bk - 1st april 2014

THE STAR Tuesday 1 April 2014

Holistic approach to education > 5 Learning through exploration > 12

Your pickA myriad of

curricula colour strong

education landscape.

StarSpecial

2 BRIGHT KIDS StarSpecial, Tuesday 1 April 2014

Diverseeducation opportunities

By ANUSHIA KANDASIVAM

IF there is one thing that makes Malaysia remarkable it is its diversity. It is more than just the usual multi-cultural, multi-ethnic mix that everyone talks about, but a deeper blend of all that the world has to offer. One such example is Malaysias ability to offer its residents a host of different curricula from around the world.

Currently, there are approximately 10 different primary and secondary school curricula available in Malaysia. The most popular is still the British curriculum in the form of the International General Certificate of Secondary Education (IGCSE) system, followed by the International Baccalaureate (IB) system.

Besides these and, of course, Malaysias own national curriculum, there are the curricula of Australia, Canada, the United States, Japan, France, Germany and Taiwan, among others.

While the IB system is truly international in the sense that it was not derived from a particular countrys curriculum, the other curricula in Malaysia are either international versions of the national education systems of their respective countries or they are the national systems without any changes made to them.

An internationalised curriculum is one that has been through developments to make it more suitable for an international student body more global in its outlook as well as flexible enough to be able to absorb cultural nuances in order to make it locally relevant.

A national curriculum is naturally more inward-looking, though to what degree is dependent on the particular country.

Schools such as the French

FOR many years now, Malaysias doors have been open to foreign education investment. The governments aim in this area is to develop the country into a regional education hub and in the process contribute to the further growth of the economy.

These big-picture ideals are very appealing to the economist and politician, but the man on the street, or rather, the child, also benefits greatly from this arrangement.

Foreign education investment has meant that Malaysia is now home to a myriad of international curricula.

The Asian Century, which refers to the dominance of economic development in Asia in the 21st century, has led to more focus on education that opens

opportunities for learners in Asia. In fact, the Australian

government has put in place a policy that focuses on the countrys education system on preparing its student for a more Asian-centric future. Its curriculum has been redesigned to this purpose, says David Kilpatrick, principal of the Australian International School Malaysia.

The need for comprehensive education systems that mould students into global citizens is therefore more real than ever now.

This is another way international curricula benefit a modern, rapidly developing economy such as Malaysias by providing it with human capital that is able to function successfully in a global arena.

The Ontario Secondary School (OSS) curriculum is a good example of this. The personalised and inclusive nature of the curriculum results in a flexible and comprehensive learning experience for students to grow according to their interests and capabilities, explains John Mackle, principal of Sunway International School, which offers the OSS.

Alice Smith School, which offers the British international curriculum, echoes this sentiment. Every child is an individual and by treating them this way we find out their gifts and help them develop these areas to make them the best they can be. This is the best possible education a child can have, says Alice Smiths director of school Valerie Thomas-Peter.

This does not mean that thorough and relevant education does not have to take place. Though value of education is heavily emphasised and we try to instil in our students the attributes that successful leaders, entrepreneurs and innovators should have, the Australian curriculum is still very rigorous, with an emphasis on traditional subjects, says Kilpatrick.

Every school takes pride in the academic achievements of its students. But the balanced nature of an international curriculum is what makes it popular and, according to Rami Madani, director of curriculum and professional development at the International School of Kuala Lumpur, this creates highly successful, spirited and socially

responsible global citizens.The fact that international

education is becoming increasingly attractive means that there is a lot of competition in the industry.

The competition is not for students, though. Rather, it is for the best teachers, who now have a greater choice as to where they can go, says Thomas-Peter.

We all want well-qualified and good international teachers, and Alice Smith makes a big effort to ensure we recruit the best teachers. This is going to be a continuing challenge for international schools, she says.

But such healthy competition can only breed quality education, which, as Kilpatrick says, will contribute to the growth of Malaysia and the region.

Broad offerings contribute to economic growth

than 7,000 graduates to further their studies in more than 140 universities worldwide. This success led to increasing demand from parents for an earlier start with the curriculum, which led to SIS opening in 2008, says John Mackle, principal of SIS.

Global outlook

Another factor influencing the demand for international curricula is the fact that most international curricula offer a wide breadth of knowledge and a holistic approach to education coupled with exposure to a global community and an international outlook, things that many national curricula, including Malaysias own, still do not offer.

This factor is one of the main reasons international curricula continue to grow in popularity and why more and more international schools are opening in Malaysia. The unique emphasis on critical reasoning, creative thinking and a whole-child approach is what makes our curriculum popular, says Rami Madani, director of curriculum and professional development at the International School of Kuala Lumpur (ISKL), which offers the US curriculum.

The curriculum was developed based on extensive and contemporary research that addresses the needs of 21st century learners.

Madani says that the idea of a balanced education is very important. At the very least, the continued popularity of international curricula has shown this to be true.

It seems then that Malaysians and expatriates living in the country can only continue to benefit from this, and Malaysia may quickly reach its goal of becoming a regional education hub.

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School of Kuala Lumpur (Lycee Francais de Kuala Lumpur), German School Kuala Lumpur (Deutsche Schule Kuala Lumpur) and the Japanese School of Kuala Lumpur all offer the national curriculum of their respective countries and lessons are delivered in the countrys native language.

This basically means that these schools cater specifically to citizens of their respective countries whose aim is typically to return to their native lands and continue their higher education there.

Demand and expectation

Most older international schools in Malaysia and some of the newer ones that offer country-specific curricula were

opened because of a demand from expatriates in Malaysia for education from their own countries.

Alice Smith School, for example, which was founded in 1946, was started because there was a need for quality British education in Malaysia for expatriates after the Second World War.

More recently, the reasons behind the demand have shifted. The Australian International School Malaysia (AISM), for example, was established in 2000 due to high demand from Australian expatriates in Malaysia as well as Malaysians who had gone through the Australian education system and wanted the same experience for their children and grandchildren.

