bright kids - 1 september 2015

THE STAR, TUESDAY 1 SEPTEMBER 2015

special

Supporting global

education

2 bright kidsTHE STAR, TUESDAY 1 SEPTEMBER 2015

Accessibility and drawGREATER demand for quality education among Malaysian parents today has led many to consider a wider range of options for their child’s schooling.

The Education Ministry’s move to lift the quota for local students in international schools back in 2012 further encouraged this trend – the number of local students enrolled in these schools have steadily increased every year.

While these schools are largely based in central areas such as Kuala Lumpur and Selangor, the boom of international and private schools can now be seen across the country.

Penang and Johor, for instance, are considered new education hubs in line with the Government’s plans for developing the education sector under the New Economic Policy (NEP).

Private and international schools have become the primary choice for parents who prefer a holistic English-medium education for their children, especially if they intend to send their children abroad for tertiary education. But why has this trend taken hold and what can these schools offer?

Head start in learningThe global recognition attained

by graduates of these schools grants them access to more universities worldwide.

In addition, teachers are highly

qualified and are able to pay closer individual attention to students due to smaller classroom sizes and effective assessment methods.

The importance of preschool or kindergarten is now generally acknowledged and accepted as a vital first step not only in academia, but also a child’s overall development.

Under the education National Key Economic Area, the private sector is encouraged to open up more early childcare and education centres.

Modern preschools place greater emphasis on individual growth and learning, focusing on the creative use of space and the environment to identify and nurture interests and skills.

Odyssey, The Global Preschool, for example, which opened its first Malaysian campus in Penang last year, adopts a learning approach that encourages discovery through exploration and inquiry.

“We chose to expand here as we recognised the diverse culture and

community backed by the state government’s strong commitment to transform Penang into an exciting regional education hub, given its proximity to high-demand international student markets,” says Azman Atan, general manager of Odyssey Malaysia.

There is also a focus on language acquisition in a bilingual learning environment, espousing the importance of a head start in certain aspects of learning.

Such schools often design curriculum and lessons while taking local contexts into account, For example, English and Mandarin are offered at Odyssey Macalister given the sizable Chinese-speaking population in Penang.

Blurring bordersThrough another NEP entry

point project, the Government looks to increase the number of international schools in the country while encouraging expatriates and Malaysians returning from abroad to enrol their children in these schools.

The growing population of these groups can be seen in large-scale developments such as Iskandar Malaysia in Johor.

With six international schools

already setting up in Iskandar Malaysia and the regional development authority targeting six more, Johor is well on its way to becoming an international education hub.

One of these schools is Marlborough College Malaysia, an expansion of Marlborough College in the United Kingdom.

One of the reasons this location in Johor was chosen is its space availability within a suitable environment.

“Part of our education philosophy is that children need space to grow and develop as this creates a positive effect within the classroom,” says master of Marlborough College Malaysia, R.B. Pick.

Global reachThe presence of such schools

across different locations in Malaysia opens up a world of possibilities for education which, up till a few years ago, were considered exclusive to expatriates or wealthy city dwellers.

The concerted efforts of the Government and private education providers to improve the local education landscape signal hope for the future of education in Malaysia.

Private and international schools offer young learners much more in terms of academics, language acquisition and a global outlook.

By THERESA BELLE


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Large-scale enquiry drives innovation

IN 2013, Garden International School launched a 1:1 iPad programme for its students aged eight to 14.

With the development of an innovative approach to the research and development of new teaching and learning practices, the school has been recognised for outstanding education and leadership by Apple Education.

We are proud of this achievement and how it reflects the quality of our teachers and students. The recognition that we are a learning community rather than separated groups is the core of our recent development and success.

Garden International School practises large-scale enquiry learning. Large-scale enquiry is based on the fused principles of enquiry, project and problem-based learning.

It creates learning experiences that allow students to gain knowledge, skills and understanding through exploration and experience.

It is designed to create high levels of engagement, develop higher-order critical thinking and allow for what many educational theorists refer to as “deep learning”.

This means that learning is deeply embedded and has long-term application as opposed to “shallow learning”, which is short-term in nature and often the result of a read-remember-regurgitate process of learning.

Enquiry-based learning is adapted by many schools across the region and the world, particularly for primary school children.

The enquiry event allows students to explore a big idea over the course of a week within mixed-age groups.

