco (Tenby) International School
right into its Setia Eco Park residential
enclave in Selangor.
Many of the schools, such as The Alice
Smith School and the American curricula,
International School of KL (ISKL), are
non-profit organisations controlled by a
board of directors. The major property
developers are the driving force opening
new international schools throughout
the country. The latest example is the
multi-corporate IGB Group who will open
PHOTO COURTESY OF NEXUS
For the past several years, international
school education Malaysia has been
exploding with growth. The number
of international schools is projected to
double by 2018 to about 82. More than
twenty international schools have been
built since I arrived in 1998, as well as the
several academically outstanding K-12 and
British Primary through A-levels schools
in East Malaysia such as International
School of Kota Kinabalu and Tunku Putra
International School that have both
expanded their campuses and curriculums.
Penang is also well served with the
International School of Penang at Uplands,
Prince of Wales Island International School
(POWIIS), and Tenby Education Group
has an international school campus there
among their six locations throughout the
country. Greater Johor Bharu has seen
recently opened schools such as Pegasus
International School and all the new
international schools opening in 2013-14
and 2015, located in the massive Iskander
region as part of the government’s EduCity development.
their new IGB International School. Many
property companies want to develop huge
tracts of land around an international
school now, such is the growing demand.
But it is not just expats who are spoilt for
choice in Malaysia; local students are also
allowed to attend if they can afford the
fees. Five years ago, laws were enacted
giving international schools a maximum
quota of 40% locals to 60% foreign
students. All the schools rapidly filled
up. Just about all of the International
Schools currently have varying degrees
of scholarship programmes and financial
aid packages including schools like The
Alice Smith School offering selected local
students full four year scholarships aid
packages to enable local students to
join them. Early last year, the Malaysian
government decided to abolish all quotas
and schools are now at liberty to take in as
many local students as they wish.
A primary reason diversity is seen as
a positive trend and is sought by the
schools is because the more local students
that join their student bodies, the more
diversity ensues. The positive outcomes
by all measurements of having diversity
with students in a school setting has been
well studied and researched. Students
who emerge from these type schools are
far better prepared to function in the real
world, less parochial in their thinking and
attitudes and are more apt to be colour
and culture blind when dealing with
people and events outside of the campus
and as they become adults.
The term “international” is confusing and
ambiguous. Do we mean the curriculum
or syllabus is international in scope? Are
we referring to the teachers in the school?
Is it the assessment procedure that is
international? Before we can answer
these questions, we should look at the
way in which international schools were
established. It is generally recognised that
the first schools describing themselves as
“international” began in 1924 with the
International School of Geneva.
There were many such schools by the
1960s, but it is in the last 50 years that
international schools have come of age
and have proliferated globally. Most are set
up to serve the needs of a particular group
of expats working in an overseas location.
The founders of such a school generally
design the curriculum to reflect the
education system of their home country.
This accounts for much of the diversity in
international education.
PHOTO COURTESY OF AISM
For people not yet involved in international
education, the nature of academic
institutions termed international schools
can be puzzling. Most of us go to school
within one educational system. It is this
experience that forges our educational
beliefs. When families first explore
international education, they discover a
world of differences which often collide
with some of the beliefs and values that
families hold dear.
The thousands of international schools
globally currently operating are rooted in
the various traditions of the groups they
were founded to serve. They are, almost
by definition, an educational system other
than that of the host country. The result is
that a given international school will relate
to a particular national education system.
While the students attending the school
may be international, the curriculum is
usually not. To meet the needs of expat
communities, international schools tend to
base their programmes on the education
system of the country representing its
predominant group of parents. This also
means a range of choice, including but
not limited to, as host country Malaysia
can attest – French, German, American,
Australian, Japanese, Korean, and British
schools. I have personally known of many
English and Canadian parents deciding
to send their children to The German or
French Schools for example so that their
children would become bi or tri-lingual.
PHOTO COURTESY OF SRI KDU
International schools meet four criteria
that all will have in common: They have
a curriculum that differs from the host
country, they serve the educational needs
of an expat community living in a host
country, they have a student population
that is international and inclusive of
local students, and they have modified
their curriculum to make the most of the
international setting and emphasize the
host country’s customs.
Parents considering international schools,
an awareness of the diversity that is
offered in Malaysia is crucial. Parents
need to understand the varying natures of
each school if they are to make the best
decisions for their children when moving
abroad. Understanding and managing the
differences in international schools is the
key to ensuring that the family makes a
smooth transition to their new location.
Inability to consider these educational
issues can lead to unnecessary failure in
the overseas assignment process. Statistics
consistent since the 1960s show that of
overseas postings that fail, 70% are due to
the spouse and children not acclimating.
For all children of school age, school
placement is a prime consideration. The
decision about whether to place a child
in an American, British, private, parochial
or even a local school is a decision to be
carefully researched. The age, grades,
maturity and social skills, special needs,
and interests of the child are of paramount
importance. Also keep in mind that schools
start quite early in the morning and if your
child has a very long commute to get there,
their ability to learn and their academic
potential will be negatively impacted.
The school’s syllabus, curriculum, language
base, distance and ease of transport from
home, and costs lie on the other side of
this equation. Many parents also want
a majority of the faculty to be native to
their country while other parents look
for strong and nurturing pastoral care. A
desired balance will be vital to eliminate
any unhappiness, resentment or anger the
child may be feeling as those feelings can
easily result in behavioural and academic
problems at the new school, all of which
serves to undermine the success of the
posting.
For a succinct overview of the major
international schools in Malaysia,
please go to
www.internationaleducationmalaysia.
com and www.expatgomalaysia.com
EDUCATION 13
ION
CT
ODU
INTR
International Schools:
A Growing Choice in Malaysia
Only a few years ago, trying to find an
English-speaking international school in
Malaysia was a challenge. It was the same
the world over. Today it’s a very different
story, both locally and globally.
Now you can find one or two international
schools in most of Malaysia’s major cities
and several in Johor Bahru, Petaling Jaya
and Subang Jaya. Kuala Lumpur has, of
course, attracted the most and currently
has 25 international schools. So why the
growth and what are the options?
MALAYSIA – GROWING AND CHANGING
International schools in Malaysia have,
until very recently, provided the learning
needs for mostly expatriate children
because of strict government restrictions
which limited opportunities for local
children. According to ISC Research, the
organisation that tracks all international
schools worldwide, just 12 years ago
there were only 26 international schools in
Malaysia, educating 12,000 predominantly
expatriate students. However, the
Malaysian government has, in recent years,
increasingly relaxed restrictions for local
children which has helped – along with the
expanding expatriate market – to promote
the growth of international schools. As
a result, there are now 112 international
schools teaching 43,000 children
throughout Malaysia and this number
looks set to grow.
Many expatriate parents know of and
value the possibilities that learning in an
international school can offer. Not only is
this due to the high standard of teaching
and learning that most international
schools provide (all of which is conducted
in the English language), and the
opportunity for children to learn alongside
children from all cultures. It is also down to
the widely accepted fact that opportunities
for students after international school are
tremendous, with the top universities the
world over consistently competing for the
best international school students. These
benefits are also highly valued by many
local as well as expatriate parents and so,
with the lift in local student restrictions,
the demand on current international
school places in Malaysia looks set to
increase significantly.
Today local Malaysians make up about
43% of students in the international
schools throughout the country. And with
last year’s decision by the government to
remove the quota on local children, the
student population looks set to become
more in line with the 80:20 local-to-expat
ratio that is presently the global average
for international schools.
As well as the government’s removal of
school place restrictions, the Malaysian
Economic Transformation Programme
currently in operation is encouraging more
global companies to establish and develop
in the country. As part of this programme,
the government is aiming to make
Malaysia an educational hub for the region
and there are plans to increase the number
of international school places to 75,000
by 2020. As a result, international schools
such as Epsom College (which opened
as part of the Kuala Lumpur Education
City project in September 2012), and
Marlborough College Malaysia (which has
been developed as part of EduCity, a world
class education campus in Iskandar) have
recently opened their doors and a number
of other new international schools look set
to follow.
INTERNATIONAL SCHOOL OPTIONS IN
MALAYSIA
There are now a wide variety of
international schools throughout Malaysia;
from very small schools to several wellestablished schools catering to over 1,000
students. An increasing number are
bilingual to varying degrees, incorporating
local language and culture but, at the
same time, increasingly international in
terms of curriculum and outlook. Some
41% of all Malaysia’s international schools
currently provide this bilingual option.
As for curriculum, no longer are parents
just limited to schools with a UK or
American curriculum. Many of Malaysia’s
international schools (45% of them in
fact) are now offering an international
curriculum such as the highly respected
International Baccalaureate (IB) Diploma
and the increasingly popular International
Primary Curriculum (IPC) and International
Middle Years Curriculum (IMYC).
Why is a curriculum like the IPC gaining
such success? According to the school
leaders of several schools in Malaysia,
it is a combination of reasons. “One of
the strengths of the IPC is that it is a
thematic, creative curriculum but with a
global perspective,” says Jonathan Turner,
Head of Primary at International School
at ParkCity in Kuala Lumpur. “Students
connect their learning to where they
are living now as well as looking at the
learning from the perspective of other
people in other countries,” he explains.
“I think this is essential if we are to create
truly global citizens.”
Denise Sinclair at the Tenby Schools
Group agrees: “The IPC (which is used
in all five Tenby schools in Malaysia) has
provided us with a clear learning focus
and opportunity to develop independent
learners, who are internationally mindful,”
she says. And at St. Christopher’s
International Primary School in Penang,
Principal John Gwyn Jones adds: “The
IPC allows us to celebrate the importance
that we are an international school
through the recognition and focus on
internationalism.”
RELECTING THE RIGHT INTERNATIONAL
SCHOOL FOR YOUR CHILD
The curriculum option is becoming of
increasing importance in a parent’s
selection process of a new school.
EDUCATION 15
For some expatriate parents on short-term
contracts, finding a school that delivers the
same curriculum as the curriculum back
home is what’s most important. For other
parents, it’s about finding the very best
learning approach for their child, and for
those long-term expats who continually
move from country to country, it can be
the consistency of curriculum from one
international school to the next that drives
their choice.
factor: “Crucially, I wanted a school where
the learning was worldwide,” she says. “I
think that’s really important because the
world is becoming such a small place and
the children need to learn with a global
perspective.”
Expat mum, Louise McGregor has moved
her three children between three different
countries in the past few years as a result
of her husband’s job with Shell. “It’s not
easy moving the children and so anything
that I can do to keep things constant
is important,” she says “Keeping the
children’s curriculum consistent has been
very important to me each time we’ve
moved. I have discounted schools purely
for that reason. It has helped the children
to settle in more easily, giving them a
feeling of security at a time when they
were feeling very insecure.”
Andrew Wigford, who is Director of
Teachers International Consultancy, one
of the leading recruiters of teachers
and leaders for international schools
worldwide, including several in Malaysia
says: “Expatriate parents expect to see
very good facilities in international schools
these days including a school that’s up to
date and has the latest learning support
including online and digital learning
facilities. They also want fully qualified
and experienced, native English-speaking
teachers and school leaders. Some parents
will search for a school based on a specific
curriculum to ensure a continuity of
learning or a familiar learning approach
for their child. State-of-the-art sports
and arts facilities are also highly valued by
many parents.”
Another expat mum, Nancy Adajumo had
different reasons for her selection of school
for her two children but ultimately the
learning approach remained the deciding
Andrew offers advice to parents during
their school selection process: “Start with
the needs and interests of your child. For
example, an able learner will need the
opportunity to be stretched academically.
A child who has an interest in a specific
sport or in music, art or drama will want
the opportunity to be able to maintain
and develop that. Parents might also
want to ask about the extra curricular
opportunities, and facilities to develop
Mother Tongue. The best way to judge
an international school is its accreditation
and also to investigate if it is part of a
respected international school association
such as FOBISSEA (the Federation of British
International Schools in Southeast Asia and
East Asia).
These associations are an excellent place
to start as most have codes of practice
and standards that need to be maintained.
There are also many excellent expat
websites and blogs as well as publications
(such as those from with The Expat
Group) that provide valuable advice on the
international school options in a region. It’s
important to look for registered, accredited
international schools to ensure the best
learning support for your child.”
INTERNATIONAL SCHOOLS THE WORLD OVER
It is not just Malaysia that has experienced
huge growth in the international schools
market. In 2000 there were 2,584
international schools teaching close to
1 million students, mainly expatriates.
Today (2013) the market has increased to
6,531 international schools teaching over
3.3 million students. Within 10 years, the
number of schools is expected to be over
11,000 with more than 6 million children.
ISC Research predicts a continued growth
in the options for parents wishing to
provide an international education for their
children wherever they may be living in
the world. According to ISC Research, the
leading countries for international schools
currently are China, India, Pakistan, the
UAE, and Thailand. “We expect much
of the future growth to be centred in
Southeast Asia, particularly in Vietnam,
Thailand, Malaysia, and Singapore,” says
Nicholas Brummitt, Chairman of The
International School Consultancy Group, of
which ISC Research is a part.
Most of the major cities in Southeast Asia
provide a wide number of international
school options for expatriate and local
families. For example, Bangkok has 103
international schools, Singapore has 68,
Ho Chi Minh City has 53, and Jakarta
has 34. This means that parents are now
able to select from a range of learning
approaches, school sizes, facilities and
specialist support. However, even with such
expansion, a number of cities in Western
Asia, and particularly those in the Middle
East, continue to experience the fact that
demand for places at international schools
outstrips supply. Dubai, Abu Dhabi, and
Doha all currently have significant supply
problems, to such an extent that some
relocating expatriates with families are
now demanding confirmation of school
places before accepting new transfers.
“The next ten years will, without doubt,
see dramatic growth in the international
schools market worldwide,” adds
Brummitt. “Almost two thirds of the
growth in the current market is as a
result of the increased demand from local
nationals and this looks set to continue
and expand. Malaysia in particular looks
set to see continued developments.”
EDUCATION 17
ION
CAT
EDU
ING
S
S
A
OMP
ENC
Gardner & Wife – Teachers
Take Note for Your Field Trips
Gardner & Wife Theatre is almost
synonymous with children’s theatre here
in Malaysia. But it wasn’t always so! Ten
years ago we spotted a West End show,
“The Universe’s First Stand-Up Comedian
For Kids”. He had great reviews, and we
decided if he was good enough for the
West End, he might be good enough
for us!! He was young man who simply
stood on stage, chatting to the kids. No
balloons, no funny noses, no fart sounds,
no juggling, not even any songs. Just
chatting! Before the show started, we
could see a few of the parents staring at
the bare stage. But the kids loved him, and
the more the kids
rolled around, the
more the parents
relaxed, too. And
so Gardner &
Wife Theatre for
Kids was born.
ding
Chae Lian and Richard Har
Gardner with Duke
The next eyeopener was
18 THE EXPAT WWW.EXPATGOMALAYSIA.COM
back, and several
thousand school
Tall Stories Gruffalo
children were
introduced to
the classics! (Of course, whether they’ll
be ever be able to hear Ravel’s Bolero
in the future without imaging the cellist
sitting on an audience member’s lap, is a
question we’ve tried to ignore).
Blunderbus Theatres How To Catch a Star
Pluck. This show had won various awards
at The Edinburgh Fringe Festival. Very
simple concept - three classical musicians
playing violin, viola and cello. If you closed
your eyes, they sounded like any other
classical string trio. But not if you watched!
Very funny. So we were a bit surprised
when an audience member “stomped”
out of the show at the end and scolded
us: “Why didn’t you say it would be
great for children! Now we have to come
back again to bring them!” It had never
occurred to us to offer it to a children’s
audience. A year later we brought them
And so to now... and a whole string of
wonderful shows from the UK and the US:
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Come visit us and the magic of live
theatre!
You can contact Richard Gardner at
[email protected]
E
ING
ASS
MP
NCO
N
TIO
CA
EDU
Open Source Education Software
Recently, educational institutions and
businesses are turning towards Open
Source software. Two of the most popular
examples are Moodle and Mahara.
WHAT IS OPEN SOURCE SOFTWARE?
Open Source software is copyrighted,
but allows anyone to contribute to the
software’s development. You are allowed
to copy, use and modify the software as
long as you distribute the source code
with your version of the software, don’t
modify or remove the original license and
copyrights, and apply the same licence
to any derivative work. Compared to
proprietary software, it has the advantage
of being able to devote a lot more
resources to the projects, crowd sourcing
development, without using money on
advertising.
WHAT IS MOODLE?
Moodle is a free piece of server software,
used to create educational websites.
With a drag and drop interface, teaching
resources can be added to pages and
multimedia can be embedded at the click
of a button. It encourages collaboration
with forums, wikis and glossaries whilst
allowing feedback with self-grading
quizzes. There are many question types
making it a powerful tool for formative,
summative and peer assessment. Students
can use Moodle to submit work, importing
them from Google Drive, Dropbox,
Youtube etc. and track their progress.
Mobile friendly, it is used by schools,
universities, government departments,
and businesses. Moodle is the number
one platform for online learning with over
70 million registered users, and a global
community at Moodle.org that develops
and helps people use the software.
WHAT IS MAHARA?
Mahara is ePortfolio software. Users
can highlight achievements, display
documents, blogs, resumés, multimedia,
and demonstrate learning over time. It can
be used on it’s own, or integrated using
a single sign on with Moodle, allowing
users to export their achievements in
Moodle to their Mahara ePortfolio.
As it is a personalised learning space,
users can control what information
they show, by creating different ‘views’
for different audiences. For instance, a
student may wish to display a resume
to prospective employers, a transcript of
grades to universities, and certain work,
or reflections to teachers. An employee
in a business could display competency
to management for an appraisal, or as a
portfolio to professional associations. With
built in social networking users can create
and maintain a list of ‘friends’ in a safe,
closed, secure environment.
These pieces of software are freely
available from Moodle.org and Mahara.org
under version 3 of the GNU General Public
License. Install them on your server and let
your learners start using them today, or ask
a Moodle or Mahara partner to set them
up for you.
ENC
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BY ROSH VETTIVELOO
Dyslexia’s Lesser-Known Cousin:
DYSPRAXIA
Dyspraxia is also known as
Developmental Coordination Disorder.
It is a difficulty with the organisation,
sequencing, and execution of mainly
motor movements but sometimes even
causes difficulties with thought processing,
perception, language, and speech. It is
easy to misdiagnose a child with dyspraxia
as being autistic, speech-impaired,
developmentally delayed, or even dyslexic.
While lots of awareness and emphasis
has been placed on dyslexia in Malaysia
over the years, dyspraxia is less known
and talked about. Not surprising then, if
there is little provision. The word dyspraxia
comes from the Greek work “praxis”
which refers to the act of doing or
acting. Dyspraxia is also a developmental
disorder. What I mean by this is that, if not
addressed early on, it will get more obvious
and serious over time.
In different countries, dyspraxia is known
by other terminology which includes
Developmental Co-ordination Disorder
(DCD), Perceptuo-Motor Dysfunction, and
Motor Learning Difficulties. In earlier times
it used to be known as Minimal Brain
Damage and Clumsy Child Syndrome.
The occurrence of dyspraxia is said to be
somewhere in the range of 10%, with
males outnumbering females. In simpler
terms, data from the UK suggest that in
a classroom of 30 children, it is likely that
there is one dyspraxic.
Children with dyspraxia tend to experience
a lot more emotionally and socially
compared to dyslexics for a few reasons.
While dyslexia is confined to the reading
domain, the range of difficulties faced by
dyspraxics tend to extend well beyond the
domain of formal literacy difficulties. Coexistence between dyslexia and dyspraxia,
dysgraphia and dyspraxia, and dyscalculia
and dyspraxia have been proven by
research studies. For example, dyspraxics
tend to display clumsy movements. They
may shuffle while walking, find it really
difficult to learn how to hop, cycle, and
even maintain their balance while jumping
on a trampoline, and also have difficulties
learning how to hold a pencil and to
write. Handwriting is often of poor quality
and the speed of writing laborious. Their
speech may sometimes lack coherence or
they may take longer to respond to what
others say.
You will understand why I said that
misdiagnosis of dyspraxia is common
when we look at some of the early signs
and symptoms of dyspraxia. These signs
and symptoms can be noticed in children
in the early childhood age range of 3 – 5
years old. Children will display high levels
of distractibility; for instance, tapping
hands or an inability to stay still. Some
easily show signs of distress and have
temper tantrums. They are easily excited
and show lack of fear. For example, they
may not show an understanding of the
dangers of jumping down from on top
of the staircase! Many dyspraxics have
difficulties with chewing food and have
poor fine motor skills. They are also known
to be ambidextrous, as well as limited in
concentration skills and imaginative play
skills. Some show increased sensitivity to
sensory stimulation, too.
As one would notice, many of the above
mentioned signs and symptoms of
dyspraxia overlap with that of the Autism
Spectrum Disorders and Dyslexia. Unless a
professional is familiar with the condition,
it is easy to dismiss dyspraxia as being
something else.
Another important point to note is that
many dyspraxics are high-functioning
people. Most of them have Intelligence
quotients that fall within the normal or
even above average ranges. Make no
mistake about their mental abilities. That
is why it is critical that this condition be
detected early on and addressed so that
they can achieve their truest potentials!
Curious to know some famous and highly
successful dyspraxics? Richard Branson and
Robin Williams!
Rosh Vettiveloo (MCollT) Intl.Dip.ECE,
Dip.ChPsych. ,Dip.TchgSpLD, Cert.SEN,
Adv.Dip.Psych., MEd(SpEd)
Developmental Education & Learning
Consultant @ Sri Rafelsia, Desa Sri
Hartamas, KL
BLOGSITE: www.
perspectivesinspecialeducation.blogspot.
com
Twitter: @SriRafelsia
FB: Sri Rafelsia
URL: www.srirafelsia.com
EDUCATION 21
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Encouraging Self-discipline
in Young Children
Do you punish or discipline children
when they misbehave? Which one is more
suitable? In order to determine which
is more suitable, let’s examine what we
understand by the term “punish.”
If a child is punished then their behaviour
is controlled through fear – in other words
an adult threatens some kind of penalty
which they will impose upon the child.
In order to evade punishment, children
hide their mistakes and feel humiliated.
In this way they fail to develop their own
strategies for handling future problems.
Then there is the term “discipline.” This
happens to children when they see the
possible consequences of their actions. If
alternative behaviours are proposed then
children can learn self-control. In this way
they learn to balance their needs with those
of other people. At the same time they
feel good about themselves and learn to
become more independent. This means that
the next question is how do we encourage
our children to build self-control?
PREVENTING MISBEHAVIOUR
The most effective way to administer
discipline is through prevention. The key
is to begin effective discipline long before
the disruptive behaviours start. This will
depend on a number of factors:
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interaction style
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ENVIRONMENT
If we were to sit down on a child-size chair
and look around the home or classroom
we might be able to see some changes
we would like to make to the furniture or
learning materials. The way we prepare
the environment and how we treat the
children within it forms the basis for action
when the inevitable problems arise. Based
upon our child’s abilities and interests we
could consider the following questions:
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children if toys and supplies are on low,
open shelves where children can reach
them and return when finished?
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which are off-limits to children?
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limited materials? Are there sufficient
items for everyone to remain involved
when group work is timetabled?
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or furniture encourage appropriate
behaviour? For example, are paints, glue
and water located away from books? Is
it possible for children to use blocks in a
protected area?
THE PARENT’S/TEACHER’S INTERPERSONAL
STYLE
*iÀ>«ÃÊÌiÊwÀÃÌÊ«ÌÊÌÊÃÌ>ÀÌÊÜÌÊiÀiÊ
would be to ask yourself if you have a high
level of tolerance. Whatever it is, you can
be sure that your children will be picking
up on subtle messages that you send.
Your responses to some of the following
questions will help determine some of your
strengths and weaknesses:
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inappropriate?
UÊÊÊÞÕÊìÌvÞÊÜÊÀi>ÞÊ>ÃÊÌiÊ
problem in a conflict?
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decisions or do you share control with
the children?
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from the children?
UÊÊ7>ÌÊiÛiÃÊvÊÃiÊ>`ÊVvÕÃÊ`Ê
you consider normal? When does the
level become intolerable?
UÊÊ7iÊ>ÊV`½ÃÊ>}iÀÊÃÊ`ÀiVÌi`ÊÌÜ>À`ÃÊ
you, do you feel hurt or threatened?
THE SCHEDULE
You can expect discipline problems when
children are bored or rushed, when
they are over-stimulated without time
to unwind or when they have to wait.
Remember that a child’s schedule can
contain opportunities to learn about selfcontrol. Think about the following when
considering the day for a child:
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on attention spans according to age
groups? For example, group time should
be limited to between 10 and15 minutes
for pre-schoolers and then only if they
are actively involved.
UÊÊÊÞÕÊÕÃiÊVÀi>ÌÛiÊÀÊ`À>>ÌVÊ>VÌÛÌiÃÊ
to help children move between areas?
PARENT/TEACHER EXPECTATIONS
It is by maintaining consistent and fair
limits that children can control their
behaviour – if they are aware what those
limits are. It is important that parents
and teacher review their expectations for
possible sources of difficulties.
UÊÊÀiÊÞÕÀÊÌÃÊVi>ÀÊÌÊÌiÊV`Ài¶ÊÃÊ
there a reason given for the rule?
UÊÊÀiÊÌiÊÌÃÊ>««À«À>Ìi¶ÊÊÌiÞÊÃÜÊ
understanding of children’s needs and
abilities?
UÊÊÀiÊÌiÊÌÃÊ>LÃÕÌiÞÊiViÃÃ>ÀÞ¶Ê/Ê
many rules can be confusing to young
minds and are easily forgotten.
UÊÊ>ÛiÊÌiÊV`ÀiÊi«i`ÊÊÌiÊ
formation of the rules? We are all
inclined to adhere to limits that we have
contributed to.
UÊÊÀiÊÌiÊV`Ài½ÃÊÀ}ÌÃÊ«ÀÌiVÌi`¶Ê
For example, if one student grabs a
pen from another, does the latter feel
confident that the supervising adult will
allow them their right to continue using
Ì¶ÊiÃÊÌiÊvvi`}ÊV`ÊÕìÀÃÌ>`Ê
Ì>ÌÊiÉÃiÊÜÊ}iÌÊ>ÊÌÕÀÊ>ÌiÀ¶
UÊÊÊÞÕÊ>ÃÊ>Ê«>ÀiÌÊÀÊÌi>ViÀÊiVÕÀ>}iÊ
children to interpret each other’s
feelings? Are children encouraged to use
their words to express their frustration,
anger, or disappointment?
Success in building self-control in children
is a long course of action – it certainly will
not happen overnight. What has been
discussed above is a starting point in the
preventative aspects of the process.
ION
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Dyspraxia: A Glimpse
into the Life of Navin Karu
I had the opportunity to catch up with
a very successful young entrepreneur,
Malaysia’s very own Navin Karu of Vin’s
Restaurant & Bar in Taman Tun Dr Ismail.
This young man is charming and cheerful
and I would never have guessed that he
had a high-functioning learning difficulty!
I thought this would be a great way to
show that while some people face high
functioning learning difficulties, with proper
intervention, healthy self-esteem, and the
perseverance to succeed, success can be
theirs too! I recently sat down with Navin
to discuss how his early intervention with
dyspraxia has helped him to become the
successful and confident person he is today.
Q: What kinds of difficulties did you
face physically, in the early years of
growing up, Navin? Did you have
difficulties learning to ride a bicycle,
playing sports or balancing on one leg?
I know this may sound really funny, but
I had great difficulty tying my shoe lace.
I remember being made fun of in school
as all he boys would use laces. I used
Velcro. I also had problem playing musical
instruments, it was very difficult to get the
chords right and coordination was poor.
I also ran myself into a tree with a bike in
London at the woods. I remember because
I chipped my tooth and tumbled and had
a bad fall. The list goes on…I also had
trouble focusing on one thing at a time. I
was very active and my mum had a hard
time keeping me busy. I also had trouble
drawing simple designs, reading and
writing, knowing where to start and end.
It was sometimes embarrassing to read in
front of the class.
Q. How old were you before you were
properly diagnosed and what type of
medical doctor made the diagnosis.
Was that doctor here in Malaysia and
are they still seeing patients?
I was diagnosed at a young age
when I was studying in London, at an
unconventional public school called
King Alfred School London which shares
different philosophies on education. I think
I was 6 when they diagnosed me and had
a special class to bring us up to speed
with learning. Thereafter when we left
London, my parents placed me in Garden
International School here in KL and, they
continued the special learning classes for
about 2 years. Thereafter I was then able
to cope better and left the programme.
what would have happened to be if I
had uninformed parents who could not
understand learning disabilities. My driving
force was parents, can’t repay them for
time and effort put in to re wire me.
Q: What difficulties did you face with
literacy in your primary school years?
How long did you have intervention?
Discuss when your intervention
occurred and how long it went on.
I could not read words properly, felt
generally slow, couldn’t grasp things, and
my teacher once asked me the capital of
Malaysia and I answered Singapore, I felt
so stupid.
Q: When did things start to change for
the better?
I can clearly remember the minute I
reached year 9, I felt like a superstar, I felt
like I was reborn and I suddenly was able
to grasp things. It was like I was given
special powers. I couldn’t understand but
I was started to improve in all aspects,
socially, academically. It was no longer
choice of can I do it, it’s a choice of if I
want it or not. It slowly grew. When I
reached college I felt I had extra ability, in
terms of communication skills, empathy,
problem solving, leadership and many
others.
I had a hard time academically till the
age of 14 years. Spelling, maths, general
reading, music were problems for me.
Although I had difficulties I excelled in
sport/drama/acting/food technology. I had
intervention from the age of 6 till 14.
Q: From an emotional point of
view, how did the difficulties you
faced affect your self-image? How
supportive was your family as you
worked to overcome these challenges?
It was difficult. I felt stupid, I felt was not
bright enough, I was wondering what’s
wrong with me, didn’t know any better. I
just thought that I was below average in all
aspects. No, I did not know or understand
why I am that way; it was the only way I
knew, so it was like that.
My brother used to make fun of me and I
felt I could not do the things he did. He is
very smart. Once I stole his medal he won
for swimming and put it in my room as if I
won because it didn’t have his name on it.
My family was very supportive; my mother
played a very active role in guiding me
throughout my academic career. She
coached me every day through every
passage, sentence and textbook to make
me understand. My father would spend
time to coach me and really helped me
with my IGCSEs.
It must have been very tiring for them.
I remember from art, spelling, maths,
reading to science. It was like having a
home tutor. I look back today and wonder
Q: Who motivated and gave you
the confidence to start up your own
business which now thrives? How
were you able to find your special
talent and follow your heart?
My parents, and my aunty Chandra. They
always told me I could achieve whatever
I desired. Which is true, you can achieve
whatever you want. There are only two
things you need. Belief in yourself and
you have to want it enough and put
the required “right” effort required. I
believed in one simple theory. If you can
do something you have interest in, do it all
day and if it doesn’t feel like work to you
then that what you got to do is “make it
a business.” Your passion will drive your
success.
Q: What advice do you have for other
youngsters with high-functioning
learning difficulties?
Wow, this is a tough one; I only just
discovered how much learning disability
has affected my childhood. The main point
to note is do not worry. There is great hope
for you. You just need to understand what
the problem is and that you need to fix it
with help. You future will be very bright,
it all depend s on how much you want it.
You will gain other forms of intelligence to
counter your lack of it during the formative
years; it will be well worth it.
OOL
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Education for Life
at Eight Virtues
Preschool
Having difficulty in choosing
the right preschool for your
child? Look no further than
Eight Virtues Montessori
Preschool. This school is just
what you are looking for. The
preschool which uses the
Montessori methodology,
accepts children from as early as age 1.5, right up to age 6.5.
Parents can enroll their children at any time of the year without
the fear of their sons or daughters being ‘left out’.
The curriculum introduced to the children includes Practical Life,
Sensorial, Mathematics, Language Arts, and Cultural Studies,
amongst others. At the preschool, each child is valued as a
unique individual. Montessori education recognises that children
learn in different ways and with this in mind, accommodates
to suit their needs. Children are also free to learn at their own
pace, each advancing through the curriculum as he or she is
ready while being guided by caring teachers in an individualised
learning plan.
At Eight Virtues Montessori Preschool, children aren’t only
exposed to the Montessori curriculum but the Eight Virtues
of Confucius as well. Virtues such as filial piety, brotherhood,
loyalty, trust, etiquette, righteousness, integrity, and humility
are taught and infused into the daily activities of the preschool
so that children grow up to become respectful, respected
individuals.
Given the freedom and support to question, to probe deeply, and
to make connections, the children of Eight Virtues Montessori
Preschool become confident, enthusiastic and self-directed
learners. They are able to think critically, work collaboratively, and
act boldly – a skill set for the 21st century.
Eight Virtues Montessori Preschool
F-21, 1st Floor, The Heritage, Village, Jalan SB Dagang,
43300 Seri Kembangan, Selangor Darul Ehsan, Malaysia.
Tel: 03-8941 3311 / 017-330 8511
Email: [email protected]
Web: eightvirtues.com.my
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The Early Years are Precious Years:
Investing in Our Future
Key learning takes place in a child’s
first 6 years. This learning sets the stage
for success in school and in life. The
environment in which a child is growing
up plays a significant role in development
of a child’s brain for life. We could
say that it is all about the brain – the
development of which determines how
we live. Brain development is a flexible
lifelong process that starts very early – in
the first 3-4 weeks of pregnancy, actually.
By five months, the brain of the unborn
child has about 100 billion cells.
During this stage the genetic makeup of parents plays a major role, but
events in the world, such as maternal
diet or maternal stress can affect the
developing brain.
FOLLOWING BIRTH
A young child’s brain develops through
stimulation of his/her senses, e.g. seeing,
hearing, touching, smelling, and tasting mother breastfeeding her baby or father
reading to a toddler on his lap are both
providing essential experiences for brain
development. This causes the creation of
connections or wiring between brain cells.
Connections in the brain depend
on the frequency of stimulation.
Repetition causes the connections to be
strengthened and to become permanent.
This is the way a child starts to make
sense of his or her world. Negative
experiences in the early years are likely to
have negative lifelong impact.
The experiences we have early in life
influence how our brains become “wired”
and this can last through our entire lives.
An environment that is supportive, caring
and rich in stimulation promotes healthy
development. An environment that is
chaotic, abusive or lacking in stimulation
can be harmful to early development.
WHAT DO CHILDREN NEED?
Responsive care means looking after the
physical, cognitive, social and emotional
(spiritual) needs of a child and includes:
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screening, assessment and intervention.
THE ENEMIES
Alcohol and other toxins, especially during
pregnancy, can dramatically impair the
formation and wiring of brain cells.
Stressful events – children who experience
extreme or frequent stresses during the
early years – tend to have more health,
learning, and behavioral problems
throughout their lives.
Neglect and abuse will put infants at risk
and can have long lasting developmental
effects. Children need to receive warm,
responsive care from nurturing adults to
develop secure attachments. Research
shows that this profoundly influences
emotional and cognitive development.
WHAT CAN WE ALL DO?
1ìÀÃÌ>`Ê>`ÊÕÃiÊÜ>ÌÊÌiÊÀiÃi>ÀVÊ
shows – brain “wiring” happens more
vigorously throughout the first six years
than at any other time during our lives.
This develops through stimulation of
the senses. It may sound complicated,
but the answer is fairly simple - Nurture,
Stimulate, and Love.