According to David Kilpatrick, principal of AISM, one of the

reasons there is a high demand for the Australian curriculum is its broad appeal there are students of 31 different nationalities currently studying at AISM. One of the greatest motivators for parents choosing this curriculum is the intention for their children to further their education in Australia. Notwithstanding that, the curriculum is internationally recognised and therefore has great standing in getting students into international universities as well.

The success of the Canadian International Matriculation Programme, a pre-university programme offered in Sunway College, was the motivation behind the decision to offer the Ontario Secondary School (OSS) curriculum in Sunway International School (SIS).

The OSS has enabled more

StarSpecial, Tuesday 1 April 2014 BRIGHT KIDS 3

WHAT you drink is just as important as what you eat. People can live for weeks without food but only three days without water.

Water is an essential element for life and drinking plenty of water leads to good health.

In fact, 60% of the average human body is made up of water. Most of the water in the human body is contained inside our cells.

Water contains no calories or sugar. Drinking water is a simple solution to manage our daily calorie intake. This is why water is our main source of hydration.

Water comes from lots of sources, including beverages, fruits and vegetables.

Here is how water helps maintain many of our bodys vital functions:

Cell life Water is a carrier that distributes essential nutrients such as minerals, vitamins and glucose to our cells.

Chemical and metabolic reactions Water removes waste products, including toxins that the cells of our organs reject and removes it through our urine and faeces.

Transports nutrients Water aids the biochemical breakdown of what we eat.

Body temperature regulation Water allows our body to release heat when the temperature of our surroundings is higher than our body temperature. The body begins to sweat and evaporation of water from the skin surface cools down the body efficiently.

Healthy drink recipe

Dragon fruit yoghurt shake Ingredients: 1 red dragon fruit (peeled and cut into cubes) 2 tablespoons honey 500ml water (cold, purified) 2 cups natural yoghurt Method: Cut dragon fruits into cubes. Blend all ingredients together in a blender until smooth and foamy. Pour into 4 glasses and serve immediately.

Drinking wateris good for you

Shock absorber Water is an effective lubricant around our joints. It also acts as a shock absorber for our eyes, brain and even a foetus through the wombs amniotic fluid.

Dehydration

Dehydration happens when our body loses more water than it consumes.

Dehydration can happen when a person does not drink enough water to meet the daily requirement of 1,500ml. Dehydration can also take place when a person experiences excessive fluid loss, which can be caused by intense physical activity, a very hot climate or illnesses involving fever or diarrhoea.

Mild dehydration can:

Diminish physical and cognition Increase constipation Cause moodiness

When we feel thirsty, it means that dehydration has already set into a certain degree.

So we should drink regularly throughout the day, even before we feel thirsty.

It is important to choose your drinks wisely. Water is the best drink to quench your thirst.

Other alternatives include milk, fruit juices, fruit teas, herbal teas and yoghurt drinks.

Reduce your intake of concentrated and carbonated drinks as they are high in sugar and contribute to weight gain and tooth decay. Concentrated and carbonated drinks also increase the prevalence of diabetes and other non-communicable diseases.

Other beverages like tea (made from tea leaves), coffee and alcoholic beverages should be consumed in moderation as they dehydrate your body.

You can determine if you have enough fluids in your body by checking your urine.

If your urine is pale and straw-coloured, you have enough fluid in your body. If your urine is yellow and dark, then you need to drink more water.

Encouraging children to drink

Children should be advised to drink water before, during and after school.

Water is vital for growing children and good hydration will keep them healthy.

To maintain the water balance in their bodies and to compensate for the water loss, it is essential for children to adopt healthy habits early on by drinking plenty of water during the day.

Children should drink eight glasses of water daily. A good way to help them remember this is by associating it with an everyday activity.

The infographic above is a guide that parents can use to make sure their children consume enough water in a day.

Parents can also encourage their children to drink more water by putting a small water bottle in their school bag and explaining to them the importance of drinking water, even before they are thirsty.

before goingto school

at themorning break

during

duringdinner

whilereading a story

at lunch

exercise

atafter-school snack

preparing homework

Associate drinking water with daily activities.

School of choiceA dragon dance held during the Chinese New Year celebration at Rafflesia International School.

RAFFLESIA International & Private Schools (Rafflesia) was founded with the aim of becoming the school of choice with international recognition. Rafflesia has more than 25 years experience of providing tertiary education and is helmed by Tan Yew Sing (founder of INTI Education Group) and his team of dedicated academic staff.

Located in Puchong and Kajang, Rafflesia opened its doors to provide quality and world-class international education focused on building the next generation of global thinkers and leaders.

Rafflesia is a new generation international school, boasting state-of-the-art, cutting-edge and eco-friendly facilities to support a progressive teaching and learning environment, as well as delivering an internationally minded curriculum.

With the philosophy of providing a holistic and individualised education, Rafflesia teaches its students to realise their full potential through a stimulating and challenging international learning environment.

Rafflesia aspires to develop an appreciation of cultural diversity and a willingness to embrace social and personal responsibility in its students.

Rafflesia International Schools offer the International Primary Curriculum (IPC) for nursery to Year 6 students, Cambridge Secondary blended with elements of the National Curriculum of England (NCE) for Year 7 to Year 9 students, and the Cambridge IGCSE Curriculum for Year 10 and Year 11 students.

At Rafflesia, children are educated through an emphasis on traditional values within a global context. That is, to appreciate history and culture while preparing students to meet the challenges of the 21st century.

Rafflesia students lives involve co-curricular activities to broaden their skills, talents and interests. They are also required to use mobile learning devices such as tablets in their daily learning.

Rafflesia offers scholarships worth more than RM1mil to deserving students entering Year 7 in its September intake. Applicants are advised to submit their application before May 31. Rafflesia International & Private Schools will also host its Open Day on April 12 at its Kajang campus.

n For more information call 03-8953 9088 or e-mail [email protected]


Learning English the effective wayACCORDING to Confucius: If language is not correct, then what is said is not what is meant; if what is said is not what is meant, then what must be done remains undone.