The usual timetable is suspended for two days as learners explore new concepts and try to develop original and personalised outcomes.

Within each group, students develop individual skills that contribute to the group as a whole. During our respect theme, students

were tasked to produce a powerful, short and high-quality video aimed to raise levels of respect within the community.

The desired learning outcomes are to develop emotional intelligence, improve the quality of video productions using an iPad and develop teamwork.

We adopt the use of a free-flow concept and create a two-hour window where students are free to explore an interactive environment that is set up to help them explore the big idea and pinpoint an area of personal interest.

Not only does this inspire students to generate ideas but also demonstrates that giving students the freedom to think and move is beneficial.

Developing expertise within the student groups was also a key to success. For example, in their role as film makers, a student from a group of three would be assigned to be the camera operator, director and editor.

This encourages them to learn new skills and work together to produce a high-quality outcome. Teachers also take on a specific

role, either to design and deliver the free-flow section, mentor groups or run expert sessions.

The majority of teachers become group mentors and this ensures that teachers become guides and observers rather than just instructors.

The effective utilisation of technology has also been a real success story.

The design of the projects allows learners to experiment with applications and methods of information transfer.

The iPad is a wonderful tool for students to develop and demonstrate their thought processes and create professional-looking outcomes.

Large-scale enquiry is just a part of our rich and diverse curriculum but we have found that it has become a powerful driver of positive development in the school.

We will continue to use these projects to drive innovation. – By James Welling, teacher at Garden International School

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

Students are focused, engaged and working collaboratively with iPads under the 1:1 iPad programme at Garden International School.


THE first year at Epsom has been an extraordinary one. From a starting roll of 134 pupils, we ended the year with more than 200.

Our expectations are that we will start our second year with around 300 students and finish the year with around 350.

This steady and substantial growth is most encouraging and allows us to develop our academic and co-curricular programmes in the most creative and dynamic manner.

There has been an abundance of notable achievements in the first year.

Drawing from retrospectPerhaps most pleasing has been

our first set of public examination results. For the iGCSE (International General Certificate of Secondary Education), our students achieved an outstanding 96% of A*/A grades.

At AS level, using the Cambridge Examinations Board, we recorded more than 70% of A/B grades.

Our sports teams have developed and achieved some notable results, including tournament victories in netball and basketball.

In terms of music and drama,

the school has produced some amazing performances, including Arabian Nights, A Midsummer Night’s Dream and the Globe Theatre’s production of Hamlet as part of their World Tour.

Co-curricular activities have flourished at Epsom, having won the Bronze, Silver and Gold International Awards, National History Competition and the Scholar’s Cup and organising local and international trips,

charity work and creating many new clubs.

Our thriving House community has been a defining feature of this first year, with outstanding spirit being developed alongside a fiercely contested programme of inter-house competitions.

Optimism moving forward

As we enter our second year,

we look forward not just to maintain the same standard, but develop new initiatives such as our 18-month A-Levels programme, English Language programme, Mother Tongue programme, the Sports Academy, first university applications and many new co-curricular activities.

At the same time, we are beginning to explore the development of our already impressive facilities, both to build

Epsom students thrive academically and in co-curriculum programmes.

Growing with grace, greatnessTHIS month, Epsom College in Malaysia (Epsom) opens its doors for the second year following the success of its maiden year at its Bandar Enstek campus.

As a branch of the esteemed Epsom College in the United Kingdom, Epsom is a co-educational facility with boarding options and top amenities.

With its modern, holistic approach to education, Epsom is set to produce quality graduates ready to take on the world one step at a time.

About Epsom College in Malaysia

on and improve what already exists and provide the capacity for future growth.

Our new staff members have arrived and are hard at work alongside those who joined last year as we prepare for the start of term. – By Martin George, headmaster of Epsom College in Malaysia

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


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Natural and safe treatment

Vitamode Delice Hair Wash comes with a magnifier lens and fine-toothed metal comb to facilitate the treatment of lice infestation.

AS choosing an effective and safe lice treatment is a challenge, head lice infestation is a nightmare for parents.

Head lice can be tough to get rid of because they are easily contagious through close contact and have a high reinfestation rate.

After a child is diagnosed with an active infestation, treatment should be initiated quickly to avoid the parasites from spreading to another person.

Many head lice formulae are available without a prescription at clinics and pharmacies. These are commonly used to get rid of both adult lice and the tiny eggs (nits) stuck to the hair shaft.

