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Ipoh – Penang – Setia Eco ParkSetia Eco Gardens – Setia EcoHillTropicana Aman – Miri

Established in 1960, Tenby Schools equips students(aged 3-18) for local and global success by delivering Amazing Learning throughout its extensive network of private International and National Schools in Malaysia.

In January 2018, Tenby Schools joined the International Schools Partnership (ISP), a Learning focused, growing and financially secure group of 40 schools around the world.

To find out more about ISP and to secure your child’splace with the Tenby Schools family, please visit:schools.tenby.edu.my

AmazingLearning.GlobalSuccess.

Learning is about getting better.

Primary School admissions

from 3-11 years

Secondary boarding schoolfrom 11-18 years

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at A Level

www.ktj.edu.my | [email protected] | 06-7582561Facebook: Kolej Tuanku Ja’afar | Twitter: KTJ_School

Kolej Tuanku Ja’afar, 71700 Mantin, Negeri Sembilan, Malaysia

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www.EducationDestinationMalaysia.com EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 76

CONTENTS

© Mint Communications Sdn Bhd, June 2019All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or stored in a retrieval system of any nature without the written permission of the copyright holder, application for which should be addressed to the publishers. The publishers, authors, contributors and endorsers of this publication each excludes liability for loss suffered by any person resulting in any way from the use of, or reliance on this publication.

The information in this publication is accurate at the time of printing. Please check with individual schools for the latest information.

Photographs of the schools that appear in the publication are provided by the schools.

Education Destination Malaysia: Guide to International & Private Schools2019/20 Edition

Managing Editor Michele Lam

Editor Dr. Elaine Morais

Director of Business Development Nickie Yew

Business Development Marwina Edwin, Nyok Yee Aw Yong, Elaine Kok

Writer Letitia Lim

Design Ding Siew Ming

Marketing & Web Caron Lai

Social Media Letitia Lim

Finance Anne Chia

Administration Jenny Ng

ContributorsSarah Anderson, Janet Brock, Christian Choyce, Sam Fraser, Justina Goh, Dr. Jessica Hale, Jacqueline Harmer, Mark Jones, Wendy Jones, Heath Kondro, Stefanie Leong, Henrietta Lightwood, Esther Lim, Anthony Ng, Anthony Petitti, Kelly Robb, Dr. Ben Schmidt, Roger Schultz, Sadie Visick, Tim Waley

ProfilesShireen Basheer, Martha Booth, Alex Harkins, Kevin Kam, Bec Lane, Rachel Lim, Lim Shuwern, Puteri Nurliyana Syamimi bt Mohd Nizam, Meagan Motha, Tan Jean Ling, Matthew teBogt, Dr. Wong Siew Chin

Publishers Michele Lam, Nickie Yew

Published byMint Communications Sdn Bhd (701835-T) Suite 14-3A, Level 14, Wisma UOA II, Jalan Pinang, 50450 Kuala Lumpur, Malaysia.(+603) 7986 [email protected]

Managed by Mint Media Sdn Bhd (1310937-T)

PrinterSky Press Sdn Bhd (920029-P)No. 8 & 10, Jalan PBS 14/10, Taman Perindustrian Bukit Serdang, 43300 Seri Kembangan, Selangor

PRE-UNIVERSITY AND BEYOND198 Choosing the A Level202 Other Pre-University

Programmes210 How To Get Into A Top UK

University

FEATURES16 Demand for Local International

Education Grows26 What Parents Should Know

About STEM Education28 What Makes a Good School?32 The Boarding School Experience

PRESCHOOL EDUCATION58 Choosing a Preschool63 Types of International Preschool Curricula64 The Importance of an Early Years Education

ESSENTIAL INFORMATION36 Map of All International Schools

in Malaysia40 Types of International Schools

in Malaysia 44 Types of School Fees46 The Scholarship Application Process 48 The International School

Application Process50 What to Look for During School Visits52 International Schools in Malaysia

OTHER LEARNING OPPORTUNITIES190 Help, My Child Has a Learning Disability!194 Learning Support for Pupils with Special

Educational Needs

TYPES OF CURRICULA68 The American Curriculum70 The Australian Curriculum72 The British Curriculum74 Cambridge International

Curriculum78 The International Baccalaureate Programme80 The International General

Certificate of Secondary Education

82 The International Primary Curriculum84 The Ontario Curriculum86 The Oxford Curriculum

INSIDE THE SCHOOLS94 Asia Pacific Schools96 Beaconhouse Malaysia98 The British International

School of Kuala Lumpur (BSKL)

100 Excelsior International School101 HELP International School102 Kingsley International School103 MAHSA International School104 Kolej Tuanku Ja’afar108 Matrix Global Schools

9 Publishers’ Note

SCHOOL SHOWCASE129 A-Z of International Schools

Why is STEM education so important today? Anthony Ng explains what parents should know about STEM education and its key benefits.