What was true 2,000 years ago remains true today. The importance and benefits of learning to use a language correctly cannot be overstated.

Languages are learnt by developing language skills of reading, writing, listening and speaking. Where these skills are in constant use, acquisition of the language will be achieved more rapidly.

But if it is not the students native tongue or if there are not many opportunities to use the language, then it will result in progressively lower levels of proficiency in the language.

So, what are the effective ways to learn a language? First of all, we must get away from the idea that there is a quick fix. Generally, intensive English courses or crash courses, achieve little. A language must be absorbed.

Secondly, start young when children are most receptive and provide a foundation and allow the development of language skills to take place progressively over a period of years. Expose them to the language from the earliest age.

Thirdly, realise that setting a goal in education is not mandatory. We cannot set fixed limits on time, putting educators in a straitjacket and limiting the extent to

Teachers at Cambridge English For Life can do what is best for each individual student.

which teachers can do what is best for each individual student. Goals should have built-in flexibility.

Cambridge English For Life (CEFL), a leading provider of English language courses, believes firmly in the communicative approach to language learning.

CEFLs courses also prepare students for the Cambridge ESOL examinations so that learners will have a tangible and practical outcome at the end of their course.

By taking a step-by-step approach, validated at each stage by a widely recognised qualification and developing confidence in a non-threatening environment, students can derive maximum benefit from their studies.

n For more information, call 03-7883 0912 or visit www.cambridgeforlife.org


Holistic approach to educationAS the first British school in Malaysia, Alice Smith School has a long history and tradition of providing quality and holistic education.

The focus of the school is to ensure our students leave as well-rounded individuals equipped to get into the university of their choice and lead the life they aspire to in a global society, says director of the school, Valerie Thomas-Peter.

Alice Smith was started by Alice Fairfield-Smith at her home in 1946 and has been run by a not-for-profit education organisation since 1950. This means that all the money that comes into the school goes into the education of its students.

The parents know that the fees they pay are not used for things completely unrelated to their childrens education. Rather, they know their children benefit from it, says Thomas-Peter.

All funds go into the schools facilities, teaching equipment and material, and teachers salaries, she continues. We really invest the maximum we can into making sure we have quality staff a large portion of our budget is spent on employing the best qualified staff who are right for the school and for the students.

Alice Smith is one of the founding members of the Federation of British International Schools in Asia (FOBISIA) and a

member of the Council of British International Schools (COBIS). According to Thomas-Peter, it is important for schools to have accreditations and these memberships serve a dual purpose for Alice Smith.

The first is to provide an umbrella for the students and teachers at the school to take part in activities and link to other British schools that are of like mind and nature.

FOBISIA provides professional development opportunities for teachers and access to information about trends and developments in UK education, among other services.

The second is the reassurance that the FOBISIA and COBIS memberships give parents. Members must be schools of quality. Therefore, parents know that Alice Smith is a bona fide

organisation with connections throughout the region and a school where their children can receive quality education.

Alice Smith is also one of only two schools in Malaysia to be certified a British School Overseas (BSO) by the UKs Department of Education through OFSTED, the Office for Standards in Education.

In order to achieve this certification, the school underwent an inspection in 2011 that measured the schools performance.

The Primary Campus was certified as Good while the

Secondary Campus was Outstanding.

Our vision statement is to provide students with outstanding British international education and that is what the inspection report shows we are doing. Being Outstanding means the students are getting the best possible education they can get anywhere in the world, says Thomas-Peter.

Thomas-Peter says it was not too difficult a task for Alice Smith to meet the OFSTED standards as the schools strong foundations meant it was already halfway there. The

biggest challenge was ensuring everyone in the school knew what the inspectors were looking for and were able to improve themselves to meet the standards.

One of the great results of the inspection was that though we achieved the Outstanding rating, the inspectors gave us pointers for improvements. Since then, we have drawn up action plans targeting different areas, especially the facilities in both campuses, and worked through them, she says.

The school is undergoing a revamp of its facilities to provide students with the best 21st century learning spaces.

The curriculum has also undergone development to make it more modern and incorporate more IT.

Although Alice Smiths students have consistently achieved top grades in international exams, it is not all about academics, says Thomas-Peter. The schools holistic approach to education means that everyone is as equally celebrated as those who get star grades in exams.

Alice Smiths guiding philosophy of treating every child as an individual to help them develop their gifts has made both students and the school the best they can be.

n Look out for the advertisement in this StarSpecial.

Valerie Thomas-Peter, director of Alice Smith School.

The Alice Smith School provides children with outstanding, well-rounded education.


A fair day for science enthusiasts

It was a great day for the students at the science fair, which focused on the three main sciences biology, physics and chemistry.

Students putting their knowledge into practice. The fair encouraged science enthusiasts.

A SCIENCE fair is an independent educational activity that encompasses a variety of skills, many of which students have to pick up. It gives students hands-on experience and knowledge in different subjects.

It is a challenging extracurricular assignment that allows students to investigate a scientific problem using their own ideas or topic that they developed with a science instructor.

Giving opportunities

UCSI International School organised a Science Fair at its Subang campus in February. The science fair was a successful event and involved secondary level students who got the opportunity to put their knowledge into practice and showcase it to their peers.

The science fair was headed by Koduvayar Kamal Venkitachalam, the head of the science department at UCSI International School, Subang, who was assisted by Adam Ishak, a science teacher of the school.

Four science laboratories were used to exhibit the projects, which focused on three areas of science biology, physics and chemistry.

According to Adam, the main purposes of holding such an event were:

To provide secondary level pupils a chance to put their knowledge into practice and think like a scientist.

To give teachers a better assessment of students talents, abilities and interests.

To familiarise students interested in science with situations they may encounter at a higher education level.