THIS MEANS:
Time: Pay attention to your child.
Fun: Play with your child.
Love: Hug your child.
Healthy: Eat and prepare nutritious meals
for you and your child.
Explore: Share what you know, read
stories together, learn new things, and
talk openly about things around you.
Talk: Talk to introduce words as well as
opening the doors to new ideas.
Listen: Listen to and hear your child.
Protect: Be a safe, caring, friendly shelter
for your child 24 hours a day.
EDUCATION 27
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to make sure the children are able to keep
up with the curriculum when they start
school,” admits Jane.
Learning to Think
Outside the Box
‘Learning Through Play’ is the Jasmine
Playschool’s motto. The newly opened
preschool is set up to ensure the most
conducive environment for learning
happens. “It is important for children to
enjoy themselves and learn through play
in a safe and enriching environment,”
says Jane Ariffin, Principal of Jasmine
Playschool.
As part of the Pusat Kreatif Kanak-Kanak
Tuanku Bainun (Creative Children’s
Centre), the Jasmine Playschool is open to
children between the ages of 2 to 6 years
old. Aiming to act as a bridge between
the home and school, the playschool
combines various approaches as well as
principles from the standard preschool
curriculum in Malaysia.
Teachers are registered with the Education
Ministry and undergo various pre-school
courses, including Educare, Montessori,
Special Needs Diploma, Handle Therapy
and Forest School Training, ensuring they
are well-trained for any type of classroom.
Currently with 5 staff members to
cater to the 18 children enrolled in the
kindergarten, the teacher to child ratio
is 1:4 (2 – 3 years old), 1:6 (3 – 4 years
old), 1:12 with an assistant (5 years old)
and 1:15 with an assistant (6 years old).
The playhouse also offers afternoon
programmes such as activities in the
‘kampung’ style playhouse in the creative
centre compound or planting goodies in
the ‘vege patch’.
Of course it is not all play and no work
for the children. The Jasmine playschool
follows a fixed timetable for structural
purposes, although it is not rigid. “There is
a certain freedom in the choice of activities
but we do monitor progress as the aim is
The facilities of the playschool speak for
themselves. With two whole floors dedicated
to their children, the Jasmine playschool’s
walls are filled with vibrant artwork by the
kids, a designated music area complete with
instruments, a dress-up corner with various
costumes, a kitchen for budding chefs, mini
desks and tables for a true classroom feel
and an ‘Asian igloo’ for kids to curl up inside
with their favourite books.
The school term dates and holidays are set
by the Education Ministry, with 4 terms a
year being divided by 4 term breaks. The
school has an extra 4 optional days of
holidays to choose in a year, and parents
are kept in the loop as to when these days
are likely to be holidays.
Jasmine Playschool
Pusat Kreatif Kanak-Kanak
Tuanku Bainun
48, Jalan Tun Moh Fuad
Taman Tun Dr Ismail
60000 Kuala Lumpur
Phone: 012-377 1778 (Jane)
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Children’s Discovery House
Ground Floor, i-Zen@Kiara II
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Ground Floor, i-Zen @ Kiara II, No 1,
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OLS
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Y SC
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Unleash Your Child’s Confidence
with the English Language
Confidence and language have always
gone hand-in-hand. Often, we find the
most charismatic leaders are those who
are confident and adept in conveying their
thoughts and visions. Needless to say,
confidence is key to all great achievements.
How do we groom our children for the
future by helping them discover their inner
confidence? As our children grow up in a
world where bridges replace barriers, our
language needs are continually evolving.
Given that the English language is an
integral part of this global communication,
the key is to ensure that children develop
strong English language skills to allow
them to express themselves confidently
Since 1980, Lorna Whiston Study Centres
have helped students discover their voice
and confidence in the English language.
With interactive classes that engage
students in listening, speaking, reading and
writing in English, students are groomed to
develop their own voice and confidence in
communication.
Lorna Whiston Study Centres offer a wide
range of age appropriate courses that are
approved by the Malaysian Ministry of
Education. Catering for students aged 4 to
17 years old, the courses include English
Language Development and Extension,
Public Speaking, and Speech and Drama.
New students are assessed to ensure that
they are appropriately placed for classes
based on their capabilities and skills. All
classes are taught by fully qualified and
highly dedicated teachers who are native
English speakers, from Europe, North
America and Australia.
Mastering any language is a dynamic
process that requires a multi-faceted
approach to ensure students maintain their
momentum and interest in developing
their skills. Students at Lorna Whiston
Study Centres enjoy optimum teacherstudent interaction with small and friendly
study groups, with no more than 12
students per class.
Lorna Whiston Study Centres are located in
Taman Tun Dr Ismail and Taman Melawati.
Each centre is fully equipped with extensive
libraries and the latest technology that
provide students with resources to inspire
their creativity and self-expression.
For more information about Lorna
Whiston Study Centres and how
to unlock your child’s capability
and confidence in communication,
please call 03-7727 1909 (TTDI) or
03-4147 3229 (Taman Melawati).
Find out more about our exciting
programmes from our centres today!
TAMAN TUN DR ISMAIL CENTRE
Units 8 & 10 Jalan Wan Kadir 1
Taman Tun Dr Ismail
60000 Kuala Lumpur
Tel: 03 - 7727 1909
TAMAN MELAWATI CENTRE
342A & 343A Lorong Kedah
Pusat Bandar Taman Melawati
53100 Kuala Lumpur
Tel: 03 - 4147 3229
OLS
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Dancesteps Studio
“WE TEACH THE STEPS, YOU BE THE STAR”
Dancesteps Studio is a Malaysian based
dance academy, which specializes in
several dance genres including Ballet, Tap,
Modern, Jazz and Hip-Hop, from amateur
and junior levels, to professional dance and
teaching programmes.
Dancesteps Studio was founded in
December 1999 by local dancer and
choreographer, Shirena Dato’ Hamzah.
Located in Mont Kiara, a suburb close to
the city of Kuala Lumpur, the Studio has
five impressive dance rooms, an in-house
dance shop which offers dance attire,
props and costumes rentals, a mini-bar
which caters exclusively for students, and
warm spacious reception and waiting areas
for the comfort of guests and parents. We
also have an extensive faculty of teachers
who are all qualified and registered with
either the Royal Academy of Dance (RAD)
or the Imperial Society of Teachers of
Dancing (ISTD). With their combined local
and international experiences, students will
be exposed to many different techniques
and methods of teaching, from classical
styles to more cutting edge choreography.
Apart from dance classes, Dancesteps
also provide choreography services for
commercial and theatre performances and
talent scouting services for local advertising
and modeling agencies. Students will
therefore be given many performance
opportunities and exposure throughout
the year.
The Studio tagline, “We Teach The Steps,
You Be The Star” shows that our aim is to
nurture young dancers into entertaining
and confident performers. We have
recitals and performances very often
throughout the year to achieve this aim
and getting our students to be confident
in the delivery of their chosen dance
discipline. Our goal is to provide all the
services for students to be able to learn,
excel, and venture into a career in the field
of dance or performing arts.
Dancesteps Studio
20, Jalan Solaris 5, Solaris Mont
Kiara, 50480 Kuala Lumpur.
Tel: +603.6203 7946 /
+6012.3006 070
Email: [email protected] /
[email protected]
OLS
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SPEC
Baby Dancesteps: Created
and Run by Passionate, Creative People
Baby Dancesteps was incorporated in May 2013. The studio was
set up primarily to cater to the increasing demand of dance classes
at infant and toddler levels. Founded by Clara Lim and Shirena
Hamzah, who both have been established dance teachers for
almost two decades at Dancesteps Studio, Baby Dancesteps offers
specialized classes in dance training for children as young as twoyears-old, using work from the Royal Academy of Dance (London)
and the Imperial Society of Teachers of Dancing (London) syllabus.
Clara Lim, Principal of Baby Dancesteps was trained by veteran
choreographer Farah Sulaiman. Having picked up the top award
for precision in tap dance at the 2002 Hawaii International Dance
Festival, Clara currently holds the ISTD Associate Diploma Tap and
Modern certificate, and teaches Modern Theatre, Tap Dance, Jazz
and Ballet.
Shirena Hamzah, principal of Dancesteps Studio in Mont Kiara,
holds the RAD Ballet Teaching Certificate, and the ISTD Licentiate
Modern and Fellowship Tap Certificate, and currently teaches
Ballet, Tap and Modern Theatre.
Both Clara and Shirena have years of experience in choreography,
performing and teaching and the combined expertise of these two
very dynamic and inspiring teachers will ensure that students of
Baby Dancesteps get a solid foundation in dance training and in
performing arts.
EDUCATION 35
T
support each child at his or her own level, the
rain ees andarin ouse is deplo in a classroo and online
ulti edia teachin learnin s ste to sti ulate and support
students learnin that is ore in or ed, purpose ul, intellectuall
active, independent, and etaco nitive he online ulti edia
teachin learnin s ste not onl supports the teachin learnin
process in our learnin centre, ut at the sa e ti e, parents can
access the s ste at ho e, too
ore i portant than the teachin learnin s ste and the
technolo , o course, is how the teachers use the to create
personali ed lessons and a productive environ ent where each
child is en a ed
arents and students can custo i e their own class schedules,
ased on their needs e re open ro
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e i ilit in schedulin around other co
it ents
For more information contact: 012-412 5648 / 012-2456180
mai :
e ite:
ec o t o r face oo :
luent spo en n lish, eadin
ills, and a
er or ance
prove ent
COURSES A AILA LE
.
.
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re school pro ra
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desi ned to encoura e e pressive and receptive n lish with an
introduction to phonolo
.
.
L
C
hi hl interactive
e to oost con dence and e e pressive in n lish
pro ra
T
C
S
uilds voca ular and
spo en ra
ar and introduces phone ic awareness
IC R
esta lishes pre readin
aptitude in phone ic awareness, phonics and lendin
.
IC R
a uni ue, uic and e ective readin
s ste which includes co prehension, spellin
uita le or all a es
.
IC R
A
e eds readin
and spellin s ills and introduces ra
ar, creative writin ,
co prehension and literar appreciation
,
,
dvanced
ore eadin ro ra
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CCW C
C
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introduces classic literature via readin , co prehension, creative
writin , spellin , ra
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and desi ned ased on the
n lish lla us to i prove
ar, spellin , co prehension and e a
creative writin , ra
techni ues his course ollows the
principles o learnin
when teachin the pri ar school a ed children
ree rial lass
RY
STO
D
E
UR
FEAT
What Makes a Strong Teacher?
Eight Ways to Evaluate
WHEN IT COMES TO TEACHERS, WHAT SEPARATES THE BEST FROM THE REST? THERE’S NO SHORTAGE OF
ATTEMPTS TO SOLVE THIS DILEMMA AND THE ANSWERS ARE NEBULOUS AT BEST. BELOW IS A LIST OF TRAITS,
SOME OF WHICH MAY BE FAMILIAR, BUT MANY OF WHICH WILL NEVER SHOW UP ON A PERFORMANCE REVIEW.
1. THEY DEMONSTRATE CONFIDENCE
Confidence while teaching can mean
any number of things. It can range from
having confidence in their knowledge
of the material being learned to having
confidence that their teaching acumen is
second to none. It’s the confidence that
one senses you’re in the right spot doing
what you want to be doing and that no
matter what transpires, having that time
to spend with those young learners is
going to be beneficial both for them and
for yourself. It’s clear to students when
teachers exude this feeling
2. THEY HAVE LIFE EXPERIENCE
Having some life experience outside
the classroom and outside the realm of
education is invaluable for putting learning
into context and keeping school activities
in perspective. From understanding the
critical importance of collaboration and
teamwork, to being able to answer that
ageless senior math question “when are
we going to use this?”, educators who
have spent significant time and energy on
alternate pursuits come to the profession
with a deep understanding of where
school fits into the bigger picture of life.
3. THEY UNDERSTAND EACH STUDENT’S
MOTIVATION.
Just as each student has a different set
of interests; every student will have a
correspondingly different set of motivators.
Many (or most) students will be able to
reconcile their own outlook and ambitions
with what’s happening in the class and
take motivation from that relationship.
Unfortunately some students will rely
simply on external motivators, but worse,
we’ve all run into students who really can’t
find a relationship between what makes
them tick and what’s happening in the
classroom around them.
These students run the risk of disengaging
altogether. This is where the master
teacher knows each of her students and
helps them to contextualize the work
they’re doing to allow the student to
make a connection with something in his
realm of interest. Teachers who can’t help
students make this connection need to
rethink what’s going on. After all, what IS
the point of work in which a student finds
no interest and for which he can make no
connection?
4. THEY’RE PEOPLE, NOT HEROES.
Yes, all teachers are heroes. Now let’s
move beyond the platitude to what this
really means. Some teachers still have
trouble showing any sort of vulnerability
or fallibility. These teachers will expend
immense amounts of energy hiding the fact
they’re frustrated at something, that they’re
upset or perhaps even angry. Why? Other
teachers get tied into logical knots to avoid
admitting “I have no idea what the answer
to your question is.” But teachers who
genuinely connect with students are the
ones who aren’t afraid to show emotions
in class, who can admit that they aren’t
in fact the repository of all knowledge. Of
course nobody want to be a wallowing,
blubbering mess in class, but what better
way to teach empathy than to give the
students someone to empathize with when
we’re having a bad day? What better way
to foster collaboration and to teach that it’s
okay not to know something than to say “I
don’t know, let’s find that out!”?
5. THEY’RE TECHNOLOGICALLY CAPABLE
Let’s not belabour this point. As time
passes, the statement “But I’m not very
good with _________.”(Fill in the blank
with any number of technological devices)
is sounding ever more like “But I’m not
very good with a telephone. ”The only
time the sentiment above is acceptable
is if it’s followed immediately by “…but
I’m very willing to learn!” After all, we
wouldn’t accept such weak rationalizations
from students regarding their work.
In 2013, as a profession, teachers lose
credibility every time they allow excuses
like this to go unchallenged.
6. THEY MODEL RISK TAKING
As an educator myself, I can say with
confidence that we encourage our
students to be risk takers, we’d all like to
be risk takers, but let’s be honest---many
teachers are not naturally risk takers. This
point goes hand in hand with showing
vulnerability, the teacher who’s willing to
go out on a limb, to try something new;
to be “wacky” in the name of pedagogy
earns the respect of students, even if the
snickers seem to say something different.
No matter the success or failure of the
risk taken, the experience will certainly be
memorable for the kids in that class, and
isn’t that what teachers should aim for?
7. THEY FOCUS ON IMPORTANT STUFF
Whether it’s worrying about who’s late to
class, collecting every little piece of work in
order to “gather marks” or spending too
much time lecturing to the class in order to
“cover the material”, there’s no shortage
of ways to distract teachers from what’s
important. Strong teachers know that
things like chronic tardiness or skipping
class are usually symptoms of larger issues
and as such, spending precious time and
energy trying to “fix” the issue almost
never works. That’s what administrators
and counselors are for.
They also understand that efficient and
effective assessment means eliminating busy
work while giving targeted, meaningful
feedback and that engaging the students,
connecting the material to their interests
and passions, is the surest way to maximize
learning. There’s plenty of minutiae and
enough CYA (Cover Your…) in education to
easily get sidetracked, strong teachers keep
their focus on what’s important.
8. THEY DON’T WORRY TOO MUCH ABOUT
WHAT ADMINISTRATORS THINK
This trait is tied in with many of the others
listed above. Strong teachers do their job
without worrying too much about “what
the principal will think”. They’ll take risks,
their classes may be noisy, or messy, or
both. Their activities may end up breaking
something (usually the rules) in order to
spark excitement or engagement.
In fact, the best teachers live by the
code “It’s easier to get forgiveness than
permission.”
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expats enjoy Malaysia more and our advertisers are only paying us to reach expats on our mailing list.
Why do we ask for personal details?
Our advertisers place a lot of value on demographic data and they are our sole source of revenue.
We never release individual details for any subscriber, just summary information.
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www.deutsche-fernschule.de
tz?
a
s
in
e
s
d
n
A usla
er?
d
in
lk
u
h
c
s
d
G r un
… hier sind Sie richtig!
Schreibt ihr Kind noch Deutsch?
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der Deutschen Fernschule, denn – Muttersprache ist Identifikation!
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Grundschule zum Mitnehmen
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EDUCATION 39
OLS
O
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Y
T
IAL
SPEC
This Language School Only
Teaches Malay! We Send Teachers
Right To Your Doorstep, Too!
Established in 1998,
ALS language conducts
exclusively Malay Language
classes to expats. As our
target market is relatively
small, we pride in having
close-knit relationships
between the teachers
and the students. It's like
one big happy family. We
send the teachers out to the premises of the students, be it homes
or offices, as some expats prefer the luxury of having PRIVATE
TUTORS. There are REGULAR GROUP CLASSESconducted at the
ABWM (Association of British Women in Malaysia) in Bangsar and
the AAM (American Association of Malaysia) in Ampang. Non members are welcome to attend these classes.
For intermediate students, classes via Skypecould also be
arranged.
CONTACT DETAILS: MAS at (+6012) 3391 675;
(+603) 6150 2236;
Website: www.alslanguage.com.my
Excel in Maths with
Dr. Stefen Tan
Dr. Stefen Tan obtained his Ph.D. in
Mathematics from Southern Illinois University
at Carbondale, Illinois, USA. He has been
lecturing at various colleges and universities
in Kuala Lumpur for over 30 years. He also
taught at the Mutiara International Grammar
School in Kuala Lumpur.
In the past 10 years, Dr. Tan has tutored many
students in Mathematics and Statistics in
the International Baccalaureate (IB) Diploma Programme. He has
also tutored students in the UK GCSE and A Level qualifications
administered by the Cambridge and Edexcel examination boards.
He has prepared students for the American SAT and GMAT exams.
He has tutored students in both the VCE and SAM programs of
Australia.
EDUCATION
1978
Doctor of Philosophy in Mathematics.
Southern Illinois University at Carbondale, Illinois, USA.
1972
Master of Science in Mathematics.
Southern Illinois University at Carbondale, Illinois, USA.
Math Home Tuition
by Dr Stefen Tan, PhD
Online tuition also available
MALAY LANGUAGE FOR
EXPATRIATES!!

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S
OOL
H
Y SC
T
L
IA
SPEC
Learning Differently
at Hils Learning
Does your child appear to be learning as
well as expected? Do you worry because
your child is underperforming in school?
Or has social or behaviour problems? Are
you satisfied that all is as it should be?
More and more children are being
diagnosed as having Dyslexia, Dyscalculia,
Dyspraxia, ADHD, Autism or other learning
difficulties. The parents of these children
fear for their children’s future and all have
one desire in common – “What can we do
to help our child?”
We ask this very same question when a
child comes to us. Although none of us
has all the answers and there are no magic
solutions for each individual child, at Hils
Learning we work to equip the children
with tools they can use to achieve success
today and in the future. We listen to their
language, hear their stories and catch the
essence of the child to enable them to
achieve. Our innovative programmes are
individually designed and vary according
to need.
At Hils Learning we utilize many different
methodologies to help the student
succeed. With careful observation of the
strongest learning mode, we respond with
the most appropriate remediation.
We know confidence is crucial, safe and
secure surroundings are essential, and
for optimum learning a happy, stress free
environment is vital.
“The magic of humans is their differences
and these must be preserved for it is
through difference that greatness is born.”
– A Toolkit For Parents by Hilary Craig
“Hils has provided our son with new
confidence in learning. As parents, we can
only thank the team at Hils for what they
have achieved.” – A parent of a child at
Hils Learning.
“To the Wonderful Child Whisperer.
THANK YOU for your invaluable time and
wisdom. Once more you have given hope
to another human being. A big hug.” – A
parent of a child at Hils Learning.
Hils Learning Centre
No. 13-2 Jalan Solaris 4, Mont’ Kiara,
50480 Kuala Lumpur.
Tel: (+603) 6203 0029
Website: www.hilslearning.com
EDUCATION 41
G ED
PASSIN
M
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C
EN
UCATIO
N
MR LISTER HANNAH
LEADING INTERNATIONAL EDUCATOR
CHAIRMAN, MANAGEMENT BOARD, IGB INTERNATIONAL SCHOOL
Igniting Minds, Impacting Lives
need the social and emotional skills and abilities to develop their
capacity to be resilient and deal with the challenges, the stress
and the pace of change, especially in the workplace and in their
relationships. They need the ability, the empathy, to understand
and respect their own and others’ cultures, and to resolve
differences in relationships constructively and peacefully. Above all
they need to live with good character, proactively, compassionately,
sustainably and with integrity.
IGB, a renowned and highly respected leader in corporate
initiatives and developments in Malaysia and beyond, now sees
as part of its corporate social responsibility the opportunity to
provide an education which meets these enormous challenges.
IGB, after much consideration, is now building IGB International
School (IGBIS), a Kindergarten to Grade 12 international school in
Sierramas, Sungai Buloh, and has decided that the International
Baccalaureate curriculum will provide the best education to meet
these challenges.
We realise that we are living in a fast-changing, increasingly
complex, more interdependent and connected global community.
Children entering kindergarten now (2013) will be graduating from
high school in 2028 and probably entering the work force in the
early 2030s. The daunting challenge schools are facing in meeting
parents’ expectations is that schools are having to educate their
children for potential jobs that don’t exist now, using technologies
that have yet to be created, and solving problems that haven’t
been thought about. The critical question then is how can schools
best prepare the young to be lifelong learners for the adult world
of the late 2020s and early 2030s?
“The central task of education is to implant a will and facility
for learning: it should produce not learned but learning
people....In a time of drastic change, it is the learners who
inherit the future. The learned usually find themselves
equipped to live in a world that no longer exists.”
(Eric Hoffer)
We believe that young people need to understand and know
how to learn to be able to cope with this challenge of a rapidly
changing world. Schools need to engage, enable and empower
students to become knowledgeable, independent, open-minded,
and confident life-long learners; in short, students need to take
ownership of their learning. Their curiosity and cross-cultural
understanding of the world they live in and the nature of the
change that is happening both in Malaysia and globally needs to
be cultivated and deeply understood. For this to happen they will
need to have developed analytical, critical and creative thinking
skills.
But we all know that academic rigour, important as it is, on its own
is not enough. Research has shown that EQ, emotional quotient,
is a better predictor of a fulfilling life than IQ. Our children also
The International Baccalaureate curriculum, Kindergarten to
Grade 12, is recognised world-wide and is highly regarded as a
preparation for tertiary education and for life in the 21st century. It
has already educated well over 1 million students in 145 countries
since it was founded more than 40 years ago.
The IB Diploma has become a preferred entrance qualification to
top universities around the world. Its appeal lies in its ability to
assimilate best practice from national systems, while not being
tied to any national political system, in other words being truly
international. It has rigour and challenges students academically;
it has a breadth in its offerings which educates the whole student;
and it has an emphasis on attitudes and values which provide
for building social and emotional skills and the capacity to live
successfully. In sum, it is student-centred, encourages inquiry,
collaboration, research, creativity and an understanding of learning
how to learn; further, it provides an emphasis on inclusiveness
in an increasingly multi-cultural national and global society and
cultivates the experience of how to be of service to others.
IGBIS aspires to be a premier International Baccalaureate 4
Programme school in Kuala Lumpur and Malaysia. IGBIS already
has IB Diploma (IBDP: Grades 11-12) Candidate* Status and
is pursuing authorisation as an IB World School. Further, it is
considering offering the newly developed IB Career-related
Certificate to senior students (IBCC: Grades 11-12). When IGBIS
opens in August 2014, it is also planning to implement the IB
Primary Years Programme (PYP:Kindergarten-Grade 5) and the IB
Middle Years Programme (MYP: Grades 6-10) subject to successful
application for Candidate status.
IB World Schools share a common philosophy: a commitment to
high quality, challenging international education. The rigorous
programmes required by the IB standards and practices will be led
at IGBIS by a highly regarded, internationally respected leadership
team joining IGBIS now, and outstanding teachers who are already
being recruited world-wide for their expertise, commitment and
international experience teaching the IB.
The traditional focus on academic excellence will be strengthened
by a strong, structured programme enhancing social and emotional
competence, service learning, and reflecting the inclusiveness that is
a major focus of the school’s mission. This involves such emphases
as building self-confidence, personal relationships and cross-cultural
understanding, and developing problem-solving, conflict-resolution
and community-building skills. This programme has been shown to
improve academic performance, particularly in developing attention
and thinking skills, and also to cultivating empathy.
Further, IGBIS will offer, through the curriculum, co-curriculum
and after-school programme a focus on sports, the arts, languages
and outdoor education. The school will have an established digital
platform, including the latest laptop and touch-enabled devices,
and will comprehensively incorporate information technology to
enhance the quality of teaching and learning.
An education of excellence will be supported by outstanding
facilities. Along with well-conceived classrooms, laboratories, and
cafeterias, planning includes : state-of-the art libraries, a 540-seat
theatre, performing arts (music, drama, dance) studios and practice
rooms, visual arts classrooms and studios, and a provision for
design and food technology as well. Sports facilities will include
a 3 basketball court gymnasium, artificial turf football field and
400 metre tartan track, 50 metre and 25 metre swimming pools,
and tennis courts. Most of the above facilities will be available
to the broader community and have been planned for easy
accessibility without compromising the school’s operation. There
will be provision for split-level parking for more than 500 vehicles
underneath the football field, so there will be no need for on-thestreet parking, and the picking-up and dropping-off of children will
be in a secure and safe environment within the school grounds.
It is a core belief of IGBIS that one of its major responsibilities
is to educate for a sustainable future for all, environmentally,
economically, socially and personally, and this will be reflected in
the governance, teaching and learning, and through its operations
and relationships.
It is this core belief which inspires the school’s Mission: to create
an inclusive learning community, embracing diversity, and offering
an academically challenging, caring and holistic education. This
education will empower our students to be continuous learners
and compassionate, knowledgeable and principled global citizens.
It also reinforces IGBIS’s Vision: to provide an outstanding,
world-class international education which draws on the best of
Asian, Western and other cultural traditions, and contributes to a
flourishing Malaysia and a sustainable, peaceful global society.
*Only schools authorised by the IB can offer any of its four
programmes. Candidate status is a major step but obviously does
not represent a guarantee of authorisation.
EDUCATION 43
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A British Education for an International
Future at The Alice Smith School
The Alice Smith School, established
since 1946 in Kuala Lumpur is one of
the oldest and most prestigious British
international schools in Asia. We have an
established reputation for excellence, and
as a not-for-profit educational foundation,
all the school’s resources are focused on
the development and well-being of our
students.
The school was started by Mrs Alice
Smith at her home in Jalan Eaton, Kuala
Lumpur, in 1946. At the end of the Second
World War, Mrs Smith started teaching
her neighbour’s children, then her own
daughter and soon attracted a loyal
following of other expatriate children.
When she left Malaya for Australia in
1950, the parents of children attending
the school formally incorporated the Alice
Smith Schools Association. The student
body comprised the founder nations of
Britain, Ireland, New Zealand and Australia
and later children of all nationalities.
After 60 years, the Alice Smith School
has a rich web of alumni stretched across
the globe. Today, each one of our 1,500
students is educated with the same level
of personal dedication, inspiration and
student focused learning as Mrs Smith had
for her first class in 1946.
The Alice Smith School follows the English
National Curriculum. The school is one of
the first schools in Malaysia and earliest
in South East Asia and wider afield to be
accredited as a British School Overseas by
the Department for Education in London.
We are also a member of FOBISSEA
(Federation of British International Schools
in South East Asia and East Asia) and CIS
(Council of International Schools).
The School has two campuses - the
Primary Campus caters for children from
Pre-school to Year 6 and the beautiful
purpose-built Secondary Campus in Equine
Park situated on 25 acres of land; caters
for students from Years 7 to 13.
A broad and balanced curriculum is offered
at the school. This not only stimulates
every student to acquire knowledge but
also provides the opportunity to develop
higher level skills in thinking, problem
solving and communication through
provision of the Gifted and Talented
programme thus maximising the potential
of every learner.
At the Alice Smith School, we provide
students with an outstanding British
Education and offer an environment where
students thrive, are treated as individuals
and are motivated to excel, preparing them
for a successful international future.
The Alice Smith School
Primary Campus
Address: No. 2, Jalan Bellamy, 50460
Kuala Lumpur, Malaysia
Tel: (+603) 2148 3674
Email: admissions.jb@alice-smith.
edu.my
Secondary Campus
Address: No. 3, Jalan Equine, Equine
Park, 43300 Seri Kembangan,
Selangor Darul Ehsan, Malaysia.
Tel: (+603) 9543 3688
Email: admissions.ep@alice-smith.
edu.my
Website: www.alice-smith.edu.my
DARY
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PRIM
BY MARYBETH RAMEY AND REBECCA RAMEY MILLIS
An Expat’s
Education
I look at my
daughter, so chic
and grown-up at
almost 21 years
old, going off once
again to a different
school… her second
university; this time to Australia. I look really
hard at her, drinking in these images on
our last evening together for four months,
and I think many things. Firstly, that I am
just so proud of her, my heart swells and
squeezes. Even I, a writer all my life, cannot
think of words to describe the depth of
my proudness, to her. Nevertheless, it is
important I think, to try and convey to her
that I am extremely proud.
Secondly, It is funny the things that
pop into your head at these moments.
Things so trite like, ‘you remind me of
myself at your age’ or ‘you have your
father’s independent spirit.’ You see, I am
careful not to verbalize these parental
comparisons to this particular child. She
has already informed me in no uncertain
terms, that she is a ‘hybrid’ of not just her
parents but all her ancestors, both on her
paternal side and her ancestral English,
now American maternal side. She is
unique. She is Rebecca-Rosine Ramey.
But, my inner conversation continues,
when did you turn into Rebecca, the
unique? Was I not paying attention? I
don’t remember you asking me if you
could. Then other milestones of a young
woman growing up and not asking me
permission came unbidden and into
focus. Being eight years old and shaving
her legs, not bothering to run this by me
first. Hanging around with her paternal
grandmother and at age seven getting her
ears pierced. ‘But honey, this is something
a girl first asks her mother if she is allowed
to...’ The mother being upset with the
grandmother for taking away a maternal
right of passage. Finding out she kissed a
fellow fifth grader by having her ask me
how to perform the mechanics of said kiss.
“Please ask me first, honey, that is what I
am here for, you know. To help you make
these decisions.” It was a concept my
daughter never assimilated.
This unusual grounding of self became
her most valuable asset in time. After age
five, she became an expat. I offer you
Rebecca’s own words as excerpted from
an essay she wrote to Tufts University in
Boston, seeking acceptance into their
Foreign Service Degree Program. All you
parents reading this, I think it will cause
you to feel vindicated for the most part,
if you have ever felt troubled by the expat
existence and lifestyle you have subjected
your children to.
“Although born in the US, from the age
of five, my entire environment underwent
drastic and diverse changes due to
my Father’s career, which necessitated
constant moves. The average duration of
stay in each place was about one year.
Living in several states on the Eastern
seaboard, as well as Texas, along with
several Asian countries such as China,
Hong Kong, Taiwan, Phuket and including
Australia, has served to promulgate my
unascribed status within the cultural
framework of any specific country. It is
this hidden curriculum that has formed
the basis of my character and my value
system. My entire background from birth
to my present age of nineteen years forms
a cultural infrastructure that is intrinsic
and wholly unique to me. My lifestyle has
been responsible for effortlessly ingraining
into my psyche the concept that although
there are universal cultural standards
there are more importantly, a lot more
cultural particulars indigenous to a
specific region. It is having this unfettered
vantage point, which is natural for me,
that illustrates how I deviate from other
young Americans.“
[Rebecca goes on in this unusual
and precociously intellectual essay to
substantiate her points.]
“Ethnocentrism, although arguably
possessing positive qualities, as well as
perpetrating negatives of racism and
intolerance, is simply not in my definition of
self. Rather than proclaiming I resemble the
‘man without a country,’ I choose to think
of myself as a woman with many countries.
A phrase like ‘citizen of the world’ is more
apt and telling. Although I feel allegiance to
the US, the political boundaries of the world
are invisible to people like me.”
[Mother’s interruption: As a recent
function I attended with many of the US
Embassy personnel, a large group of us
parents sat together sadly recounting
individual stories about our college
bound kids. This very same topic was
discussed with most of their children
feeling similarly.]
“Therefore, I believe my decision to enter
the Foreign Service because of the frequent
moves and the accompanying shifts in
social, cultural and confrontations with
the unknown, adeptly complements my
‘rootless’ past. I do not rush to judgment
even in the most unusual of cases. Being
intensely aware of my surroundings, I have
the ability to conceptualize vastly different
societies from the American one, as being
proper in their own environments and
to disseminate their particulars in the
context of the history and the structure
A website by
Get answers to all
your questions about
international schools
in Malaysia.
www.InternationalEducationMalaysia.com
of that society. Additionally, I am able to
comprehend various events, due to my
inherent lack of adherence to alleged
universal standards; standards that most
Americans fall prey to relying on, instead of
being able to understand dissimilar cultural
mores and realize that an opportunity to
learn and benefit from the rich diversity is
present even in developing nations.
“I am able to grasp concepts and
assimilate quickly into each society
simply because I have lived among many
diverse cultures; most quite different,
even oppositional, to American thought.
My level of understanding of the various
situations and lives of people, who
might offend the average American,
is much deeper in scope. To honestly
assess your environment you must
have first-hand or primary experiences
there. My ability to grasp true meanings
and justifications when witnessing a
situation is deep, due to my exposure to
elements not found within the American
culture nor its environment.
“For example, when traveling in much of
Southeast Asia, particularly in Thailand
and border towns of Myanmar, I have
witnessed poverty the likes of which
many Americans have never seen or
can understand. No matter how times
they see it on TV or read about it,
there is just no substitution for actually
being among human beings who are
truly hardcore poor. It follows, that
since I am cognizant of this terrible
grinding poverty, I also understand why
so many women, girls and boys turn
to prostitution. It is to survive. Either
they prostitute themselves or they do
not eat. Americans or West Europeans
have nothing in their experience to
compare. Therefore their almost instant
condemnation of the practice results
from a real lack of first hand exposure
to the specific situations.
“For a young adult, like myself, I am able
to preciously proclaim to my American
elders even with their life’s experiences,
that I ‘get it.’ When a culture is different
it does not automatically follow that
that culture is wrong. Different does not
equate wrong. Diversity in all aspects
of the human experience is what true
humanity is all about. Sadly, there are
far too few people in the world today,
fortunate enough to have had the
opportunity to garner this affirmation
of human rights. My frequent traveling
and living with the indigenous people
and not on the periphery of their
communities like so many foreigners
do when in a different country, has
educated me in ways that no academic
experience ever could.”
Mom’s conclusion: Parents, if the above
paragraph does not give you pause
to slap yourself on the back for your
decisions to be expats with your children,
then nothing will.
Americans are perhaps the most
unfamiliar and uncomfortable with the
concept of sending their children away to
boarding schools. Even though we knew
that she thrived at all hers, I have never
gotten over the feeling that I abandoned
her. After reading this essay, penned
entirely by Rebecca, I came to understand
that my hybrid child, not only views her
world as “the glass half full,” but that
she is able to use this optimism of hers to
make her own unique way in the world.