26

Find a school for your child using the map here.

36

Is your child interested in studying in the United Kingdom? Henrietta Lightwood provides a guide on how to get accepted into prestigious British universities.

210

Information at a glance. Compare fees and curricula using the tables in this section.

178

What should you look for in a preschool? Justina Goh shares her top tips on how to choose the right preschool for your child.

58

ContentsContents

110 Sunway International School112 Taylor’s Schools114 Tenby Schools116 Wesley Methodist Schools

(International)

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 9

Welcome to the seventh edition of Education Destination Malaysia: Guide to International & Private Schools (EDM)!

So much effort has gone into updating the guide that we hope it will help you find the right school for your child. We have provided information about private school education from preschool right up to pre-university to give you deeper insights into the options available in this country and beyond.

With over 150 international schools in Malaysia today, the EDM guidebook has never been more important given the increasing variety of curricula, fees and facilities on offer.

In the Features section, read about the demand for an international school education in the region and what parents should know about STEM education for instance. There is also an article on what makes a good school and another on the boarding school experience.

Get to know some of the members of the international school community through reading the profiles of teachers, students, alumni and boarders. These profiles will give you valuable insights from different groups of people on the international school experience. These diverse perspectives will enable you to make wise and informed decisions about the type of school that best suits your child.

Find out if there is an international school near where you live by viewing the map showing the location of all international schools in the country in the Essential Information section. This section also offers an update on the types of international schools in the country as well as infographics on school fees, the enrolment process and other aspects of an international school. In addition, we highlight statistics on the number of international schools in the various states of the country.

The section on Preschool Education draws attention to the kind of teaching and learning children need in the early years as well as what parents need to look out for when choosing the right preschool for their child. An infographic also provides an overview of the different types of preschool curricula available around the world.

International schools offer a wide variety of English-medium curricula and we have provided information on curricula to help you decide which curriculum is most suited to your child’s needs in the Types of Curricula section. EDM also offers a comprehensive list of international schools, profiles of individual schools as well as the international school directory. Comparative reference charts in the guide have also been updated.

In the Other Learning Opportunities section, read about the interventions available for children with learning disabilities and the learning support offered at various international schools.

Explore a variety of pre-university programmes in the section called Pre-university and Beyond. There are also in-depth articles on the A Level and how to get into top universities in the UK.

Please visit our website www.EducationDestinationMalaysia.com for the latest news, information and insights on international schools. There you will find all that you need to know in order to identify the right school for your child.

If you would like to provide any feedback on this edition, or need more information about our products and services, please feel free to email us at [email protected].

PUBLISHERS’ NOTE

Michele Lam

Nickie Yew

If you wish to speak to representatives from various international schools at one location, please visit the Private & International School Fairs which are regularly held in Kuala Lumpur, Johor and Penang. For more information on these fairs, please visit www.pisf.asia.

Publishers' Note


Features

FEATURESThis section provides an overview of international schools in the region and highlights the importance of STEM education. Experts also share their knowledge on the boarding school experience and what makes a good school.

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FeaturesFeatures

Demand for an education that is taught in the language of English, and follows international curriculum and exams is growing throughout Southeast Asia. None more so than in Malaysia where, as of this year, there are 280 English-medium international schools teaching 100,060 students aged between three and 18.

Student enrolment has increased significantly over the past five years in the country’s international schools. According to new data released by ISC Research for its latest Malaysia International School Market Intelligence Report,

enrolment has grown 61.2% between July 2013 and July 2018; from 60,400 attending the schools in 2013 to 97,300 in July 2018, and increasing to over 100,000 for the current academic year.

The Changing Face of Malaysia’s International SchoolsThere are more local Malaysian children attending the international schools throughout the country than any other nationality. This is despite the fact that international schools were originally established during the last century for expatriate families requiring an education

that matched that of their home country.