To encourage and highlight the use of the scientific process and fundamental principles of science. Students are guided in topic development, experiments and queries, all of which reflect their

understanding of the many processes of science.

Students who participated in the science fair and carried out a project were given extra credits in their science examination.

Creating success

The science teachers spent a lot of time preparing for the event with students to make it a success. Students were given at least a month to come up with a proposal with the assistance of their teachers.

All the projects were tested a week before the science fair. With support from all the departments of UCSI International School, Subang, the school is planning to organise an even bigger science fair for the next academic year.

For the next event, parents will be accompanying students and students from other schools will also be invited to participate in the competition.

SRI UCSI and UCSI International School, Subang, will also be hosting the Games Carnival together in USCI Schools, Subang, on April 26 (7.30am to noon). Schools from surrounding areas are also invited to participate.

The purpose of this event is to build a good relationship with the schools neighbours, to host a competitive games tournament and bring together participants from a variety of schools. It will be the first time SRI UCSI and UCSI International School, Subang, will be hosting the Games Carnival. UCSI Schools will also provide transport, breakfast and lunch for all students and teachers.

The carnival will include many games such as basketball and football tournaments, a colouring and fancy dress competition and other fun activities.



Inspiring students to dream big

Students of Epsom College in Malaysia with members of the Caterham F1 team.

EPSOM College in Malaysia, the prestigious co-educational British day and boarding school for three to 18-year-olds that will open in September, recently launched its Dare To Dream programme for students.

Dare To Dream is a unique programme that encompasses a series of highly engaging and inspirational talks by world-class professionals.

It offered Epsom students the opportunity to meet and listen to well-known people, innovators and thinkers who have excelled in their respective fields. Introducing a diverse range of disciplines, including science, business, sports and the arts, talks at the workshops were aimed to inspire Epsom students to pursue their dreams and make their mark in the world.

The launch of the Dare To Dream series was witnessed by Epsom College in Malaysias management team: Mike Oliver, head of senior school; Jane Smith, head of prep school; and the Caterham F1 team drivers, Kamui Kobayashi and Marcus Ericsson.

Kobayashi, who plans to make a comeback after being out of F1 for one season, says, Both Marcus and I are privileged to be invited by Epsom College in Malaysia to tour the campus and help launch the Dare To Dream series.

It is fantastic to see how the school has put in place the

EPSOM organised its Explore Epsom Day on March 22. About 60 families showed up at the Bandar Enstek Campus to meet the heads of school and were given a personalised tour of the campus. Visitors were impressed with the schools facilities and they look forward to its first intake in September.

Explore Epsom Daysupport, world-class facilities, and programmes to help nurture talent and encourage students to dare to dream.

Ericsson, a former leading GP2 driver who has moved up to the upper echelons of motorsport racing by making his debut in F1 this season, shared his journey.

He says, Ive been working towards this goal since I first started racing karts back when I was nine years old. I am thankful to everyone who has made my F1 dream come true.

Oliver adds, I believe what makes us unique is that we are here to support and encourage our students to innovate, excel and go beyond boundaries.

Dare To Dream is a natural extension of our schools dynamic academic and co-curricular programme to provide well-rounded opportunities that help each student realise their full potential.

The Dare To Dream programme is made possible in part through Epsoms extensive links with

the arts, science and business community. Through the support of its distinguished Board of Governors and alumni, fondly referred to as old Epsomians, there was a host of exciting and inspiring talks held at Epsom College in Malaysia.

Strategically located in Bandar Enstek, an hour south of Kuala Lumpur, this 50-acre (20ha) development is Epsoms first overseas campus.

Steeped in 150 years of rich United Kingdom heritage, Epsom College in Malaysia (ECiM) will offer students a first-class British education experience.

Following the new English National Curriculum, including the Cambridge International

Examination (CIE) syllabus, Epsom College in Malaysia aims to mirror the academic excellence of Epsom College in the UK, which consistently achieves an 84% of A-Level grades at A*, A or B grades.

The Epsom College vision embraces the personal development of each student through innovation and creativity to achieve academic excellence, develop a love for learning and secure places at top universities.

n For more information about Epsom College in Malaysia or to reserve an entry assessment session for your child (aged three to 18), call 03-6211 4488 or e-mail [email protected] or visit www.epsomcollege.edu.my


Sixteen-year-old Sofea Shahaniz Shaharul Farez, a student at elc International School, often volunteers

with charities.

Extend ahelping hand

Development of the whole child is our priority at theAlice Smith School - and the reason behind ourexcellent academic results. Students, from aged 3 to18, are encouraged to become learners who areconfident, creative and critical, yet compassionate.This is the true measure of their success.

www.alice-smith.edu.my

CONFIDENTLEARNER

WHEN it comes to charity, many of us prefer to do it the easy way or only take action when an opportunity presents itself. But what happens when an opportunity does not present itself? Should you wait until one shows up?

A few years ago, some students from my school and I were selected to perform a skit called Tears for Trees at the UN office in Nairobi, Kenya. The purpose of the skit was to raise awareness of the mistreatment of our environment around us.

After performing at the UN office, we also visited several local schools and taught the students the importance of saving our planet.

In one of the schools, some of us got the opportunity to interact with a number of the students. There was one girl who saw me scribbling notes in my notebook and, through an interpreter, asked me to teach her to write.

I was shocked because we were about the same age 11 years old. I later found out that this girls family did not have much

money and she had just started school a few months earlier after her mother found a temporary job.

I showed the girl the basics of writing, and she tried it herself. After fumbling with the pen several times, she finally managed to write the word giraffe. She was so happy she could write, and showed the others her proud achievement.

At that moment, I saw how the simplest of things could make such a huge impact on a persons life, and how that in return made a huge impact on my life.

The trip exposed me to the troubles those around us faced. From the skit, I learned how deforestation is becoming an increasing problem as well as learning the value of our environment. From the school visit, I learned the importance of education as I witnessed first-hand how not everyone around us is as fortunate as we are.