Such formulae include insecticides and natural remedies. Pyrethroids (such as resmethrin and permethrin) are insecticides that effectively kill adult and newly hatched lice for up to several days after treatment.

These insecticides kill live lice by

attacking the nervous systems of lice but not unhatched eggs.

Therefore, a second treatment is necessary on the ninth day (nits take about six to nine days to hatch) to kill any newly hatched lice before they can produce new eggs.

With studies associating overexposure of permethrin to skin irritation, itchiness and tingly or prickly sensation at the site of contact, it is best to be safe and not overuse similar products.

Products containing dimethicone are secondary alternatives to insecticides in getting rid of head lice.

Dimethicone is a type of silicone oil, which coats lice and causes their death by either suffocation or dehydration. While dimethicone is non-toxic, it does not kill nits and efficacy has been reported to be unsatisfying.

For parents who prefer a natural and safe treatment that

can kill head lice and control nits, Vitamode Delice natural hair-wash is their optimum choice.

Vitamode Delice hair-wash is formulated to help kill head lice and control nits infestation among children.

Stemona root extract in Vitamode Delice prevents eggs from hatching, thus interrupting the life cycle of head lice. Lemon peel oil helps in soothing and moisturising irritated or sensitive scalp.

Vitamode Delice is free of toxic pesticides, malathion (maldison) and pyrethroids, which have been linked in various studies to birth defects, cancer, immune system suppression, hormonal disruption, reproductive problems and genetic damage.

It is effective at first use (based on the bioefficacy test performed

by the Department of Medical Science, Ministry of Public Health, Thailand) and is suitable for all ages.

To use, lather Vitamode Delice hair-wash on wet hair and massage lightly until completely soaked. Cover hair with a shower cap and leave hair-wash on for 10 minutes. Then, rinse hair with water.

To remove dead lice and nits, use Vitamode Delice fine-toothed metal lice comb, which is more effective compared with common plastic comb.

Nits are easily removed by combing while the hair is slightly damp. You may need a magnifying glass and bright light.

Comb the entire head from the scalp to the tip of the hair at least twice and rinse out the comb often under running hot water as

you go. You may use Vitamode Delice Hair Wash three to five times weekly to prevent recurrence.

To facilitate the treatment of lice infestation, free magnifier lens and fine-toothed metal comb are provided with Vitamode Delice Hair Wash.

To avoid reinfestation, parents should check their children’s heads for lice on a regular basis and educate them about reducing direct contact with other children such as touching heads, and avoiding sharing objects such as brushes, combs and clothing.

This article is brought to you by Vitamode.

n For more information, call 1300 800 228 or visit www.medispec.com.my

TRADITIONAL security systems tell you whether your door is open or closed but Sharp’s Cloud Smarthome System, which is a smart home monitoring solution, goes beyond that perimeter.

It allows you to observe and listen to events captured on its high-definition (HD) video monitoring, two-way audio and motion detection system.

Accessible to all

The latest addition of the Smart Starter Kit (YL-SU50M) by Sharp is aimed at giving security to the masses with its multi-function, multi-user friendly and multi-location security.

Leveraging on its Cloud Smarthome technology and integrated apps platform, it provides fast alerts to multiple authorised users.

The average alarm system would cost a few thousand ringgit or require monthly fees, while a CCTV system often lacks the immediate notifications to multiple users.

The Smart Starter Kit, however, shifts this landscape of affordability to RM1,499. It consists of one unit of OPU (overcloud processing unit), which is the control hub, a high-definition Internet Protocol (IP) IP camera, wireless magnetic sensor and 16GB USB flash drive.

Alternatively, consumers can add another RM1,000 and enjoy the Starter Kit YL-SU100M (priced at RM2,499), which comprises one unit of OPU, two HD IP cameras, two wireless magnetic sensors, a remote control and 16GB USB flash drive.

The HD IP camera has a built-in motion sensor and night vision (zero lux) features that enable you to detect and record any movement even in total darkness.

With mobile devices such as smartphones and tablets, you can access live video streams and recordings of events wherever you are.

This is why the Smart Starter Kit makes monitoring your property and loved ones easier than before.

It is also designed to be fully expandable to cater to the changing lifestyle of users. The additional Alarm Kit (YZ-AL100M) consists of one siren unit, one motion sensor unit, two door/window sensors units, a remote control and panic button while the Add-on HD IP camera Kit (YZ-VC100M) comes with two powerful HD IP cameras. Each of these add-on kits are priced at an affordable RM999.