EDUCATION 47
RY
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Another Year of Healthy Growth for
the International Schools Market
The international schools market has
experienced yet another strong growth
year. The very latest figures published by ISC
Research, part of the International School
Consultancy Group, show that as the
2012-13 academic year commenced, the
number of English-medium international
schools globally stood at 6,327; an increase
of 153% in just 12 years.
may be the IPC, IMYC PYP, MYP, IB, CIPP
or others), and 25% (all or in part) an
American curriculum (these percentages
reflecting the fact that more than one type
of curriculum is offered in many schools).
in demand from local nationals and this
looks set to continue and expand.” He
adds; “The development in the market
as a whole is resulting in a booming
supply chain.”
Based on fee income alone, the
international schools market is currently
worth US$33 billion (GBP£20.4billion).
Employment within the international
schools market has increased this year
too, not only to support new schools, but
also to respond to the expansion of many
already in existence. This has resulted in a
global growth in international school staff
to 295,000 supporting the learning needs
of 3.14 million students.
THE FUTURE OF THE INTERNATIONAL SCHOOLS
MARKET
“Regardless of this growth, demand
for international school places is still
not matched by supply,” says Nicholas
Brummitt, Managing Director of the
International School Consultancy Group.
“Our research has identified that many
schools are increasing capacity as quickly
as they can. In addition, there are many
new developments; the dramatic growth of
English-medium sections in locally-owned,
private Chinese schools for example, and
also plans recently announced by the Gulf
States to invest US$200 billion for up to
6,600 new schools and 1,200 university
campuses by 2020.”
Many companies that traditionally looked
to national schools for their business
are turning more of their attention
internationally. One example of this is
Pearson Education Ltd. “The international
schools market is a very important market
for us and is growing in importance,”
says Lisa Evans, Senior Marketing
Communications Manager at Pearson.
“Over the past four years there have
seen significant changes witnessed in the
market including an increased number
of international schools run for-profit, a
growing number of corporations involved,
an increased number of local children
attending many international schools, and
an increased demand for digital delivery.”
The continued market growth will
increase competition for the best learning
opportunities and resources, the best
teachers and the best students,” concludes
Nicholas Brummitt.
Asia dominates the market with 54% of
the total number of international schools
and 58% of the total number of students.
More than twice as many international
students (895,000) are in Western Asia
(the Middle East) than in any other Asian
sub-region. The top five countries leading
the international schools market – all of
which are in Asia – are the UAE, Pakistan,
China, India and Japan; each with over
200 schools. The UAE alone has 376
schools. 32 countries worldwide have over
50 international schools; 16 of these are
located in Asia.
GROWTH FOR THE YEAR
462 new school records were added to
ISC systems during the 2011-12 academic
year. New schools are added for a variety
of reasons; most obviously when a new
school opens, but also when an existing
school introduces an international
curriculum or adds an English-medium
stream, or adds a new geographically
separate campus. All schools added
represent market growth. The result
of this is that the net increase in the
overall number of schools in the 201112 academic year was 6.7% and the net
increase in students was 7.71%.
Some 47% of the global total of
international schools currently offer (all or
in part) a UK curriculum, 45% offer (all or
in part) an international curriculum (which
Growth of the market over the next ten
years looks significant. Based upon the
continuing market demand and calculating
from historical development alone (at a
conservative 6% growth rate) without
taking into account new developments, ISC
predicts that within ten years (by 2022), the
number of international schools will expand
to 11,331; the number of students will
increase to 6.2 million; the number of staff
to 529,000; and the annual fee income will
reach almost $60 billion.
“The next ten years will, without doubt,
see dramatic growth in the international
schools market,” says Nicholas Brummitt.
“Demand continues to come from the
expanding expatriate market and, more
significantly, the increasing number of
wealthy local families who are
recognising the benefits
of an English-medium
education for their children.
Almost two thirds of the
growth in the current market
is as a result of this increase
The International School Consultancy
Group includes ISC Consultancy,
ISC Worldwide and ISC Research. ISC
Research is the only organisation that
supplies data and market analyses
covering the world’s English-medium
international schools; data that it
has been tracking for over twenty
years. The latest market updates plus
individual school information, news,
statistical overviews, and country
reports are all available from
www.iscresearch.com.
RY
MA
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GLOBAL FUTURE WITHOUT BORDERS
Nurturing Global
Minds at APIS
At the Asia Pacific International School
(APIS), we firmly believe that success
truly begins with the best education. This
certainly starts with the curriculum itself,
where we will offer the internationally
recognised Cambridge IGCSE Programme
augmented with a broad range of cocurricular and extra-curricular activities.
With a strong emphasis on technology
as an enabler to support learning, APIS
will adopt and continuously enhance
educational practices to nurture our
students and bring out their analytical
and innovative thinking capabilities. In
achieving the above, APIS will provide a
stimulating environment that allows our
students to enjoy the learning experience
and excel in their studies.
An integral development within the APIIT
Education Group, Asia Pacific Schools
offers both National and International
Curriculum, through the Asia Pacific Smart
School (APSS) and Asia Pacific International
School (APIS), respectively. APSS was
established in 2006, while APIS was
launched on 10th September 2012.
Asia Pacific Schools are also wellpositioned to tap into the expertise and
support by the APIIT Education Group,
which consist of the Asia Pacific University
of Technology & Innovation (APU), Asia
Pacific Institute of Information Technology
OUR PROMISE
To provide a high quality nurturing
environment for intellectual and emotional
development and personal growth. This
will be achieved by:
UÊÊ««Þ}ÊÀiÊÌiÀ>VÌÛiÊ>`Ê
participative student-centered styles and
applications
UÊÊVÕÃ}ÊÊÃÌVÊiÝ«iÀiViÊÊÊ
academia, in the liberal arts, in the
sciences, technology and sports
UÊ Ê ÕÀÌÕÀ}Ê`Û`Õ>ÃÊÌÊLiViÊÃiv
motivated, results-driven, inquiring and
reflective thinkers and doers, effective
and able communicators and problemsolvers who are ethical and responsible
UÊÊÜ}ÊV`ÀiÊÌÊìÃÌÀ>ÌiÊ
their curiosity, develop confidence in
themselves and their ability to learn
anything
(APIIT) and Asia Pacific Language Centre
(APLC).
For the holistic development of our
students, Asia Pacific International School
augments the respective curriculum with
a broad range of co-curricular activities
and various extra-curricular activities. This
is to ensure that our students develop not
only academically but also as well-rounded
students fully prepared to deal with the
challenges of further study.
THE FIVE GUIDING PRINCIPLES
The Asia Pacific International School is built
on the following aspirations for our young
minds, inculcating Five Guiding Principles:
ACADEMIC EXCELLENCE
UÊÊÊÃÌÕìÌÃÊÌÊÀi>ÃiÊÌiÀÊ}>ÃÊvÀÊ
tertiary education
SPORTS & HEALTH
UÊÊi>`Ê>Êi>ÌÞÊvi
UÊÊÃÌÊ`ÃV«iÊ>`ÊìÛi«Ê>Ê
competitive spirit
CHARACTER BUILDING
UÊÊ,iÃ«iVÌÊ>`ÊV>ÀiÊvÀÊÃivÊ>`ÊiÊ>ÌiÀ
LANGUAGE AND COMMUNICATIONS
UÊÊÝ«ÀiÃÃÊiÃivÊ>`ÊLiÊÕìÀÃÌ`
CIVIC MINDEDNESS
UÊÊ
ÌÀLÕÌiÊ«ÃÌÛiÞÊÌÊÃViÌÞ
THE LEARNING ENVIRONMENT
At Asia Pacific International School, we
are aware of how important it is to create
the right learning environment to get
the best outcomes. Teachers, teaching
methods, and facilities must all combine
to stir a child’s interest and make them
want to excel at their tasks. Asia Pacific
International School will be continuously
focused on providing such an environment
- from the core curriculum and beyond in
developing global thinkers.
CURRICULUM
Here at APIS, our students are taught
based on the International curriculum
developed by the University of Cambridge
International Examinations, which is used
in both Primary (Cambridge International
Primary Programme) and Secondary
(Cambridge International General
Certificate of Secondary Education, IGCSE)
schools around the world. Focusing on
their academic excellence, we nurture
and prepare students for the respective
Checkpoint assessments and major
international examinations.
Asia Pacific International School
Address: No. 1, Persiaran A
Off Jalan Lapangan Terbang Subang
47200 Subang, Selangor.
Tel: (+603) 7847 1000
Fax: (+603) 7847 1001
Website: www.apis.edu.my
EDUCATION 49
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Tailoring the International Primary Curriculum
to Our School and Our Students
A MEMBER OF TAYLOR’S EDUCATION GROUP, NEXUS INTERNATIONAL SCHOOL IS THE FIRST INTERNATIONAL
SCHOOL IN PUTRAJAYA, THE DIPLOMATIC ENCLAVE OF MALAYSIA. THERE ARE NOW ALMOST 600 LEARNERS,
INCLUDING THE FIRST YEAR OF YEAR 12 IB DIPLOMA STUDENTS. NEXUS INTERNATIONAL SCHOOL HAS BEEN
LEARNING WITH THE INTERNATIONAL PRIMARY CURRICULUM (IPC) FOR FIVE YEARS AND HEAD OF SCHOOL
DAVID GRIFFITHS EXPLAINS THE IMPACT THAT IT’S HAD ON THE SCHOOL.
“When Nexus International School
was started, we looked at several different
curricula. We wanted something that
allowed for enquiry-based, experiential
learning but that also enabled us, as a
start-up school, to draw on great ideas
and resources. The International Primary
Curriculum (IPC) fits this criteria brilliantly.
Children all have gifts and talents and it’s
our job as educators to encourage and
foster them. This can only be done when
our children are fully engaged in what
they do, and learning through the exciting
themes of the IPC in my experience does
this wonderfully. For the first year or so,
we relied heavily on the learning tasks
suggested by IPC in the thematic units. As
we developed, we tailored the IPC to suit
us as a school, rather than the other way
around.” This is something that the IPC
encourages schools to do in order to make
the learning appropriate and relevant for
the children, the school and the location.
David says that the IPC has been beneficial
for students in many ways. “Learners
are encouraged to learn through interconnectivity and experience,” he says.
“ICT is fully integrated through all aspects
of the curriculum and personalisation of
learning is taken seriously. The philosophy
behind the IPC has been key to all that
we do. Learners talk about their learning
right from Nursery and they are able to self
assess and reflect on their learning in ways
that I haven’t experienced before. We have
begun to use the IPC’s online Assessment
for Learning tracking tool and have
developed our own rubrics for learning for
Maths and English.”
David says it’s the philosophy behind the
IPC that has really impressed the teachers
and leaders at Nexus. “Allowing research
and enquiry similar to PYP (International
Baccalaureate’s Primary Years Programme)
but with more opportunity to adapt it to
the school’s unique situation is one of the
best things about the IPC,” he says. One
example of this can be seen in the school’s
‘Nexus Neuron’.
HELPING CHILDREN TO DEVELOP PERSONAL
SKILLS AT NEXUS INTERNATIONAL
The IPC personal goals (which help
children to learn and develop the
personal skills of enquiry, cooperation,
respect, morality, resilience, adaptability,
thoughtfulness and communication) and
international mindedness are presented
at Nexus International through the
‘Nexus Neuron’. This has been a hugely
successful approach for the school.
David describes how it was developed:
“The Nexus Neuron came about after
we had made the IPC personal goals
and international understanding a clear
priority for further developing our use
of the IPC. We were certain that our
enquiry approach and use of the subject
goals was developing well and with
the introduction of the IB Diploma last
year, felt that we needed to develop a
primary school learner profile. We ran
several workshops with learners, parents
and teachers and it was felt that the IPC
personal goals were an ideal basis for this
and we added international mindedness
(an integral part of the IPC). So we now
had our Nexus Primary Learner Profile,”
he explains.
“We held a competition within school
to find a mascot for the personal goals,”
says David. “A learner from our Year 6
class came up with the idea for the Nexus
Neuron – they had just finished learning
through the IPC Milepost 3 Brainwave unit.
Then one of our parents who was a whizz
on Photoshop digitised it. Our next step
is to put the Nexus Neuron into Korean,
Mandarin, Bahasa Malaysia and Spanish to
begin with and eventually represent all the
nationalities present in our school.”
And how does the Nexus Neuron help to
embed the IPC personal learning goals?
“Learners talk about the personal goals
and how they are developing them in every
activity they do,” says David. “The Nexus
Neuron is visible to children, teachers and
parents throughout the school building
and in our communication. All of our
school trips and excursions have personal
goal focus as do our assemblies.”
AIMING FOR IPC ACCREDITATION
Nexus International School is currently
working towards IPC accreditation at
Mastering level later in 2013. David
explains the benefits that the process and
the possible accreditation will bring to the
school: “The accreditation will hopefully give
us the recognition that we are doing all the
things that we claim to do. CIS (Council of
International Schools) and IB (International
Baccalaureate) have done their preliminary
visits and the signs look very good for us.
The IPC self-review process gives us a great
basis to look at ourselves and therefore
make a start on improvement. We have
groups of teachers working on each of the
nine self-review criteria and it creates a good
focus for them.”
The accreditation, along with the Nexus
Neuron and the learning focus at the
school are all helping to give Nexus
International the USP (unique selling point)
it needs in an increasingly competitive
region. “It is up to us to ensure that we
are offering a great deal for learners that
choose Nexus,” explains David. “There
are lots of schools claiming to offer
similar things; personalised learning and
integrated ICT. Once people visit Nexus,
they see that we do both of these things
incredibly well.”
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Departures and Arrivals:
Getting it Right
BY THEIR VERY nature, International
Schools see a significant percentage of
their pupils leave during the course of an
average year. Not so much because parents
are dissatisfied with the school, but simply
by virtue of the fact that, in today’s global
economy, we have a transient workforce
that is constantly on the move. Contracts
are extended and terminated and families
(and their children) are moved with short
notice and often given little time in which
to prepare.
Change and a new country can, of course,
be enormously exciting for children. It can,
if handled insensitively on the other hand,
be a cause of real worry and unhappiness
for them and have repercussions for the
whole family.
So what can you do as parents to handle
the departure (from one school) and the
arrival (in another) in such a way that it is
a pleasant and positive experience for you
and your children?
DEPARTURES :
Before You Leave Your Current School
UÊÊ/iÊÌiÊÞÕÊ>ÀiÊi>Û}tÊ/ÃÊ
avoids any financial penalties for late
withdrawal. Give the school the final
date for when you would like all the
relevant reports / summaries and
transfer documents prepared. It is also
a good idea to keep some samples of
work for your child’s new school.
UÊÊ*>ÀÌ}Ê>`ÊÃ>Þ}Ê}`LÞiÊÃÊ>Ê
essential part of the leaving process. If
you can stay until the end of term, it is
worth doing so. There is nothing worse
than your child leaving a week or so
early when they will miss end of term
parties and other social events.
UÊÊ,iiLiÀÊÌÊÌ>iÊVÃiÊvÀi`½ÃÊi>Ê
addresses, telephone and contact details
and provide them with your next contact
address. Particularly in the early stages,
before new friends are made, your child
may draw comfort from being able to
contact close friends from their previous
school. Take some photos to remind you
what they all look like.
UÊÊii«ÊÃiÊvÊÞÕÀÊV`½ÃÊv>ÛÕÀÌiÊ
books, teddies, toys, games, etc.,
for your plane luggage. Container
shipments can be late and being six
weeks without the favourite teddy in a
iÜÊVÕÌÀÞÊVÕ`Ê«ÀÛiÊ`Ã>ÃÌÀÕÃt
UÊÊ`ÊÕÌÊ>ÃÊÕVÊ>ÃÊÞÕÊV>]Ê>LÕÌÊÌiÊ
new school - admission requirements,
uniform, curriculum etc. Begin talking
to your child about the new school and
country, slowly introducing the idea
that you will be moving. It is essential
here to manage the whole family’s
expectations. Avoid “building up” and
“talking up” the new school or country.
Be realistic and honest with your
children telling them that you, too, are
sad to leave, will miss existing friends
and routines and that you are also a
little nervous about the move. This
will re-assure them that any worries
or apprehensions they might have are
entirely acceptable.
ARRIVALS :
Once You Arrive At Your New School
UÊÊ/ÀÞÊÌÊÛÃÌÊÌiÊiÜÊÃVÊÜÌÊÞÕÀÊV`Ê
before their actual first day at school.
Look around and, if you can, see their
proposed Year Group area and / or class.
UÊÊ
`ÀiÊiÊÌÊºwÌ»ÊÃÌÀ>}ÌÊ>Ü>ÞÊ
and feel accepted. There is no worse
feeling for a child than not having the
right equipment or uniform or bringing
it in on the wrong day. So check the
uniform, buy it before the first day
and make any necessary adjustments.
,iiLiÀÊÃÜ}Ê`>ÞÃÊ>`Ê*°°ÊÌ°Ê
Find out all equipment needs and make
sure, for younger children that their
name is on all equipment and clothing.
UÊÊ->ÀÞÊw`ÊÕÌÊ>LÕÌÊ>ÃÊ>ÞÊÃVÊ
routines as possible.
UÊÊÃÕÀiÊÌiÊÃVÊ>ÃÊ>ÊÞÕÀÊVÌ>VÌÊ
details. Hand phone numbers, address
etc. This is essential if the school needs
to contact you in an emergency.
UÊ vÊÞÕÀÊV`ÊÃÊÕÃ}ÊÃVÊÌÀ>Ã«ÀÌÊ
double check if he / she knows where
to go for pick up and drop off and
that all arrangements are in place.
Avoid the situation in which everybody
knows where they are going and heads
off home and your child is left with
a feeling of increasing isolation in a
ÃÌÀ>}iÊLÕ`}t
UÊÊÃÌÊÃVÃÊ>ÛiÊ>ÊºÕ``ÞÊ-Õ««ÀÌ»Ê
for new pupils whereby new children
are given a Buddy or Class Friend who
provides support and accompanies new
children until they find their own new
friends and feel settled. Enquire if your
new school has such a system.
UÊÊvÊÌiÊÃVÊ>ÃÊ>Ê*>ÀiÌÊ/i>ViÀÊ
Association then it is a good idea to join.
This can provide you with quick and
easy answers to many of those settling
“settling in“questions
UÊÊ>iÊ>Ê>««ÌiÌÊÌÊÃiiÊÞÕÀÊV`½ÃÊ
new class teacher after about a month.
Not too soon; give them time to settle,
but a meeting after a month or so can
help gauge how your child is coping
socially and academically. A good school
should, however, contact you if they
have any concerns before then.
UÊÊ"ViÊiÜÊÃVÊvÀi`ÃÊ>ÀiÊ>ìÊ
consider asking them over to your home
to help your child socialise in a nonschool environment and forge stronger
friendships.
Attend to their “departure” and “arrival”
needs and you should get a smoother
move not just for them, but for all the
v>Þt
EDUCATION 51
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Australian International
School Malaysia
OUR PURPOSE:
To educate the youth of the world to take
their productive place as leaders in the
global community.
OUR MISSION:
AISM will strive to provide each individual
with an excellent Australian style of
education in a global context.
OUR VISION
Our school sees each student as an
individual with different abilities and
different needs. For this reason there is an
emphasis on work differentiation within
classes so that the specific needs of each
student can be addressed in a way
that allows individual success, whilst
maintaining the cohesion of the class
and ensuring that all the basic skills and
concepts are mastered by all students
to the best of their ability. This process
allows enrichment for those who can work
ahead of the class and assistance for those
who may find some aspects of the work
challenging.
CURRICULA
Through our academic curriculum,
community events, co-curricular activities
and such programmes, we aim to
motivate our students to achieve success
in its many forms. All students are
expected to become responsible citizens,
with strong core values and community
spirit, ready to explore the world beyond
AISM, as this should be the arena for even
greater success.
UÊÊ ÕÃÌÀ>>Ê
ÕÀÀVÕÕ\ÊvÀÊÃi>iÃÃÊ
transition into Australian education
pathways and an international
qualification which are recognized by
top universities around the world.
UÊÊ /iÊÕÃÌÀ>>Ê
ÕÀÀVÕÕÊ>ÃÊÌÊ
produce learners who possess a wide
array of skills and competencies and
who are prepared for success in the
modern world and in the Asian century.
AISM is the first and only International
School in Malaysia offering an Australian
ÕÀÀVÕÕ]ÊìÛiÀi`ÊLÞÊÕÃÌÀ>>Ê
teachers, and following the Australian
school year. We offer the Higher School
iÀÌwV>ÌiÊ-
®Ê>ÌÊÌiÊi`ÊvÊ9i>ÀÊ£ÓÊ
>}iÊ£n®°Ê/iÊ9i>ÀÊ£ÓÊµÕ>wV>ÌÊÃÊÕÃi`Ê
for seamless entry into universities in
Australia and accepted by top universities
throughout the world.
GIFTED & TALENTED EDUCATION :
Provisions for gifted students are
integrated into the curriculum, as well as
through co-curricular activities. A specialist
teacher is responsible for overseeing
and developing gifted programs and
recognising that gifted students have
divergent needs that require specific
involvement.
ÌiÃÛiÊ}ÃÊ
>ÃÃiÃÊvÀÊ
English speaking students to prepare for
mainstream schooling at AISM.
HISTORY
Õì`ÊÊ£{ÌÊiLÀÕ>ÀÞÊÓäää]ÊÌiÊ
Australian International School Malaysia
began its days as a small school situated
>ÌÊ
ÕÌÀÞÊi}ÌÃ°ÊÊÓääÎÊÌiÊÃVÊ
moved to its purpose built premises at
ÌiÊiÃÊ,iÃÀÌÊ
ÌÞÊÊ-iÀÊiL>}>Ê
and currently has a population of around
ÈääÊÃÌÕìÌÃÊvÀÊ*Ài«>À>ÌÊÌÊ9i>ÀÊ
£ÓÊ>ÌÀVÕ>Ì°Ê-ÊViiLÀ>Ìi`ÊÌÃÊ£äÊ
Australian education in Malaysia.
As part of the school’s long term
strategic plan to continuously enrich its
environment and programmes for its
students, the school is in the final stages
of the construction of a new Junior School
complex and undertaking significant
expansion to its existing facilities. The
building and developments will integrate
Ó£ÃÌÊ
iÌÕÀÞÊi>À}ÊÃ«>ViÃÊ>`ÊìÀÊ
technologies.
SPECIAL ACCOLADES
ÊÓä£Ó]Ê-Ê>ìÊÌÊÌÊÌiÊÌ«ÊÓääÊ
schools in New South Wales. There are
ÛiÀÊnääÊÃiV`>ÀÞÊÃVÃÊÊ iÜÊ
South Wales, and therefore AISM is in
ÌiÊÌ«ÊÓx¯ÊL>Ãi`ÊÊÌÃÊi>ÃÕÀi°ÊÊ
Óä£Ó]Ê
>ÀiÊ7iÃi]Ê>Ê9i>ÀÊÈÊÃÌÕìÌÊ
ÜÊÌiÊÌiÀ>Ì>Ê
«iÌÌÃÊ>`Ê
ÃÃiÃÃiÌÃÊvÀÊ-VÃÊ
-®Ê`Ê
Medal for the Science competition and was
recognised as the top student in Malaysia
ÜÌÊÌiÊ>Ü>À`°ÊÊÓä£Î]Ê-ÊÜ>ÃÊ}ÞÊ
successful in the Language Perfect World
>«Ã«Ã]ÊV}ÊÎÈÌÊÕÌÊvÊ£äx{Ê
schools. The school has achieved many
years of success in the World Scholar’s
Õ«]Ê>`Ê>V>ìVÊV«iÌÌÊÛÛ}Ê
ÀiÊÌ>Ê£äääÊ«>ÀÌV«>ÌÃÊvÀÊÓäÊ
different countries. AISM won World
iL>ÌiÊ
>«Ê>Ü>À`ÃÊÊÌiÊ,i}>Ê
w>ÃÊ>`Ê7À`Êw>ÃÊvÀÊÓä£Ó]Ê>`Ê
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7À`Ê>ÃÊÜiÊÜ}ÊÀiÊÌ>ÊÓÈÊ
individual and team awards.
LOCATION
The Australian International School
Malaysia is located at the Mines Resort
ÌÞ]Ê>Êi>ÃÞÊÓäÊÕÌiÃÊ`ÀÛiÊvÀÊÃÌÊ
iÝ«>ÌÊÀiÃìÌ>Ê>Ài>ÃÊÊÕ>>ÊÕ«ÕÀÊ
>`ÊxÊÕÌiÃÊvÀÊÎÊ}>Ìi`ÊiÝ«>ÌÊ
residences close to the school. The school
ÃÊ>`>ViÌÊÌÊ>ÊÓ£ÊiVÌ>ÀiÊ>iÊÜÌÊÃiÀiiÊ
surroundings and open spaces. It is easily
>VViÃÃLiÊÛ>ÊÌiÊ,,Ó]ÊiÃÀ>Þ>]Ê-]Ê
--Ê>`Ê ÀÌÊ-ÕÌÊ}Ü>ÞÃ°Ê
HEALTH & SAFETY SERVICES
We have a full-time nurse and a wellequipped sick bay to cater for students
who require basic medical care.
COUNSELLING SERVICES
We have a qualified Australian counselor
who undertakes individual counseling and
group programmes and can also advise
on external services available to support
students with specific needs.
Australian International School
Malaysia
Address: 22, Jalan Anggerik,
The Mines Resort City,
43300 Seri Kembangan, Selangor
Tel: +603-8949 5000
Fax: +603-8949 5100
General Enquiries:
[email protected]
Admissions, Ms Sharon Chow:
[email protected]
Marketing, Ms Shamini Velayuthan:
[email protected]
Website: www.aism.edu.my
THE BEST OF
BRITISH BOARDING
VISITS MALAYSIA
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elc International School:
One of KL’s First-Rate Schools
VISION
To operate a group of international schools
which rank among world leaders in the
academic and social development of their
students.
MISSION
To achieve this Vision through student and
staff passion for Excellence, Loyalty and
Commitment.
UÊ excellence in everything we do
UÊ loyalty to each other and the School
UÊ commitment to winning with integrity.
(You will note that the name of the school
derives from the first letters of the key
parts of the Mission statement.)
GOALS
UÊ iì>ÛÀÊÌÊìÛi«ÊÃÌÕìÌÃÊvÊelc
Schools to the best of their potential in
competencies which will give them a
competitive advantage in adult life,
UÊ «ÀÛìÊ>ÊÃ>viÊ>`ÊÃiVÕÀiÊiÛÀiÌÊ
for students, staff and authorized
visitors,
UÊ ÀiVÀÕÌ]ÊÀiÌ>Ê>`ÊìÛi«ÊÌ>iÌi`Ê
staff to fill academic and non-academic
positions, and
UÊ «À>VÌÃiÊV«iÌiÊÌÀ>Ã«>ÀiVÞÊÊ
recognising and rewarding outstanding
performance among students and staff.
OBJECTIVES
UÊ ÃiÌÊÌÃÊ-VÊviiÃÊ>ÌÊÌiÊxäÊ«iÀViÌiÊ
level of industry practices to minimise
the burden of costs to parents,
UÊ >ÊvÀÊ>ÊÛiÀ>ÊÃÌÕìÌÊÌÊÌi>ViÀÊ
À>ÌÊvÊLiÌÜiiÊ£äÊ>`Ê£ÓÊÃÌÕìÌÃÊ«iÀÊ
teacher,
UÊ ÌÊi>VÊV>ÃÃÊÃâiÊÌÊ£ÊÃÌÕìÌÃÊ>`Ê
ÌÊi>VÊ-VÊÃâiÊÌÊÇääÊÃÌÕìÌÃ]
UÊ VLiÊÃÕ«iÀÀÊV>ÃÃÀÊÌi>V}Ê
with a wide choice of sporting and
extra-curricular activities to develop
teamwork, leadership, self-reliance and
social responsibility, and
UÊ «ÀÛìÊ««ÀÌÕÌiÃÊvÀÊVÌÕ}Ê
professional development to academic
and non-academic staff using a mix of
on-the-job training and external courses.
MAJOR PROGRAMMES
We participate in a variety of annual
FOBISSEA Sports and Music events.
CURRICULUM
We base our school curriculum on
the British National Curriculum. The
Cambridge International Examinations
IGCSE programme is the final set of
(external) examinations that our students
sit.
HISTORY
elc International School started life as elc
-iV`>ÀÞÊ-VÊÊ£nÇÊÜÌÊxÊÃÌÕìÌÃÊ
and 6 teachers including the Principal. The
first School was registered as a Secondary
School, under the terms of the Education
VÌÊ£È£]ÊÌÊ«Ài«>ÀiÊµÕ>wi`ÊV`ÀiÊvÀÊ
the University of London GCE ‘O’ Levels in
£nÇ°Êelc moved to its first purpose-built
>`ÊvÕÞÊÌi}À>Ìi`ÊÊV>«ÕÃÊÊiLÊ£ÇÊ
>ÌÊ-iÀÀ>>Ã]Ê-Õ}>ÊÕ°ÊÊÓäänÊ>ÌÊ
the invitation of Cyberview Sdn Bhd, the
owners and developers of Cyberjaya, the
Cyberjaya branch campus opened its doors
and welcomed its first intake of students in
-i«ÌÊÓä£ä°
FEE RANGES FOR EACH AGE GROUP OR
DIVISION IN USD
,i}ÃÌÀ>Ì\Ê>««ÀÝ°Ê1-£xäÊiÊvv®
ÀiÌ\Ê>««ÀÝ°Ê1-Ó]xääÊ«iÀÊv>ÞÊ
– one off)
/iÀÊiiÃ\Ê>««ÀÝ°Ê1-n]ÎÇäÊ9®ÊÌÊ
1-£ä]Ç£äÊ9i>ÀÊ££®Ê>Õ>®
MAJOR AWARDS, DISTINCTIONS
AND ACCOMPLISHMENTS
Outstanding student performance in the
Cambridge IGCSE Examinations. The
percentage of A*-A, A*-B and A*-C grade
attainments, for all our students, are
amongst the highest in the International
Schools in Asia. Every year a number of
our students also attain world and national
rankings in a variety of subjects in the
IGCSE Examinations.
LOCATIONS
Sungai Buloh Campus
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``ÀiÃÃ\ÊÎÈÈ{]Ê>>Ê-iÀÀ>>ÃÊ>À>Ì]Ê
-iÀÀ>>Ã]Ê-Õ}>ÊÕ]Ê{ÇäääÊ-i>}À
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At the Sungai Buloh Campus there is the
option of using the rail network to get to
school as the KTM Station is at the foot
of the School. Most parents choose to
drive their children to school, and a small
percentage utilise a bus service that is
«ÀÛì`ÊLÞÊ>ÊÎÀ`Ê«>ÀÌÞÊÃ>iÊLÕÃÊÃiÀÛViÊ
>ÃÊLiiÊ«ÀÛì`ÊÃViÊ£x®°
Cyberjaya Campus
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£ä£°È{nÓÇÎänÇx{
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>Ý\Ê³ÈäÎÊnÎ£Ê£ÊÈ{Î
At the Cyberjaya Campus there is a good
bus network, although currently most
parents use their own cars to transport
their children.
PASTORAL CARE
In elc we have Year Coordinators that
make sure students receive good levels
of pastoral and pedagogical care and
attention, and who try to ensure that
individuals are not left out. They also
keep track of the progress of individual
students, and note unusual changes in
student performance and behaviour and
discuss the situation with the Head of
Division with a view to contacting parents
to inform them of the situation and discuss
options for action.
We also have Personal Social and Health
Education (PSHE) which aims to cover
elements of health and personal growth
in accordance to the British National
Curriculum. This together with the
guidance of the Year Coordinators delivers
a comprehensive pastoral and pedagogical
care system – although we are aware
of the need to constantly adapt to and
update the changing and developing
environment we live in.
EDUCATION 57
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Epsom College for Excellence
MISSION STATEMENT:
To provide exceptional all-round
opportunities – academic, social, sporting
and cultural – in a safe and supportive
community. We are a school whose
goal is excellence, and who values both
achievement and genuine effort. We
challenge pupils to develop their talents
and broaden their interests; to become
confident in themselves; and to be tolerant
and appreciative of others.
VISION STATEMENT:
UÊ /Ê«ÀÛìÊ>ÊyÕÀÃ}ÊVi`ÕV>Ì>Ê
environment for boarding and day
pupils
UÊ /ÊìÛiÀÊ>ÊìÀÊ>`ÊÃÌÕ>Ì}Ê
education, both academic and extracurricular; enabling each pupil to
maximize their potential
UÊ /Ê«Ài«>ÀiÊ«Õ«ÃÊvÀÊÕÛiÀÃÌÞÊqÊ
including those applying for the most
competitive courses – and preserve and
develop the College’s traditional link
with the medical profession
UÊ /Ê«ÀÛìÊV«ÀiiÃÛiÊ«>ÃÌÀ>ÊV>ÀiÊ
and guidance under the leadership of
dedicated house staff
UÊ /ÊvÃÌiÀÊÀ>Ê>`ÊÃ«ÀÌÕ>ÊÛ>ÕiÃ]Ê
tolerance and understanding in every
pupil
UÊ /ÊìÛi«Ê>Ê}iÕiÊ>Ü>ÀiiÃÃ]Ê
understanding and co-operation
between College pupils, staff and its
wider communities, both local and
international, through a strong sense of
responsibility and commitment to our
community
MAJOR PROGRAMMES, INITIATIVES & EXTRACURRICULAR ACTIVITIES:
Epsom College in Malaysia offers an
extensive range of extra-curricular
activities, which greatly enrich the
curriculum by encouraging all pupils to
participate, learn new skills and enjoy
being part of a team.
Students take part in a range of activities,
which incorporates an extensive range
of academic (e.g. Chemistry Olympiad,
computer programming, Philosophy
Society), sporting (e.g. fencing, basketball,
water polo, golf) and creative activities
(e.g. art club, student newspaper, dance,
textiles).
,iyiVÌ}ÊÕÀÊ¼«>ÀiÌÊÃV½ÊÊÌiÊ1]Ê
sports will form an important part of daily
life, with a high standard of coaching for all
ages and abilities. In the longer term, there
are plans for Epsom College in Malaysia
to develop as a centre for excellence for
particular sports, such as hockey, football,
squash, badminton and cricket.
All this will be possible as a result of the
top class sports facilities, including a large
sports hall, Astro pitches, swimming pool
and hard courts for tennis, hockey and
basketball.
In the Senior School, the International
Award will be offered along with a
community service programme and
expeditions to foster teamwork,
responsibility and independence.
CURRICULA
The College follows the National
Curriculum of England and Wales which
is adapted and developed to fulfill the
needs of our international student body.
Throughout the Prep School and again
in the first three years of the Senior
School, children study a broad, creative
and balanced curriculum, with a planned
programme of clear assessments and
examinations to monitor, track and support
each child’s academic progress.
Students study the International General
Certificate of Secondary Education
(IGCSE), a formal assessment of the
student’s ability in each of the subjects
they study over the two year course
in years 10 and 11. This comprises
compulsory examination courses in
English, mathematics, science in addition
to a number of optional subjects.
In the Sixth Form, students follow two-year
Advanced Level (A level) courses. Subject
choice is optional and students select
according to their identified university and
career directions.