By volunteering to help this cause, I was kept informed of global issues and how people like me can help.

There are many charitable organisations that ask for volunteers, including those that need volunteers to work in several developing countries teaching at orphanages or helping out a local hospital. Or, you could even help out with charity work right here in Malaysia.

For example, the Kechara Soup Kitchen needs volunteers to distribute food to the homeless every Saturday night.

Such projects aim to fight hunger for the homeless in the short term, while in the long run, aim to slowly help them get off the streets and into employment.

I hope my experience has inspired some of you to contribute more in helping with societys problems and making the world a more friendly and altruistic place to live in.

I would like to conclude with a quote by Lebanese poet and writer Kahlil Gibran:

You give but little when you give of your possessions. It is when you give of yourself that you truly give. By Sofea Shahaniz Shaharul Farez


elc International School encourages its students to get involved in charity work.


At Nexus International School, boarders experience a fun learning environment.

Boarders at Nexus can take part in a variety of after-school activities such as rock climbing.

PARENTS have to consider many things when looking at boarding school as an option for their child. Various studies have shown that boarding can be a great experience for young people.

According to Year 12 Satisfaction Surveys undertaken by the Australian-based Centre for Marketing Schools (CMS), boarding students have a better educational experience than day students

In an article in Lights Out, a magazine published by the Australian Boarding Schools Association, the director of CMS compiled the following points as a result of the survey:l Overall, boarders are more inclined to see their school as a happy and caring place than day students.l Boarders feel their school is a safe and secure place.l Boarders perceive themselves to be much fitter and healthier than day students.l Boarders were more positive about student-teacher relationships.l Most of the boarders believed they had developed leadership skills while in boarding.l A high percentage of boarders felt they were well liked and an even higher percentage said they had formed strong friendships.l Most boarders believed they had received useful advice about their future careers.l Boarders believed that staff

Benefits of boarding school

were willing to give their time to student activities and that teachers were good role models.

This survey reinforces the widely held belief that because boarders live on campus, have a lot of contact with teachers and are involved in many co-curricular activities, they develop positive relationships with staff.

Boarders view the total

school experience as being highly satisfactory. Boarding was always part of the initial plan for the development of Nexus International School, Putrajaya, as it seemed natural that an international school should have a boarding house for both international and local students.

The facilities at Nexus are among the best in South-East Asia. Every effort has been

made to ensure that boarders have an environment where they can achieve their best academically.

Much work has been put in to ensuring that boarders physical needs are also met. Spacious air-conditioned rooms with comfortable beds, nutritious meals and plenty of fun activities make boarding at Nexus great.

Boarding staff have been

carefully chosen to take a holistic approach to caring for boarders.

The boarders at Nexus are kept busy for most of the day. After school hours, they can either take advantage of the after-school tutoring or take part in a variety of after-school activities such as wake boarding, rock climbing and football practice.

Malaysia is a wonderful country to explore and Kuala Lumpur and its surrounding areas offer many activities for teenagers. The boarders at Nexus have activities organised for them every weekend. The latest activities include trips to an elephant sanctuary, the Mah Meri Cultural Centre and a day trip to Malacca.

Students are encouraged to make the most of their academic potential and exposed to interesting and exciting extracurricular activities. They make lifelong friends and have a great time at boarding school.



The power of play

By SUE HORNE

PLATO once said, You can discover more about a person in an hour of play than in a year of conversation.Over my years of teaching, both in early

years and primary, parents often ask what they can do to help their young child at home. My answer is always the same let your child play and play with your child.

As early years teachers at Garden International School, we are fully aware of our role to enhance and enrich play opportunities. A good proportion of our time is spent observing the children and interpreting the learning that is taking place to establish development steps.

Scientific evidence has proven time and time again that play is the most powerful means by which children learn from a young age.

The abilities to use and develop creativity, dexterity, imagination, physical and cognitive strength, to control their own

R.E.A.L Schools is steadfast in its belief that preventative rather than remedial action is the key to maintaining good discipline and a bully-free environment in school.

With that in mind, R.E.A.L Schools took a huge step forward in raising greater awareness of bullying by organising the Stand Up, Speak Out anti-bullying campaign at its Cheras campus last month.

Present at this event were former Miss Malaysia Nadine Ann Thomas and lifestyle blogger Careen Tan. Also present to share his knowledge was Dr Edward Chan, principal consultant psychologist of the International Psychology Centre in Kuala Lumpur.

Dr Chan spoke to his young audience about the various types of bullying and shared several severe, real-life cases and tips on how to cope with bullying.

Thomas engaged everyone with her life story and personal experience with bullying during her early school years. She was previously involved with other

Stand up against bullyingimpulses and emotions (self-regulation), and to co-operate effectively are learned and practised by children during play.

Children capable of managing their feelings and paying attention are able to learn better. Imaginative play helps children develop a critical cognitive skill called executive function, which is an indicator of success in school.

My recommendation therefore is that parents allow children time to take part in uninterrupted play with toys such as blocks, dolls and cars, which allow for imaginative play and creative thinking rather than passive toys like computer and video games that require limited imagination.

It is also important that parents take time to join in with games to find out more about their child.

n Sue Horne is the head of Early Years at Garden International School, Kuala Lumpur. For more information, visitwww.gardenschool.edu.my

Children should engage in imaginative play to develop their cognitive skills.

Students and guests at R.E.A.L Schools anti-bullying campaign.

anti-bullying efforts and continues to be an active advocate of such campaigns.

Tan spoke about cyber-bullying and how it is widespread in todays online realm such as Facebook, Twitter and Instagram.

Education is the key to preventing bullying in schools. This is why R.E.A.L Schools is a firm believer in character building as we incorporate character development in our daily curriculum.

In fact, character building is one of the pillars of our schools educational philosophy, as we see the need and importance of educating our students from a young age on various pertinent issues such as bullying, says S.P. Lee, senior principal of R.E.A.L Schools, Suria Campus, Cheras.