Sharp Cloud Smarthome System is easy to set up – just plug, activate and play.

Easy installation and use

There is no need to hack your wall, drill holes and install messy cabling. Place the OPU on a shelf or table in a central area of your home, plug in power and connect to your broadband.

Its integrated Sharp Security app is available free on Android GooglePlay and iOS Appstore and features continuous recording, scheduled arm/disarm control and an option to store information on Dropbox.

This powerful system helps put you in control. You can determine who will become authorised users, select which area to arm, name your camera and select your emergency contacts – the choice is yours with the Sharp Security app.

Sharp Cloud Smarthome System is available at major electrical retailers and selected CCTV retailers.

n For more information, visit www.sharpsmarthome.com


Sharp Cloud Smarthome System offers better security for your home.

Have complete control of your home security.

Affordable security

Two quality options

Both the International Baccalaureate and Ontario curriculum employ hands-on, inquiry-based education.


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SUNWAY International School (SIS) offers one of the most highly respected curriculums in the world – the Ontario Secondary School programme.

The unique Ontario approach focuses on students’ continuous development, with formative assessment that is cumulative and consistent, derived primarily from coursework and a final portion allotted to an end-of-semester evaluation.

Early exposure to this style of practical assessment endows students with smart study skills, real-world knowledge to develop critical thinking and experiential reflection, and a sense of responsibility as students.

Last year’s Cambridge GCE A-Levels top scorer for Sunway College was, in fact, 2013 SIS graduate Masayoshi Kuwabara.

“The emphasis on understanding and applying concepts rather than simply memorising and subsequently regurgitating facts for exams sated my curiosity and provided me with a strong foundation for furthering my education.

“This nurtured my enthusiasm for learning and is beneficial for anyone keen on pursuing tertiary education,” says Kuwabara, who is currently pursuing his undergraduate in engineering degree at the University of British Columbia.

SIS is pursuing authorisation as an IB World School and anticipates offering the International Baccalaureate Diploma Programme (IBDP) by 2017 in both its Bandar Sunway and Sunway Iskandar campuses.

Many of the goals in the IB programme – develop inquiring, knowledgeable and encouraging young individuals to positively impact the communities they live in – parallels the objectives of the Ontario Secondary School curriculum practised at SIS.

The IB programme requires students to study multiple subject disciplines before taking the examinations after two years of study.

Students explore the connections between different areas of study through an international perspective, reflect critically on aspects of knowledge, pursue independent research and have the opportunity to apply their knowledge and skills through local and community services.

This complements SIS’ Ontario curriculum in significant ways.

The individual course, Independent Study Unit, is a 30% project that requires students to apply the theories learnt and expound on it further with external research and produce a completed mini thesis to be presented to their peers.

It gives SIS students a comparative advantage when

they take on the extended essay and Theory of Knowledge components of the IB programme.

The CAS (creativity, action and service) element in the IB programme mirrors the existing tenets prevalent in the Ontario curriculum.

It is geared to arrive at similar outcomes for students – achieve personal growth, foster collaboration and teamwork, and provide an avenue for students to express themselves through the creative arts.

SIS offers multiple opportunities for involvement such as a 40-hour community service requirement, 60 types of clubs, sports and teams activities in the SIS extracurricular calendar.

There is also the healthy-living syllabus, monthly creative showcases during Open Mic sessions concerts and talent nights every semester.

This is because SIS recognises the importance of students developing their leadership skills, self-esteem and civic responsibilities while finding an outlet to play and perform with their peers.

As the overall education philosophies, curricula content and delivery model of both the IB and Ontario programmes are substantially similar, compatible and interchangeable, students may transfer from one programme to the other with relative ease.

In this curriculum delivery model, students can continue accumulating credits and be eligible to receive the Ontario Secondary School Diploma or pursue the IB Diploma.

Each of these programmes assure students of infallible progression pathways to higher study.

The global recognition of these qualifications pave the way for students to actively pursue specialisations in their chosen fields of study at prestigious educational institutions anywhere in the world.

It is assuring for students to know that in SIS, they are able to access two of the world’s most sought-after and high-quality post-secondary programmes in the IBDP and the Ontario Secondary School Diploma.