Both IGCSE and A level are internationally
recognised academic standards which
contribute to the selection process for
entry into the leading universities around
ÌiÊÜÀ`]ÊVÕ`}ÊÌiÊ1-Ê>`Ê"Vi>>°
HISTORY
Epsom College in England was founded
in 1855 by Dr John Propert as a school
to educate the sons of doctors and has
Her Majesty, The Queen, as patron. The
Royal Medical Benevolent College (as
the College was originally known) first
opened its doors to fewer than 100 boys.
The association with science and medicine
established then has continued as a
central focus ever since and has grown as
a co-educational school to accommodate
around 700 students. It holds an enviable
Ài«ÕÌ>ÌÊÊÌiÊ1]ÊÜÌÊÃÌÕìÌÃÊ
annually gaining places at leading
universities including those of the Russell
and 1994 Groups.
Based on the home model, Epsom College
in Malaysia will combine academic
excellence with a first class British boarding
experience, with up to 90 per cent of the
Senior School boarding. The emphasis
will be on creating a family environment
within a structured school routine,
with a traditional British House system
fostering a strong feeling of belonging and
community.
BOARDING FACILITIES
Boarding provision starts for boys and girls
from year 7, at 11 years of age, with either
full or weekly boarding available. Other
than by gender, houses are separated into
two levels; Junior Houses accommodate
children in years 7 and 8 and Senior
Houses are for the older students from
years 9-13. This allows us to provide a
more age specific focus for our pastoral
care provision.
Boarding Houses are modern, light and
very comfortable, with both networked
and wifi internet provision throughout. In
the Junior Houses, bedrooms are shared by
either 2 or 4 students. In the Senior Houses
there are 2 bedded rooms for students
in years 9-11 and, single occupancy
rooms with en-suite facilities for sixth
form students in years 12 & 13. There are
common social areas in each House for
recreation and, whilst meals are taken
at the central dining hall, there are small
kitchen facilities for students to prepare a
drink and a light snack.
Each House is occupied by two resident
staff and their families. The Housemaster/
Housemistress and the Assistant
Housemaster /Housemistress reside in
apartments at each end of the Boarding
House, with direct access into the body
of the property to allow students ready
access to them around the clock. Security
is important and access to the Boarding
Houses will be restricted by technology to
allow only those who are supposed to be
there to gain entry.
FEE RANGES
TUITION AND BOARDING FEES
Tuition Fee
Nursery
Yearly
9,520
USD
Termly (x3)
3,174
am or pm only
full time
11,108
Reception
13,646
Y1
14,599
Y2
16,503
Y3 – Y6
17,137
Y7 – Y9
19,994
Y10 & Y11
21,160
Y12 & 13
21,660
Boarding Fee
(Years 7-13 only)
Full
12,929
Weekly
12,283
3,703
4,549
4,866
5,500
5,924
6,665
7,061
7,220
4,310
4,094
LOCATION
Epsom College in Malaysia is a new
boarding and day school on a 50-acre
ÃÌiÊ>ÌÊ>`>ÀÊÃÌi]ÊÃÕÌÊvÊÕ>>Ê
Lumpur. Bandar Enstek is located close to
ÌiÊÌiÀ>Ì>Ê>À«ÀÌÃ]ÊÊ>`Ê
/Ê
and to the Sepang motor racing circuit.
We are 50-60 minutes by school bus from
ViÌÀ>ÊÊ>`Ê>ÀÕ`ÊÎä{äÊÕÌiÃÊvÀÊ
ÃÕÌiÀÊ°
PHILOSOPHY AND MECHANICS OF
THE PASTORAL CARE PROVIDED
Epsom College in England has always been
a school whose ethos is based strongly on
the House system, as such the pastoral
support at ECiM is strongly, but not solely,
centred around the individual boy’s or
girl’s House. Our aim is to individually
support each student so that they thrive
in our care, whether in the Prep or Senior
Schools.
Each Senior School House is run by a
senior member of staff, the Housemaster
or Housemistress (HMM), who in turn
manage a team of tutors, each responsible
for a smaller group of pupils. Whilst the
Housemaster or Housemistress is the key
link between the parents and the pupils,
within the House, the team of tutors has
>ÊÀiÊ¼>`ÃÊ½ÊÀiÊÊ}Ê>vÌiÀÊ
an individual student, with the HMM
always being involved either directly where
appropriate or with more of an overview.
The Senior School tutor monitors
academic progress, reporting any issues
to the HMM and uses regular tutorial
meetings to check progress, set targets
and generally keep students on track.
The academic role of a tutor is, of course,
absolutely key, but the tutor also performs
a more watchful eye over their tutees by
providing input into their extra-curricular
programme, for example. The tutor and
pupil regularly sit down together to
discuss progress, achievements, challenges
and any concerns, should they arise.
Together they work out the best balance
to keep on top of the pupil’s work, but
also to plan a weekly schedule, which
allows the pupil to balance commitments
enabling them to be fully involved in the
extensive range of opportunities that the
busy boarding school life offers. It is this
one-to-one planning, treating students
as individuals within the House, that is so
ÃÕVViÃÃvÕÊ>ÌÊ
1]ÊÜiÊÜ>ÌÊÌÊiÃÕÀiÊ
it is just as successful, if not more so, in
Malaysia.
Across the Prep and Senior School, the
House system helps build responsibility,
independence, cooperation, tolerance and
community. Along with the individual
focus, there are many opportunities to
represent the House in countless events,
whether in the many inter-house sports
competitions, in other house competitions,
during leadership training and as a prefect,
on House Councils and so the list goes
on. It will certainly be true that the friends
made within the house will be life long
friends and a great source of comfort and
fun for years to come.
Aside from the House structure, there is
further support pastorally for every pupil
at ECiM in the form of a fully equipped
Medical Centre. This facility will be staffed
by qualified nurses at all times and will
have daily visits from the college doctor.
The medical centre not only deals with
the health of the boys and girls, but its
staff are there to listen to concerns and
offer help and support as required. Other
sources of support are many and varied
>`ÊV>ÊViÊÊÌiÊvÀÊvÊ>Ê¼v>ÛÕÀÌi½Ê
teacher, a trusted friend, a member of the
support staff.
Epsom College in Malaysia
Address: Unit D4-G4-3A,
Block D4, Solaris Dutamas,
No. 1 Jalan Dutamas 1,
50480 Kuala Lumpur, Malaysia.
Tel: (+603) 6211 4488
Fax: (+603) 6211 4555
Website: www.epsomcollege.edu.my
EDUCATION 59
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Hyperlexia
Yet another cousin of dyslexia is a
lesser-known condition, hyperlexia. The
term hyperlexia was first used in 1967 by
Silberberg and Silberberg to describe two
sets of learners below the age of five years
who seemed to have an innate giftedness
in reading ability without prior training or
teaching. The Diagnostic and Statistical
Manual IV (DSM-IV) protocol for diagnosis
of this condition is similar to that of Autism
Spectrum Disorders. There are two distinct
types of hyperlexia according to Treffert,
(2011). Hyperlexia I consists of a group
of learners who are hyperlexic and simply
have a natural ability to read much earlier
and are far more advanced than their
chronologically matched peers. They do
not display difficulties in other domains
such as socialisation, comprehension,
behaviour. With hyperlexia II, the views of
clinicians are split. Some clinicians prefer
to view hyperlexia II as being part of the
Autism Spectrum Disorders.
BY ROSH VETTIVELOO
SIGNS AND SYMPTOMS
More relevant to us, hyperlexia I types are
highly intelligent and seem to have an
obsession for letters and numbers from a
young age. They do not display difficulties
in any other domain. They do not need any
special intervention and go on to be very
successful in academia.
Hyperlexics II tend to have a combination
of difficulties and, it is common for
them to display repetitive behaviours,
lack of socialisation skills and also poor
comprehension skills both in reading and
spoken language.
very strong auditory and visual memories.
They struggle greatly with “wh” questions.
Other signs and symptoms of hyperlexia
include the ability to memorise phrases,
sentences and whole conversations.
However, there is a difficulty in speaking
spontaneously and so have difficulties
with communication. They also display
some typical autistic like behaviours
such as echolalia, rituals, difficulty in
understanding abstract concepts, and are
very concrete and literal in the way they
think. Another sign of hyperlexia is normal
development until 18 to 24 months then
the regression sets in. They also possess
Clearly, Hyperlexia II can be difficult to
diagnose if a professional is not familiar
with it. Many of the overlapping signs
and symptoms with Autism Spectrum
Disorders make hyperlexia diagnoses
highly uncommon in Malaysia and
globally. On the bright side, if detected
early, intervention has been known to be
highly successful for those with hyperlexia.
Combinations of strategies are used
depending on the type, and usually the
starting point for intervention is their
advanced reading skill.
Y
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Fairview International School – A
Centre of Excellence for IB Education
Fairview International School is an International Baccalaureate
(IB) World School, looking beyond the students’ intellectual
development by nurturing their physical, social and emotional
well-being. Established in 1978, Fairview has grown to 4 IB
World Schools with 10 programmes successfully authorised by
the International Baccalaureate Organisation (IBO) and is the
only institution to offer the Middle Years Programme (MYP) in
Malaysia. Fairview’s four campuses are located in Kuala Lumpur,
Penang, Johor Bahru and Subang, all conducting the Primary and
Middle Years programmes. Fairview Kuala Lumpur and Penang
are the only IB World Schools in Malaysia authorised to offer the
continuum of 3 IB Programmes from IB Primary to IB Diploma
(IBDP) certification.
PROVIDING 21ST CENTURY EDUCATION
IN MALAYSIA
Fairview schools are English medium, co-educational day and
boarding schools, set within extensively purpose-built campuses.
Classes contain no more than 24 pupils, ensuring student-centred
active learning and collaboration. Fairview has an established track
record of excellent academic achievement with 95% Cambridge
IGCSE O level passes for the past 10 years. The community of
students originating from over 55 countries worldwide promotes
open-mindedness, understanding, respect and appreciation of
the rich heritage, cultures and traditions found throughout all of
Fairview’s campuses.
Fairview’s IBDP, for students aged 16-19, is a prestigious preuniversity programme highly acclaimed by the top universities
around the globe. These students are known to enter first-class
universities at an advantage being more mature, well-rounded and
formerly exposed to university level education compared to their
fellow classmates with conventional pre-university qualifications.
In addition to undertaking 6 subjects of their own choosing, these
students must complete three additional subjects; the Extended
Essay, Theory of Knowledge and Creativity, Action, Service (CAS).
Due to this broad range of study, IBDP pupils are already familiar
with obtaining high academic standards and using open-minded
critical thinking skills, desperately sought after by Universities
worldwide.
Students emerging from 6 years of PYP and 5 years of MYP,
amounting to 11 years of premier IB education with Fairview
find themselves at an unequal advantage of succeeding not only
in the IBDP but also University and subsequently in life. Every
year Fairview offers scholarships to eligible students who would
otherwise be unable to avail of this premier programme, giving
these pupils the chance they deserve to be among the best in the
world.
CURRICULUM AND FACILITIES
A visionary leader of education for a better world, Fairview uses
the UK National Curriculum in conjunction with the IB pedagogical
framework. All campuses are designed with 21st century learning
in mind; wireless, digitally advanced and always up to date with
the newest educational technology. Students can avail of the
high-quality equipment and facilities available such as Information
and Communication Technology (ICT) suites, an extensive library,
canteen, auditorium, and specially designed Music, Dance, Art, and
Drama rooms. Fairview has built a 25-metre swimming pool and
children’s paddling pool, Playing Field, Basketball, and Badminton
Courts, multipurpose hall, and sports hall.
The school’s well-rounded approach to education, whereby
all subjects are of equal importance, guarantees the students’
development as independent life-long learners. Incorporating
specific teaching methodologies and attributes of the IB Learner
Profile, students become risk-taking inquirers with skills to
communicate and understand complex concepts. These students
learn to think outside the confines of the classroom and try to
contemplate real-life solutions to long standing global issues.
SOCIAL AND EMOTIONAL DEVELOPMENT
Students embark on various forms of experiential learning
through local excursions and bi-annual expeditions to national
and international destinations such as ASEAN nations, Taiwan and
China. Students become internationally-minded global citizens
through experiencing education outside the classroom, developing
new skills and knowledge while being open-minded to different
cultures and traditions.
Fairview students participate in Co-Circular Activities (CCA) as a
means to nurture their social and emotional development as well
as encourage learners to cultivate their inner talents. Whether it’s a
club or society Fairview has an abundance of activities for students.
BREAKING NEW GROUND IN THE ASIAN COMMUNITY
Fairview’s innovative approach to learning has allowed the school
to offer a new programme never seen in Malaysia. This groundbreaking programme allows students to learn specific subjects in
their mother-tongue, such as Science and Math, while improving
their English proficiency through other subjects for example,
Physical Education and Art. Currently Fairview offers Mandarin as a
mother-tongue language, abiding by the Language Policy of the IB
and the Malaysian Ministry of Education. This unique programme
offered by Fairview International School uses the IB curriculum
blending 5,000 years of Chinese language, history, and culture
alongside the acquisition of the English language and literature
into one programme.
FAIRVIEW’S GOING GLOBAL
Fairview International School is set to expand its innovative
approach to education across the ASEAN and beyond by opening
more schools across Malaysia; Ipoh, Kuantan and Port Dickson by
2015, and eventually 15 schools across Asia, Australia, and the UK.
For more information, please visit our website at
www.fairview.edu.my. To find out more about the
International Baccalaureate, please visit the website
www.ibo.org.
EDUCATION 63
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Garden Intl School - Bringing Out
The Best in You Since 1951
Garden International School (GIS)
is the largest private, co-educational,
international school in Malaysia and is
accredited by the Council of International
Schools (CIS).
Established in 1951, GIS provides a Britishstyle education to the expatriate and local
community in Kuala Lumpur. The school
has two campuses in Kuala Lumpur and
one on the East Coast of Malaysia in
Kuantan. In total, the school has over
2,000 students representing over fifty
nationalities.
The school bases its curriculum on the
National Curriculum of England with
modifications designed to meet the needs
of international students. The English
system provides high quality and broad
education which enables your children to
move to any other English-speaking country
fully equipped to succeed. Your child’s
education is enhanced by the time spent in
the multicultural environment of GIS.
The Garden International School (GIS)
community is dedicated and committed
to excellence and has earned a reputation
for being a world-class educational
establishment. We believe that providing
a stimulating, challenging and fun
environment is essential for learning.
We recognise that your child has
unique needs and we aim to provide
opportunities to support each student to
maximise their potential.
We recognise that academic excellence
alone is not sufficient to prepare your
children for life in the 21st century. To
this end, GIS continuously strives for
improvement, driven by our Student
Vision which guides us towards providing
a truly holistic education. The Student
Vision focuses on the development of your
children as Adaptable Lifelong Learners,
Active Citizens, Effective Communicators
and Resilient individuals and is central to
our goal of educating your children to
take their place as leaders in the global
community. Through a holistic programme
emphasising academic excellence,
sports, arts and music and community
service, we aim to bring out the best in
our students and your child. Our focus
is to provide programmes that develop,
motivate and inspire your children to
become independent learners. Staff
and students are active in the areas of
community service, global awareness
and education outside the classroom and
we aim to inspire a genuine passion for
learning in the whole GIS community.
Our strong emphasis on the provision of
extensive co-curricular programmes and
continuous facility improvement is central
to supporting our vision.
Facilities on the main campus include a
7-storey Arts Centre comprising Art, Music,
Drama and Modern Foreign Languages
facilities, 700 networked computers, 10
science laboratories, sports hall, assembly
hall, sports field, basketball courts, a
25-metre swimming pool, all-weather
courts, two libraries and two cafeterias.
The purpose built Early Years Centre
catering to Nursery and Reception levels
commenced in September 2008 and is
located in Desa Sri Hartamas.
OUR PURPOSE
To educate the youth of the world to take
their productive place as leaders in the
global community.
STUDENT VISION
At GIS we aim to educate students to be
confident in leadership roles and:
1) As Adaptable Lifelong Learners:
UÊ "«Ìâi ÌiÀ Ì>iÌÃ Ì Ài>V ÌiÀ
potential
UÊ ««Þ Üi`}i >` }iÀ ÀìÀ
thinking skills critically and creatively to
pose and approach complex problems
UÊ V>Ìi] >ÃÃiÃÃ >` >>}i vÀ>Ì
effectively
UÊ ,iyiVÌ >` iÛ>Õ>Ìi Ì ìÌvÞ ÌiÀ
ongoing learning needs
2) As Active Citizens:
UÊ Ài ÌÛ>Ìi` Ì Ì>i ÀiÃ«ÃLi
actions over global issues
UÊ «>Ìâi ÜÌ ÌiÀÃ ÌÀÕ}
accepting and understanding diversity
UÊ ,iÃ«iVÌ ÕÀ Ài 6>ÕiÃ >` Ìi VVi«Ì
of human rights
UÊ VÌÛiÞ VÌÀLÕÌi ÌÜ>À`Ã ÌiÀ
community
3) As Effective Communicators:
UÊ Ài >ÀÌVÕ>Ìi] ÀiyiVÌÛi >` «i Ì
others’ points of view
UÊ -iiVÌ >` ÕÃi vÀ>Ì
communication technology
appropriately, responsibly and safely
UÊ Ài «ÀwViÌ Ìi ÕÃi v >V>ìV
English and competent in an additional
language
UÊ >Ûi Ìi VwìVi Ì iÝ«ÀiÃÃ
themselves and discuss ideas
4) As Resilient Individuals:
UÊ Þ > i>ÌÞ] >VÌÛi] >` L>>Vi`
lifestyle
UÊ 7À LÌ ì«iìÌÞ >`
collaboratively
UÊ 1ìÀÃÌ>` ÌiÀ iÀÌ>}i >` >Ài
confident in a variety of cultural and
social settings
UÊ iÛi« > ÃÕ` «iÀÃ> Vì v iÌVÃ
through which they take responsibility
and accept the consequences of their
actions
5) As Independent Enquirers:
UÊ 7À ì«iìÌÞ >` V>LÀ>ÌÛiÞ
to identify questions to answer and
problems to solve
UÊ V>Ìi] >ÃÃiÃÃ >` >>}i vÀ>Ì
responsibly and effectively
UÊ >ÞÃi >` iÛ>Õ>Ìi vÀ>Ì Ì
support conclusions
6) As Creative Thinkers:
UÊ ÀÌV>Þ V>i}i ÌiÀ Ü >` ÌiÀ
people’s assumptions
UÊ 1Ãi ÌiÀ >}>Ì Ì iÝ«Ài
possibilities and apply their thinking to
real life situations
UÊ >Ûi Ìi VwìVi Ì >««Þ Üi`}i
and higher order thinking skills creatively
to approach complex problems
GIS offers the English National Curriculum:
IGCSEs, AS and A Levels
SCHOOL’S SPECIAL ACHIEVEMENTS
GIS results in 2010:
96% Graded A to C for IGSCE
(64% of all results A or A*)
94% Graded A to C for A Levels
(28% of all results A or A*)
Other achievements
– Over 60 Sports teams per year
– Over 25 Music or Drama Performances
per year
– Over 15,000 Community Service hours
per year
– Top 10 schools in the world 2007
(Guardian)
Address: 16, Jalan Kiara 3,
Bukit Kiara, 50480 Kuala Lumpur
Phone: +603.6209 6888
Fax: +603.621 2468
Website: www.gardenschool.edu.my
EDUCATION 65
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HELP International School: A School that Helps
Your Child Celebrate “Life in All Its Fullness”
HELP International School (HIS) is part
of the HELP Education Group which is a
major education provider in this region
with over 12,000 students from over 30
countries studying in its various campuses
and which has sent students to universities
like Oxford, Cambridge, Harvard,
Princeton, Chicago, Imperial College
London, London School of Economics,
Melbourne University and Australian
National University.
HELP International school will cater to
students from preschool level all the
way up to A-Levels and uses the British
School Curriculum supplemented by the
Singapore Maths and Science curriculum.
The school will be housed at a new
purpose built campus facility in Subang
Bestari which is conveniently located within
30 minutes of most major expatriate
residential areas in Kuala Lumpur.
LIFE IN ALL ITS FULLNESS
The motto Vita ad plenitudinem, which
in English means “Life in all its fullness,”
captures the educational aspirations of
HELP International School.
“As educators and as parents, we want our
children to live full lives, enjoying all the
opportunities that our world has to offer”,
explains Dr Gerard Louis, the school’s
Principal, who holds a PhD and a Master’s in
Counselling and Career Guidance.
LEARNING TO BE EXCELLENT IN ALL THINGS
The HELP curriculum reflects its philosophy
of developing all-rounders which combines
academic excellence with an equal
emphasis on sports and the creative
arts. This curriculum revolves around 8
Key Areas of growth and development:
intellectual, emotional, social, physical,
creative, moral, career direction and
leadership.
“Very often, children going to the great
universities such as Oxbridge possess more
than good grades,” explains Miss Davina
McCarthy, Deputy Principal at HIS, who has
over 20 years of experience in international
schools around the world. “They possess
character, a point of view and a unique way
of seeing the world and strong leadership
qualities, and all that can be developed
from their experiences in school”.
Kent Bullifin, who holds a degree in
Aeronautical Engineering from Purdue
University, teaches maths at the school.
He explains the academic process which
ensures that students are engaging,
thinking, synthesizing and applying
knowledge: “Maths should be enjoyable
and challenging at the same time. It is
about solving puzzles and about finding
different solutions to problems.” HELP
believes that academic rigour goes beyond
memorizing formulas and is about learning
to think deeply and critically.
To ensure their physical development, all
students in the school will be given the
opportunity to learn at least 1 new sport
every year, and every child will receive
training in swimming and athletics by
qualified coaches from the UK, including
Stacie Long and Matt Hammond, who
recently coached his English school
football team to win a competition in
Barcelona. “Aside from developing their
fitness and coordination, sports also
develops a child’s ability to strategize,
be decisive and communicate in team
settings,” explains Stacie.
Similarly, all students will be coached in the
performing arts, such as dance, music, and
drama.
James De Gazio, performing arts
teacher from the US, who has taught
and worked in London for the last 18
years and who has performed in over
20 Shakespearean productions, will
head the drama and acting program.
“Students at our school will have the
opportunity to study drama, mask work,
fight choreography, radio, television and
physical theatre, mime, script writing,
camera work, stage production and
special effects,” explains James.
Students at HELP will also get to further
flex their creative muscles in the design
and technology labs equipped with cutting
edge design machines, including laser
cutters and 3D printers.
HELP also has a programme in robotics
which will allow students to design and
build their own robots.
READING POETRY IN THE COURTYARD GARDENS
The highlight of the school campus
is the central garden courtyard that
houses an amphitheatre and a beautiful
dining area overlooking the gardens
that resembles a Parisian café. The
school campus boasts a modern library
with a wide range of study and learning
materials and facilities; a swimming
pool; an air conditioned multi-purpose
hall that holds 4 badminton courts, a
football field, a black box theatre, a
dance and music studio and state-ofthe-art science labs.
A STRONG MANDARIN PROGRAMME
While the school’s main medium of
instruction will be English, it recognizes
the growing importance of China in the
world and as such it has developed a
strong Chinese language programme
under the leadership of Bruce Luo, who is
from China himself. Bruce holds a Masters
in Linguistics from Australia and has a
unique background, having been trained
to teach Chinese as well as English.
“To learn and appreciate the Chinese
language, students will also need to learn
and appreciate Chinese culture, history
and philosophy,” explains Bruce.
Backed by a rich tradition of excellent
achievement in the HELP Education Group,
the HELP International School aims to be
a prime model of a school that displays all
the attributes, qualities and strengths that
have made the HELP Group the leading
force for quality education in the region.
For more information, please visit
www.his.edu.my or email
[email protected].
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Garden International School’s
Early Years Centre
WHAT YOU NEED TO KNOW
Garden International School Early Years
Centre is located within a security
controlled private residential compound,
easily accessed and away from any major
roads. The main campus for Garden
International School is 1.5km away and
the largest private international school in
Malaysia with the best academic results
in the country, consistently ranked in the
top 5 of all British International Schools
worldwide by independent sources.
Fully supported by our main GIS campus,
and not the least bit humbled by its size,
our Early Years Centre has maintained an
individual small community feel where
every employee, from teaching staff to
receptionists, cleaning staff to security
guards know the children by name, look
after their best interests and are valued by
both students and parents.
We opened the doors of the EYC campus
in September 2008 with large open
classrooms, natural light being the key
element. Custom-made furniture and
colorful bright creative play areas take our
preschoolers on a journey of imagination
and discovery while they are in our care.
Where we are: We’re in Sri Hartamas,
on the edge of Mont Kiara, 6km from
Bangsar and 10km northwest of KL City
Centre. Depending on the time of day,
these distances yield dramatically results
with regards to journey time. Our start and
finish times are planned to help avoid the
rush hour traffic, making traveling time to
and from school less stressful for parents
and small children.
We have what’s known as a ‘soft start’
in the mornings, parents can drop off
anytime between 8am – 8.30am. We
operate a ‘drive through’ drop off system
within the property where we have a
member of staff waiting to unbuckle our
students and escort them from the vehicle
into the centre, no need for parents to
get out of the car. The same procedure
happens in reverse at pick up time, school
finishes at 1.30pm, parking spaces are also
available. We actively encourage parents
to participate in our classroom activities
understanding that the first experience of
school life can be as emotionally unsettling
on parents as it is on young children. We
also operate a safe and secure busing
system for our young students, serving the
surrounding area and Desa Park.
CURRICULUM
We practice the British-based Early Years
Foundation Stage (EYFS) curriculum
followed by the International Primary
Curriculum (IPC) teaching Literacy,
Numeracy and inquiry skills based on the
English National Curriculum. The EYFS
focuses on learning through play, building
confidence in solving problems and an
introduction to thinking independently.
Although curriculum topics are set we
encourage fluidity and creativity in the
classrooms; our teachers have the flexibility
to run with a topic that may be at the
forefront of students’ minds and build it
into the curriculum.
For example, a recent visit by their
grandparents, or the discovery of an
animal they had not yet encountered
can be explored. This gives our students
the freedom to express their thoughts
and experiences knowing that they
will be heard, acknowledged and that
their contribution is valued. In turn this
develops children’s self-worth and selfesteem, affirming their place in society;
a key building block in the psychological
development of a healthy child.
The transition into ‘big school’ can be a
daunting experience;going from a small
community feel at EYC to our main
campus with 1,000 primary students has
the potential to be overwhelming, even
for the most confident child. To ease this
transition, the
children will
often venture
over to the
GIS main
campus to
participate in
sports events,
productions
and other
exciting activities. This practice not only
familiarizes the students with the ‘big
school’ environment but introduces them
to a wider community of which they are
already a key part. Our EYC students
experience the same warmth, attention
and individuality at our main campus, an
essential core value that is at the heart of
Garden International School.
WHAT SETS US APART?
GIS has the best academic results in
the country. Our teachers are recruited
from the UK, Europe, and Australia with
experience, a passion to educate, and a
focus on bringing out the best in every
student, key elements when the selection
process begins. Teaching positions at
GIS are highly sought after in both the
international and local sector.
Both our GIS KL campus and GIS Kuantan
have been awarded 5 Stars by the Ministry
of Education Malaysia.
www.gardenschool.edu.my
Facilities:
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EDUCATION 69
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IGB International School
Opening Soon
THE SCHOOL’S MISSION STATEMENT
“To create an inclusive learning community
embracing diversity, and offering a
challenging, caring and holistic education
which empowers our students to be
continuous learners and compassionate,
knowledgeable and principled global
citizens.”
Programme and Career-related Certificate
(Grades 11 and 12).
OVERVIEW
IGB International School, a premier
international school offering the full
International Baccalaureate (IB) program
to students at all grade levels from
kindergarten to Grade 12 (age 3 – 18).
IGBIS is owned and operated by Detik
Harapan Sdn Bhd, a subsidiary of IGB
Corporation Berhad. IGB is a renowned
and highly respected leader in corporate
initiatives and property development in
Malaysia and beyond.
Extra-curricular activities include
football, touch football, rugby, futsal,
field hockey, cricket, athletics and cross
country, basketball, netball, volleyball,
badminton, tennis, golf, swimming,
water polo, water aerobics, martial arts,
painting, drawing, ceramics, sculpting,
dance, music, drama, debate, choir,
orchestra, band, International Award,
Model United Nations (MUN), Global
Issues Network (GIN), chess and other
board games, robotics, rock climbing,
environmental, film making, film
appreciation, photography, book club,
cooking, lifesaving/first aid, and service
learning.
Detik Harapan Sdn Bhd received the
establishment approval from the Ministry
of Education on 30 November 2011
to build IGBIS. The school targets to
commence operations in August 2014.
HISTORY
Detik Harapan was set up in 2007 mainly
as part of IGB Corporation Berhad’s
corporate social responsibility to provide
education opportunities to the community.
FEE RANGES
Information not currently available. Fees
will be on par with top international
schools in Malaysia.
LOCATION AND LANDMARKS.
IGBIS is located in Sierramas, Sungai Buloh,
Selangor Darul Ehsan. The school is ideally
located in the north of Kuala Lumpur,
Malaysia, adjacent to the Sierramas and
Valencia communities. Only 14 kilometres
from the centre of KL, the area is well
connected by the North Klang Valley
Expressway (NKVE), LDP and MRR2,
making it readily accessible from all parts
of the city. Coming from Bangsar and
Damansara will take approximately 20
minutes, and even less from the Mont
Kiara and Desa Park areas.
IGBIS plans to offer extensive programme
for the broader community in sports,
arts, and continuing education. These
programmes will be conducted after
school, evenings, weekends and during
the school holidays, making use of the
outstanding facilities.
CURRICULA
IGBIS is offering, subject to IB authorisation
of each programme, the academically
rigorous, highly respected International
Baccalaureate Programmes to students at
all grade levels: Primary Years Programme
(Kindergarten to Grade 5), Middle Years
Programme (Grades 6 to 10), Diploma
IGB International School
Level 1, 2 Jalan Sierramas Utama,
Sierramas 47000 Sungai Buloh
Selangor Darul Ehsan
[email protected]
www.igbis.edu.my
EDUCATION 71
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The International School @ ParkCity
Learning Beyond Boundaries
while establishing a challenging, flexible
and responsive environment in a
premier school.
ISP recognizes the significant role that
technology plays in modern society, and
in addition to the entire school being
a ‘wireless’ zone, all children in years 3
to 10 are provided with their own iPad.
ISP is also the first international school
in the country to incorporate a fully
comprehensive technology-supported
learning platform in the building design
– so each classroom benefits from this
connectivity.
With its motto of ‘Learn, Play, Grow’,
The International School @ ParkCity (ISP)
aims to become the leader in producing
internationally minded, competitive, and
culturally aware individuals. It aims for
excellent, high-quality education, and
goes beyond the norm by developing
creativity, exploring the community
and discovery-based learning with an
emphasis on providing places and spaces
for discovery.
Expectations of students will be very
high, yet achievable, focusing on
nurturing open and imaginative minds
Classrooms are designed to encourage
collaborative learning, with flexible seating
arrangements that can be easily adapted
to suit a particular learning activity. In the
library, iPads are used to access the on-line
catalogue, and students can use their iPad
to review the books they have read, reserve
a book that is currently out on loan, or
request new additions to the library stock.
The campus is designed to maximise
light and space, giving an open, breezy
feel. The design incorporates areas
for informal interaction and private
study, including a lounge, study pods
and courtyards. These spaces help to
create a dynamic and engaging learning
environment that will encourage the
discovery-based learning that is a key
part of the curriculum.
ISP is accredited by the Cambridge
University International Examination
Centre.
@ ParkCity
No. 1 Jalan Intisari, Desa ParkCity,
52200 Kuala Lumpur, Malaysia.
Tel: +603 6280 8880
Fax: +603 6280 8749
Website: www.ISP.edu.my
EDUCATION 73
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The International School of Penang (Uplands)
Until 2000 the School offered only the
British IGCSE and A-Level programmes
but, in 2001, Uplands became accredited
to offer the International Baccalaureate
Diploma programme, followed in 2006 by
authorization to deliver the Primary Years
Programme (PYP). Today Uplands offers
elements of both the Cambridge and the
IB programmes to its students. The School
is one of the leading boarding schools in
Malaysia. Students stay either as weekly
boarders (if their families live nearby but
do not want to subject their child to a long
weekly commute to and from school), or
as term boarders.
SCHOOL PHILOSOPHY AND OBJECTIVES
The following is a statement of our beliefs
and aspirations.
Uplands School is a multicultural,
multiracial and multinational community
whose aim it is to promote the School
Motto: “RESPECT FOR SELF. RESPECT
FOR OTHERS”
The School believes that this is a motto
worth striving for, and that care, good
conduct, cooperation and understanding
are of prime importance. The School
understands that such a community
must be free of all unfair discriminatory
practices.
The School aims to foster a love of
learning which will nurture our human
faculties: intellectual, aesthetic, emotional
and physical. We believe that happy,
well-balanced individuals who take
strength from our community will make
an invaluable contribution to the world in
which we live.
MISSION STATEMENT
Uplands aims to provide excellent
international education for students of all
nationalities in a challenging multi-cultural
environment. Uplands believes that hope
for world peace lies in an interdependent
international community where the
principles of respect for self, respect for
others are strongly held.
Our mission is to create such a community,
one that thrives upon respect for truth
and open exchange. It favours methods of
teaching which foster the joys of learning,
discovery and enquiry, aiming to nurture
students into thinking, learning, caring
and striving to meet the needs of a better
world.
Uplands supports ways of protecting
our planet which are scientifically and
environmentally sound.
The Primary Section curriculum, (Years
1 to 6), follows the IB Primary Years
Programme (PYP) that focuses on the
development of the whole child and
offers a framework that meets children’s
academic, social, physical, emotional and
cultural needs. Uplands School was the
first in Malaysia to offer this world-class
programme.
The Lower Secondary Section (Years
7 to 9), follows a broad base of studies
involving a compulsory Core Curriculum
of English Language and Literature
(or English as a Second Language),
Mathematics, Physics, Chemistry,
Biology, Physical Education, Geography,
History, Information Technology, Design
Technology, Art, Music, Drama, Bahasa
Malaysia, and one other Modern Foreign
Language (from Mandarin, German,
French, Japanese and Spanish).
At Upper Secondary level (Years 10
and 11), students will prepare for public
examinations, conducted in School, but
assessed in the United Kingdom, and in
most cases leading to the Cambridge
IGCSE qualifications. Most students
prepare for nine or ten subjects with
English, Mathematics, the Sciences being
compulsory, at least one of the Humanities
(Geography, History, Economics), one
of the Arts (Music, Drama, Visual Arts,
Media Studies) and one of the Modern
Foreign Languages. There is room in the
curriculum for one more elective choice
that may include Information Technology,
DT Graphics, DT Resistant Materials,
Geography and History. Physical Education
is compulsory for all students, with the top
set sitting for the IGCSE qualification at the
end of Year 11.
All students entering the Pre-University
Course (Years 12 and 13) study the IB
Diploma. The IB Diploma, an intensive,
two-year programme, requires students to
study a combination of six subjects at either
Higher or Standard level, in addition to
other compulsory core elements including a
research project called the Extended Essay,
a Theory of Knowledge course, and a CAS
(Creativity, Action and Service) programme
. In addition, we provide support and
instruction for any students wishing to
prepare for the SAT tests, in order to enter
a university in the USA.