As the international schools market has evolved, so the schools themselves have changed; becoming more global in their approaches to teaching and learning, and increasingly accessible to local families. Demand from Western expatriate families has decreased in recent years due to the impact of the low oil and gas price, but demand from expatriates does still continue from Asian expatriate families, particularly those from China and India.

How International School Choice is ExpandingMost international schools are located on the west peninsula of Malaysia, with 43 international schools in Kuala Lumpur and many more in locations surrounding districts of the city.

The country is experiencing an expansion of a mid-price sector of English-medium international schools (which charge between USD$5,000 and $7,000 annual fees for primary education, and $7,000-$12,499 for the secondary years). These mid-priced international schools are particularly popular with local Malaysian families where 65.7% of students currently enrolled are Malaysian nationals. There are currently 62 of these mid-price international schools in Malaysia enrolling over 30,400 students.

International school options for families living in Malaysia look set to expand in the near future. ISC Research is aware of 16 new international schools to open in Malaysia in the next few years with most of this school development happening in the mid-market sector of schools. In addition, a few independent school brands from the UK have announced imminent expansion to Malaysia including Mount Kelly, Hurtwood House and Concord College.

Developments in Southeast AsiaThroughout the wider region, the choice of international schools continues to grow and ISC Research believes there is excellent potential for more growth, particularly in Thailand and Vietnam. Thailand has become a popular location for British independent schools establishing sister schools in the region. Wellington, Harrow and Shrewsbury, all extremely prestigious independent schools in the United Kingdom, now have schools in Thailand.

Shrewsbury International School opened a new city campus in Bangkok for this academic year. Wellington College also opened a school in Bangkok in September 2018. Another leading independent school from Britain, King’s College Wimbledon, will open in Bangkok in 2020.

In Vietnam, the cap limiting the number of Vietnamese nationals in international schools has been

DEMAND FOR LOCAL INTERNATIONAL EDUCATION GROWS

increased by the government, meaning that many more local children will now have access to an international education. More school growth in Vietnam is expected, likely in the mid-price international schools which will be affordable to more local families.

A new market shift is appearing in Thailand, Malaysia and also Singapore right now, where Chinese families are increasingly buying second properties in places such as Kuala Lumpur, Bangkok and Singapore to enable them to educate their children at international schools there. These families are doing this because the international schools in these cities are cheaper and more accessible than the international schools in China. In addition, the international schools in Singapore, Thailand

Sam Fraser, Head of Asia Pacific Research for ISC Research, provides an update on the demand for local international education in the region.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 19www.EducationDestinationMalaysia.com 18

Features

and Malaysia are not regulated as heavily as those in China which means Chinese children can access full international education from Kindergarten to Grade 12. While the cost and restrictions on international education in China remain high, it is likely that this education mobility trend will continue.

Research into Student Pathways from School to UniversityIn its latest report into student pathways from international schools to higher education, ISC Research says that English-medium international schools are a fast-growing source of high calibre undergraduates for universities. Over 90% of the 2017-2018 year grade 12 students of the vast majority of international

schools (over 80% of them) gained places in higher education around the world.

The report highlights the grade averages of the three most popular qualifications offered by the world’s international schools: A Level, International Baccalaureate Diploma Programme and Advanced Placement. They suggest significantly higher levels of academic achievement than global averages.

University destinations for the international school students in 2017-2018 were varied, covering all countries where English-medium degrees are now offered. The most popular countries were the US, UK, Canada, Netherlands, Spain, Australia, Germany and

Japan. The report indicates various reasons motivating students’ choice of country including cost, visa benefits, safety of the country, ranking of the university, and active promotion by the university to students, as well as location of the university and quality of education provision.

The report stresses the need for students and their college counsellors to find a degree course and university that best suit the student and their individual priorities, rather than aspiring to a high-rank university that might not suit them well. This was emphasised by both the schools and the universities.

For more information, visit www.iscresearch.com

QualificationsHigher School Certificate

Current Job Title/Designation and name of company Mechanical Design Engineer Intern at Siemens Healthineers GmbH.

Tell us about the course/major you are pursuing.Bachelor’s Degree, Computer Science (Artificial Intelligence) and Bachelor’s Degree, Mechanical Engineering (Honours).