Both these programmes are capable of preparing them for tertiary success through their academic rigour, social responsibility and personal development.

Sunway International School is hosting a Parents Info Session at its Bandar Sunway campus on Sept 12 from 10am to 2pm.

n For more information, visit www.sis.sunway.edu.my/pis


Interactive lessonsSMART Reader Worldwide aims to nurture leaders of tomorrow to be creative, productive, articulate and eloquent in English. With this in mind, Smart Reader Worldwide has introduced its Smart Reader Kids programme.

The programme, which has gone through comprehensive research and development.

It also focuses on training children to speak English fluently with accurate pronunciation and correct grammar while developing their creativity.

Smart Reader Kids inculcates a passion for learning in each child that extends beyond preschooling years.

Using the Smart Reader Creative Teaching Methodology, Smart Reader Kids students are nurtured to develop social, cognitive and academic skills.

The programme allows students to build confidence and express

themselves through socialising with others.

With more than 300 centres nationwide, the Smart Reader Kids programme has prepared its alumni well for primary school education and beyond.

Famous model and host Chloe Chen Tien Nee once studied at Smart Reader Kids Damansara Heights.

She completed her business management degree in The University of Nottingham Malaysia Campus and won the coveted title of Miss Malaysia World 2011.

“It was a fun time learning at Smart Reader Kids. I enjoyed going to preschool because the activities in the Smart Reader Kids programme encompassed elements of creativity and imagination.

“Besides interesting class activities, the preschool also organised concerts and a sports day to groom children to be

confident and competent. “Smart Reader Kids prepared

me well for primary school and provided a solid foundation for my academic and career success,” she says.

The Smart Reader Kids programme incorporates various exciting activities such as public speaking, poem recitation, oral communication, vocabulary building, drama, storytelling, writing and educational games for students.

The effective teaching methodology enables children to gain a good grasp of the English language in a short period of time.

Smart Reader Kids gives importance to the learning of the English language because having an excellent command of the language will create greater opportunities for the students in the future.

All Smart Reader Kids centres across the country will open their doors to the public on Sept 5 and

Oct 3 from 2pm to 6pm as part of its Nationwide Open Day.

The Open Day will enable parents to visit nearby centres to learn about the various Smart Reader Kids programmes.

There will also be promotions offered on the Open Day to get free Smart Reader Kids merchandise.

n For more information, call 03-6279 5555 or the SMARTLine at 1300 885 555 or visit www.smartreader.edu.my

Unleash your child’s confidenceCONFIDENCE and language go hand-in-hand. Often, we find that 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.

Children need to be groomed for the future by helping them discover their inner confidence.

As they grow up in an increasingly connected world, language needs are continually evolving.

Given that the English language is an integral part of global communication, the key to effective communication is to ensure that children develop strong English language skills to allow them to express themselves confidently.

Since 1980, Lorna Whiston has 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 encouraged to develop their own voice and confidence in communication.

Lorna Whiston offers a wide range of age-appropriate courses that are approved by the Education Ministry.

Catering for students from four to 18 years old, the courses include English Language, Public Speaking, and Speech and Drama.

New students are assessed to ensure that they are appropriately placed into 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 enjoy optimum teacher-student interaction with small and friendly groups of no more than twelve people.

Lorna Whiston language centres are located in Taman Tun Dr Ismail and Taman Melawati.

Each centre is fully equipped with an extensive library and the latest technology, which provide students with resources to inspire their creativity, critical thinking and self-expression.

n For more information, call 03-7727 1909 (TTDI) or 03-4147 3229 (Taman Melawati).

Classes at Lorna Whiston are taught by qualified and highly dedicated teachers who are native English speakers.

Students at the Wangsa Maju centre learn, play and grow together.


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CEFL teachers do their utmost to improve students’ English language proficiency.

The learning environment of CEFL provides students with a balance of strong teaching ethos and a friendly, enthusiastic atmosphere.

Prioritising language learningAS cross-border communication is most often conducted in English, its importance cannot be understated.

Many of the world’s top films, books and music are published and produced in English, while more than 50% of content found on the Internet is in English.

Therefore, understanding the language gives you access to an incredible wealth of information, entertainment and cultural knowledge of the world.

Cambridge English For Life (CEFL) plays a role in supporting students while they learn four different skills of the language – reading, writing, listening and speaking.