Despite coming from different professions and backgrounds, all three guests were united in their stand against bullying and unequivocal in their support towards spreading the anti-bullying message, particularly to the younger generation.


Inculcating critical and creative thinking AUSTRALIAN International School Malaysia (AISM) celebrated the opening of its new junior school complex, which was an expansion to its existing 7.5-acre (3ha) campus.

The opening ceremony was officiated by Deputy Education Minister, Datuk Mary Yap Kain Ching in the presence of Rod Smith, the new Australian high commissioner to Malaysia, as well as other distinguished guests.

Australian International School Malaysia is the only Australian international school in Malaysia and a member of the Taylors Education Group. The school has grown steadily since its inception 14 years ago.

With this new facility, the school can now cater for 1,000 students. AISM has more than 600 students and offers the Australian curriculum from preschool to Year 12 matriculation.

The Australian curriculum is known for its distinctive teaching and learning approach, which emphasises individualised and explicit instruction in learning skills, higher-order thinking, problem-solving and values education, all of which are necessary to succeed in todays 21st Century world, says David Kilpatrick, principal of AISM.

The new junior school offers open and modern teaching spaces to create flexible and collaborative learning opportunities.

The new facilities have

been designed with children in mind and built for learning. Instead of constricting students to classrooms, we provide an environment for them to acquire knowledge independently and be creative, says Kilpatrick.

The event included guided tours. Guests witnessed students enjoying the different learning spaces where they were conducting activities such as reading, learning how to use an iPad and working on projects.

Students at AISM are given the opportunity to learn and discover independently, but under the guidance of teachers or in groups with their peers.

The school has a well-established education programme

for students with high cognitive capacity, who are taught using their own Individual Learning Plan (ILP).

The integration of 21st Century learning spaces and technology to complement teaching and learning methods has become inevitable. Students do not just get access to computers once a week and information has become easily accessible.

This drives us to reinvent and change our way of teaching. Technology has become an integral part of education and I believe international schools and private institutions are pioneering its use in the classroom, said Yap in her officiating speech.

AISMs new junior school also

boasts an entire floor dedicated to the performing arts, including rooms for dance, drama, music, orchestra and even black-box theatre.

Guests were treated to a 15-minute drama production, which was written and directed by AISM students.

The library was buzzing with activity, as a visiting British poet and illustrator was conducting workshops for students in the librarys mini-amphitheatre.

The library is equipped with books, ICT resources and LCD screens for multimedia and music work. Other facilities in the new junior school include a junior art room, science and technology room, and soon, a food technology

room for aspiring chefs. Taylors Education Group has

always been a strong advocate of Australian education. I believe with the addition of these new facilities, we will bring the best of Australian education and learning opportunities for students to explore and excel, says B.K. Gan, president of Taylors schools.

The school was awarded a five-star rating from the Ministry of Education Malaysia, which is a testament to its commitment in providing quality education in Malaysia, he adds.

AISM staff consists predominantly of Australian teachers and offers easy transition into Australian education. It provides an internationally recognised qualification for entry into top universities around the world.

AISMs ultimate aim is to produce learners who are adaptable, resourceful, innovative and capable of becoming leaders in a global community. Its Australian curriculum equips students with critical and creative thinking, ICT skills, social capabilities, and intercultural and ethical understanding.

Coupled with its new facilities, AISM has created a truly 21st Century learning environment in which students can explore, learn and excel.


AISMs Australian curriculum equips students with critical and creative thinking, ICT skills, intercultural and ethical understanding and social capabilities.


Learning through explorationSINCE it was established in 2009, Nilai International School (NIS) has been growing a reputation as a leading private primary and secondary education provider, preparing students for the internationally recognised IGCSE examinations.

With NIS, students will be exposed to an international curriculum as well as different teaching methods and learning styles.

There will be cultural advantages as they will be socialising with students from all over the world, not just Malaysians, says Phillip Andrew Reid, head of NIS mathematics and science department.

Using ICT tools

The school boasts great teaching facilities there are interactive whiteboards in every classroom and teachers use data projectors, laptops and tablets to different degrees in conducting lessons.

Though some parents are concerned that their children are spending too much time on the computer, Reid says that utilising high-tech IT equipment for teaching and learning is the norm.

At NIS, students are taught how to utilise such equipment in a learning environment. We show them how to find correct and useful information on the Internet efficiently and responsibly, he says.

Using IT in teaching and learning is important in modern schools because classrooms are no longer teacher-centric. IT facilitates exploration and discussions by the students.

IT also helps teachers continually surprise students. The Internet is a wonderful discovery tool for students. In the real world, students would be expected to know how to use IT equipment to solve problems, so this is what we are teaching them, says Reid.

Thinking on their feet

The students benefit through NIS philosophy of Learning through Exploration, where they are taught to look for the answers.

By giving them open-ended tasks, students learn to apply their knowledge and this allows them to think on their feet and apply theory to unique problems.

In my experience teaching science and maths to secondary students at NIS, I pose questions or scenarios where there can be more than one solution to challenge students.

For instance, students are subjected to algebraic puzzles to get them to investigate happy numbers, prime numbers and to look for patterns, Reid says.

Another was when I asked students to design a bottle storage system for a specific space and many came up with interesting and differing designs and concepts. I also got my students to prepare a tender for the building of a pyramid.

They had to calculate the number of bricks, transportation costs and various other factors, explains Reid, who has nearly four decades of teaching experience.

Comparing the teaching and learning methods of the IGCSEs to the national system, Reid says that instead of testing memory, which is basically what many traditional curricula do, international examinations such as the IGCSEs attempt to test understanding and application of knowledge.

Some students find it difficult when they have not seen the question before but NIS teaching methods help develop their thinking processes and allow them to follow the problem-solving process rather than regurgitating memorised facts and figures, he says.