With a number of students winning
“Brilliance in Malaysia Awards” for their
IGCSE results last year (our 2nd best
ever), and with seven students this year
having secured interviews at Oxford or
Cambridge Universities, and four receiving
offers, we are once again looking forward
to excellent IGCSE results for our Year
11 students, and excellent International
Baccalaureate Diploma results for our Year
13 students.
While the language of instruction is
English, several foreign languages such
as German, French, Spanish, Japanese,
Mandarin and Bahasa Malaysia are offered,
and there is a strong English as a Second
Language (ESL) programme for those who
require it in the lower Secondary section.
There is a dedicated Learning Support
Department and a qualified Student
Counsellor is on-hand to serve the School
community.
Over 80% of our teachers are expatriates
with wide international experience,
recruited from over a dozen nations
but with the majority UK-educated and
trained, and our turnover of staff is low for
an international school.
FEES
School Fees: Tuition fees per term:
RM5,315 – RM15,500 according to age
Boarding fees per term: RM10,665 –
RM11,370
Enrolment fee per term: RM1,200 –
RM6,500
Depreciating Deposit: RM2,000 –
RM6,000
The International School of
Penang (Uplands)
Jalan Sungai Satu, Batu Feringgi
11100, Penang, MALAYSIA.
Tel: (604) 881 9777
Fax: (604) 881 9778
Website: www.uplands.org
Of Penang (Uplands)
SINCE 1955
THE I.S.P.SCHOOLS ASSOCIATION (No.2597-V)
Good Students
to Great Universities!
Quality international education since 1955
If you wish for a school which has a proven track record
of excellence, offers generous scholarships and sends
its students to some of the best universities worldwide,
Uplands School deserves your most serious consideration.
Already a well respected Primary and Secondary
institution, Uplands began producing Sixth Form
graduates in 1998, including a Cambridge University
place in its very first batch. Since then it has delivered
hundreds of good students to great universities
worldwide.
As an international day and boarding school with a
student : teacher ratio of 8 : 1, Uplands can boast a
pedigree second to none – an educational jewel in
Penang’s crown.
UPLANDS: PUT YOUR TRUST IN OUR EXPERIENCE!
Our Sixth Form Programme is The International Baccalaureate Diploma
Visit www.uplands.org for further information.
Jalan Sungai Satu, Batu Feringgi, 11100 Penang, Malaysia.
Tel: (6)04-881 9777 Fax: (6)04-881 9778 E-mail: [email protected]
Accredited by CfBT on behalf of the Office for Standards in Education, UK (Ofsted). An examination centre for Cambridge International Examinations,
Edexcel International and the International Baccalaureate. Member of The Federation of British International Schools in South and East Asia & British
International Schools Worldwide. Member of AIMS. Member of the Boarding Schools Association.
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International School of KL:
An American Education
School-Wide Learning Results
(SLRs):
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Established in 1965, the International
School of Kuala Lumpur (ISKL) was the first
school in Malaysia to offer an American
curriculum to students. Over the years,
ISKL has built an outstanding international
reputation by balancing a strong tradition
for academic excellence with innovative
approaches to teaching, learning and
technology. ISKL provides a warm and caring
atmosphere where students are taught to
think creatively, reason critically, communicate
effectively, collaborate constructively, learn
enthusiastically, and live ethically.
ISKL is a private, not-for-profit, parentgoverned school accredited in the United
States through the Western Association
of Schools and Colleges (WASC) and
internationally through the Council of
International Schools (CIS). ISKL has no
shareholders. We pay no dividends. Our
only business is the education of children.
More than 1,600 students attend ISKL
from more than 60 countries. ISKL’s
faculty consists of highly qualified and
experienced individuals. Over two thirds
of them hold degrees at the Masters and
Doctorate level. An experienced team of
staff assist the faculty and administration
and contributes to the successful daily
operation of the school. In view of ISKL’s
diverse student population, programmes
have been designed to nurture students’
appreciation of other cultures. A key to the
school’s success is the active involvement
of all members of the school community.
The Board of Directors, which sets the
policy of the school, is composed of
parents elected by the parent community.
Parents also volunteer through the
Parent-Teacher Association and support
a wide variety of activities and other
special programs throughout the year.
At ISKL, learning does not stop with
academics, but encompasses social,
emotional and moral development.
We offer well-rounded educational
programmes to our students to assist them
to lead well-rounded quality lives.
Among the programmes offered are the
High School Diploma, the International
Baccalaureate Diploma and Advanced
Placement Courses.
ISKL is a community where the interaction
of students, faculty and families creates
an energetic and invigorating learning
environment. ISKL students have many
opportunities to engage in challenging
academic programmes as well as extensive
interscholastic athletics and co-curricular
activities. ISKL is truly the first step to a
lifetime of learning.
Our Mission
The International School of Kuala Lumpur
provides an exceptional education that
challenges each student to develop
the attitudes, skills, knowledge and
understanding to become a highly
successful, spirited, socially responsible
global citizen.
Our Vision
To walk in a harmonious environment
where care follows closely behind; learning
is stimulated, curiosity is sparked, vision is
cultivated, and action is inspired.
Semesters:
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Fees
Prep Reception: 3.
Prep junior: 3.
Prep Senior - Grade 5: ʔ3.
Grade 6 - 8: 3.
Grade 9 - 12: 3.
Admissions Office Contact Details:
Tel: Fax: Email BENJTTJPOT!JTLMFEVNZ
Website: XXXJTLMFEVNZ
EDUCATION 77
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Sri KDU® International School
THE SCHOOL’S MISSION STATEMENT:
VISION
To be the leading school for teaching and
nurturing young individuals in our society.
MISSION
We will
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and the lives of others
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CURRICULUM:
Sri KDU® International School offers
education from primary through secondary
to pre-university levels.
The school offers the following:
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Our Academic year runs from September
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Sri KDU® International School follows the
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education in a caring and individualised
learning environment. The teaching &
learning methodologies adopted promotes
independent and self directed learning,
emphasising on each student’s different
levels of creativity & potential.
FEE RANGE (SEPTEMBER 2013/14 FEE):
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LOCATION:
Sri KDU® International School is located
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from most major highways including
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Highways.
HISTORY AND ESTABLISHMENT DATES:
Sri KDU® International School is an
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of schools. Its national curriculum school
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International School opened in September
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programme for children of all nationalities.
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SCHOOL’S PHILOSOPHY AND MECHANICS
OF THE PASTORAL CARE PROVIDED:
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KDU® International School. The design of
the building supports this, with flexible
learning spaces which cater to different
levels of learning and personalised
teaching methodologies.
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across all schools.
Sri KDU® International School boasts
a range of top class facilities which
encompass academic and learning, sports,
performing arts and music. In addition
to the modern facilities, which engage
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encourages them, we have a pastoral
system which aims to support students to
fulfill their individual potential, whatever
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pastoral system is imbibed in our school.
Formally, all students have a form tutor
to whom they can turn to for support. In
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learning, all teachers understand their role
as a care giver and support their students
with an understanding of the social and
emotional aspects of learning.
Sri KDU® International School
Address: No. 3, 5 & 7, Jalan
Teknologi 2/1, Seksyen 2, Kota
Damansara, 47810 Petaling Jaya,
Selangor, Malaysia.
Tel: (+603) 6145 3888
Fax: (+603) 6156 9011
Website: www.srikdu.edu.my
Sri KDU® International School provides an international education for students aged 5 to 18. We offer a
high quality learning experience designed to match the needs of international students.
Every child at Sri KDU® International School will experience the best practices of a British International
School. We focus on independent and personalised learning so that the individual needs of the students
– academic, creative and personal – are highlighted to ensure they reach their full potential. Our strong
pastoral care system will ensure that each child is nurtured and valued to develop his or her confidence
to prepare them for a global future.
KDU Smart School Sdn Bhd (556354-A)
$
& 2 5 3 2 5 $7 , 2 1 & 2 0 3$ 1 <
No. 3, 5 & 7, Jalan Teknologi 2/1, Seksyen 2, Kota Damansara, 47810 Daerah Petaling, Selangor Darul Ehsan, Malaysia
Tel: +(603) 6145 3888 Fax: +(603) 6156 9011 Email: [email protected]
www.srikdu.edu.my
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Kinabalu International School –
40 Years of Developing Excellence
in a Caring International Setting
Kinabalu International School has been
Sabah’s leading international school for 40
years. The school is dedicated to providing
an excellent education in a caring,
respectful environment, whilst challenging
our students to achieve their full potential
as successful world citizens. We believe
in developing the whole child, providing
them with the skills necessary to think
independently, critically and creatively and
be able to communicate their ideas and
opinions effectively.
THE CURRICULUM
The school bases our academic programme
on the National Curriculum of England
and Wales with adaptations to reflect our
status as an International School in South
East Asia, providing a broad, balanced
education for international and Malaysian
students aged between 18 months and 18
years old.
Students work towards their International
GCSE exams, which they sit at the end of
Year 11.
Following their IGCSE exams, Year 12
students can continue their education at
the school by studying for their Cambridge
A Levels, a two year course, preparing
them for entry into the best universities
across the world. We provide assistance in
selecting university courses and community
service projects and activities, as well as
private study periods incorporated into
their timetable.
HISTORY
KIS was founded in 1973 to provide a
British-type education for children of
expatriates living in Sabah. Supported by
a tremendous amount of work and fund
raising by the active parent body, the
school moved to purpose-built premises
in 1995. These premises have continued
to grow and develop in the past 17 years
to offer excellent facilities and modern
resources that support all aspects of our
formal, sporting and social curriculum.
The school is a not-for-profit organisation,
with funds being ploughed back into the
school to support its staff, resources and
development. KIS benefits from an active
and supportive Parent Teacher Association,
which works closely with the school to
improve the overall educational experience
of our students.
ANNUAL FEES
Foundation 1: From RM4,500
Foundation 2 – Year 5: From RM19,992
Year 6: From RM21,192
Year 7 – Year 8: From RM24,975
Year 9: From RM26,175
STUDENT / TEACHER RATIO
A dedicated team of experienced and
skilled overseas and local educators
promote teaching methods that emphasise
an interactive approach to learning and
our excellent assessment results and
IGCSE grades reflect our high academic
standards.
COMPOSITION OF STUDENTS
KIS presently hosts students from over 20
different nationalities.
CLASS SIZE AVERAGE
With just under 280 students across the
whole school, KIS students benefit from
small class sizes.
MAJOR AWARDS
KIS is a certified centre for Cambridge
International Examinations and a founding
member of the Federation of British
Schools in South East Asia (FOBISSEA).
The school is registered with the UK
Department for Children, Schools and
Families. In 2010 the school received
full accreditation of the much-respected
Council of International Schools making
it one of only four schools in Malaysia to
receive such an award and one of less than
350 schools worldwide to be recognised in
this way.
LOCATION
Kinabalu International School is located in
an easily accessible area on the outskirts of
the city, at the end of a quiet road with no
passing traffic.
PHILOSOPHY AND MECHANICS OF
PASTORAL CARE
KIS has a fully integrated pastoral system
which includes class teachers and pastoral
tutors for each year group, each of
whom contributes to Personal, Social and
Health Education curriculum. For A Level
students careers and university selection
guidance is provided by teaching staff
and key members of the local business
community.
ACCEPTANCE OF MILDLY LEARNING DISABLED /
HIGH FUNCTIONING DISABLED STUDENTS?
Students with special educational
needs are assessed by the school’s SEN
Coordinator and decisions on enrolment
are made in relation to each individual
case. KIS will only accept students for
whom it can provide appropriate education
facilities, support and resources to enable
them to fulfil their potential whilst at the
school.
Kinabalu International School
P.O Box 12080,
88822 Kota Kinabalu, Sabah,
Malaysia,
Off Jalan Khidmat, Bukit Padang
Tel: (+6088) 224526 / 248097 /
245325
Fax: (+6088) 244203
Website: www.kis.edu.my
KINABALU INTERNATIONAL SCHOOL
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Fully Accredited by the
Council of International
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academic
standards
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staff retention
Small
class sizes
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in South East Asia
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Tel: +60 88 224526 | Email: [email protected] | www.kis.edu.my
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Kolej Tuanku Ja’afar - Known for Excellence
HISTORY
Kolej Tuanku Ja’afar (KTJ) aims to give
students from all nationalities equal
opportunities to excel in a school that offers
high quality learning, resources and extracurricular experiences in a caring, secure
and stimulating environment. Our Primary
Day School follows the British National
Curriculum and the International Primary
Curriculum while our Secondary Boarding
School broadly follows the British National
Curriculum offering IGCSEs and A levels.
KTJ was founded by the Negeri Sembilan
royal family – YAM Tunku Naquiyuddin ibni
Almarhum Tuanku Ja’afar, YAM Tunku Tan
Sri Imran ibni Almarhum Tuanku Ja’afar and
YAM Tunku Dara Tunku Tan Sri Naquiah
binti Almarhum Tuanku Ja’afar – who
wished to establish a first-class educational
centre based in Malaysia.
THE PURSUIT OF EXCELLENCE
We help our students to succeed in all
fields. Our special staff: student ratio and
small class sizes mean that teachers have
time to attend to the needs of individual
students, whether academic or pastoral.
The staff comprises highly qualified
local and teachers who take pride in the
achievements of the students going on
to study in the world’s leading universities
and in every student who fulfills his or her
potential. Our objective is to help young
people develop into confident, mature
adults capable of high achievement
throughout their lives.
PROGRAMME OUTLINE
We have developed a curriculum model
based on the range of competencies
children will require as they progress
through primary and secondary school.
Students in the secondary school are
offered a broad and challenging curriculum
with the opportunity to specialize as
they approach public examinations.
Mathematics and the Sciences are
traditional strengths. However, the social
sciences, represented by economics,
business studies and accounting are strongly
supported.
PRIMARY
The Primary School caters for all students
aged 4 to 11, broadly following the UK
National curriculum, suitably amended for
students in Malaysia. A safe and caring
environment allows students to develop
their self-esteem, explore new ideas, and
become confident learners. The opportunity
to fully develop their academic potential,
as well as to improve their talents in the
Arts and sport, will be integral to their
experience at KTJ.
SECONDARY
Students in Forms 1 – 3 follow a broadbased curriculum modelled on the British
curriculum. Students in Forms 4 – 5 proceed
to the internationally recognized IGCSE
syllabus of either Edexcel or Cambridge
International Examinations (CIE).
SIXTH FORM
The school is justly proud of its highly
successful sixth form A level courses.
As well as the usual range of sciences,
business and humanities, there is
opportunity to study Computing, Theatre
and Art at A level. Most sixth formers
will progress to universities overseas after
their course: on average two students
every year have been accepted by Oxford
and Cambridge and an impressive range
of other world-class universities have
welcomed our students.
THE DIVERSE COMMUNITY
A blend of approximately 20 nationalities
is what gives KTJ its special atmosphere,
enabling us to promote and develop
cultural harmony as the centre of our
educational ethos. Students join with
students from around the world, exploring
different languages and cultures as part
of their daily life: an excellent start to
understanding globalisation.
THE BOARDING EXPERIENCE
The Boarding houses help foster a closeknit community by offering a caring home
environment, which is led by experienced
and dedicated Housemasters and
Housemistresses. This professional team
guides and motivates the students in their
care to achieve the best academic results,
whilst encouraging them to make the most
of the many opportunities for personal
development offered, during and outside,
school hours. The recently-built health
centre staffed by full-time nurses ensures
students get the very best of health care
when they need it.
ACADEMIC FACILITIES & RESOURCES
KTJ enjoys facilities unlike those in any
other schools in the country. The range
and quality of the facilities are aimed at
providing the best, all round education
for students and to enable them to
explore their abilities and build on their
strengths, be they academic, artistic,
musical, sporting or personal. Most
classrooms have SMART boards and
wireless access. Laboratories are spacious
and well equipped and the Library is
overflowing with books and computers.
The outdoor facilities are exceptional,
including two swimming pools, a
basketball court, squash courts, rugby
and football pitches.
BOARDING FACILITIES
All KTJ students live in comfortable, fully
air-conditioned boarding houses. Living
amongst contemporaries in a friendly
environment is not only fun but also helps
to develop the important qualities of
self-awareness, respect, and teamwork.
The interpersonal skills and emotional
intelligence displayed by KTJ students are
some of the reasons why they make such
a success of their education and their
future lives.
SOCIETIES, CLUBS, AND SPORTS
Of vital importance in a school like KTJ is
what happens after the end of lessons.
With the vast majority of students boarding,
the scope for sport and extra-curricular
activities is extensive.
Music and drama are also enthusiastically
supported by the students who take full
advantage of KTJ’s outstanding 700–seater
auditorium. KTJ students also actively
participate in the numerous societies, clubs,
and indoor and outdoor activities, such as
Global Debates; Model United Nations;
SEA Forensics; International Youth Award;
People to People International; Interact;
Malay Language & Cultural Club; and
Aerobics.
ACCREDITATION.
KTJ has been accredited by the Council of
International Schools (CIS). It is a member
of the federation of British International
schools in South East Asia (FOBISSEA) and
is the first Malaysian school to attain a silver
Eco-School award.
Quest
For
Excellence
EMPOWERING GLOBAL LEADERS
OF A SUSTAINABLE WORLD
Kolej Tuanku Ja’afar, one of Malaysia’s premier schools, is an independent
co-educational boarding school. We combine the best of the British independent
school system with the educational needs of Malaysia and Asia.
Excellent A-level results
Placement at prestigious universities including Oxford, Cambridge, Yale, LSE, Imperial, UCL, ...
Safe and secure campus
Holistic education
International Secondary school (Boarding or Day school) : Cambridge IGCSE and A level exams
International Primary school (Day school)
To Find Out More :
Kolej Tuanku Ja’afar
71700 Mantin, Negeri Sembilan,
Malaysia
06-758 2561/ 2995
www.ktj.edu.my
[email protected]
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1:1 Laptop Schemes for
21st-Century Digital Natives
“21st-Century Digital Natives” is a
phrase that has been used in education
for several years; Marc Prensky (2001)
first coined the term digital native to
refer to today’s students. They are native
speakers of technology, fluent in the digital
language of computers, video games, and
the Internet. By introducing a 1:1 laptop
scheme, schools can capture the interest
of these “digital natives” and enhance
learning and academic outcomes.
As educators, part of our role is to ensure
that students now have access to 21st
Century learning in order to become
competitive graduates and be prepared for
21st Century working and personal lives. In
order to address this, an increasing number
of schools have decided to introduce a
1:1 laptop programme. This means that
students have the use of their own laptop
in every lesson and at home – 24-hoursa-day, 7-days-a-week – in an environment
where both learners and teachers have
access to digital content, educational
software, and digital authoring tools. This
has sometimes been referred to as A3
computing – Anyone, Anytime, Anywhere.
The research literature indicates that
there are five key benefits for a school
that implements a successful 1:1 laptop
program. These benefits are:
1. Improving learner academic
achievement through the use of
1:1 technology. This includes the
development of higher order learning
skills and meta-cognitive thinking.
2. Assuring equity in access to digital
resources so that every child has access
at all times.
3. Preparing learners for their future which
will be increasingly digital at university
and in work and social life.
4. Enhancing teaching and transforming
the quality of teaching. This includes the
motivation of students, student centred
learning, inquiry learning (leading
to more independent learners) and
interactive teaching.
5. Improving the communication between
learner, parent and teacher by use of
VLE (Virtual Learning Environment) and
peer to peer/parent/teacher mentoring.
Current research related to the role
of a 1:1 laptop program in schools
shows generally positive results when
implemented well. A recent report by
Jenifer O. Corn, PhD (2009) on the
1:1 program in USA schools found the
following areas of improvements in
student learning and achievement:
UÊÊ-ÌÕìÌÊi}>}iiÌÊVÀi>Ãi`°Ê/iÊ
use of laptops for teaching and learning
increased student engagement. Students
showed an increased interest in school if
teachers used laptops in lessons. There
was also increased sustained behavioural
involvement, positive emotional tone
and greater effort and concentration by
students who used a laptop.
UÊÊ-ÌÕìÌÃ½ÊÓ£ÃÌÊ
iÌÕÀÞÊÃÃÊVÀi>Ãi`°Ê
There was shown to be an increase in
the use of and development of 21st
Century skills by the students which
included higher levels of responsibility,
self-direction, communication skills,
creativity, problem solving, information
literacy skills and collaboration. These
are all highly valued workplace skills.
UÊÊ-ÌÕìÌÊ>ÌÌi`>ViÊÀ>ÌiÃÊ>VÀÃÃÊ£\£Ê
schools were very high in comparison to
non-1:1 schools.
UÊÊ-ÌÕìÌÊ«>ÀÌV«>ÌÊÊiÝÌiÀ>Ê
online courses increased. This enabled
schools to broaden their curriculum to
include courses that were not offered by
the school.
However, it is important to remember
that the introduction of a 1:1 laptop
scheme can only be part of the successful
learning environment of any school. It is
crucial that face-to-face instruction and
«À>VÌV>ÊìÛi«iÌÉiÝ«iÀiViÃÊvÊ
children still take place, especially in the
early years of learning. Each learner should
be allowed to customize their laptop so
Ì>ÌÊÌiÊV«ÕÌiÀÊLiViÃÊ>ÊiÝÌiÃÊ
of the student’s personal self and brain,
increasing ownership and engagement.
In addition, considerable planning,
infrastructure and, most importantly,
teacher training is required to make such a
scheme work.
iÀiÊ>ÌÊ iÝÕÃÊÜiÊLiiÛiÊÌ>ÌÊÌÊÃÊiÃÃiÌ>Ê
that we invest in new technology and
provide our learners with the digital tools
and infrastructure that will help them
to become global 21st Century digital
citizens. We have partnered with Apple
education to become the first true 1:1
MacBook Pro scheme in Malaysia where all
students from Year 6 to Year 9 have their
own laptop.
BY STEVEN PEARCE,
HEAD OF SECONDARY
NEXUS INTERNATIONAL SCHOOL,
PUTRAJAYA
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Nexus International School
Where Your Child Is a Life-Long Learner
We are an internationally minded
learning community that nurtures and
supports every child’s emotional, physical,
creative and intellectual needs in order that
they can achieve academic success and
become globally responsible citizens. We
accomplish this by celebrating diversity and
challenging minds.
ÌÊ iÝÕÃÊÌiÀ>Ì>Ê-V]Ê
we promise to:
UÊ /Ài>ÌÊiÛiÀÞiÊ>ÃÊ}vÌi`Ê>`ÊÌ>iÌi`Ê
individuals and foster those talents and
gifts through careful mentorship and
guidance that is based on respect for all.
UÊÊ*ÀÛìÊ>ÊiÛÀiÌÊÌ>ÌÊ>ÜÃÊ
these talents to flourish; one that is
innovative, progressive and grounded in
trust, compassion and respect.
ICT is fully integrated at all levels in the
school; younger children are using iPads,
the primary school has access to laptops in
trolleys and learners from Year 5 – 13 have
their own MacBook Pro laptops which are
used across the curriculum.
We offer the International Primary
Curriculum and our middle years
programme is based on the British National
Curriculum for Years 7 – 9. International
qualifications include Cambridge and
AQA IGCSE in Years 10 and 11 and the IB
Diploma in Years 12 and 13.
We offer a wide range of subjects and an
iÝÌiÃÛiÊ«À}À>iÊvÊiÝÌÀ>VÕÀÀVÕ>ÀÊ
activities in order to help our learners
discover and develop their personal
interests and talents. Specialist teachers in
the Arts, Foreign Languages and Physical
Education teach across the Primary and
Secondary Schools. A number of qualified
learning and language support teachers
offer in class support to our learners who
need help and every Primary year group
has several teaching assistants who work
alongside the class teachers.
As a school that has embedded technology
in learning we have three ICT teachers to
ensure the integration of technology the
i>À}ÊiÝ«iÀiViÃ°
NISP is a member of Taylor’s Education
Group and was opened in 2008. The
school is an inclusive environment and
is the first school in Malaysia to be
established with a specific focus on
personalisation of learning. We are
dedicated to high quality teaching and
learning and more than 90% of our
teachers are from the UK, Australia, or
New Zealand.
Our boarding house is well-known for the
quality of the physical surroundings and
pastoral care. There are 28 boarders on
each floor of the boarding house, with a
House Parent living on each floor. High
level security arrangements ensure that
there is complete safety on site. A range of
boarding options are available, including
day and weekly, as well as term boarding.
The boarding house is an overseas member
of the Australian Boarding Schools
Association (ABSA) and Boarding Schools
Association, United
Boarding Fees: USD11,250 per year
Tuition Fees: USD9,749 – USD17,888
per year
Registration Fees: USD3,125 – 6,250
NISP is a member of CIS and is authorized
LÞÊ"]Ê
Ê>`Ê+Ê>ÃÊ>ÊiÝ>ÊViÌÀi°Ê
Although we are a new school, our
students have already gained Top in the
World results in IGCSE and distinguished
themselves in a variety of competitions,
most recently winning both primary
and secondary categories at the KL
international schools Novel Knockout
competition. An active co-curricular
programme includes arts and sports events
and regular participation in MUN events in
KL and overseas.
NISP provides a well disciplined
environment with high levels of student
engagement. Pastoral care is based on
restorative practices. Primary students are
looked after by their class teacher, while
the secondary school employs form tutors,
KS coordinators and a full time trained
iÝ«>ÌÊÕ`>ViÊ
ÕÃiÀ°
Nexus International School,
Putrajaya
Address: No. 1, Jalan Diplomatik 3/6
Presint 15, 62050
Putrajaya, Malaysia
Tel: (+603) 8889 3868
Website: www.nexus.edu.my
EDUCATION 85
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Nilai International School is
Noted for Excellence
At Nilai International School, we
believe in a high-quality Cambridge
education coupled with a strong
foundation of moral integrity. Our caring
staff and world-class facilities offer
opportunities for growth academically,
physically, and socially. The school’s
mission is “To achieve growth in mind,
body, spirit and in truth that we may
shine wherever we are.”
Academically, the Cambridge curriculum
and assessment schedule provide the
context in which our highly-qualified
teachers carefully bring out the best
in each student through interaction,
projects, and activities. Gifted students
will profit from our excellent library
stock, state-of-the-art Smart Boards, and
Gifted and Talented Programme. Our
Education Service Unit, through our unique
relationship with Western Australia Autistic
School, gives specialized attention to
students with special needs. Our English
Proficiency Programme is designed to
immerse students who come to us from
non-English-speaking backgrounds in
English as a second or other language so
that they can interact with their teachers
and classmates with confidence.
pool give our students exciting outlets for
exercise and learning new life skills.
At Nilai International School, our boarding
is an experience in its own class.
Rooms have attached individual bathrooms
with hot shower and unlimited internet
access and daily meals provided. With 24
hours around-the-clock maximum security
and under the guidance of an experienced
team of teachers and wardens, it is indeed
a home away from home.
Socially, students will be challenged
to grow into productive, caring, and
respectful citizens through directed
assemblies, educational trips, and
interaction with our caring and creative
multi-national staff. Our staff are
selected not only for their expertise in
their respective fields, but also for their
Our students will develop physically
through a high-quality physical education
and co-curricular department. Playing
fields, basketball and badminton courts,
and a beautiful fully covered swimming
outstanding character. The location of
NIS is ideal. Only a quick drive from either
Seremban or the southern suburbs of
Kuala Lumpur, Nilai boasts of fresh air,
green hills, wide boulevards, and friendly
people. Also, NIS is only a 15-minute
drive from Kuala Lumpur International
Airport.
Furthermore, Nilai International School is
one of the best priced alternatives in the
southern Klang Valley and northwestern
Negeri Sembilan. Our caring faculty will
help to bring out the best in your child so
that they can ‘let their light shine’.
NIS welcomed its first intake of students
on January 2010 and currently we
are accepting application for Term 1,
September 2013/2014 which will start on
9th September 2013.
Let Your Light Shine
Special
Internationally Recognised Cambridge International Curriculum
FROM PRIMARY TO
YEAR 11(O LEVEL)
Early Years Foundation Stage available soon
FOR INFORMATION & REGISTRATION, PLEASE CONTACT
NILAI INTERNATIONAL SCHOOL
No.3, Persiaran Universiti, Putra Nilai, 71800 Nilai,
Negeri Sembilan Darul Khusus, Malaysia
T 06 850 2188 or 03 7957 6988 F 06 850 2189
www.nis.edu.my Email: [email protected]
NO7 E244
Features
z Access to Nilai Springs Golf
and Country Club
z Smartboard technology
z KL & Seremban
School bus service
z Air-conditioned classrooms
z ICT networking facilities
z Cafeteria
z Fully-furnished hostel
z Sports Complex
A member of Nilai Resources Group
EDUCATION 87
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Pegasus International School Performing Well
Throughout Southeast Asia and Now Malaysia
Pegasus International School, a
part of KinderWorld Education Group
(KEG), which opened its first pre-school
in Singapore in 1986, now operates
14 educational campuses under the
brand names of Singapore International
School (SIS), KinderWorld International
Kindergarten (KIK) and Pegasus
International UniCentre in Vietnam.
All schools under KEG adopt a unique
curriculum which draws the best
international curriculum from Singapore,
Australia, United Kingdom and United
States and embraces innovative teaching
pedagogies in a creative and challenging
environment while instituting life-long
learning to develop fundamental skills and
qualities for success in a technology-driven
and globally connected world.
Subject to satisfactory academic
performance, students from Pegasus
International School will be awarded with
internationally recognised qualifications,
including the IGCSE (International General
Certificate of Secondary Education),
Cambridge International AS/A Level
Certificate, ACT (American College Test)
and GAC (Global Assessment Certificate)
which provides access to many universities
worldwide.
To maintain high standards, four of its
Singapore International Schools have
undergone a thorough process of quality
audit and been granted candidacy by
the Western Association of Schools and
Colleges (WASC), America. WASC is
recognised as an association that accredits
international schools.
Many students from KEG group of schools
have won scholarships (which includes
ASEAN scholarships) to continue their
education in well-established educational
institutions and universities in America,
Australia, Singapore and Switzerland and
achieved ‘Top Awards’ in internationally
recognised examinations. Students from
KinderWorld Education Group of schools
have scored top results in South East
Asia with perfect 4.0 GPAs in the 2009
and 2011 Global Assessment Certificate
(GAC) which is a University Foundation
Programme. In 2012, some students
achieved the Outstanding Cambridge
Learner Award in the Cambridge IGCSE
Examination. Further, other students were
named in the President’s List of Berkeley
College (US) for outstanding academic
achievement with a perfect GPA of 4.0.
Extracurricular activities are also seen as
integral to the personal, emotional, social,
physical, and cultural development of
each student and several programmes
are offered as after school and weekend
pursuits. Students who attend our schools
will have an avid interest in the world
and their studies creating a culturally
harmonious environment. We encourage
a family atmosphere and all students
are members of a supportive pastoral
care system. Civic and moral education
programmes are an important part of
studies. Students undertake service
leadership development and contribute
to local and international community
projects.
Guidance Officer will be employed to
support students in areas of academic
and personal counselling and guidance
which includes providing counselling and/
or individual support, recommendations
and advice to students, teachers and
parents concerning educational, career,
behavioural, mental health and family
issues, provide support and career
counselling to students for career
development and future pathway
options, and develop effective working
relationships and partnerships with
parents, school personnel, and external
support agencies in order to provide
comprehensive support services.
KEG has formed sister-school relationships
with a number of educational institutions
which includes the prestigious Hwa Chong
Institution from Singapore. KEG has been
co-hosting the Asia Pacific Mathematical
Olympiad for Primary Schools (APMOPS)
with Hwa Chong Institution in Vietnam
since 2009 where students from countries
in the Asia-Pacific region have the
opportunity to interact and compete with
top students in Mathematics. Selected
student leaders have also participated
in the Student Leaders Convention
(SLC) hosted by Hwa Chong Institution
in collaboration with Nanyang Girls’
High School from Singapore aimed at
encouraging Youths to take initiative
to establish connections with their
communities and address the prevalent
issues in the community.
programmes, sharing of pedagogical
approaches, curricula and teaching
resources.
As part of the Group’s global plan to
provide tertiary education pathways,
Pegasus International UniCentre was
established in Hanoi Vietnam in 2011 and
will soon be in Seri Alam, Johor, Malaysia,
providing programmes in Hospitality,
Tourism and Culinary Arts, English
Language and Early Childhood Education.
Registration for School Year 2014 is now
open at Pegasus International School
from Nursery to Secondary 2 and the
next 50 enrolments before 31 October
2013 are eligible to a wide discount on
School Fees and Registration Fees which
are applicable throughout a student’s
period of study at PIS.
Twenty scholarships are also being
offered to talented students for the
duration of their study. PIS aims to provide
opportunities to these students in an
international education programme to
develop their fullest potential and equip
them with critical skills. The scholarship
programme covers the costs of School
Fees, Registration Fee and Security Deposit
and is open to students in Primary 4 and 5
and Secondary 1 and 2.
Pegasus International School is located
centrally and conveniently within the
business precinct of Bandar Seri Alam.
The purpose-built international school
spreads over 10.35 acres of land with a
built up area of approximately 260,000
square feet. The international school
will eventually comprise a Kindergarten,
Primary School, High School, Vocational
College, a multipurpose hall, a swimming
pool, a full sized football field, a hostel for
300 students and other facilities.
The facility when fully developed
can accommodate a total student
capacity of 2,500 students and provide
accommodation for 300 students. We
have commenced the delivery of our
educational services since January 2013
through the completion of Phase 1 for
550 students. Boarding will be provided
for 300 students in Phase 6.