What is your most memorable experience in school? I enjoyed all practical laboratory classes. They always found a way to make me laugh, panic, smile, and rage in the span of an hour.

What were your favourite and least favourite subjects in school, and why?My favourite subjects were Mathematics and Physics. I was first motivated by science shows on TV. I was later encouraged by my peers and teachers. On the other hand, my least favourite subject was English. I liked English but I was not interested in literature.

What extracurricular activities did you do? I was involved in THIMUN (The Hague International Model United Nations), World Scholar’s Cup and the track and rugby teams.

Kevin Kam Malaysia22 years oldAustralian International School Malaysia2007 - 2014

What was the best thing about your school? What important lessons did you learn in your school that have helped you in your life?The best things from school were the friends I made who I still keep in contact with today. I gained a higher confidence with the support of my peers. School has helped me approach all realities with an open mind and a positive attitude.

What advice would you give to current students of your alma mater? I have always been told to be the best I can be, but that builds impressions of one’s self. Have purpose instead of expectations and you will worry less.

“School has helped me approach all realities with an open mind and a positive attitude.”

Alumnus Profile


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FeaturesFeatures

STEM is the acronym for Science, Technology, Engineering and Mathematics. Parents are well-aware that STEM subjects are being taught at school, and at university and that the knowledge and skills acquired are applied at the workplace. However, a majority of parents have concerns about their children’s ability to study, cope with and excel in STEM subjects at school.

In Malaysia, the number of Form Five (Year 11) students studying Science subjects has dropped at an average of 6,000 per year since 2012, and the 2018 enrolment stood at only 167,962 out of 375,794 (44.7%). Equally worrying is that more than 48% of Sijil Pelajaran Malaysia (SPM) candidates failed to obtain a Credit grade of C for Additional Mathematics, a prerequisite to enroll in STEM undergraduate courses (The Star, 21 Oct 2018).

STEM literacy among secondary school students has declined. They do not appear to be able to meet the Higher Order Thinking (HOT) Standards of the SPM syllabus. Students have less interest in taking up difficult subjects like Additional Mathematics, Physics, Computer Science, Design & Technology, and ICT due to the higher cognitive demand involved.

Research suggests that student performance is related to the motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Notably, a consistent finding in research on academic motivation is that it tends to decline after the transition from primary to secondary education. This decline in academic motivation occurs most consistently during

early adolescence, until 15 or 16 years of age (Wijsman, Warrens, Saab, Driel, Westenberg, 2015). Such a trend is seen in European countries as well.

With advances in robotics, machine learning and the Internet in the 21st century, competition from software robots and remote workers will be rapid and intense. By 2022, 75 million current job roles may be displaced by the shift in the division of labour between humans, machines and algorithms, while 133 million new job roles may emerge at the same time (World Economic Forum, 17 Sept 2018). New and expanding occupations include roles such as Data Analysts, Software and Applications Developers and E-commerce and Social Media Specialists – jobs that are significantly based on, and enhanced by, the use of technology. However, also

expected to grow are job roles based on distinctively ‘human’ traits, such as in the areas of Customer Service, Sales and Marketing, Training and Development, People and Culture, Organisational Development, as well as Innovation.

Surely, we do not want students to miss out on both digital and soft-skill jobs and opportunities which are likely to be available in 2022. The STEM approach in teaching and learning will propel children to thrive in both academic fields in general and in STEM subjects in particular. The STEM approach uses a pedagogical strategy that emphasises the application of knowledge, skills and values from the disciplines of Science, Technology, Engineering and Mathematics, in an integrated manner to help students solve problems encountered in the real world. This involves not only a deep understanding of the subject matter but also the analysis, synthesis and evaluation of all they have learnt. In fact, the STEM approach is effective in enhancing motivation to learn as well as the cognitive abilities of students.

Key Benefits of the STEM approach in Teaching & Learning:

(1) Students get to learn STEM applied learning lessons which connect with ‘Real Life Applications & Solutions.’ Creating a traffic light system,

speed trap cameras, and temperature sensors are some of the lessons which relate to actual applications. The usefulness of the lesson will increase the students’ motivation to learn and innovate.

(2) Students get to network and collaborate with others via STEM projects and related competitions. The STEM approach will enhance the students’ social value, collaboration and teamwork skills among their peers.