Choosing a curriculum

Classes at NIS are also much smaller compared to national- or vernacular-type schools.

The average number of students in each class at NIS is between 15 and 20. This allows for closer interaction between teachers and students. Teachers can closely monitor the progress of each student as students cannot hide or remain anonymous.

When choosing a school and curriculum, international qualifications such as those offered by NIS are a good option to consider, especially for those intending to further their studies overseas.

Parents should also consider their finances and whether or not they can sustain a childs education in an international school.

Quality campus and dedicated teachers

NIS high quality and competitive fees make it a good choice.

It is a great campus with fantastic facilities, but most important, there is a dedicated and qualified group of teachers, says Reid.

NIS offers the internationally recognised Cambridge International curriculum from Early Years (four to five years old) up to O-Levels.

n For more information, call 06-850 2188 or visitwww.nis.edu.my

By giving students open-ended tasks, they learn to think quickly and apply theory to unique problems.

Reid says that NIS students are shown how to find information on the Internet efficiently and responsibly.

CHILDREN nowadays face challenges in coping with lessons at school. With so much to learn, what

can parents do to make sure children are equipped to absorb new knowledge?

Research shows that nutrients such as essential fatty acids DHA, GLA and AA are vital nutrients for a childs brain development.

It also affects the brains ability to develop and change in response to demands of the environment.

Building blocks

DHA is one of the major building blocks of the brain and eye. It is also important in building nerve and cell structure.

Decreased DHA levels due to insufficient intake has been found to be associated with cognitive and visual deficits.

Thus, sufficient supply of DHA for the body is vital for neurotransmitters to support the cognitive functions of the brain and also for optimal visual transduction and functioning.

Research has confirmed the


Essential fatty acids are vital nutrients for a childs brain development.

that supplementation of DHA for children improved their performance at school.

The study involved children aged seven to nine years old and concluded that DHA supplementation is a safe way to improve reading among healthy children.

Essential nutrients

Children should increase the intake of marine Omega-3 fatty acids by eating more fish such as salmon, tuna and sardines or consuming supplements as an alternative.

Although a balanced diet

A boost tokids health

role of Omega-3 Long Chain Polyunsaturated Fatty Acids (LC-PUFAs), particularly DHA, in normal brain growth and development in foetuses and infants.

DHA is the most abundant fatty acid in the brain with the frontal cortex being 15 to 20% DHA.

Omega-6 fatty acids derivatives that are equally important include arachidonic acid (AA) and gamma-linolenic acid (GLA).

AA, present in the membranes of the bodys cells, is required for normal transmission across nerves and proper memory function.

Improving health

Studies show that DHA supplementation not only benefits children with learning disorders such as dyspraxia, dyslexia and ADHD, but also benefits healthy children with no learning disorders.

In fact, young children who received DHA supplementation gain a range of advantages such as improved vision. A study carried out in 2012 showed

Prank your parentsat your own risk

> Turn to page 14

INSTEAD of playing tricks on your friends, how about playing an April Fools prank on your parents today? They probably will not even expect it.l Cover the sensor at the bottom of your parents mouse with a piece of paper. Make sure the paper is hidden. The cursor on the screen will not move and you will have a good time watching your parents trying to figure out what is happening with their cursor.l Cover a bar of soap with clear nail polish. As you might have figured out, the bar of soap will not lather in the shower. Just imagine how frustrating this would be.l Add a few drops of food colouring into a container of milk. It is a harmless prank, but their reaction will be priceless. However, this is probably not a good idea if your mother is baking a cake on April Fools day.l Asimple one to try is to change the language setting on your parents phones to a foreign language.

provides a sound nutritional base, children usually do not consume enough of the foods (such as sardine, tuna, walnut, plant seeds) that provide them with the much needed fatty acids for proper brain and eye development.

Therefore, providing them with the essential fatty acids in the form of supplements is beneficial as it offers polyunsaturated long chain fatty acids that specially target the health needs of a child.

n For more information, call 03-7843 6981 or visit www.biolife.com.my


Enriching young mindsEYE Level (formerly known as E.nopi), one of the leading child enrichment programmes in Malaysia, held the Eye Level Testimonial Contest to encourage parents to share their thoughts on their childrens journey with Eye Level.

The chairman of Eye Level, Young Joong Kang, says, Whatever life you are living now, it is essential to give yourself a chance to perform at your top capacity.That chance is derived from learning.

Eye Level shares with you the journey and the experience of its Eye Level parents in the following testimonies.

Capturing attention

Matthew Ho joined the Eye Level Math programme in November last year when he was only three years old.

Without any preschool experience, he had a hard time writing numbers.

Though an active child, he

others will find that it works for their children and that it will prepare them for a competitive environment at school.

Learning new concepts Kelly Choo had enrolled in a

Chinese primary school but had not performed too well during her first year there.

Her mother Poh Yee Thin decided to enrol her in the mathematics programme at an Eye Level centre.

Kellys results improved dramatically in her next test, and a year later, she enrolled in the English course as well.

She is now a top scorer at mathematics and English and loves the subjects, making it easy for her to learn new concepts quickly.

Poh is thankful for the effort of Eye Level teachers and recommends the centre to other parents seeking to help their children improve.

Back on track

Rajdip Singh experienced seizures when he was two years old and then was diagnosed with dyslexia at age six.

His ability to read and write was affected. His parents, Kashminder Singh and Gurmit Kaur, enrolled him in a government school but switched to homeschooling with an international syllabus soon after as they were worried he would have seizures at school. His parents started looking for a tuition centre that could help him cope with his studies at home.

Nadia Alya.

Rajdip Singh.

could sit still and learn attentively in a 30- to 45-minute class. The design of the worksheets captured his attention.

The teachers also put in a lot of effort into guiding him on holding a pencil properly and his motor skills improved greatly after a few lessons.

He was able to colour pictures properly and write the numbers one to 10 after three months. Matthew built up his number sequencing concept largely at Eye Level.