With CEFL’s specially developed content and professionally trained teachers, CEFL delivers language proficiency development programmes that encourage students to master English faster and more efficiently.

To make the teaching and learning of English interesting, CEFL aims to provide its students with opportunities to use the

language in all possible means. The ultimate goal is to develop students’ confidence in using English both at work and play.

A CEFL student’s achievement is recognised by his or her success in the Cambridge English Language Assessment examinations conducted at the end of each level.

At CEFL, trained teachers do their utmost to improve students’ English language proficiency using the well-formulated syllabi provided by CEFL.

Outside the classroom, staff members do their best to enforce the ongoing Speak English campaign at CEFL centres.

Students are encouraged to speak only in English when they are in the premises.

CEFL provides high-quality practical, vocational and professional English language training for children and adults of all ages. It gives students a firm grounding in the language, which is developed level by level, so that they attain English language proficiency.

Achieving proficiency in a language cannot be achieved

through crash courses or quick-fix lessons.

It needs to be developed progressively over a period of several years.

The learning environment at CEFL provides students with a balance of strong teaching ethos and a friendly, enthusiastic atmosphere, which gives students the confidence to flourish.

CEFL offers students courses in a range of levels to optimise the learning process.

All materials provided and used in class are sourced from the United Kingdom. They are designed to ensure that students not only have the highest quality material to refer to but also gain a broad cultural and educational experience.

This enables them to have a clearer understanding of the nuances in the English language.

n For more information, call 03-7883 0912 or e-mail [email protected] or visit www.cambridgeforlife.org

Holistic approachSINCE its inception more than 20 years ago, Q-dees has grown into one of the authorities in early childhood education in Malaysia.

With more than 150 centres nationwide, it has successfully prepared more than 200,000 students for private, national and international schools.

Q-dees’ preschool programmes are acclaimed for being fun and holistic, empowering children with the foundation they need to exponentially grow from.

Its exclusive interactive materials are meticulously integrated to ensure children are constantly engaged.

Q-dees’ language programmes are geared to enable children to master English, Bahasa Malaysia and Mandarin.

Taught thematically and phonetically, the lessons expand their vocabulary while also fostering correct contextual usage of the language.

At Q-dees, seemingly complex mathematics concepts are made simple for children to understand. Using Hands-on Mind-on methodology alongside Maths Board, children explore concepts as they learn to count efficiently and think logically.

The science programme encourages hands-on participation in fun and exciting experiments to ignite children’s curiosity in how the world around them works.

Q-dees’ arts and craft programme develops creativity and imagination in tandem with the daily theme learnt.

In the programme, children are taught a wide range of techniques such as perspective drawing, rendering techniques and three-dimensional modelling. These help to strengthen their photographic

memory as well as logical and reasoning skills.

At Q-dees, the physical well-being of children is as important as their intellectual development.

Through the Gymflex programme, children learn about teamwork, improve body coordination and further develop their fine and gross motor skills through fun exercises, physical activities and team games.

In line with Q-dees’ ethos of holistic development, the Q-dees Love to Life programme ensures that its curricula are infused with good values that teach children how to love and care for others, be responsible individuals and be mindful of preserving the environment.

Q-dees has been awarded The Best Preschool Brand for the past seven consecutive years by the BrandLaureate as well as received recognition through the Innovation and Brand Excellence by Smera.

n For more information, call 1700 815 077 or visit www.q-dees.com

Q-dees nurtures a love for lifelong learning in children.


Know your child’s needsMANOEUVRING to take its place as an educational hub in the region, Malaysia has seen an explosion of educational institutions in recent years.

Given Malaysia’s links to the United Kingdom and fellow Commonwealth countries, the British curriculum has traditionally been the first choice of education among many individuals in Malaysia.

However, the Australian and American curricula have become increasingly popular in recent years as well.

There is also the International Baccalaureate to consider, which has been gaining popularity among students and their parents who want a “broader” approach to education.

More and more educational institutions are investing heavily in first-class resources and state-of-the-art facilities.

However, the curriculum and facilities of a school are not the primary determinants of a student’s success. A truly passionate teacher can produce phenomenal results in students

irrespective of the system or facilities at hand.

Therefore, when you identify a school for your child, you must first look at the management and ethos of the school under consideration. You need to be sure that the school has strong foundations and is prepared for the future.

Once you are satisfied that the school appears to have the right “moral compass”, find out if the teachers at the school are passionate, enthusiastic and disciplined individuals.