(3) Students get to comprehend and remember lessons taught via Hands-on Learning which activates their ‘senses.’

Some of the STEM lessons are on subjects such as the following:• Robotics• Embedded Platform - Arduino

and Raspberry Pi• Basic Electronics• IoT – Smart Home Technologies• PCB Design and Fabrication• 2D Computer Aided Design• 3D Computer Aided Design• 3D Printing• Drone piloting• Coding & Programming.

(4) A conducive learning environment with competent teachers, additional digital and engineering curriculum, laboratories, workshops and equipment are essential to develop learning with the STEM approach.

(5) Metacognitive skills are

developed when students are given the opportunity to solve problems with STEM projects. Classroom activities enable them to understand, apply, analyse and evaluate what they learn and in so doing to internalise and remember it prior to creating solutions for projects. Eventually, this will lead to the development of higher order thinking which is required by the latest secondary school syllabus (Bloom’s Taxonomy).

(6) The STEM field of studies may be broadened to include Engineering and Digital literacy to develop computational and design thinking. For example, the use of computer-aided design (CAD) systems always involve the introduction of mathematical concepts. These include interactive graphic techniques, basic graphics, two- and three-dimensional operations, as well as mathematical modeling in relation to geometric modeling. CAD also examines curves and surfaces, numerical methods of solving equations and finite element modeling.

In conclusion, the STEM approach will provide a holistic approach to education which enhances students’ knowledge (Intelligence Quotient), attitude (Emotional Quotient) and skill (Digital Quotient) all of which are required by future employers.

WHAT PARENTS SHOULD KNOW ABOUT STEM EDUCATION

About MITstemMITstem International School is a business division under MIT Academy Group of Companies which was established in 1976. The school is dedicated to igniting students’ passion for STEM education. Our initiatives are strongly supported by the Ministry of Education, Malaysia, as MITstem supports the STEM Applied Learning Programme (ALP) for secondary school students. To further enrich students’ learning experiences, our Industrial Partnership Programme (IPP) creates opportunities for students to get early exposure to the real-world STEM industries and careers.

We are on a mission to nurture our future Scientists, Technologists, Engineers and Mathematicians for there is a global shortage of a quality workforce in the STEM industries. For more information, visit www.mitstem.edu.my.

Anthony Ng, CEO of MITstem International School, explains the fundamentals and benefits of STEM education in this article.


FeaturesFeatures

What are the aspects of a school to consider when choosing and assessing schools?First impressions last and therefore the initial communication between yourself and the school is a good indicator of how it operates and how welcoming it is. This includes communication received through the website (is it informative?) as well as over the phone, via emails and in person.

A significantly important aspect is whether the school meets your child’s learning needs and learning style as every school will differ. For example, acceptance to The British International School of Kuala Lumpur (BSKL) requires applicants to provide a

past school report and take an entrance exam. However it does offer EAL (English as an Additional Language) lessons and provides support to students with mild learning difficulty needs.

As well as looking at the academic performance and facilities on offer, it is also a good idea to look at the school’s stance on behaviour, discipline, safety etc. A good school will take these matters seriously and have a clear policy on how they are managed.

Finally, if the school website has a staff directory, it is a good idea to check that the teachers are qualified with relevant teaching qualifications, and what previous teaching experience they have had.

How do we determine if a school is good?Whilst results and league tables are important, whether the students are happy in school and want to be there is a better indication of whether a school is thriving. For example, at BSKL, 95% of parents said their child is happy, and ultimately happy and confident children will do well in many areas of school life.

A good school will employ good teachers with qualifications and teaching experience from well-regarded institutions. This is true at BSKL, who also employs Assistant Teachers with degrees and experience in every Year 1-6 class (unique to BSKL). A good school will also invest in their staff. Teachers at BSKL

are engaging and collaborating through Nord Anglia University and have access to unique professional development opportunities with world-leading programmes.

Most top schools will have state-of-the-art facilities and resources, particularly international schools. BSKL provides students with exceptional facilities including the latest educational technology, indoor sports halls, swimming pools, football fields, specialist music and dance rooms, a 650-seat theatre and well-stocked libraries. It is no wonder that 95% of parents rate highly the look and feel of the building facilities.