His parent, New Yee Pheng, believes that Eye Level is a good programme and recommends it to parents who want to put their kids on a fast track to understanding mathematics at a preschool level.

Logical choice Nadia Alyas mother Amy Zaila

Jamaludin always viewed starting school as laid-back and a pressure-free experience.

Reality set in for her when Nadia started Year 1 last year. The syllabuses were more advanced and Amy was shocked when she realised

the kind of mathematics kids had to tackle at school.

Nadia did well and scored 90 in her first assessment, but sadly her scores started going downhill despite constant revision.

Finally, Amy decided to let Nadia try Eye Level, because she saw that they had a logical concept to studying.

A month later, Nadia improved greatly and became a top scorer. Now, she continues to excel in her studies.

Amy believes Eye Level is a suitable child development methodology, and she hopes that

> From page 13

Trickstotryl Try to get a few alarm clocks or even use the alarm application on your parents mobile phones the more the better. Set the clocks to ring at the same time and hide them around the house. If you want to be really mischievous, set them to ring in the wee hours of the morning.l Everybody loves Oreos. Remove the centre filling and fill it with toothpaste instead. Offer them to your parents with the most innocent smile you can summon.l Leave ambiguous notes around the house warning about a prank that is going to happen. Then do absolutely nothing all day.l Hard boil all the eggs in the fridge and put them back into the fridge. However, be prepared to eat all the eggs yourself when

They found Eye Level a suitable choice in terms of environment, syllabus and fees.

They liked the colourful concept of Eye Level and its international approach.

Rajdip was enrolled in the English course at seven years old.

After three months, his parents signed him in up for the mathematics programme as well because they noticed he was always excited to go to Eye Level classes and enjoyed the sessions there.

He is now nine years old and has been with Eye Level for more than two years.

Before joining Eye Level, he was pushed back one year in his homeschool programme. Thanks to Eye Level, he is now on track with the international syllabus and has caught up to the level for students his age.

The family is thankful for the patience and guidance Rajdip received from the educators at Eye Level.

n For more information about the Eye Level programme, visit www.myeyelevel.com

your parents find out. l For a big scare, turn up the volume on their laptop, radio or even MP3 player and wait for them to play something. It would be even funnier if they are wearing headphones because they will be scrambling to remove them.l Take the television remote control and insert cellophane tape in between the batteries and the receptor. Naturally they will check the battery compartment. Whether or not they notice the cellophane tape, it will be a funny scene. l Before breakfast, switch the salt with sugar. Nobody ever takes the time to check if what they are using is actually salt or sugar. Watch as your parents pour generous amounts of salt into their coffee and sugar onto their eggs.


Posing questions

Sunway International School keeps individual students learning needs in mind.

Enquiry-based learning encourages students to think logically and creatively.

ACCORDING to the world education rankings by the Organisation for Economic Co-operation and Development, the Canadian education system is consistently ranked as one of the worlds best education system that prepares students in literacy, numeracy and science.

Sunway International School (SIS) is among the few schools in the Asian region to offer the Ontario (Canada) Ministry of Education Secondary School curriculum in Malaysia.

Upon completion of Grade 11 at SIS, students can continue with Grade 12 to earn the Ontario Secondary School Diploma (OSSD), a qualification acknowledged by top-tier universities the world over.

Additionally, the Ontario education qualifies students to pursue other pre-university foundation programmes such as the Cambridge GCE A-Levels and the Australian Matriculation in any field of study at educational institutions across the world.

More importantly, SIS stresses its core principle that all Ontario credit courses are taught by fully certified Canadian professionals licensed by the Ontario College of Teachers (OCT).

Fully certified teachers

This accreditation qualifies teachers to teach in the Ontario school systems and distinguishes SIS teachers as professionals whose teaching practices are guided and informed by internationally benchmarked standards and practices.

They design lessons and classroom strategies with an individual students learning needs in mind, preparing them with both academic study skills and real-world knowledge applications.

Meeting learning needs

Latest information technology used

The Ontario education makes strategic use of the latest information technology gadgets.

High school students in Grade 9 to 11 utilise individual laptops to develop their skills of independent study, analysis and research while online resources and multimedia content are regular resources in the students school life.

The entirely Wi-Fi-enabled school comprises air-conditioned classrooms that are equipped with interactive touch-screen whiteboards, modern laboratories, a spacious cafeteria, a multi-purpose indoor gymnasium, a resource centre stocked with wide range of educational resources and a nurses station.

n SIS open day will be held on April 19. For more information, call 03-7491 8070 or visit www.sis.sunway.edu.my/openday

McLeod (pic), IGB International Schools elementary school principal, Enquiry classrooms contain multiple learning spaces and display students drafts and finished works. Resources are easily available and technology is embedded seamlessly.

Enquiry teachers know that learning needs to be engaging, challenging and relevant.

They work alongside their students, model different questioning

techniques, guide students to research using multiple resources, present multiple perspectives and use a range of teaching strategies.

IGBIS will open in August and will offer the enquiry-based International Baccalaureate Primary Years Programme (IBPYP) for children from three to 12 years old. IGBIS will be hosting school

tours in May.

n For more information, visit www.igbis.edu.my

MEMORISING facts with little relevance neither leads to a deep understanding nor motivates students to learn.

What good enquiry-based teachers know is to teach a child how to learn, how to discover and how learning is connected. These are the keys to intellectual engagement and developing a passion for learning.

How it works

An enquiry-based programme involves students asking questions that reflect on the concepts of form, function, causation, change, connection, perspective, responsibility and reflection.

Students work in small or large groups, in pairs or individually.

They work on different aspects of an enquiry and at differing levels of understanding and ability, followed by presenting what they have found out.

The learning involves solving real life problems, where students will be encouraged to think logically and creatively, use time management skills and take responsibility for their learning.

According to Claire

StarSpecial 9

16 StarSpecial Tuesday 1 April 2014

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bk - 1st april 2014

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