Other schools are John Paul College from
Australia, Cornerstone Academy from
US, Raffles International Christian School
from Indonesia and Rivervale Primary
School from Singapore. This extends
the relationship between institutions to
promote student and teacher exchange
EDUCATION 89
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The Prince of Wales Island International
chool ro ides lar e scale ritish
st le oardin alon side a thri in da
ed cation With a ro ected roll of
ils P WII is a school that ts
acade ic endea o r at the to of its
list of riorities ens rin that acade ic
e cellence is res ected and reco nised
The Prince of Wales Island International
chool ro ides a c lt re here tr th is
ri ed in e er da co
nication and
in rs it of acade ic e cellence here
isdo is ained and res ected
all
ho learn here and here the hi hest
le els of inte rit are e ected in ersonal
standards and relationshi s
a in
s ch al es clear e are ena lin
ils to
de elo and ta e for ard a so nd oral
fra e or that ill ser e the
ell for
the rest of their li es
CURRICULUM
OWIIS USES T E RITIS CURRICULUM I CSE
A LE EL
E TRA CURRICULAR ACTI ITIES
The chool ro ides do ens of s orts
sic
acti ities incl din tea s orts
and dra a as ell as eld tri s aro nd
the re ion are considered an i ortant
art of the c rric l
and all st dents
are enco ra ed to hea il artici ated in
a ide sco e of acti ities
OARDIN
We ro ide t es of oardin ser ices
f ll ee l and e i oardin The
oardin acco
odation is s acio s and
ell desi ned ill co forta l ho se
ils o s and irls are
nearl
acco
odated in se arate ildin s
There are fo r halls in total ach hall has
a art ents for the resident heads and
de t heads of hall ach hall has t o
lar e co
on roo s one for recreation
tted ith T
la er stro and
co forta le chairs the other desi ned as a
iet or area and li rar There are lar e
athroo s atrons of ces antries sic
roo s and la ndr roo s
oardin acco
odation is in t in roo s
ith a s all n
er of sin le roo s for
ils rnit re
allocation to so e senior
for each st dent incl des a ed a ardro e
des chair and oo shel es ll roo s ha e
air conditionin controlled a st dent s
indi id al electronic I card oardin ho ses
ro ides ireless internet access
EE RAN ES
chool ees
to
e chan e rate
ear
ear
ear
ear
Ter l
ISTORY
P WII o ened its doors in e te
er
The chool is o ned
TT
earnin
cade
dn hd hich is a
s sidiar of TT and Priorit
ro
of o
anies In order to esta lish the
est of ritish oardin in ala sia
P WII so ht the hel of e erts in
their eld
r Phili
o ens Princi al
and r r ce c o ell e t
Princi al fro the reno ned oardin
school in the
ndle to set
and r n the school In antici ation of
its third acade ic ear P WII is no
a thri in co
nit
ith ore than
st dents
oardin ee three ter s er ear
to
e chan e rate
ll oardin T in roo
ll oardin
in le roo
Wee l
oardin
Wee l
oardin
chool s Philoso h and Pastoral are
er
il at P WII is assi ned a
e er of the acade ic staff to e his
il is referred to
or her t tor and the
as a t tee The t tor and t tee eet
at least once a ee for a one to one
eetin d rin
hich all as ects of life
at school are disc ssed t so e oints
these disc ssions a e foc sed on
s ect choices re ision strate ies or
s ortin in ol e ent at other ti es the
a e rela ed and ore ide ran in
chat a o t life in eneral The t tor and
t tee no each other ell and the t tor
eco es the est so rce of ad ice for
the t tee
er
il elon s to a ho se artl
to ro ide foc s for internal school
t ainl to ro ide a
co etition
str ct re thro h hich da to da life
can e etter or ani ed eadin each
ho se is a ho se aster or ho se istress
hose ri ar role is to set a ro riate
standards of eha io r and endea o r
The coordinate and direct the or
of the t tors and ro ide ad ice and
hel
hene er needed lti atel the
Princi al and e t Princi al carr
res onsi ilit for care and the are
al a s at hand to hel
T in roo
in le roo
le i oardin
er ni ht T in roo
le i oardin
er ni ht
LOCATION
otanica T in ali P la
We ro ide a e i le trans ort ser ice
sin
ini ses or school ses to
ro ide ro tes ith as fe sto s as
ossi le red cin the o rne ti e
hich ran es fro
to
in tes
t dents to e read at their collection
oints at least
in tes efore the ic
ti e
in le roo
P la Pinan
The chance to tal to ad lts on a re lar
asis a o t school and all it entails
is an inte ral art of the ed cational
e erience It hel s foc s children s
a itions and ena les the to ta e
res onsi ilit for their o n ro ress as
the
ild relationshi s ith ad lts and
their eers It enco ra es the to ha e a
sa in their ed cation and hel s the on
their ath to inde endence
British Boarding School in Penang
ad issions o iis ed
o iis ed
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R.E.A.L Schools:
International Education
with Character & Value
OUR MISSION
For 28 years, R.E.A.L Schools is dedicated
to inspiring within each student the
pursuit of knowledge, the love of wisdom,
an appreciation for languages, and the
development of strong character. These
values, coupled with academic excellence,
physical activity, artistic endeavours
and others, orchestrate educational
opportunities that are unparalleled.
All R.E.A.L School students are guided
by our philosophy of the ‘Five Pillars
of Life’ – which consist of Character
Building, Language Mastery, Effective
Communication Skills, Interpersonal
Skills and the Science of Multiple
Intelligences. These tenets are designed
to nurture students to be confident,
globally-minded citizens who possess
sound character, intellect and social
skills. Such qualities epitomize a ‘REAL
Student’, one groomed to be a soughtafter individual.
PROGRAMMES & EXTRACURRICULAR
ACTIVITIES (ECAS)
R.E.A.L Schools have always been
advocates of extracurricular excellence.
Our diverse and comprehensive range of
ECAs offer our students valuable exposure
and opportunities in a variety of sports,
clubs and societies; such as swimming,
badminton, basketball, taekwondo,
karate, judo, and even wushu. We have
also introduced innovative activities such
as LEGO Education that challenges and
hones students’ creativity and problemsolving skills.
The unique Arts & Design programme
meanwhile, consists of three main modules
– Fashion Design, Graphic Design and Fine
Art. This after-school programme provides
young, budding ‘designers’ with a proper
platform to hone and showcase their
talents, all in a purpose-built studio with
the right tools and guidance.
It is also the norm for R.E.A.L Schools to
initiate various community field trips as
well as cultural exchange programmes
with foreign students. Among the overseas
excursions include visits to Germany, South
Korea and Cambodia.
OUR CURRICULUM
All three R.E.A.L School campuses in
Cheras, Shah Alam and Johor Bahru
offer both National and International
curriculums. Our international schools
adopt the Cambridge Primary and IGCSE
programmes for students from Years 1 to
11, along with an enhanced syllabus that
is tailored to their needs and benefit. We
also emphasize strongly on the learning of
multiple languages, with particular focus
given to advance students’ English and
Mandarin proficiency. The results of this
effort are notable, with students excelling
in the subjects.
R.E.A.L HISTORY
In 1985, our Suria campus in Cheras was
the first R.E.A.L School to be established.
This was followed by the introduction of
two Cahaya campuses in Shah Alam and
Johor Bahru. Today, we have 6 schools
located at 3 campuses in Malaysia; catering
to Preschool, Primary and Secondary levels
that aim to nurture well-rounded students
with outstanding grades, who are robust
in extracurricular activities and possess
leadership qualities.
TUITION FEES:
R.E.A.L Schools (International)
Between USD 3,500 – USD 8,500 per year
(from Years 1 - 11) subject to exchange
rate
R.E.A.L Schools (National)
Between USD 1,800 – USD 4,300 per year
(from Primary 1-6 to Secondary 1-5)
AWARDS & ACCOMPLISHMENTS
Among the highlight achievements
attained by R.E.A.L Schools and our
students include:
UÊ 7}ÊÕÌ«iÊ *ÊÜ>À`ÃÊvÀÊ
‘Educational Excellence’. NAPEI is
the National Association of Private
Educational Institutions
UÊ ¼/«ÊÊÌiÊ7À`½Ê}À>ìÃÊvÀÊ
>LÀ`}iÊ
IGCSE at the Outstanding Cambridge
Learner Awards
UÊ 7}ÊÃ«iV>Ê>Ü>À`ÃÊ>ÌÊ>Ì>iÛiÊ
LEGO competitions such as the First
LEGO League (FLL)
UÊ /iÊ¼-ÕÀ>Ê
>ÀÌÞÊ,ÕÜ>ÞÊEÊÀÌÊ
Exhibition’, a full-scale fashion show &
art exhibition event that was of near
professional standards
UÊ ÃÌ}ÊVÀÜ`«Õ}Ê«>ÞÃÊvÊÕÃV>Ê
classics such as ‘Phantom of the Opera’,
‘Mamma Mia’ and ‘Tarzan the Musical’
UÊ -«ÀÌ}ÊiÝViiViÊ>ÌÊLÌÊ>Ì>Ê
and international level; with particular
prominence gained in ice skating, golf,
shooting and cheerleading
R.E.A.L Schools, Suria Campus,
Cheras
Lot 217, Batu 13, Jalan Hulu Langat,
43100 Hulu Langat, Selangor,
Malaysia.
Tel: +603 9021 3601
R.E.A.L Schools, Cahaya Campus,
Shah Alam
Lot No.5, Jalan Merah Saga U9/5,
40250 Shah Alam, Selangor, Malaysia.
Tel: +603 7842 3228 /
+6012 315 8980
R.E.A.L Schools, Cahaya Campus,
Johor Bahru
Lot 2361, Jalan Persiaran Sri Plentong,
Bandar Baru Permas Jaya,
81750 Johor Bahru, Johor, Malaysia.
Tel: +607 386 4468
Website: www.realschools.edu.my
ISION AND MISSION STATEMENT
Raffles American School is a learning
comm ni ha em o ers s en s o
achie e heir aca emic an life o en ial
RAS ser es s en s re
r
rigoro s an rich aca emic an co
c rric lar rograms enco rage s en
gro h hro gh a learning o come
es
a roach ac no le ging m l i le
of in elligence an a hs o learning
e facili a e s en s ccess hro gh
colla ora ion i h aren s a alance
foc s on in ellec al emo ional h sical
an social rogress an a rofo n elief
ha all s en s can learn
is o r e ec a ion ha all s en s
in all classes a all gra e le els ill
ac i el emons ra e he RAS earning
comes of ro lem Sol ing
hin ing S ills harac er n er ersonal
S ills rgani a ional Research S ills
omm nica ion S ills
Raffles American School offers a rigoro s
e ca ional rogram hich follo s a S
s an ar s reference c rric l m mo el
All s ec s i h he e ce ion of orl
ang ages are ins r c e in nglish RAS
c rric l m ro i es a s rong fo n a ion in
lang age ar s ma hema ics social s ies
sic orl ang age
an science Ar
ca ion are al e s ec
an h sical
areas for s en s o e lore heir inner
self an learn m l i le me ho s of
e ression hile emons ra ing he RAS
earner
comes
RAS has e elo e a co c rric lar sche le
ase on c rren s en in eres s S anish
l
n ram ral ames rama
i ar
ah l
ra es
n oor oo all
Soccer S ills ra es
an
h erio
A ance orl ang age lass are
c rren l offere af er school
CURRICULA
Raffles American School follo s an
American s le high school gra a ion
re iremen offering heir o n RAS SA
igh School i loma
he RAS i loma
earning cre i s cre i
can e o aine
ear
ring he fo r ears of high
school hese cre i s consis of fo r cre i s
of nglish hree cre i s of Social S ies
a hema ics an Science n a i ion
o
cre i s of orl ang age an h sical
ca ion as ell as one co rse of Ar
or
sic an
cre i of echnolog an
eal h An a i ional si cre i s m s e
a ing elec i e co rses in an
o aine
of he a o e areas o earn he re ire
o al of
cre i s hich is he f l llmen
of he RAS i loma re iremen s
e erience r Ro oine he RAS eam
in la e
mme ia el
on arri al o
ala sia r Ro egan he recr i men
rocess hich l ima el c lmina e in he
hiring of o r c rren o erseas fac l an
o r a missions coor ina or rs ers in
oc rish e ill elcome a i ional
o erseas fac l o RAS eginning in
A g s
AD ANCED LACEMENT
r igh School c rric l m ill offer
for gra es
A ance lacemen S
hro gh
S en s ma choose o
con in e i h RAS co rses esigne o
e elo s en gro h in he fo r learning
o comes i hin each s ec area A S
s en ma choose o a l e ra effor
o ar re aring for f re ni ersi
en rance
enrolling in one of he man
A ance lacemen A co rses hich
ill e offere
hese co rses ill earn a
RAS gra e as ell as he o or ni for
he s en o si for he A e amina ions
he ollege oar
offere once a ear
A alif ing A score s all ransla es o
ni ersi cre i in or h American schools
S ccessf l com le ion of an A co rse
also assis s s en s in heir s ccessf l
a lica ion o he ni ersi of heir choice
he A ance lacemen n erna ional
i loma A
is offere for s en s ho
in ni ersi o si e of he
choose o s
ni e S a es he A ance lacemen
n erna ional i loma A
is a glo all
recogni e cer i ca e for s en s i h an
he A
challenges a
in erna ional o loo
s en o is la e ce ional achie emen
on A
ams across se eral isci lines
Re iremen s for he A
are s i la e
he ollege oar
he ne s e o ar crea ing RAS re ire
he ren al of a facili ha co l ser e as a
em orar cam s hile he nal s e s in
roc ring he
acre si e hich is o e
he home of RAS s o si e of he
ci s an ar con in e n earl
an
em
sec ion of he An ng eigh orhoo
en er in sa a a as e ermine o
e he o imal loca ion for es a lishing
RAS in he shor erm ollo ing e aile
reno a ions an a shi men of ins r c ional
ma erials from he SA RAS o ene i s
oors in A g s
o a small gro of
eager s en s he A g s
o ening
ill hos a m ch larger gro of eager
s en s as RAS con in es o ro i e
rigoro s e ca ion i h he s en a he
cen er of learning
ISTORY
RAS as en isione
Raffles
ca ion
or ora ion R
of Singa ore ac in
Since ha ime RAS has rogresse
from a ision o a f ll or ing lan n
R con rac e n erna ional School
Ser ices SS o of rince on e erse
o ro i e he American c rric l m
ins r c ional ma erials an o erseas s aff
for he crea ion of RAS oge her i h R
SS recr i e
r Ro o e he fo n ing
S erin en en of RAS
i h more
han
ears of o erseas school
RAS ill con in e o o era e in An ng
en er for he f ll
School ear
o emen o he rs hase of he RAS
ain am s ill egin in A g s
OARDIN ACILITIES
RAS is cons r c ing oar ing facili ies for
a ma im m of
s en s oar ing ill
li el commence A g s
S en s in
ra es hro gh
are eligi le o a l
for oar ing oar ing A lica ions for
s en s in ra es hro gh
ill e
acce e an s ec o cons l a ion i h
he S erin en en an aren g ar ian of
he s en
Raffles American School
A ress Lot 1-o oo
t
L
t
el
1
a
1
mail
o
oo
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oo
EDUCATION
dary
n
seco
&
ary
prim
Rafflesia International School
Rafflesia Education Group was
established by a group of visionaries with
education and IT backgrounds with the
vision of aiming to be the school of choice
with international recognition where
education with global vision is anchored
on traditional values for students to cope
with today’s constant changes. Rafflesia
cherishes the gifts of the past and the
amazing mosaic of culture that surrounds
us in the present, while preparing your
child to meet the future challenges of the
21st century.
This newcomer on the international
school scene has the unique concept
of two different campuses, one located
in Puchong, the other in Kajang, both
offering the same education and
curriculum.
The Rafflesia International Schools are
so called 1 to 1 schools with mobile
learning devices, meaning each student
can use their given piece of technology
to further their learning process and
equip themselves to become more
independent and spirited global learners.
Rafflesia Schools is a “new-generation”
international and private school boasting
not just state-of-the-art, cutting edge
and eco-friendly facilities to support
a progressive teaching and learning
environment, but also an internationallyminded curriculum.
The two international schools in the
Rafflesia Education group use the
International Primary Curriculum for those
up to year 7, and the secondary school
follows the British IGCSE curriculum.
Set to open in September 2013, Rafflesia
International Schools aim to provide
learners with the knowledge and skills
they need to become future leaders in
the global community, focusing on a
holistic education, the education is tailored
to benefit each student based on their
learning style.
These schools, aim at providing the
very best in both Eastern and Western
educational practices making their
students the very best of international and
global citizens.
The Rafflesia Private Schools meanwhile,
offers the Kurikulum Standard Sekolah
Rendah (KSSR) for primary and the
Kurikulum Bersepadu Sekolah Menengah
(KBSM) for secondary students.
Multiple levels of pastoral care are set
in place at Rafflesia Schools to prepare
students to meet the future challenges
96 education www.internationaleducationmalaysia.com
of the 21st century. The Homeroom/
Form Room system comprises of assigned
teachers looking into the welfare,
development and growth of the students
under their care.
Every student has a Code of Conduct
to follow where students are taught
their rights and responsibilities with
consequences made known should they
misuse their rights and responsibilities.
ARY
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Sri Garden International School Becomes
Taylor’s International School in January 2014
The school’s purpose is to educate the
youth of the world to take their productive
place as leaders in the global community.
The school is guided by these core values:
Respecting and caring for each other,
Being dedicated to a culture of excellence,
Openness in communication, Acting with
integrity, Being passionate in what we do
and Creating enjoyable environments.
Our academic and co-curriculum
programmes are designed to ensure each
student becomes; A Versatile Lifelong
Learner, A Balanced and Active Global
Citizen, A Dynamic and Inspirational
Leader, and A Focused and Analytical
Achiever. Sri Garden provides a balanced
and holistic educational experience
that focuses on Academic Excellence,
Character Building and Physical Health
and Development. Our school programme
engages the students through the Six
Dimensions in the application of their
knowledge and skills, which will help them
become productive leaders in the global
community. The Six Dimensions are key
areas of development for the students,
embracing technological, economic, social,
political, cultural, and learning domains.
Uniform Bodies - Scouts / Bee Scouts;
Red Crescent; Girl Guides / Tunas
Puteri; and Police Cadets
Clubs & Societies - Multimedia
/ ICT Club; Chess; Young
Mathematicians Society; Language
Club (Sastera & Budaya, Literary
& Debating); Mandarin; Science /
Young Scientist Club; Music & Performing
Arts; Art & Craft Club; Visual Arts; Youth
Act; Young Entrepreneur; Model United
Nations; and Interact Club
Major initiatives - Raising fund events for
charities/non-profit organizations.
CURRICULA
We offer the British Curriculum - IGCSE,
UK Curriculum, International Primary
Curriculum
HISTORY
Sri Garden was founded in 1991 in
conjunction with the Badminton Academy
Malaysia. As part of the Taylor’s Education
Group, Sri Garden upholds the Taylor’s
heritage in being the forefront of
education in Malaysia providing worldclass education. Sri Garden will become
Taylor’s International School, Kuala Lumpur
in January 2014.
GENERAL FEES RANGES
Early Years: $1,700 USD
Primary: $2,400 - 3,700 USD
Secondary: $4,300 – 5,000 USD
Application fee: $16 - 65 USD
Admission/Registration fee: $115 –
970 USD
Sri Garden is located five minutes away
from Kuala Lumpur City Centre, behind
the Royal Selangor Golf Course.
We have Counselors that assist older
students in selecting universities or
career paths.
Year leaders and co-ordinators for every
year group, together with class/form
tutors. Student welfare is an important
part of a student’s development at
Sri Garden.
E
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Teach Them to Think!
The times they are a changin’! While this
sentiment was certainly true in the early
1960s when Bob Dylan wrote this song,
the phrase resonates even more so in the
complicated world of the 21st century.
Today’s world is wrought with natural
disasters, global and local environmental
concerns, poverty, unemployment issues,
and other significant challenges that
require urgent and creative solutions.
Educators worldwide are called upon to
respond to this need by teaching students
to think creatively and critically. Teaching
thinking is not new, of course, and most
institutions publicly purport to embed
the teaching of thinking skills into their
curriculum. However, a common complaint
among employers and university educators
is that today’s students lack necessary
thinking skills, implying that current
practices also need to be changed.
Justifying the need for teaching of thinking
is not difficult. The actual teaching of
thinking is another matter altogether!
Matthew Lipman, one of the founders
of the Philosphy4Children movement,
suggests that we can’t simply add thinking
to existing syllabuses as easily “as we add
vitamins to our diet.” This prompts the
question, how do we successfully embed
thinking into the various subjects that
we teach? One approach is to provide
students with opportunities to see thinking
being modeled in their classrooms. When
I was teaching secondary mathematics in
Ontario, my Finite Mathematics course was
an opportune place to model mathematical
thinking. Each day, the students and I
collectively solved complicated problems
that often had a host of different solutions.
As a teacher, I could not present only one
solution and limit the thinking, but needed
to generate solutions from the group
without knowing where they would end
– or even if they would end. Sometimes,
we had to abandon a long solution to
seek out an easier one. Often, we relied
on each other to determine our next steps.
The blackboard was regularly filled with
messy solutions, and occasional celebratory
cheers would signify the end of a long
battle! It was one of the most challenging
and yet exciting classes I ever taught,
and the best example I have of modeling
thinking. This is not to say that modeling
thinking needs to be messy and loud, but
it does need to mimic the real thinking
process.
Effective questioning techniques can
also promote thinking among students.
Questioning has always been the currency
of classroom learning but it hasn’t always
been effective. The teacher in the movie
Ferris Bueller’s Day Off (1986) fired question
after question at his students and succeeded
only in putting them to sleep. While this
situation is somewhat exaggerated, it does
highlight the need for engaging questioning
techniques that promote thinking and
learning. Today’s teacher is challenged to
plan questions carefully and include different
types of questions that generate different
types of thinking.
Of course the first and most important
teachers in any child’s life are parents,
and they too have a powerful role in
encouraging their children to think,
particularly when it comes to modeling
questioning. Parents can model their own
curiosities by thinking and asking reflective
questions out loud. Questions of the type,
“I wonder why…?” will help children
develop critical thinking skills. Or when
reading a story to a child, we can pause
and ask questions out loud about what
might happen next or ask for an opinion
on the characters or situation. Children
also need to understand ‘why’ things are
the way they are, particularly when being
told to follow an instruction. For example,
rather than simply telling a child to look
both ways when crossing the street, or
that they can’t go to a friend’s house,
also offer an explanation as to why this
is important. With experiences like these
children will develop their own curiosity
and realize how exciting it is to think, ask
questions, and learn.
A discussion about teaching thinking
and questioning techniques would not
be complete without mentioning the
role of student engagement. Students
who are engaged in their learning have
a sense of wonder and curiosity that
inspires them to be reflective and to ask
questions. Boring does not work! A bored
student will most certainly be thinking
about what they would rather be doing!
The key is to make learning interesting
by connecting the curriculum to real life
situations and to make it relevant to the
student. Teachers need to know what the
students are interested in, their learning
preferences, and what ambitions they
have, so that they can address these in
their daily practice. A teacher who knows
her students well can easily make learning
more engaging. A sure sign of student
engagement is when students themselves
begin to ask questions. It isn’t only the
teacher who asks questions!
This brings to mind another important
consideration for teaching thinking.
Numerous studies in the past few decades
reveal that the teacher’s voice in the
classroom is the dominant voice. This fact,
combined with the notion that teachers
use mostly knowledge-type questions,
could actually impede student thinking.
The brief response required from students
during this kind of questioning is not
enough to promote flexible or critical
thinking. If we really want to teach
thinking, then we will need to hear more
student voice. Teaching thinking that is
higher up the scale of Bloom’s taxonomy
will require meaningful discussions where
ideas are tested, challenged, and revised
in an environment that is trusting and
comfortable. Whole class discussions
need to be facilitated carefully so that
all students feel free to discuss their
ideas openly and ask questions without
ridicule. Cooperative learning techniques
that serve to build community and create
comfortable learning environments are
a necessary part of classroom practices.
It is through these efforts that students
develop empathy and respect for one
another, as well as confidence in their
ability to become thinkers and learners.
Teachers are indeed challenged to move
away from the traditional teaching methods
that were employed when they themselves
were students, and move towards
approaches that allow their students to think
and construct knowledge. The strategies
offered here, modeling thinking, effective
questioning, student engagement, and class
discussions that highlight student voice, are
but some of the non-traditional approaches
that teachers may use to teach students to
think. Teachers are learners after all, and
they too are inspired by this opportunity to
challenge themselves, think creatively, and
develop a practice that will develop our
children into great thinkers who can solve all
the problems this world has to offer.
Arlene Corrigan is Principal of
Cambridge A Levels at Taylor’s College,
Subang Jaya where she is leading
a change in teaching practices that
authentically embeds innovative
approaches to teaching thinking.
OLS
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Sunway International School
Offers the Ontario Curriculum
Established in 2008, Sunway International School (SIS) is
the only private co-educational institution in Malaysia to offer
Grades 7 to 11 of the Ontario Secondary School curriculum.
Ranked amongst the best in the world, the Ontario curriculum is
internationally recognised for progression into higher education
streams across the world. Upon completion of Grade 11 at SIS,
students can opt to complete the Ontario Grade 12, popularly
known as the Canadian International Matriculation Programme at
Sunway College, or choose to pursue other Grade 12 equivalent
programmes like the Cambridge A-Level, Australian Matriculation
and many university foundation programmes.
The Ontario curriculum at SIS focuses on students’ continuous
development, with formative assessment that is cumulative and
consistent. With evaluation based on 70% coursework and 30%
on end-of-semester assessment, students’ learning combines
academic study skills, pervasive use of technology and real-world
knowledge to develop critical thinking, social responsibility and
experiential reflection, all of which are skill-sets necessary for
success in the 21st century.
All Ontario credit courses are taught by fully certified
Canadian educators, licensed by the Ontario College of Teachers
(OCT), which means that teachers at SIS possess both subject
expertise as well as additional teaching qualifications. Our
teachers’ professional qualifications and classroom experience
also mean that they implement a wide variety of teaching and
learning strategies, along with different types of assessments
and evaluation methods to ensure that all students experience
exceptional learning opportunities. SIS students also receive the
support of a dedicated and qualified Guidance Counsellor to assist
them in career exploration, academic and personal counselling,
post-secondary information, and community service information.
SIS offers a conducive, safe and high-tech learning
environment. In addition to our Laptop Programme for Grades 9
to 11, all classrooms are WIFI-enabled and electronically equipped
with touch-screen interactive whiteboards. SIS students access
our e-Learn portal daily and our technologized education has
helped them transition seamlessly into tertiary studies at top-tier
universities which use the latest educational technologies. Our
school facilities include a spacious and comfortable cafeteria which
serves carefully prepared nutritious meals, a library cum resource
centre, modern science laboratories, a multi-purpose indoor
gymnasium, and a nurse’s station.
Also sited on the same grounds is the School’s boarding facility
- SIS House - the ‘home-away-from-home’ for our international
and domestic boarding students. SIS House features over 80 fully
furnished units with separate living rooms, dining areas, study
areas and students’ lounge. Our resident House-Master and
administration team offer supervisory care and oversee a range of
extracurricular activities, from sports competitions and participation
in debates to informal movie-nights. Our boarders’ security is
monitored by round-the-clock security personnel. Overall, studying
at SIS means being a part of a unique and wonderful international
community and international school curriculum.
No. 3, Jalan Universiti, Bandar Sunway, 46150 Petaling Jaya,
Selangor, Malaysia.
Contact: Ms. Low Fun Fun, Admissions & Administration
[email protected]
Tel: +603-7491 8070
Website: sis.sunway.edu.my Email: [email protected]
EDUCATION 101
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The International Primary Curriculum at the
Tenby Schools Group
There are five schools currently in the
Tenby Schools Group, Malaysia; in Penang,
Ipoh, Miri, Selangor and Johor Bahru.
Here Denise Sinclair, School Development
and Improvement Manager of the Tenby
Schools Group talks about the significance
of the International Primary Curriculum at
the schools and the benefits that a shared
focus on learning can bring to children’s
learning:
“The International Primary Curriculum
(IPC) has been the programme of choice
for the Tenby Schools Group from the day
we took on Ipoh International School and
it is used in all of our schools. The IPC has
provided us with a clear learning focus
and opportunity to develop independent
learners who are internationally mindful.
SHARING BEST PRACTICE TO ENSURE BEST
LEARNING
Education is a field which is constantly
changing, particularly in the present world
climate; new initiatives, new ideas, new
policies all come and go. However with
the IPC there is a constant, it has one
clear focus and that is the importance
of learning for each and every individual
child and it is for this reason, that we are
committed to delivering an effective IPC
programme across all our schools.
If as Tenby Schools, we are to truly
achieve our vision of a united world at
peace – through education, then we need
to continue to strive to provide a high
quality learning experience for all our
students. To do this we too need to also
become learners, who can ask questions of
ourselves, reflect on our own practice, put
in place key strategies and set ourselves
clear outcomes.
One of our most recent schools is Tenby
International School, Miri, Sarawak,
(formally Piasau School and a very
experienced IPC user school) and the
addition of this school to our group has
been a real boost in terms of professional
development. There have been a number
of shared activities, with colleagues from
Tenby Miri organising and leading a variety
of different events in order to enhance the
teaching of IPC across the group.
RECOMMENDING THE IPC
Would I recommend the International
Primary Curriculum to other schools? The
answer is a resounding Yes. If you are a
school who puts children’s learning first
then you cannot fail to be excited by what
an effective IPC programme can do for
your children. Still not certain? Then take
time to visit an IPC school, talk to the
children, ask them about their learning and
you will not want to leave.
At Tenby Schools we are proud of our
students and we are very proud of what
we stand for. We view ourselves as lifelong learners and the IPC journey is a
learning journey we are all very excited to
be taking.”
For more information about learning
at the Tenby Group of Schools, visit
www.tenby.edu.my
For more information about the
International Primary Curriculum, visit
www.greatlearning.com/ipc
EDUCATION 103
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Time International School Welcomes All Students
MISSION
Time International School is a nonprofit,
private elementary-middle school from
Pre-School to 8th grade, focused on
math, science and foreign languages
Time International School is not
religiously affiliated and accepts and
welcomes students from any and all
religious backgrounds. The mission of
Time International School is to introduce
advanced science and math education
at a younger age, and ultimately prepare
graduates with competitive skills. We
offer hands-on experience through
state-of-the-art science and computer
labs, and provide educational experiences
that enhance the teaching and learning
of science, mathematics, language
and technology beyond the traditional
classroom.
The purpose of Time International School
is to prepare students to carry the torch of
knowledge, freedom, and prosperity that
is passed from generation to generation in
this great country.
We believe that our graduates will be:
UÊ ì«ÌÊi>ÀiÀÃÊÜÊÜÊ>ÃÌiÀÊÌiÊ
knowledge and skills they need to
think critically, work collaboratively, and
maintain focus on their goals.
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community, raising awareness of
contemporary issues and contributing
to their resolution
UÊ ,iÃ«iVÌvÕÊvÊÌiÀÃÊ>`ÊÌiÃiÛiÃÊ
and act as role models for their families
and communities.
UÊ /«ÌVÊ}À>`Õ>ÌiÃÊÜÊ>ÀiÊvÕÞÊ
equipped with intellectual and social skills
in addition to moral values, who can
serve as leaders in tomorrow’s world.
HIGHLIGHTS
1) Multicultural Community: With
its administrators, staff, and student
body, Time International School is
a multicultural community where
differences are cherished and the values
that are promoted are those of global
VÌâiÃ«Ê>`ÊÌiÀ>Vi°Ê,i}>ÀìÃÃÊ
of their ethnic, religious, social or
economic status, all students as well
as their parents are treated with the
utmost respect and dignity without any
discrimination, promoting the feeling
that Time International School is a
home for all.
2) Math & Science Concentration:
Time International School’s main
focus is math and science education;
therefore, Time International School
has more hours than the regular public
school system in order to help our
students work beyond the K-12 math
and science curriculum. In addition to
focusing on math and science, Time
International School also focuses on
technology and English to give our
students a competitive advantage.
3) Use of Latest Technology: Time
International School utilizes the latest
technical equipment and applications
throughout the entire school. Time
International School’s science and
computer labs are furnished with
the most advanced application and
IT infrastructures. Classrooms are
vÕÀÃi`ÊÜÌÊ->ÀÌL>À`Ã]Ê
ÊÛìÊ
projection devices, and broadband
internet access.
4) Foreign Languages: Our world is
becoming smaller in the 21st century,
and international communication is
increasingly vital. Our children should
be aware of what is going on outside
the US and be able to keep up with
any and all changes and developments.
In order to meet this need, Time
International School’s foreign language
curriculum offers a choice of foreign
languages, with the opportunity to
add an additional language as an
extracurricular activity.
5) School Uniform: Time International
School has a dress code policy in
order to create a safe and orderly
environment, instill discipline, and
eliminate any unnecessary competition
or distractions caused by varied fashion
styles.
6) Small Class & School Environment:
Class sizes are small enough to
allow teachers to provide effective
differentiated instruction and
personalize their academic support
of each student to foster academic
}ÀÜÌ°Ê`ÛÃ}Êi>LiÃÊÃÌÕìÌÃÊ
to develop better relationships with
teachers.
7) Math & Science Olympiads:
V>ìV>ÞÊiÝVi}ÊÃÌÕìÌÃÊ>ÀiÊ
invited to join Olympiad preparation
groups to work on challenging
concepts with the goal of joining
competitions and olympiads. The two
major extracurricular activities requiring
school-wide attention are the Math
and Science Olympiad team projects.
With their project coach, students
work on their respective projects
during after-school and Saturday
programs. Students perform better
when they perceive themselves to be
capable of succeeding; conversely,
they fail even subjects in which
they are proficient when they have
negative self-perceptions. Success
in these competitions translates into
higher self-esteem among students.
8) Individual Academic Counseling:
One-on-one tutoring, intensive
counseling, and individualized goals
are keys to motivating students.
Providing one-on-one consulting
throughout the semester allows
students to realize their potential for
higher education. Time International
School evaluates students with
respect to their academic interest
and performance and provides them
with a variety of choices for their
future education. Cooperation with
local universities and colleges is a
practical means toward enhancing the
effectiveness of our tutoring system.
9) Integrated Character Education:
The main focus of the school is to
produce top-notch graduates who are
fully equipped with the intellectual
and social skills and values needed
to be “Global Citizens” and to serve
as leaders in tomorrow’s world. The
curriculum addresses such social issues
as drugs, violence, and health risks,
divided into age-appropriate modules
which are filtered through the prism of
community impact. Time International
School’s curriculum promotes a
willingness to make personal sacrifices
for the sake of the common good as
well as for personal fulfillment; we
instill a deep respect for family, school,
and community; and help develop in
students the capacity to maximize the
opportunities that life affords.
10) Parental Involvement: PTO: Time
International School has an active and
effective Parent-Teacher Organization
(PTO).
Time International School
Tel: (+603) 6242 5544
Website: www.time.edu.my
Quality Education for future Generations:
Time International School
No2, Jalan Udang Harimau 3,Taman Sri Segambut,
52000 Kuala Lumpur
Tel: 603-6242 5544 / 603-6243 5544
Fax : 603-6243 5533
Website: http://time.edu.my/
Developed a learning environment devoted to academic, social
and linguistic success to every child
Is dedicated to instilling learners to be global citizens and
lifelong learners
Offers quality education and a comprehensive curriculum and
prepares learners to be leaders in a global community
Discover The Value of Time &
Knowledge With Us...
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Tunku Putra Int’l. School’s Motto: We Can
Tunku Putra International School’s
motto is “We Can” or “Kita Boleh”, an
attitude we try to instill at every stage of
our children’s development by welcoming
them into a nurturing environment
designed to help them reach their potential
in all areas of their academic, social and
emotional life. From this grounding, we
enable them to take their place in our
global community as confident, competent
and compassionate human beings.
Our school embraces a number of
educational strands from early years to
graduating students aged seventeen-plus
by offering programmes of study in five
separate but inter-linked organisational
elements - Kindergarten, National Primary,
International Primary, National Secondary
and International Secondary. All are
housed on one splendid campus buried in
a typical Sarawak landscape in Petrajaya,
Kuching. The school moved to its
welcoming purpose-built site in 2007 and
has never looked back, growing rapidly
in size from just over 200 students to its
current roll of just under 600.
QUALITY TEACHERS
Our staff reflects the diversity of the
student body, with teachers recruited both
locally and from a number of countries
internationally, including the UK, Australia,
New Zealand, France, Belgium, Japan,
Hong Kong and the Czech Republic.
This allows us to maintain international
standards, and constantly update
ourselves with the latest teaching practice
from around the world. We also run a
programme of continuous professional
development in-house to ensure the
highest standards are met.
ACADEMIC CURRICULA
Our students enjoy being taught by these
universal specialist teachers in learning
environments which encourage the
highest of standards irrespective of the
curriculum they pursue. The youngest
students flourish in a well-equipped
Kindergarten, following a 3-year child
development programme, underpinned
by the Cambridge CIPP foundations, with
carefully designed and researched stages
to prepare the child for Primary school.