There is no doubt that a good school will get good results in academia but also in sport, music, art and wider extracurricular activities. They often have high expectations and the students will be challenged and stretched. Students should also develop good soft and interpersonal skills, such as empathy, critical thinking and independence, and a mindset to thrive in a changing world.

What are some new perspectives when it comes to evaluating schools?With the stresses of modern day life, well-being is an important issue that should be considered when evaluating schools. Is it planned into the timetable and does the school have enough resources to tackle such issues? BSKL has two professional counsellors, a full nursing team and a nutritionist onsite, and

mental health issues are also regularly addressed in PSHE (Personal, Social, Health and Environment) lessons.

Technology is another part of modern day life that should be regularly reviewed in schools. It is extremely beneficial to learning and many students have regular access to computers and iPads (including Primary students) but how is the use of technology monitored? Strict safety procedures should be in place, as well as how often it is used in lessons.

A different perspective to think about is whether the school offers a forward-thinking curriculum. BSKL is proud to provide education for the future, enhancing learning through collaborations with the world’s best organisations including The Juilliard School, MIT and UNICEF. Students have access to a wide programme of events and expeditions and the online Global Campus platform connects over 50,000 students around the world.

How are international schools regulated in Malaysia? Are inspections done regularly? International schools can opt for inspections through a number of organisations such as ISI (Independent Schools Inspectorate), COBIS (Council of British International Schools), CIS (Council of International Schools) and Penta International.

For example, BSKL is a member of COBIS and was one of the

first schools to receive COBIS Patron’s Accreditation. It also was graded as ‘excellent’ in all areas of educational provision in the last ISI report and is fully accredited by the Malaysian Ministry of Education.

Any advice for parents when choosing a school for their child? As previously mentioned, one of the most important things to consider is whether the child is happy when they walk through the door. The way a child smiles says a lot more about the school than conversations with the Headteacher. Therefore, if you can, take your children with you on a tour as they will get a sense of what is right for them.

When you go on a tour of the school, ensure you see as much as possible, because if the tour guide avoids certain areas, you might question what they are hiding. You should be able to speak to staff, students and other parents as you walk around and not just the Admissions or Senior Leadership Team.

Ask yourself questions such as do the students and staff seem happy? Do the school leaders give off a good vibe? Do the students look engaged in the classrooms? What is the behaviour of the students like during play and lunch time? Do the displays celebrate achievement of all areas? Look for positive and affirming answers.

For more information, visit www.britishschool.edu.my

WHAT MAKESA GOOD SCHOOL?

Janet Brock, Principal of the British International School of Kuala Lumpur answers some questions on what makes a good school.

At MAHSA International School, the education of your child is a matter of the greatest importance.

With full room and board provided as an option, we are devoted to the provision of a full and fulfi l l ing life for your child, with sports and health-focused activities and facilities for your child’s optimum experience in his or her homeaway from home.

Because we love your child as our own, we provide round-the-clock, technologicallyadvanced security measures and staff, and also compassionate and competent in-house nurses for the maximum well-being of your child.

MAHSA International School - All your child needs for a Better Start, and More.

Here at MAHSA International School, experts will start your child on an integrated and comprehensive educational journey filled with awe and adventure, with laughter and love, with healthy habits and lifelong lessons, and with the opportunity of success through quality education from the beginning till the end.

There is no better place to prepare your child for an excellent education than at MAHSA International School.

As leaders in quality tertiary education with a track record in medicine, dentistry and the other sciences as well as the arts, we know exactly what your child needs to excel in a progressively competitive world.

Here at MAHSA International School, trained, experienced and professional teachers arededicated to the privileged task of informing, nourishing and moulding your child’s mind. When we undertake the responsibility of your child’s education, we do it with the respect we have for your child today, and for the person he or she can become one day, and this is our promise to you.

PRESCHOOL (IEYC)CAMBRIDGE PRIMARY (IPC)CAMBRIDGE SECONDARY (IGCSE)DAY CAREBOARDING

IntakesJan, April& Sept

www.miskl.edu.my 03-5614 2333

600-9/1/1/127

Jalan SP 2, Bandar Saujana Putra, 41200 Jenjarom, Selangor.

Curriculum: Preschool (IEYC) 2 - 5 year olds The IEYC is built around four Learning Strands that underpin all learning and development: • Independence & Interdependence • • Enquiry based • Healthy Living & Well Being

5 - 12 year olds

for a clear process of learning with specific learning goals for every subject.