If possible, visit the classrooms and look at the projects or pieces of work done by the students. Guard against being taken in solely by state-of-the-art facilities.

If you are happy with the teachers and confident that they will impart to your children the values and knowledge that you as a parent deem important, then you have found the right school for your children.

A more pragmatic approach will be to first ask yourself where you see your child going in life and whether or not the choice of

curriculum will help or hinder that journey.

For instance, choosing a British curriculum at the secondary level will more than likely gain your child an advantage should he or she wish to further his or her education or seek employment in the United Kingdom.

On the other hand, studying a British curriculum when your child wants to go to the United States may slow down his or her application process in pursuing tertiary education in the US. Nonetheless, it is important to remember that change is possible at any point.

With younger children at the primary level, changes pose less of an impact to them and decisions rest mainly in the hands of their parents.

At the secondary level, however, changes to your children’s school

environment usually have more serious implications.

Therefore, considerable communication should take place with educational professionals before any decision to change curriculum is made.

In many instances, change cannot be avoided. As most individuals require some time to get used to a new environment, the social and emotional impact of change to a student’s environment needs to be evaluated.

There are neither shortcuts nor a sure-fire way of assessing if a curriculum is right for your children. Parents need to determine that a school’s offerings are in line with their own requirements and hopes for their children’s education.

Even after a decision is made, parents need to be flexible and mindful of what is happening

every step of the way in their children’s development.

As parents, it is imperative that you engage with the school and teachers to enrich your child’s development. – By Rajan Kaloo, director of services at elc International School

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

Passionate teachers can import in children the values and knowledge deemed important for success.

Fun classroom activities are essential to learning.


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Learn through play

THROUGH play, children develop the skills they need to succeed in life such as problem-solving, social, basic literacy, math and science skills.

There are several benefits of play. For example, playing with each other teaches children negotiating and sharing, which are important aspects of social and emotional development.

Playing with toys also allows children to learn as toys are excellent tools for learning cause-and-effect relationships while household items such as boxes, bowls and cups provide opportunities for young children to explore size and volume and manipulate objects in various ways.

Also, children at play tend to make their own predictions and reasoning, such as whether or not an object will fit inside another, before testing those predictions.

As children test and become more accurate with their predictions, they will discover the basic laws of gravity and physics independently.

Besides free play, talking to children or singing songs and rhymes encourage children to learn language and understand language use.

Books can also help cultivate a love for reading and literacy awareness from infancy. Read to children daily and give

them books to explore as they learn a lot about the world through reading.

Children should also be given the chance to write and draw. Providing coloured paper and age-appropriate writing instruments such as crayons, washable markers and chalk encourage children to express themselves through art and writing.

You can prompt them to draw pictures of stories that they can read with you. Art is an activity that children and parents can enjoy while giving children the opportunity to develop fine motor skills, creativity, confidence and communication skills.

When it comes to toys, ensure children are provided with age-appropriate ones and given the freedom to choose what they want to play with as children are also quite adept at choosing the toy that suits their developmental stage, temperament and interests. Examples of toys for play include:l Art and writing suppliesl Wooden building blocksl Plastic food, plates and cooking utensilsl Alphabet and number blocksl Books

This article is brought to you by Morinaga Milk Malaysia.

n For more information, call 03-7982 5299.

Children learn to negotiate and share through playing with others.

Focus on individual strengthsMUCH like the pattern of a snowflake, of which no two are identical, every child is unique and gifted.

R.E.A.L Kids celebrates the distinct talents that each child brings to the world by developing a way of learning that comes most naturally to each of them.

This not only ensures that their individual strengths flourish but also sows the seeds of good character.

R.E.A.L Kids transforms children through active learning. As a pioneer in adopting the multiple intelligences (MI) approach, which was founded by Dr Howard Gardner of Harvard University, R.E.A.L Kids’ preschool curriculum has proved to be highly effective and enjoyable for children.

The preschool develops its own MI-based curriculum through specially written textbooks and activities that cater to children’s individual talents.

The educational journey at R.E.A.L Kids begins by identifying how each child learns best. Only by understanding children’s respective strengths and weaknesses are schools able to apply the right learning strategies and activities to support children’s needs.

R.E.A.L Kids is driven by the aim of bringing joy back into learning so that its students are able to learn in a more positive and effective way.