International stream students pursue a
curriculum based on Australian and United
Kingdom education standards, again
within the Cambridge context, which
ensures students are able to transfer
seamlessly to schools in other parts of the
world. The programme works towards
the International General Certificate of
Secondary Education (I.G.C.S.E), one of
the most recognized qualifications around
the world, renowned for developing
vital education skills including recall of
knowledge, oral skills, problem solving,
initiative, teamwork and investigative
skills. National Stream students follow the
Malaysian curriculum to SPM, in line with
the policies of the Ministry of Education,
Malaysia. The medium of instruction is
Bahasa Melayu, though the bilingual
environment has seen an astonishing 48%
of Tunku Putra students in 2011 scoring
grade A in Bahasa Inggris, and 32%
scoring grade A in Bahasa Melayu, both
figures well above the national average for
SPM.
With class sizes maintained at below 25,
our students enjoy an enviable overall ratio
of 1 teacher to every 7 students, and so
can expect to take away the highest levels
of performance at either IGCSE or SPM.
In between, students feel stretched and
nurtured in equal measure. Our unique
campus sees the national and international
streams housed side by side. Students
from Malaysia make up 79% of the
student body and are joined by classmates
from a variety of countries, including
Indonesia, Korea, the UK, the Philippines,
Bulgaria and Australia, South Africa,
Syria and the United States. As a result,
the atmosphere throughout the campus
reflects an enjoyment of comradeship and
fun in a structured learning setting.
EXTRA AND CO-CURRICULAR PROGRAMMES
Alongside the high standards of academic
learning, extra and co-curricular activities
are taken seriously - music, art, drama and
physical education all receive generous
time allocation in the timetable. We
believe that academic success alone is
not sufficient to educate our students
for the uncertainties of the future and
so, in addition, students are enrolled in a
comprehensive activities programme which
includes swimming for all ages, further
sporting opportunities and other exciting
pastimes from photography to the school
production.
Our fee structure runs from RM6,500
(USD2,000) for Kindergarten to RM17,500
(USD5,400) for International Secondary.
Our goal is to provide a ‘holistic education’
through active co-operation between
parents and teachers. We encourage
all students to appreciate and become
involved with the community at large and
thereby instill in our students the potential
to become valuable citizens in whichever
future society they find themselves in.
We adopt a curriculum which we believe
strikes the right balance between the
child’s intellectual, emotional, social and
cultural needs. TPS aims to create a climate
of encouragement which will enhance selfesteem and promote confident learning
and develop a spirit of inquiry and the
knowledge and skills necessary to think
critically, analytically and creatively. Above
all, Tunku Putra highlights the importance
of learning as a life-long process and
identifies with the need for a dynamic and
flexible approach to prepare its graduates
for a future certain to be uncertain.
Tunku Putra School
Address: Jalan Stadium, Petra Jaya,
Kuching, Sarawak, Malaysia.
Tel: (+6082) 313 900
Fax: (+6082) 313 970
Website: www.tps.edu.my
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The Expat Education Guide Interviews
Valerie Thomas-Peter, Head of
The Alice Smith School
VALERIE THOMAS-PETER, HEAD OF THE ALICE SMITH SCHOOL, RECENTLY SAT FOR AN IN-DEPTH
INTERVIEW WITH MARYBETH RAMEY TO SHARE HOW THE ALICE SMITH SCHOOL HAS BEEN
FARING UNDER HER LEADERSHIP.
growing both in terms of numbers and
reputation. The introduction of the AQA
Baccalaureate shortly after my arrival at the
school and a strong focus on the quality
of teaching and learning has meant that
the Alice Smith School is now at capacity
and has one of the strongest reputations
in the region with our Sixth Form students
producing world beating A level scores
with high value-added results. The third
biggest change to come about has been
the school’s rather bold move in becoming
one of the first schools in the region to
take part in the British Government’s
‘British Schools Overseas’ OfSTED
inspections. The Secondary Campus
received the top grade ‘1 – excellent’ for
the overall quality of education on offer
which really cemented its standing in a
worldwide top ranking.
You have been at Alice Smith for a few
years now. What are the two or three
biggest changes that have occurred?
I have actually been at the school for five
years and during that time much has
changed. The school has always had a
deservedly excellent reputation in KL but
due to the distance between the two
campuses, was starting to be viewed as
two separate schools. This was something
that the Governors of the school actively
wanted to avoid so one of my main tasks
when I first arrived was to unite the two
campuses under one mission and vision.
This has been very successful and the staff,
students and parents of the school view it
as a single entity as per the original vision
of Alice Smith herself. The Secondary
Campus was also relatively small and still
What were your primary goals for
the short term of 5 years and then for
the longer term of 10 years regarding
moving the school in certain directions.
The primary goal upon arrival was, as
mentioned above, to unite the two
campuses both philosophically and
educationally, despite the 20+km between
them. The other primary goal was to
ensure that the quality of teaching
and learning across every age group
was consistently outstanding to ensure
that parents have the reassurance that
their child is receiving the best possible
education. The school has also had a
strong community spirit and presence,
and one of the areas that I was keen to
develop was that of providing scholarships
to worthy Malaysian students, whose
parents would not normally have the
financial means to access an education for
their child at The Alice Smith School. This
concept of giving back to the community
in which we live and work was introduced
in 2009, a year after my arrival, and
has continued to go from strength to
strength. The School continues to attract
applications for four scholarships annually
and the students who take up the
scholarships are amazingly hardworking
and a credit to the school.
A longer-term goal for the school is to
improve the quality of the facilities in
which we are teaching. At the Primary
Campus, Jalan Bellamy, some of the
buildings are over 50 years old and have
been developed in an endearing but
impractical manner. Our teachers deliver
a fantastic education in rooms that are
clearly not built for 21st-century learning
and this is something that the Governors
are looking at very carefully. Last year,
we opened the state-of-the-art science
laboratories at the Secondary Campus,
Equine Park, which have caused quite a
stir amongst schools in the region and
have stimulated much comment. Our
students really enjoy studying in the new
labs and speak positively of the impact the
new buildings have had on their learning.
The Governors of the school are now
considering a longer-term Master Plan
for the facilities on both campuses with a
view to build learning environments which
enhance even further the experiences for
the students of both campuses.
What surprised you the most about
either campus or the student body?
I am constantly amazed by the dedication
of the teachers at the Alice Smith School,
most of whom spend a great deal of time
both in and out of the classroom focusing
on helping individual students. This is
something that, in 33 years of teaching,
I have rarely come across before. There
is also a tremendous sense of pride
amongst the student body at being
part of something very special. This was
particularly obvious at our recent Founder’s
Day where students threw themselves
whole heartedly into celebrating Alice
Smith’s birthday. Hearing younger Primary
children singing the school song (written
by two teachers) during their playtime
outside my window quite pulled at my
heartstrings. The student body as a
whole is also amazingly thoughtful and
charitable. There is a big focus during
the school year on developing the
whole child and not just focusing on the
academics. This is something that really
shines through, whether it is one of our
charity activities or an appeal and our
students are always keen to get involved.
Have you considered bringing in the IB
alongside the Cambridge curricula? It
appears that many schools in greater
KL are now doing both or becoming all
IB schools.
We have already introduced the AQA
Baccalaureate alongside our traditional A
level programme which is something that
our parent body really values. The students
have the opportunity to do an extended
project based on their own interests, take
an AS level in Critical Thinking and also
log hours of community work all of which
contributes towards the award of the AQA
Bacc. This programme is highly regarded
by universities and has given our students
a very competitive edge when applying for
top universities.
Would that impact FOBISSEA in any
way?
No, FOBISSEA welcomes schools which
offer curricula and examinations which
would be found in UK schools therefore
there are both IB and A level schools in
the group. There are, however only a small
number offering the AQA Baccalaureate
but this is growing in popularity.
At The Expat Group, over the past
several years, we have a few weeks
a year where we take your students
for a while as interns. I must say how
impressive these students have been
and how socially mature, even the 16
year olds.
I agree. I am often struck by how
confident, mature and socially aware our
students are. We put a great emphasis in
school on developing independence and
social conscience! The teachers spend a
great deal of time getting to know the
students as individuals, setting them
challenges to further their development at
an individual level. There are community
social events run by our Sixth Formers,
for example, such as the Charity Dinner,
which raises money for all of the charitable
ventures supported by our Sixth Form
during Trips Week. The Sixth Formers
organise the whole event which is held
in a central KL Hotel and they source the
raffle prizes and auction goods, provide
the entertainment for the evening and
also act as waiters and waitresses during
the dinner. It is a very impressive event
and really highlights the maturity and
composure of our students.
Do you find that these independent
studies outside the campus add value
to the student’s overall education?
What are a few of the most popular
places the students request to go?
Work Experience is a very important
element of the education that we offer at
the Secondary Campus as it really helps to
hone student ideas about future careers
and aspirations. For some of our students
it is the very first experience that they have
of the world of work and it can be quite
an eye-opener. There are a whole host
of companies which now support us and
each year there seems to be a different
‘favourite’ amongst the kids. The media
always has quite a glamorous appeal
and many of our students are keen to
have a taste of working in hospitals and
industry as medicine and engineering
are very popular degree courses for our
student body. We also have some students
requested to do work experience at our
Primary Campus… I would like to think
that we are nurturing some top teachers
for the next generation!
Can you talk a bit about some of the
VIP guests you have had over the past
few years. Experts in their fields?
I recall when my son was there in 1998
that HRH Edward Windsor came to
address a school-wide assembly. I recall
us moms being a bit more curious than
the kids were! Last year, I also had the
privilege to meet with the Duchess of
Cambridge during her three-day visit to KL.
Yes indeed, we are always keen to host
worldwide experts in their field as they are
great role models for our students who
encourage them to ‘reach for the stars’
as it says in our motto. Some of the VIPs
we’ve had the honour to host include
British Olympic Medallist Swimmer, David
Davies; visiting authors and illustrators,
Sally Rippin, Coral Tullough and Ciaran
Murtagh; Malaysia’s first astronaut Datuk
Dr Sheikh Muszaphar; Ambassador of
Ireland to Malaysia, HE Declan Kelly and
HE Paul Bekkers - Ambassador, Royal
Netherlands Embassy to name a few.
What objectives were met at the
recent FOBISSEA meeting Alice Smith
hosted this past October? You had
quite a turnout... was it 27 British
Schools from this region?
Yes indeed – this was the largest
conference ever held by FOBISSEA and
we were determined that it should also
be the best! The Federation has had
an unprecedented growth over the
past four years and now has almost
40 member schools. The intention
of the Conference was to provide an
opportunity to network at peer level,
to engage in professional development,
to share good practice and to further
develop the Federation itself. I was
particularly pleased with the CPD/
sharing of good practice that took place
between the Senior Leaders of the
FOBISSEA Schools. My two principals,
Roger Schultz and Kate Fuller, organised
a series of workshops during the course
of the day which focused on current
educations issues in British International
Schools. It was very successful, with
much positive feedback and I am sure
that the model will be replicated at the
next FOBISSEA Conference in Penang in
October 2013.
Your love of the school children is very
well known. Do you have a nice story
to share with our readers?
You are quite right – it was a love
of children which brought me into
teaching 33 years ago and I have never
regretted it. I still get a thrill when I see
an outstanding teaching a room full of
eager students of whatever age! I try to
visit all of the classes during the course of
the year at both campuses. Perhaps my
most magical moment this year was in
Reception when some of our 5 year olds
took me into their dinosaur cave in the
corner of the classroom. Trying to get into
the mood, I pretended that I was quite
scared by the dark and the dinosaurs
when one little girl took me by the hand,
told me I didn’t need to be scared and
asked me if I wanted her to go and get
the teacher. Wasn’t she kind!
On a personal level, I have also been
delighted that my younger son, Matthew,
decided to enter teaching two years
ago and is now Head of Spanish in a UK
school. Teaching has given me so much
professionally and personally over the
years and I am delighted that another
generation of the Thomas-Peter family
will continue to contribute towards the
development of tomorrow’s leaders.
EDUCATION 109
2013
S
N
IO
S
ES
EXPR
The Young and
the Talented
T
he weekend of June 8 – 9, 2013 saw a gathering of bright
and talented young stars, eager to show off their skills and
hard work on a public stage.
An annual talent contest for international school students to
showcase their creative capabilities and talents, Expressions is an
event that is much anticipated by students, teachers, and parents.
Aside from being hugely enjoyable for all involved, participating in
Expressions gives students the opportunity to win cash for their
school’s favourite charities.
This year’s event was no different. Organised by The Expat Group,
this year’s participants saw lots of support from teachers, families,
students, as well as members of the public. The outstanding
show the kids put on made stopped passersby in their tracks and
prompted them to watch the show, clap and cheer along.
There were tables for the various sponsors including Thistle Hotels
& Resorts, Jasons Food Hall, Pantai Holdings, Allied Pickfords,
Mothercare, KidZania, and Aqua Swim. The first day saw a special
Balinese dance being performed while the second day had a magic
performance by Moudini and a flash mob performance by dance
capoiera troupe Arte E Vida – a real treat indeed!
The competition was split into two categories – primary and
secondary schools – and each act had just four minutes to impress
the judging panel. This year’s judging panel featured some of the
best of the best: Malaysian TV host, DJ, and model, Jay Menon;
Regional Director for Thistle Hotels and Resorts, Simon Farr; and
TEG Digital’s General Manager, Nick Davison.
No fewer than 15 international schools participated this year, and
the youngsters who took to the stage were completely incredible.
Full of confidence and talent, the variety of performances made for
two days’ worth of amazing entertainment.
The primary school participants took part in two categories:
Singing/Instrument, and Dance, while the secondary was in three
categories: Singing/Instrument, Dance, and Other. The other
category included things like Diabolo tricks, beatboxing, and
breakdancing.
With so many outstanding performers, it was difficult to pinpoint
a winner straight off the bar. The audience was treated to a variety
of high energy dances, a fair number of vocally gifted singers, and
some impressive skills. From hip-hop to traditional Asian dances to
modern performances and powerhouse vocals, the kids did not fail
to impress everyone in the crowd and each of them went home a
winner for putting on a remarkable show.
An Event by
Venue Sponsor
T h a n ks to.. .
An event of this nature does not take place without the valued support of our
sponsors and partners. From the staging to the lights, from the decoration to the
entertainment, from the organisation to the charities we are extremely grateful to
all our sponsors. Our sincere thanks to:
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fantastic and hugely successful event.
UÊ "ÕÀÊÃ«ÃÀ}Ê«>ÀÌiÀÃÊvÀÊExpressions, including Thistle Hotels & Resorts,
Jasons Food Hall, Pantai Holdings Berhad, Allied Pickfords,
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iÌÀi]Ê}iÀÃ>«Ã]Ê`<>>]ÊµÕ>Ê-Ü]Ê>`Ê
Medinova for their generous and much-appreciated support.
UÊ V>Ê6>À}>ÃÊvÀÊÌiÀÊCapoiera flash mob dance
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tough job when there are so many talented kids performing.
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emceeing duties to photography to handling registration and all the logistics
required. Great job!
EDUCATION 111
S
NER
S
ION
EX
SS
PRE
WIN
2013
Primary Schools Category
The participants in this category of Expressions were between the ages of 8 and 12, with 17 acts taking part in
the first round and three making the final cut. Each winner picked up a trophy for first and second place, along
with a cheque each for a charity nominated by the school. All participating children received goodie bags.
First prize: RM1,500 + trophy (School) and certificate for students.
Second prize: RM750 + trophy (School) and certificate for students
Res ults:
Primary School Vocal / Instrumental
Winner: A truly
deserving winner,
Chloe Lee from
Garden International
School swept to first
place by playing her
own composition
on the organ. Like a true professional,
Chloe was composed and beautifully
dressed. Chloe played the complicated
piece effortlessly and finished off on a
chirpy, happy note.
Second
Place: Fadhilah
Azzahra from
the Indonesian
School KL stunned
everyone with the
power of her vocal
chords.
At just 13 years of age, Fadhilah belted
out hit songs and showed the audience
just how riveting a performer she is.
Well done!
Third
Place:
Lin Shi Xuan
from MAZ
clinched
third place
by playing a
traditional Chinese instrument so expertly
and beautifully. The musical maestro put
on a thrilling performance that was
enjoyed by all.
Second Place: The Indonesian School
of Kauala Lumpur proved to have the
winning combination again, when 13
students grooved their way to second
place. Performing a traditional Acehnese
dance, the members of Rampai Aceh shook
to beats of the drum as well as singing
provided by other students. A very quick
group dance, the fast moves proved to
be no match for the group’s co-ordinated
dance routine. Congratulations to Nur
Nilam Sari, Nurul Jannah, Dayang Permai,
Shafira Yasmina Zahra, Annisa Fiti Aulia,
Hanna Fadilla Rusdi, Siti Salsabila Akrima,
Nortifani Putri, Nurliza, Fadhillah Azzahra,
Nazri Hidayat, Holilur Rahman and Inggit
Nur Rizky on a spectacular performance.
Third Place: Sri KL clinched third
place with a high energy performance of
a Bollywood dance. Eight students put
on a great show to pulsating beats, and
the crowd clapping along. Decked out in
gorgeous, colourful and jingling costumes,
the group put on a thoroughly impressive
performance and impressed everyone with
their synchronised moves. Well done to
Rachel Lim, Alisandra Ali, Nashreena Kaur,
Melanie Lindblom, Madeline Chee Wei
Qi, Megan Yeoh Shu Wen, Shazila Nadia
Muzafar Shah, and Lara Alyssa Johan Chua
on a great performance!
Primary School Dance
Winner: The Indonesian School of
Kuala Lumpur came out winners here,
shimmying and shaking their way to
victory. Five students performed the
Renggong Manis, a traditional dance from
the Indonesian heartland. A stunning
sight, all dancers were incredibly poised
and smiling throughout the performance,
with the help of their ornate and gorgeous
costumes. They were so overwhelmed
by the results that they even cried when
they were announced as the winners!
Congratulations to Siti Nur Ahsiqin, Agustin
Ratnalinggi, Dara Peuseunanng Hate Sabri,
Shafa Salsabila Budiharto and Alya Zahra
Susanto for a superb performance.
Secondary Schools Category
The participants in this category of Expressions were between the ages of 13 and 16, with 22 acts taking part in the first round and three
making the final cut. Each winner picked up a trophy for first and second place, along with a cheque for a charity nominated by the school.
All participating children received goodie bags.
First prize: RM1,500 + trophy (School) and certificate for students.
Second prize: RM750 + trophy (School) and certificate for students
Res ults:
Secondary School
Vocal/instrumental
Winner: Ng Li
Anne from Tenby
International School
blew the audience
away with her
powerhouse
vocals. Her
amazing voice
saw her tackling
Whitney Houston’s classic, “I Will Always
Love You” on the first day, followed by
an equally mind-blowing rendition of
Beyonce’s “Listen” on the second day. Her
confidence and talent was duly rewarded
with the first prize, congratulations!
Second
Place:
Students
from REAL
International
School Cahaya made up the band
Avalanche that was a real crowd
pleaser. Playing their own instruments
and singing at the same time, the
talented trio belted out their version
of “Thriller” mixed with the current
dance-floor favourite, “Gangnam Style.”
An outstanding performance, the girls’
voices blended together beautifully.
Congratulations to Nicole Kylie Ng,
Kareshma Martin, Shiyam Aminath
Malsa and Joseph Lee for putting on a
great show.
Third Place: Kaena Larellu from Lycée
Français de Kuala Lumpur (The French
School of KL) impressed her way into the
judges’ hearts by writing and performing
her own on the guitar. Boasting an
excellent voice and equally impressive
talent on the guitar, it was very close
contest but Kaena emerged as the third
place winner.
Secondary School Dance
Winner:
Siow Li Xan from
REAL International
School Suria
emerged champion
in this category
after an amazing
acrobatic traditional
Chinese dance with
ribbons and a hoop. She donned an
incredible costume and twirled her way
to victory with oodles of confidence.
Congratulations on a well-earned victory!
Second
Place:
Sri Garden
School’s
Remix dance
troupe
took home the runner-up trophy when
seven of their students did a fast and hip
modern dance. The energetic, coordinated
performance was a real crowd pleaser so
kudos to the girls for a routine that got
the audience going. Well done to Tah Ai
Jenn, Lee Yen Ling, Rowena Yeow E Sinn,
San Hue Yie, Liew Chen Yi, Tan Wai Yee
and Crystal Tiew Yuen Ee.
Third Place:
Nexus International
School sent in
Mystery, a group of
two dancers to do
an acrobatic dance
to an Evanescence
song. The talented
two stretched and
moved their way
to a third place victory after putting on
an impressive routine. Congratulations
to Wan Farahin Ahmad Fahmy and
Wan Farina Ahmad Fahmy on their
achievement!
Yi, Lum Pei Jun, Yap Ying Hui, Siow Hong
Shen, Caegan Koh, Allison Chia Wei – Li,
Pricillia Yoong Zhem Laura Lim, Lam June
Gene and Brian Chong!
Second Place: Federico Luna
from Lycée Français de
Kuala Lumpur (The French
School of KL) popped and
locked his way to second
place with an amazing
breakdance routine that left
everyone in awe. A returning
contestant, Federico was one
of the winners from last year,
too, bringing his trophy total to two now.
Secondary School
Other
Winner: A standout performance from
the start, Sri Garden School KL saw 13
of their students doing their version of
Stomp. Equipped with playing bottles,
bins, pans, and other kitchen utensils, the
fast-paced rhythmic performance was such
good fun and ensured they stomped their
way to victory! Congratulations to Nadia
Arifah Sopiee, Dhanya Ashley Dass,
Kaylene
Yong Zi Xin,
Wong Pang
Third Place: Koide Keta from Sri Kuala
Lumpur kept the hip-hop flag flying high
with a beat-boxing performance worthy
of any DJ’s time. He really engaged
the crowd who were
even more impressed
by his amazing talent
and dedication, after he
revealed that he taught
himself how to beat-box
over the course of a few
weeks by listening to videos
and practicing a lot.
EDUCATION 113
RY
TIA
TER
AND
TY
RSI
E
UNIV
BY EASTON HANNA AND ANDREAS LORIA
Taylor’s Canadian Pre-University:
Unlocking the Secret to Success
30 Years On
help to define the essence of holistic
education.
How in the world does a Canadian
Programme stay alive for 30 years in a
country where A Levels is a household
name and Australia only a short flight
away? What is about the Ontario approach
that has caught the attention of so many
students and earned the respect of
international experts? The story of Taylor’s
Canadian Pre-University Programme (CPU)
began thirty years ago, when ten teachers,
under the leadership of Stan McFarlane
ventured into unknown territory by starting
a Canadian school here in Malaysia.
Beginning with only 125 students, CPU
has grown in numbers and matured into
a progressive leader that prides itself on
putting students first. Today, the Canadian
Programme employs over 30 academics
and is a popular choice among young
Malaysians preparing to attend some of
the best universities in the world.
The dynamic programme has been
described as a passport to international
education with graduates pursuing
degrees in Australia, Canada, Singapore,
New Zealand, Hong Kong, Great Britain,
and the United States. At heart, CPU
is Year 12 in Canada operating as a
franchised educational programme of
the Ontario Secondary School Diploma
offered through Taylor’s College, under
the scrutiny of the Ministry of Education
in Ontario, Canada. With yearly visits from
an Ontario Ministry of Education Inspector,
an experienced Canadian Principal, and
over 80% Canadian teachers, CPU is the
authentic Canadian classroom experience
in Malaysia.
The CPU student body consists of SPM
leavers, international school graduates,
and serious foreign students who have
made Malaysia their study destination
of choice. Our methodical approach,
willingness to adapt, and commitment
to students has provided us with the
tools to survive and grow in an extremely
competitive environment.
MORE THAN JUST RESULTS
Technology has become more sophisticated
and teaching methods more studentcentered but the real appeal of CPU has
remained the same over the past 30 years.
Ask any CPU graduate and they will tell
you that the programme is different from
anything else they have ever experienced.
Talent shows, musicals, international
fieldtrips, and social responsibility projects
When comparing CPU with traditional
school models, CPU graduate Rhanessa
Kanagarajah explains that “Instead of
demanding respect through fear, CPU
teachers harbour respect by integrating
with the students and understanding their
individual needs. Through this behavior,
they create a friendship with students,
one that goes beyond getting good
grades, as letting down a lecturer would
be equal to letting down a friend – a
notion that weights much more than any
passing grade.” As flattering as Rhaneesa’s
comments are, they underscore what our
teachers value most, the relationship with
our students. The close bond between
teachers and students is what has kept
our programme alive and it is what makes
it so difficult to duplicate. Malaysian and
international students find acceptance and
camaraderie in common goals and unique
learning opportunities.
Since 2009, Mr. Gordon Cavanaugh
has organized educational fieldtrips
to Cambodia, Vietnam, Philippines,
Indonesia, and Thailand with the goal
of exposing students to the history and
culture of Malaysia’s neighbours. Another
worthy activity in CPU is the Everyone Has
Hope project which is a fund raising and
photographic initiative led by CPU students
and staff. Everyone Has Hope was the
subject of an NTV7 documentary last year.
GREAT BY DESIGN
As of January 2013, 8,500 students
have graduated from Taylor’s Canadian
Programme since its introduction to
Malaysia. According to international
measures and expert assessment, Ontario
has the best school system in the Englishspeaking world (Fullan, 2013, 1). The days
of 100% examinations are coming to an
end. Knowing that one has passed, or
worse failed does not provide students
with sufficient information on how
to improve for next time. In contrast,
the Canadian approach to education
recognizes that students get better results
with practice. In addition to practice,
students require detailed feedback from
the teacher. Educationalists refer to this
model as formative assessment. Formative
assessment is typically divided into three
categories: assessment for learning,
assessment of learning, and assessment as
learning. Assessment for learning is the use
of a project or activity to provide feedback
during a period of instruction. Assessment
of learning is the use of a project or activity
to measure, record, and provide a grade
report on a student’s level of achievement.
Assessment as learning is the use of
activities such as self-assessments so that
students can reflect on their own learning
and take corrective action. This practical
approach to learning inspires a good ethic
in students and has been instrumental in
providing CPU graduates with the skillset
to bridge the gap between SPM and
university. Students often arrive in CPU
without knowing how to conduct research
or even write an academic paper. Some
new students confess that they have never
read a book. Therefore, the culture shock
experienced by some students can be
significant. We have come to realize that
it is far better to experience the growing
pains here in Malaysia where there is
a support system in place. At CPU, we
believe that students must take ownership
for their own learning and that with
the appropriate skills they will succeed
independently. Part of the adaptation
is also cultural, putting CPU students at
yet another advantage. Over 80% of
our teachers are Canadians of different
backgrounds with mandatory degrees
in education. The cultural and linguistic
exposure CPU students receive is essential
if students want to succeed academically
and socially in a new environment.
THE STUDENT SUCCESS INITIATIVE
CPU is proud to be leading the Taylors
“Learning Revolution” with an exciting
learning initiative called “Student
Success”! It is the mission of Student
Success to ensure that every student at
CPU is given the opportunity to thrive
in their academic studies. The program
is designed to provide one on one
tutoring assistance for individuals seeking
clarification or assistance in a variety
of subjects including English, Science,
Mathematics and the Social Sciences.
The process is quite simple. Once students
have been identified as being “at risk”
by their lecturers, they are directed to the
Student Success department for additional
help. They sign up for 25-minute time slots
to get assistance in any subject matter
from an experienced and qualified CPU
lecturer. Student Success employs the
concept of personalized learning whereby
the tutor assesses the specific learning
styles of the student and then tailors an
individualized teaching methodology
to those strengths. This ensures the
educational growth and advancement of
each learner. Almost 75% of CPU student
respondents noted that their marks
increased by a minimum of 5% after
utilizing the academic services provided by
the Student Success department.
Furthermore the department utilizes ‘peer
tutors’ in order to facilitate learning.
Peer tutors are exceptionally beneficial to
the program. They not only share their
knowledge and assist with the educational
development of others but also further
cement their own understanding and
gain knew knowledge and skills in the
realms of communication and leadership.
In addition, the program is responsible
for implementing exciting education
workshops on a variety of educational
topics including: The Fundamentals of
Essay Writing; How to do Great Oral
Presentations; Test and Exam Study Skills
as well as a host of ‘soft skill’ workshops
comprising topics such as: How to Create
a Survey; Time Management Tips and my
personal favourite The Art of Note-Taking.
Ultimately the Student Success department
believes that no student should fall
through the cracks of the education
system. Every student is capable and the
department strives to unlock the potential
within each student with the eventual goal
of getting each student into the university
of their choice. Failure is not an option.
EDUCATION 115
1895
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PARIS LONDON MADRID AMSTERDAM OTTAWA JAPAN USA AUSTRALIA PERU KOREA LIBAN MEXICO THAILAND MALAYSIA
NEW ZEALAND
CHINA
Y
SIT
ND
RY A
A
ERTI
T
ER
UNIV
Heriot-Watt University
Bridges the UK Gap
With a history dating back to 1821,
Heriot-Watt University has established a
reputation for world-class teaching and
practical, leading-edge research that has
made it one of the top UK universities for
business and industry.
Because of the quality of its degrees,
employers actively seek out its graduates
and that’s great news for Malaysians who
now want a high quality UK degree, but
would prefer to remain closer to home.
In fact, the student learning experience for
those at Heriot-Watt University Malaysia’s
(HWUM) Putrajaya Campus will vary little
from those at the Edinburgh campus.
The curriculum is identical, the academic
rigours and demand will be just as tough,
they will have the same access as the UK
campus students to library and online
support. The degree is the same and both
flexible part time and full time modes of
study are available.
The academic staff will be a mix of
lecturers from the UK and around the
world, together with highly qualified
Malaysian based lecturers who will provide
localised perspectives.
The context of the programmes will be
also localised when it comes to case
studies and application. The lower cost of
living and fees also make this an attractive
option.
“For many students, especially those
working ones or those with a family,
it will be just like going to the UK for
their degree without having to leave
the comforts of home,” says CEO and
Provost of Heriot-Watt University Malaysia,
Professor Robert Craik.
“The Putrajaya campus students will be
getting a global education with a UK
degree from a highly ranked university
with a 200 year heritage, taught by a
highly qualified and experienced staff.
“They will do that on a purpose-built
campus with a stunning lakeside
location, complete with exceptional
facilities equipped with state-of-theart teaching and learning amenities
reflecting our status as a leading provider
of high quality, professionally orientated
education, knowledge transfer and
research.”
HWUM is now open for postgraduate
studies and a major new campus is under
development in Putrajaya, scheduled for
completion in 2014, bringing high quality
British education within easy reach of
both undergraduate and postgraduate
students in the Southeast Asia region
and beyond.
HWUM currently operates from Menara
PJH in Putrajaya and will commence with
programmes such as the MSc Energy,
MSc Renewable Energy Engineering, MSc
Construction Project Management and
MBA; MSc Quantity Surveying, and MSc
Petroleum Engineering courses; also due to
commence in September 2013.
The Heriot-Watt University Malaysia
Foundation programme, catering to SPM
leavers is planned for commencement
in April 2014, followed by a host of
Bachelors degree programmes in Business,
Accounting and Finance, Engineering,
Actuarial Science, Quantity Surveying and
Petroleum Engineering soon after.
PRESTIGIOUS MBA PROGRAMMES
One of the most successful MBA
programmes in the world is underway at
a new UK university campus in Malaysia.
The world-renowned MBA programme
developed by Edinburgh Business School
at Heriot-Watt University UK is being
delivered by top UK and Asian faculty
in Malaysia at the newly established
Heriot-Watt University Malaysia campus.
The first cohort of students began in
January. This has a transformational impact
on managers, supports their personal
development, encourages strategic
thinking and boosts career prospects.
The MBA programme, approved by
the Malaysian Qualifications Agency in
September 2012, attracted 16 students
who are being taught at a new facility
at the headquarters of Putrajaya
Holdings. Next year, the MBA and other
university programmes will move to a
new, prestigious state-of-the-art campus
at Putrajaya. A second, larger cohort
of students will begin their studies in
September 2013. The MBA programme is
designed for practising senior managers
and comprises a series of weekend
seminars spread over a two-year period.
The flexibility of the programme enables
students to put their learning into practice
immediately. The Edinburgh Business
School MBA, launched in 1989, is listed as
the largest, most popular MBA programme
in the world by the Financial Times (March)
with more than 10,500 active students in
160 countries and 15,000 alumni.
Edinburgh Business School in Malaysia
acting head Craig Robinson said the
response from potential students to the
programme has been tremendous: “We
have been incredibly impressed by the
quality of students who have applied to
join the MBA programme. Our cohort of
dedicated, talented individuals thrive on
being challenged and stimulated by the
MBA, drawing on their own experiences
to debate and discuss business issues
of the day as we progress through the
programme.
“They can then implement new ideas in
the workplace, reaping the rewards of
their learning immediately,” said Robinson.
He added, “We have had a great first
semester and there is an atmosphere of
both relief and celebration now that the
first set of exams are over. The students
here are a friendly and motivated bunch,
with good experience in various sectors
www.hw.edu.my.
EDUCATION 119
TIES
SI
IVER
UN
KBU International College
KBU International College (KBU) is a
private education institution established
in 1990 by the First Nationwide Group,
owner and the developer of the 1,000acre fully-integrated township of Bandar
Utama, Petaling Jaya, Selangor. KBU has
a purpose-designed campus that sits
on a 13-acre site within Bandar Utama.
State-of-the-art teaching and learning
facilities as well as comprehensive range of
sports and recreational facilities are made
available for students.
MISSION
The main objective of KBU is to provide
higher education opportunities to young
Malaysians and foreign nationals in a
wide range of academic and professional
fields such as Engineering, Computing/
ICT/Software Engineering, Hospitality &
Tourism Management, Business and Art &
Design. Quality education is the hallmark
of KBU with the intended outcome of
producing highly employable graduates in
a knowledge-based economy.
In line with KBU’s mission of providing
Quality Education and achieving a high
level of employability of its graduates, the
College collaborates with, and franchises
Honours degree programmes from wellestablished universities in the United
Kingdom, as well as professional bodies
and established examination bodies. The
UK degree programmes are conducted
under the 3+0 mode.
VISION
To be a premier private higher education
institution offering multidiscipline quality
programmes at Certificate, Diploma,
Degree and Postgraduate levels to both
local and international students.
MISSION
To provide the highest standard of tertiary
education in a national and international
context.
LIFESTYLE
The College is situated in an urban area in
the suburb of Kuala Lumpur, the capital
city of Malaysia. The township, where the
College is situated, has comprehensive
and modern amenities. These include
bookshops, supermarkets, eating outlets,
cineplexes, clinics, banks, post office,
laundry services and department stores. In
fact, the township is a one-stop centre to
cater to the educational, recreational and
entertainment needs for students.
ACCOMMODATION
UÊ Hostel
UÊ -ÌÕìÌÊÕÃiÊ
Students can seek accommodation in
the College-managed hostel or Student
Houses. Application for accommodation is
made to the Accommodation Department.
The Department assigns rooms based on
the availability and on first-come-firstserved basis. New students staying in the
Hostel or Student Houses are expected to
take up tenancy for a minimum period of
2 months.
HOSTEL
The hostel is located at the Centrepoint
- a neighborhood convenience centre
which is within the walking distance of
the College. Security is provided by a
card-access system. Security guards are
stationed at the foyer entrance, around
the clock. There are wardens who are
responsible to look after the welfare of
the tenants. There are 5 types of rooms
available in the Hostel and each tenant will
be provided with a bed, mattress, study
table, chair and a locker. Every room has a
ceiling fan and all rooms in a unit share a
common bathroom. Students may need to
buy their own pillow and bed spreads. A
wide screen television set is provided in the
student lounge. Cooking is not permitted
in the Hostel.
STUDENT SERVICES
ORIENTATION
Upon arrival, students will be taken
through a series of briefing on matters
pertaining to their courses, fees,
accommodation and the rules and
regulations of the College. The students
will also be advised on personal safety and
security matters while living and travelling
in the country.
COUNSELING
Counseling services on academic and nonacademic matters are also available to all
students. Friendly and helpful counselors
are always available to assist students
INTERNATIONAL STUDENT SERVICES
The International Student Office, located
at the Student Services Department,
looks after the welfare of all international
students. A range of assistance and
services is provided to students after they
are accepted for admission. These include
the application and renewal of student visa
/ pass, free airport pick-up, free telephone
call back home upon arrival, opening
of bank account, periodic reporting to
parents / guardian of students, etc.
RECOGNITION & ACHIEVEMENTS
Awarded the ‘SPECIAL AWARD’ by the
Private Education Department, Ministry of
Higher Education, Malaysia for
The most number of First Class Honours
students in 3+0 programmes (2003)
The highest number of MQA accredited
3+0 programmes in Malaysia (2003)
Excellence in Student Internationalisation
(2005)
CORPORATE AND COLLEGE
ACHIEVEMENTS
UÊ £ÃÌÊ«ÀÛ>ÌiÊVi}iÊÌÊLiÊ}À>Ìi`Ê
accreditation for its engineering honours
degree programmes by BEM (1999 2001)
UÊ £ÃÌÊ«ÀÛ>ÌiÊVi}iÊÌÊLiÊ}À>Ìi`Ê
accreditation by MQA for its Engineering
honours degree programmes
UÊ £ÃÌÊL>ÌVÊvÊÌiÊ«ÀÛ>ÌiÊVi}iÃÊÌÊ
receive approval to conduct degree
programmes under the 3+0 mode
UÊ £ÃÌÊL>ÌVÊvÊ«ÀÛ>ÌiÊVi}iÃÊÌÊLiÊ
granted the prestigious MSC Status
UÊ £ÃÌÊ«ÀÛ>ÌiÊVi}iÊÌÊÀiViÛiÊÌiÊ}iÃÌÊ
number of MSC Status programmes
under a single approval
KBU International College
Address: No. 1, Persiaran Bukit
Utama, Bandar Utama, 47800 PJ,
Selangor.
Tel: (+603) 7727 3200
Website: www.kbu.edu.my
N
TIO
UCA W
D
E
VIE
AT
EXP INTER
THE
DE
GUI
The Expat Group’s Marybeth Ramey
Discusses Taylor’s Pre-U with
Principal James Leonard
MBR: Discuss the core educational
philosophy of CPU for its student body.
JL: CPU students follow the curriculum
established by the Ontario Ministry of
Education (web site reference: www.edu.
gov.on.ca). The Ontario Curriculum is
a challenging, world-class, high-quality
curriculum, supported by the top university
research experts in curriculum and
assessment design. Graduating students
receive the Ontario Secondary School
Diploma (OSSD). Ontario is the largest
province by population in Canada and has
2,000,000 students in 5,000 schools. The
OSSD is a very well-known and respected
international credential for entry to
universities around the world. After 30
years at Taylor’s College, ‘CPU’ is so wellknown that indeed many UK, Australian
and Malaysian universities refer to the
credential as CPU, even though officially it
is the OSSD.
The Organization for Economic Cooperation and Development (OECD)
commissioned a team from Harvard to
study what Ontario has done to achieve
very high academic student results over
the past 10 years, calling its report ‘Strong
Performers and Successful Reformers
in Education’. The National Center for
Education and the Economy (NCEE) in the
U.S. went further when it named its report
“Standing on the Shoulders of Giants”,
urging the U.S. to emulate what Ontario
has done. Scores of delegations come to
Ontario each year and all end up admiring
what they see.
The Ontario Curriculum is premised on
the belief that the purpose of education
is to produce in all of its graduates the
quality of leadership – the capacity and
commitment to act for one’s own good
and for the common good.
To this end, the Ontario curriculum seeks
to transform the learners of today into
the leaders of tomorrow by fostering the
development of six key qualities known as
the “six Cs”:
Character education: honesty, selfregulation and responsibility, perseverance,
empathy for contributing to the safety and
benefit of 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: communicate effectively
orally, in writing and with a variety of
digital tools; listening skills.
Critical thinking and problem solving:
think critically to design and manage
projects, solve problems, make effective
decisions using a variety of digital tools and
resources.
Collaboration: work in teams, learn
from and contribute to the learning of
others, social networking skills, empathy in
working with diverse others.
countries in Southeast Asia, the Middle
East, East Africa, China, etc. Approximately
half our students are living away from
home for the first time, while the other
half commute from their Klang Valley
family home. The majority of international
students attending Taylor’s College pre-u
programs are registered in the CPU
programme.
MBR: Most of your student intake comes
from local area International schools. What
are the three major curriculas they have
taken and passed, including curriculas such
as the IB, Cambridge, and NSW?
CPU and the Ontario Secondary School
Diploma (OSSD) are recognized as a
high quality curriculum world-wide. The
CPU structure is organized in 6 month
semesters with only 3 or 4 courses taken
per semester. The duration of study is
flexible in length. Some students who
enter with low English proficiency may
take 3 semesters to complete. CPU has the
most number of pre-u subject offerings
(30) leading to diverse university degrees.
We also have the most extensive English
language proficiency requirement, as
well as supports, to succeed in English
competency. All CPU students must
take ENG4U which is a grade 12 English
first-language literature course. The CPU
(70% coursework evaluation – 30% final
exam) format vs. the 100% final exam
assessment in other programmes and
the uniquely Canadian study atmosphere
and hi-tech environment are other major
factors attracting students to us. Enrolment
in CPU averages 500 students per year.
JL: It is true that the CPU school
population is very diverse, multicultural
and multinational. International students
comprise at least 1/4 of CPU students
from 30+ different countries, while ¾
are Malaysian. Some CPU students are
from European and North American expat
families living in KL who have previously
studied British and American curriculum
or IB programs. Most CPU international
students, however, are from nearby
The majority of CPU students are admitted
on the basis of their SPM or O level exam
grades. However, we do have students
applying with IB and various home
schooling results and high school diplomas
and transcripts from countries world-wide.
The Taylor’s College Academic Board has
established MQA-compliant entry criteria
for the CPU program listing more than
50 countries, while other admissions are
considered on a case to case basis.
Creativity and imagination: economic
and social entrepreneurialism, considering
and pursuing novel ideas, and leadership
for action.
The Ontario Curriculum is based on
a personalized, practical approach to
learning and a belief that classroom
activity must have a real world application.
Students are actively engaged through
interactive, hands-on learning activities
and encouraged to develop research,
communication, presentation, and
performance skills. Technological resources
are an integral component of the
curriculum and classroom environment,
enabling students to hone their ICT skills.
MBR: Do any of these curricula seem
to better prepare the students for CPU?
If so, how and what are some primary
differences both positive and negative.
JL: The type of curriculum a student has
previously followed is not really a relevant
predictor of future success. CPU students
are eager to embrace a different approach
to learning. What is more important is
the student’s work ethic and preferred
learning and assessment style. Most
previous curricula preparation is heavily
or exclusively exam-based. What is more
important for students to consider is
whether they are unsatisfied with their
previous experience with 100% exam
assessment and traditional rote learning
and lecture-based teaching styles.
New students quickly adapt well to
the CPU coursework based assessment
model. We provide lots of support with
many tutorials, time and organization
management workshops, etc. – which are
essential skills for university and workplace
success. The Ontario curriculum delivery
model is interactive and collaborative with many differentiated student learning
activities rather than class lectures.
Students are also introduced to online
eLearning in our Blended Learning
initiative. CPU students become selfdirected learners and enjoy our ‘Hi Tech –
Hi-Touch’ personalized approach.
MBR: Taylors Pre-U is renowned
internationally for sending their graduate
students to some of the top universities
in the world. What are the top five major
reasons you attribute this to.
Taylor’s College offers students many
advantages. We have the most
experienced University Placement support
team with preliminary university program
counseling, university application and
EDUCATION 123
student visa application support, right up
to pre-departure briefings. Our academic
mission is to get you to the “University of
your Choice”. Taylor’s College students
also enjoy direct access to visiting university
professors from the world’s Top 200
universities offering free student lectures
and presentations. Visiting university
staff often includes registration teams
to personally counsel students and offer
application fee waivers for choosing their
university to study at.
In the last year Taylor’s College Subang Jaya
(TCSJ) main building has been undergoing
an extensive physical face-lift - focusing on
both the student learning areas and the
technological infrastructure, such as Wi-Fi
everywhere on campus. Wisma Subang
Jaya, a modern 8 story building, is the
home of CPU, located around the corner
from the main TCSJ building. The CPU
building boasts 5 computer labs, including
a new Media Arts lab with 33 iMacs,
student recreation facilities, dance and
drama studios, etc. Science labs and the
library are in the main building.
Taylor’s College has embarked on a real
“Learning Revolution” to transform the
quality of teaching and learning across
all programs to the highest international
standards. The college now expects every
student to have an iPad or tablet device
to support their learning and fully develop
their technological skills in preparation for
future university success. The college also
has embedded a set of “Taylor’s Graduate
Capabilities” into all the Pre-u programs
offered. There are 3 TGC components: 1Discipline Specific Knowledge, 2- Cognitive
Capabilities (such as life-long learning and
problem solving skills) and 3- Soft Skills
(such as communication skills, intrapersonal
and interpersonal skills, Intercultural
competence and technological skills).
Taylor’s College remains Malaysia’s
top education brand of choice with a
distinguished track record of academic
results in all pre-u programs. The 40+ years
alumni of Taylor’s College are an impressive
group. This year CPU itself is celebrating
its own 30 year anniversary. Every year
we nurture the leaders of tomorrow who
can network today with friends who are
focused on their academic and career
futures. The Taylor’s College approach is to
“Start Ahead & Stay Ahead”.
MBR: How selective is your screening
process accepting students? Especially
for Intl Students who might have been
through several different systems before
reaching Taylors.
JL: The Taylor’s College local student
admissions or screening process begins
with speaking to a Taylor’s College
Enrolment Planning Education Counselor.
The counselors discuss each student’s
situation and education goals then
examine supporting documentation
to establish that a student meets the
Malaysian Ministry of Higher Education/
MQA pre-university entrance requirement.
This means a minimum of 5 SPM/O level
subject credits (a C or minimum 60%) or
equivalent. Admissions documentation
for international overseas students, who
typically work through various education
agents, are similarly evaluated on a case by
case basis consistent with the MQA pre-u
entry requirement.
Students and parents may access
information online anytime, or at
education fairs and particularly by
attending special college weekend
registration days.
Follow-up program counseling for CPU
students is extensive and individual
due to the amount of choice involved.
We appreciate and can accommodate
the wide variety of previous schooling
experiences. The CPU program is the most
flexible pre-u program offered. The CPU
subject combinations are not fixed; they
are personalized to meet the needs and
interests of each student. Most students
can complete the program in one year
(two semesters), but students may extend
for various reasons to 3 or more semesters.
Students can enter at any semester intake
(the January and July ‘regular’ 6 month
semesters or a special condensed March
intake).
MBR: Tell our readers about the new CPU
courses you have added on and how they
will accepted at any university globally, not
just a Canadian one. Give several examples
of these courses and some rationales of
why they in particular were added.
JL: First of all I would like to say that there
is a prevalent but false misconception that
graduates of CPU MUST go to Canada
to study. It is true that study in Canadian
universities is cheaper dollar for dollar than
the UK, USA or Australian universities.
Canada still welcomes immigrants and PR
status is fairly easy to acquire as a graduate
of a Canadian university. Nevertheless,
our students can and do go to universities
world-wide. CPU graduates holding the
OSSD attend many Malaysian private and
public universities and top universities
everywhere, depending only on the level
of academic achievement attained in their
final CPU results.
The typical student profile in Malaysia
is beginning to change now and even
the Malaysian Ministry of Education is
recognizing this with many changes being
made to the public education system. For
many years most students were interested
in a limited range of university programs
– primarily medicine, engineering and
business. In July 2013, we will offer two
additional courses of possible interest to
science stream students – Earth and Space
Science and Exercise Science. The latter
course will also be of interest to students
interested in pursuing university degrees in
Physical Education or Kinesiology.
Now many students are even seeking
‘arts’ courses leading to diverse university
programs. To address this new student
learning profile in January 2013 we began
offering a Media Arts course using a
brand new computer lab equipped with
30 iMacs. Students learn how to use
Sculptris, Adobe Photoshop, Audition,
Illustrator, InDesign and iMovie. For July
2013 we begin offering a grade 12 credits
in both Dramatic Arts and Dance. We are
confident there is a growing Malaysian
market for these elective arts courses.
We are also seeing more students applying
for CPU admission who wish to pursue the
social sciences and humanities – an area
where CPU already offers many course
choices. Students are also increasingly
seeking pre-u programs that provide
strong digital technology components.
CPU has always offered a full range
of courses in the social sciences and
humanities and has moved quickly to take
the lead with instructional technology –
iPad supported student learning, use of the
‘Moodle’ Learning Management System
and innovative Blended Learning (online
eLearning and collaborative classroom
learning activities).
MBR: It is well known in education
circles, parent circles and in the expat
community, that the atmosphere and
environment at Taylor’s Pre-U is one of
enthusiasm, excitement and focus on not
just academics but on extra curriculars.
How important do you think it is to
ensure a holistic rounding out of a student
especially to prepare for working in today’s
interconnected world?
in your faculty, admins and non-teaching
personnel?
JL: The CPU student experience is wellknown to be ‘Awesome’ among graduates
and their families. There are many
factors that contribute to this reputation.
Academically the classroom learning
activities are engaging and collaborative
– in a truly student-centered way that
most students have never previously
experienced. Active co-curricular and extracurricular student and teacher involvement
is also a prime reason.
JL: I reflect a servant leadership approach,
with a very collaborative distributed
leadership style. I believe strongly that the
success of any organization is “getting the
right people on the bus”, an expression
coined by Jim Collins, the “From Good to
Great” business author. Once staff are on
the bus, I endeavour to act with integrity
and fairness to both students and staff, to
set high expectations, to nurture creativity
and initiative and establish succession
career growth plans for staff. Having a
sense of humour has always been a critical
leadership quality, as well as the ability
to focus on what is within your locus of
control.
More than 80% of the CPU teachers are
expat Canadians who devote afternoons,
evenings and weekends to endless student
co-curricular activities. These out of class
connections form a special relationship,
nurture holistic global-mindedness,
and ignite passions for environmental
preservation and social justice initiatives.
Taylor’s College offers more than 40
established student clubs and societies, but
CPU offers so much more value-added with
the active involvement of the Canadian
class teachers. There are even student-staff
international field trips organized every
semester to extend learning beyond the
classroom and the country.
MBR: You have been the Principal for
several years now and under your helm
and guidance the School has grown
and flourished. What is your personal
educational philosophy for imbuing high
standards in not just your students but also
I try to lead by example, to support and
encourage innovation with a commitment
to integrity and excellence. We provide
multiple ‘Student Success’ supports to
students, to rescue weak course work
performance before the course ends.
My academic and programme office
leadership teams are hand-picked staff
who share the same vision, support each
other and are all rowing in the same
direction.
All CPU teachers and program staff
have a shared commitment to empower
students to take responsibility for their
own learning, to achieve the best possible
academic results for university entrance.
Moreover the CPU student experience is
uniquely positive, vibrant and AWESOME
– learning should be enjoyable, even if it
is hard work.
MBR: Is there anything else you would like
our readers to know?
JL: “Student Success” and the “Learning
Revolution” at Taylor’s College is both
our vision and our mission – enabling
us to boldly declare that our goal is to
help every student succeed in entering
the ‘University of their Choice’. The
awesome ‘Hi-Tech Hi-Touch’ CPU student
learning experience is matched with
the world-renowned Ontario secondary
school curriculum. Students acquire the
necessary broad-based subject knowledge
for university success, in addition to a
full range of 21st century performance
and soft skills, the highest level of
English proficiency, communication and
presentation skills and a solid foundation
of instructional technology exposure and
skills. Student Success is both a program
of supports and an individual student
outcome.
Jim Leonard has been Principal of
the Taylor’s College CPU program
for the past 4 ½ years. He brings
40 years of Canadian education
experience in a variety of roles
– teacher, elected school trustee,
Principal and Superintendent. He
retired in Dec. 2008 as the Regional
Manager of the Ontario Ministry of
Education, Ottawa Regional Office.
EDUCATION 125
International Schools in
Schools
% of teachers
with a Bachelor’s
degree and higher
Composition of students’
nationalities (major groups)
Alice Smith International School
100%
British, Malaysian, Australian
Asia Pacific International School (APIS)
100%
Malaysian
Australian International School
95%
Australian, New Zealanders, Malaysia
elc International Schools
90%
Malaysian, British, Indian, Korean
Epsom College
100%
Malaysian, British, Southeast Asia & others
Fairview International Schools
100%
Korean, Iranian, Indian, ASEAN, Malaysian
Garden International Schools
100%
Malaysian, British, Australian
HELP International School
100%
Malaysian, British, Singaporean
IGB International School 100%
New
I Can Read
100%
Malaysian, Indian, Pakistani
The International School @ Desa ParkCity
100%
UK and 38 other nationalities International School of Kuala Lumpur
90%
American, Korean, Malaysian, European International School of Penang (Uplands)
90%
Malaysian, Korean, British Kinabalu International School
Kolej Tuanku Ja’afar
Nexus International School
Nilai International School
100%
90%
100%
85%
Malaysian, Korean, French, British Korean, Taiwanese, Indonesian Malaysian, British, Australian, American Malaysian Pegasus International School
100%
Malaysian, Japanese Prince of Wales Island International 100%
Malaysian, Chinese, Japanese Raffles American School
85%
Rafflesia International School
100%
R.E.A.L International School
100%
Sri Garden International School
67%
Singapore, Malaysia, Japan –
Malaysian, 30% Expats Malaysian Sri KDU International School 100%
American, Australian, British, Korean, Malaysian
100%
Malaysian, Korean, Indonesian, Iranian Tenby International School
80%
Malaysian, British, American, Singapore Time International School
95%
Malaysian, Turkish, Indonesian, Polish Tunku Putra School
100%
Chinese, Malay, Others-Asians & Europeans
Malaysia Matrix 2013
Average
class size
Acadamic
Accreditation
Student
body size
Major term dates
Advertiser
Index
22-24
COBIS, CIS, FOBISSEA
1,560
Sep-Dec, Jan-Mar, Apr-Jul
p44
28 Max
Cambridge iGCSE
500 by 2014
Sep-Dec, Jan-Apr, Apr-Jul
p49
20-25
CIS, AISA around 600
Jan-Jun, Jul-Dec
p52
19
FOBISSEA & AIMS
703
p56
20
Cambridge
capacity of 900
p58
24
IBO & Cambridge
2,500
Aug-Jun
p62
23
CIS, ISO, FOBISSEA, WASC
2,200
p64
25
CIS, Council of British International Schools 500 by 2014
Aug-Dec, Jan-Mar, Apr-Jul
p66
20
IBO
capacity of 1,200 Aug-Jun
p70
8 max.
Australian Franchise
100
Jan-Mar, Apr-May, Jun-Aug, Aug-Nov
p36
24
Cambridge
600
p72
20
WASC, CIS, IBO, EARCOS
1,600
Aug-Dec, Jan-Jun
p76
24
Cambridge, IBO, BSA, BISW, FOBISSEA
621
Aug-Dec, Jan-Mar, Apr-Jul
p74
18
CIS, FOBISSEA, Cambridge
270
p80
17
Cambridge
650
Aug-Dec, Jan-Apr, Apr-Jul
p82
15-18
Cambridge, CIS, IBO
600
Aug-Dec, Jan-May
p85
15
Cambridge
235
Sep, Jan, Apr
p86
5
IPSLE, SEAB, Cambridge, GAC, ACT
3,000
4 terms starting Jan
p88
15-25
Cambridge
206
Sep, Jan, Apr
p90
20
WASC, EARCOS
38
Aug-Dec, Jan-June
p94
22 IPC, Cambridge
Sep-Dec, Jan-Mar, Apr-Aug
p96
24
Cambridge
4,000
p92
25
Cambridge
1,600 Jan, Jun
p98
24-28
Cambridge & IBO
3,000
Sep-Aug
p78
25
Ontario Ministry of Education
480
July-Dec, Jan-Jun
p100
25
WASC, CIS
1,800
Sep-Jul
p102
10
Cambridge, Ministry of Education
151
Sep-Dec, Jan-Mar, Apr-Jun
p104
25 max
Malaysian Ministry of Education
552
Jan-May, Jun-Nov
p106
–
EDUCATION 127
0U[LYUH[PVUHS:JOVVSZPU4HSH`ZPH
THE ALICE SMITH SCHOOL PRIMARY CAMPUS
2 Jalan Bellamy
50460 Kuala Lumpur, Malaysia
Tel: +603 2148 3674 Fax: +603 2148 3418
THE ALICE SMITH SCHOOL SECONDARY
CAMPUS
3 Jalan Equine, Taman Equine,
43300 Seri Kembangan, Selangor, Malaysia
Tel: +603 9543 3688 Fax: +603 9543 3788
ASIA PACIFIC INTERNATIONAL SCHOOL
No.1 Persiaran A
Off Jalan Lapangan Terbang Subang
47000 Subang Jaya, Selangor, Malaysia
Tel: +603 7847 1000 Fax: +603 7847 1001
Website: www.apis.edu.my
AUSTRALIAN INTERNATIONAL SCHOOL
MALAYSIA
22 Jalan Anggerik, The MINES Resort City
43300 Seri Kembangan, Selangor, Malaysia
Tel: +603 8949 5000 Fax: +603 8949 5100
Website: www.aism.edu.my
BRITISH INTERNATIONAL SCHOOL OF
KUALA LUMPUR
Changkat Bukit Utama, Bandar Utama
47800 Petaling Jaya, Selangor, Malaysia
Tel: +603 7727 7775
Website: www.britishschool.edu.my
ELC INTERNATIONAL SCHOOL SUNGAI BULOH
CAMPUS
Jalan Sierramas Barat,
Sierramas, Sungai Buloh,
47000 Selangor, Malaysia
Tel: +603 6156 5001 / 2
Fax: +603 6156 5003
Website: www.elc.edu.my ELC
INTERNATIONAL SCHOOL CYBERJAYA
CAMPUS
Lingkaran Cyber Point Barat, Cyberjaya
Tel: +603 8319 1641 / 2
Fax: +603 8319 1643
Website: www.elc.edu.my
EPSOM COLLEGE IN MALAYSIA
Part of Lot 29HS(D)
20269 Bandar Baru Enstek
Negeri Sembilan, Malaysia
Tel: +603 6211 4488
Fax: +603 6206 3243
Website: www.epsomcollege.edu.my
EXCELSIOR INTERNATIONAL SCHOOL
No. 8, Jalan Purnama,
Bandar Seri Alam,
81750 Masai, Johor, Malaysia
Tel: +607 3 888 999; +607 3 888 800
Website: www.eis.edu.my
FAIRVIEW INTERNATIONAL SCHOOL
KUALA LUMPUR
4178 Jalan 1/27D
Section 6, Wangsa Maju
Tel: +603 4142 0888
Fax: +603 4149 0222
Website: www.fairview.edu.my
FAIRVIEW INTERNATIONAL SCHOOL SUBANG
2A Jalan TP2
Sime UEP Industrial Park, Subang Jaya
Tel: +603 8023 7777
Fax: +603 8023 7888
FAIRVIEW INTERNATIONAL SCHOOL PENANG
Lot P.T. 1935, Mukim 13
Daerah Timur Laut
Tingkat Bukit Jambul Satu
11900 Penang, Malaysia
Tel: +604 640 6633 Fax: +604 640 6632
FAIRVIEW INTERNATIONAL SCHOOL
JOHOR BAHRU
Komplex Mutiara Johor Land,
Jalan Bukit Mutiara, Bandar Dato’ Onn
88100 Johor Bahru, Johor, Malaysia
Tel: +607 358 5385 Fax: +607 358 2385
GARDEN INTERNATIONAL SCHOOL
16 Jalan Kiara 3, Off Jalan Bukit Kiara
Tel: +603 6209 6888 Fax: +603 6201 2468
GARDEN INTERNATIONAL SCHOOL, KUANTAN
A6230 Jalan Tengku Muhamad
Taman Pantai Chempedak
25050 Kuantan, Pahang, Malaysia
Tel/Fax: +609 567 3391
Web: www.gardenschool.edu.my
GARDEN INTERNATIONAL SCHOOL
EARLY YEARS CENTRE
1, Jalan 41/70A, Desa Sri Hartamas
Tel: +603 6209 6888
Fax: +603 6201 2468
HELP INTERNATIONAL SCHOOL
No. 2 Lot PT (12291) Persiaran Cakerawala
Seksyen U4
40150 Shah Alam, Selangor, Malaysia
Tel: +6 012 300 5899
Website: www.his.edu.my
IGB INTERNATIONAL SCHOOL
Level 1, 2 Jalan Sierramas Utama,
Sierramas
47000 Sungai Buloh, Selangor, Malaysia
Tel: +603 6730 7788
Website: www.igbis.edu.my
THE INTERNATIONAL SCHOOL
@ PARKCITY
No.1 Jalan Intisari, Desa Park City
Tel: +603 6280 8880 Fax: +603 6280 8749
Email : [email protected]
Website: www.isp.edu.my
INTERNATIONAL SCHOOL OF KUALA LUMPUR
AMPANG CAMPUS
Jalan Kolam Air
68000 Ampang, Selangor, Malaysia
Tel: +603 4259 5600 Fax: +603 4257 9044
Website: www.iskl.edu.my
INTERNATIONAL SCHOOL OF KUALA LUMPUR
MELAWATI CAMPUS
PT3350 Jalan Melawati 3, Taman Melawati
Tel: +603 4104 3000 Fax: +603 4108 4166
Website: www.iskl.edu.my
0U[LYUH[PVUHS:JOVVSZPU4HSH`ZPH
THE INTERNATIONAL SCHOOL OF PENANG
(UPLANDS)
Jalan Sungai Satu, Batu Feringgi
11100 Penang, Malaysia
Tel: +604 881 9777 Fax: +604 881 9778
Website: www.uplands.org
KINABALU INTERNATIONAL SCHOOL
Off Jalan Khidmat, Bukit Padang,
88300, Kota Kinabalu, Sabah, Malaysia
Telephone: +6088 224 526 or 245 325
Fax: +6088 244 203 Email: [email protected].
my Website: www.kis.edu.my
KOLEJ TUANKU JA’AFAR
71700 Mantin, Negeri Sembilan, Malaysia
Tel : +606 758 2561
Fax : +606 758 1139 / 758 2953
E-mail : [email protected]
Website: www.ktj.edu.my
KUANTAN INTERNATIONAL SCHOOL
A-33, Jalan Tanjung Api, Padang Lalang,
25050 Kuantan, Pahang, Malaysia
Tel: +609 515 2895 Fax: +609 5151 405
E-mail Address: [email protected]
Website: www.isk.edu.my
LORNA WHISTON STUDY CENTRES TTDI
Units 8 & 10 Jalan Wan Kadir 1, Taman Tun
Dr Ismail, 60000 Kuala Lumpur, Malaysia
Tel: +603 7727 1909 Fax: +603 7727 2146
Website: www.lornawhiston.com.my
LORNA WHISTON STUDY
CENTRES MELAWATI
342A & 343A Lorong Kedah
Pusat Bandar Taman Melawati
Melawati Urban 1, Taman Melawati
Tel: +603 4147 3229
Website: www.lornawhiston.com.my
NEXUS INTERNATIONAL SCHOOL
No. 1, Jalan Diplomatik 3/6
Presint 15, 62050 Putrajaya, Malaysia
Tel: +603 8889 3868
Website: www.nexus.edu.my
NILAI INTERNATIONAL SCHOOL
No. 3, Persiaran Universiti, Putra Nilai,
71800 Negeri Sembilan, Malaysia
Tel: +606 8502 188 Fax: +606 8502 189
Website: www.nis.edu.my
Tel: +6019 384 8098 Fax: +603 7955 0088
Website: www.rafflesia.edu.my
PEGASUS INTERNATIONAL SCHOOL
No. 1, Jalan Tasek, Bandar Seri Alam
81750 Masai, Johor, Malaysia
Tel: +607 387 8700
Website: www.pegasus.edu.my
SRI GARDEN INTERNATIONAL SCHOOL
No 9 Jalan 1/75C, Off Jalan Pria
Taman Maluri
Tel: +603 9286 2668 Fax: +603 9284 5199
Website: www.srigarden.edu.my
PRINCE OF WALES ISLAND INTERNATIONAL
SCHOOL
1 Jalan Sungai Air Putih 6,
Bandar Baru Air Putih
11000 Balik Pulau, Penang, Malaysia
Tel: +604 868 9999 Fax: +604 868 9900
Website: powiis.edu.my
RAFFLESIA INTERNATIONAL SCHOOL, KAJANG
CAMPUS
Still under construction
Tel: +6019 589 8098
Fax: +603 7955 0088
Website: www.rafflesia.edu.my
RAFFLES AMERICAN SCHOOL
Lot 1- 4, Anjung Neighborhood Center,
5 Persiaran Ledang Heights,
79250 Nusajaya, Johor, Malaysia
Tel: +607 510 2668
Email: admissions@raffles-american-school.
edu.my
Website: www.raffles-american-school.
edu.my
RAFFLESIA INTERNATIONAL SCHOOL PUCHONG
CAMPUS
Persiaran Sierra 2 Bandar 16 Sierra
47100 Puchong, Selangor, Malaysia
R.E.A.L SCHOOLS, CHERAS
Lot 217, Batu 13, Jalan Hulu Langat,
43100 Hulu Langat, Selangor, Malaysia
Tel: +603 9021 3601
R.E.A.L SCHOOLS, SHAH ALAM
Lot No.5, Jalan Merah Saga U9/5,
Shah Alam, Selangor, Malaysia
Tel: +603 7842 3228 or +6012 315 8980
EDUCATION 129
R.E.A.L SC OOLS O OR A RU
Lot 2361, Jalan Persiaran Sri Plentong,
an ar ar Per as Ja a,
1
Jo or a r , Jo or, ala sia
el 6 3 6 6
ail a a a o or real e
e site
reals ools e
TAYLOR S COLLE E RE U SRI ARTAMAS
1, ro n loor,
o 62 Jalan Sri arta as 1, Sri arta as
ala L
r, ala sia
el 6 3 62 3 16 a
6 3 62 3 1
ail ta lors ollege ta lors e
e site
ta lors e
en ollege
SRI DU INTERNATIONAL SC OOL
o 3,
, Jalan e nologi 2 1
Se s en 2, ota a ansara
1
aera Petaling
Selangor, ala sia
el 6 3 61 3
a
6 3 61
22
ail in o sri
e
e site
sri
e
TEN Y INTERNATIONAL SC OOL ERA
2 , Jalan ela
ol 3 3
o , Pera ,
ala sia el 6 2 3 3
ail i o ten e
e site
ten e
P , ational
rri l
or nglan ,
S , a ri ge nternational Le els
TEN Y INTERNATIONAL SC OOL ENAN
ENAN
o 2, Lintang Le a Per ai 1,
an ng nga
112 Penang, ala sia
el 6
2
ail enang ten e
e site
ten e
P , ational
rri l
or nglan ,
SRI RA ELSIA
o 1 , Jln 2
, esa Sri arta as,
ala L
r, ala sia
el 6 12 3 1 3 2
ail en iries srira elsia o
e site
srira elsia o
SUNWAY INTERNATIONAL SC OOL
o 3, Jalan ni ersiti
an ar S n a , Petaling Ja a
61 Selangor, ala sia
el 6 3
1
a
6 3
ail in osis s n a e
e site sis s n a e
1
TAYLOR S COLLE E RE U SU AN CAM US
o 1, Jalan SS1
S ang Ja a, Selangor, ala sia
el
6 3 636 26 1 a
6 3 63 2
ail ta lors ollege ta lors e
e site
ta lors e
en ollege
1
TEN Y INTERNATIONAL SC OOL SETIA ECO
AR SELAN OR
o 1, Jalan Setia ro i a 13 1 ,
Se s en 13
1 S a
la , Selangor, ala sia
el 6 3 33 2 1 3
ail e o ar ten e
e site
ten e
P , ational
rri l
or nglan ,
TEN Y INTERNATIONAL SC OOL MIRI
SARAWA
Lot 1
, lo
Jalan esa Sena in
ala ara
istri t
iri, Sara a , ala sia
el 6
1 26 or
6 16 6 63
ail iri ten e
e site
ten e
P , ational
rri l
or nglan ,
S
TEN Y INTERNATIONAL SC OOL SETIA ECO
ARDENS O OR
, Jalan La an Setia ta a,
a an La an Setia
1
Jo or a r , Jo or, ala sia
el 6
12
ail e ogar ens ten e
e site
ten e
P , ational
rri l
or nglan ,
S
TIME INTERNATIONAL SC OOL
o2, Jalan
ang ari a 3,
a an Sri Sega
t
2
ala L
r, ala sia
el 6 3 62 2
or 6 3 62 3
a
6 3 62 3 33
ail a issions ti e e
e site
ti e e
TUN U UTRA SC OOL
Jalan Sta i , Petra Ja a
3
ing, Sara a , ala sia
el 6 2 313
a
6 2 313
ail in o t s e
e site
t se
Global future
without borders
@ Asia Pacific
International School
www.apis.edu.my
03-7847 1000
At the Asia Pacific International School (APIS), we firmly believe that success truly begins with the best
education. This certainly starts with the curriculum itself, where we offer the internationally recognised
Cambridge IGCSE Programme augmented with a broad range of co-curricular and extra-curricular
activities. With a strong emphasis on technology as an enabler to support learning, APIS adopts and
continuously enhances educational practices to nurture our students and bring out their analytical and
innovative thinking capabilities. In achieving the above, APIS provides a stimulating environment that
allows our students to enjoy the learning experience and excel in their studies. The facilities available at
APIS strongly complement students’ potential where talents are unlocked and accelerated in academia,
in the liberal arts, in the sciences, technology and sports.
600-9/1/1/113 A25090/0515/78
We truly believe that all these ingredients, coupled with the best international curriculum, helps unlock
your child’s true potential and shapes them into well-rounded members of society, equipped with the
relevant knowledge, competencies, skills and attitude to successfully contribute in a global community.
Asia Pacific International School (APIS) 674664-P
No. 1, Persiaran A, Off Jalan Lapangan Terbang Subang, 47200 Subang, Selangor Darul Ehsan. Fax: 603 7847 1001. Email: [email protected]
A Member of the: APIIT Education Group | Technology Park Malaysia, Bukit Jalil, 57000 Kuala Lumpur, Malaysia. Tel: 603-8996 1000 Fax: 603-8996 1001. Email: [email protected] Website: www.apu.edu.my