The joy of learning is achieved by making learning at R.E.A.L Kids more interactive and child-centred. In essence, “Only when we know how children learn best, are we able to teach them”.

R.E.A.L Kids encourages active learning by adopting the multiple intelligences approach.

All R.E.A.L Kids teaching staff are equipped with relevant experience in preschool education and, more importantly, a genuine care and concern for their students’ welfare.

Teachers at R.E.A.L Kids are passionate educators who are supported by a team of curriculum development specialists dedicated to crafting R.E.A.L Kids’ unique MI-based curriculum.

Their commitment to giving undivided personal attention and care extends to building relationships with parents through the constant sharing of ideas, feedback and the day-to-day progress of their children’s education.

To create a safe, pleasant and nurturing

learning environment, each R.E.A.L Kids kindergarten is designed and built with the children’s interest in mind.

Every centre houses child-friendly facilities that include swimming pools, computer laboratories, playgrounds and

specially designed MI rooms, among others. These, combined with a diverse range of

engaging activities, are geared towards providing optimal learning fun.

In short, a truly enriching experience awaits each child at R.E.A.L Kids, a place where they can explore freely and let their imaginations wander.

Established in 1986, R.E.A.L Kids (formerly known as Child Enrichment Centre) is Malaysia’s largest owner-operated kindergarten chain with more than 30 centres nationwide.

All R.E.A.L. Kids centres provide full programmes (from 8.30am to 3.30pm), which include a host of enrichment lessons and extracurricular activities.

Extended programmes are also available (up to 6pm) to cater to busy, working parents.

The R.E.A.L Kids Open Day will be held on Sept 5 at all centres.

n For more information, call 03-5631 8000 or visit www.realkids.edu.my


MARLBOROUGH College Malaysia (MCM) is an expansion of one of the top boarding schools in the United Kingdom.

The master of the college R.B. Pick shares with us his belief in the full potential of MCM in bringing the British education system to students based in Malaysia:

History of excellenceMarlborough College embarked

on its overseas expansion in 2007 to introduce a greater global dimension to the college in the UK.

Asia was a preferred destination as it was predicted to be the economic powerhouse of the 21st century and would provide the best opportunity to create global citizens in both campuses.

Malaysia became a home for the new campus as it was considered a country that understood the UK education system.

Acceptance of the syllabus and education allowed for a smooth and organised running of the school.

The new location also provided convenience to students seeking to experience this academic curriculum without any imposition on quotas or the curricula.

MCM benefits from established

connections and heritage with its parent school in the UK.

The strong ties enable and facilitate exchanges throughout the year for pupils.

Recently, MCM held a tour to top UK universities, including University of Oxford and University of Cambridge.

Pupils on the tour based themselves in Marlborough College in Wiltshire and had the opportunity to visit the higher education establishments they applied to for the following year.

Well-rounded education activities

There are currently 810 pupils enrolled this academic year, out of which 210 are boarders mainly in the Senior School (Years 9 to 13).

The Common Room has nearly 130 teachers, which provides an excellent teacher-to-pupil ratio throughout the college.

Approximately 60% of students are expatriates (UK, Europe, Australia, New Zealand, North America), 22% are Malaysians,

8% are Singaporeans, 5% are Japanese and the remainder are from other countries around Asia.

A total of 36 different nationalities enrich the already diverse international community in this distinct British school.

A typical day at MCM begins with optional exercise activities such as swimming, running and yoga, followed by breakfast. Registration takes place in the pupil’s house and lessons begin after.

Games and other co-curricular

activities are integrated into the daily timetable and there is an opportunity for pupils to do some service-related activities at some point in the week.

For some boarders, this takes place on the weekends where they volunteer at local orphanages, churches or rehabilitation organisations in Johor Baru.

There are also further optional activities and free time to relax and catch up with friends.

Quality teaching staff and facilities

The teaching staff at MCM is mainly from the UK and has gained their experience from similar, leading boarding schools in the UK such as Marlborough College, Radley and Millfield.

This builds a true British boarding school culture, ensuring that MCM retains all the traditions of a top British public school within the diverse setting of Asia.

MCM offers a global outlook and provides a real alternative to gaining a true British boarding education outside of the UK.

n For more information, visit www.marlboroughcollege.org

Top-quality UK education

Music education is one of the many components given emphasis at Marlborough College.

bright kids - 1 september 2015

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