The Cambridge IGCSE 13 - 16 year olds

Encouraging learners to engage with a variety of

is fundamental to our approach.

• Learning : Classrooms, Tutorial Rooms, Seminar Rooms• Labs : Apple Learning Centers/Computer Labs, Science Labs• Studios : Music & Dance• Auditorium & Theatre• Sports : Tennis, Football, Swimming, Basketball, Netball, Futsal, Badminton•• Canteen & Cafe

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There are several types of boarding. What do weekly, termly and yearly boarding involve?Weekly – ‘Weekly’ boarding students go home every Friday and return on Sunday evening.Termly – ‘Termly’ students stay in the boarding houses during the school year and go home during our fall, winter, spring, and summer breaks.Yearly –‘Yearly’ students stay with local hosts during small holidays and only go home at the end of school year during summer break.

Describe the schedule of a typical boarder. Our students wake up each day at 6:30 a.m., shower and get ready for school. When the students are ready, there will be a room inspection where our resident advisors will check to ensure their rooms are tidy. After that, we will have breakfast at 7:30 a.m. Our school day then starts at 7:50 a.m. and finishes at 3:00 p.m. After school, boarding students are required to attend co-curricular programmes until 5:00 p.m. In the evenings, boarding students have

dinner at 6:00 p.m. followed by academic study at the boarding house from 7:00 to 9:00 p.m. Bed time ranges from 9:00 p.m. until 11:00 p.m. depending on age, after which Wi-Fi is shut off and resident advisors ensure students are in bed and lights are out.

What are the three main advantages of a boarding school education?

1) Accountability – Boarding students learn that every action has a reaction and take

responsibility for their decisions and actions.

2) Independence – Boarding students develop the ability to make their own decisions and take ownership of their future.

3) Fun – a very important aspect of boarding is to have fun! A balance of work and play is an important foundation for adulthood, and at RAS Boarding we believe that it is important for students to be allowed to be young and enjoy their adolescence, while maintaining responsibility for important life tasks and academics.

Is boarding for everyone? What are the considerations for parents and students who are thinking of attending a boarding school? Boarding school is not for everyone. Students need to want to be at boarding in order to reap all the benefits. While there is usually a period of adjustment for all students, it is imperative that students and parents have a positive mindset. Parents need to be sure they will be comfortable seeing their children less frequently than if they were living at home and that they want their children to follow a structured programme where academic

achievement is balanced with the holistic development of their child. Additionally, parents need to understand and support the philosophy of boarding and be prepared to work together with the residential staff members of the boarding programme for the benefit of their child.

At what age should a child start boarding?This all depends on the parents and what age the school offers boarding from. The decision also involves what the parents want for their child as both junior and senior boarding programmes differ according to age. Senior boarding is more focused on independence and accountability while junior boarding develops the emotional and physical milestones.

How can students prepare themselves for a boarding school education? Students should have a daily regimen. They should practise getting up at the same time every day and make time for their studies every evening. A student should believe in the benefits of boarding before attending, this way there is a goal for the student to visualise. And, of course, be prepared to be part of a very big family!

THE BOARDING SCHOOL EXPERIENCE

What can students do to make the best of their boarding school experience?Dive right in. Take advantage of all the help available from experienced staff members from academics to sports. Put yourself out there. Chances are that other students are also shy and are just waiting for someone to speak out. Go on all the excursions and make friends. Being an international school, we have a diverse student body with dozens of different countries represented. A big part of the boarding experience is to learn from each other’s cultures, and embrace the opportunity to learn from others.

Are boarding schools in Malaysia inspected? How are boarding schools checked and regulated? Yes, boarding schools in Malaysia are inspected and regulated by their accrediting organisation. Currently, we are inspected and accredited by WASC (Western Association of Schools and Colleges). RAS is also part of EARCOS (The East Asia Regional Council of Schools), through which we have a sub-committee of schools that liaise with each other on best practices for boarding schools.

For more information, visit www.raffles-american-school.edu.my

Boarding at Raffles American SchoolAfter two years serving day students, Raffles American School identified a need to offer residential care to boarders from across the region. The goal was to offer a programme that linked academics, co-curricular activities and life skills; one that would ultimately help students to live, learn and play while attending school. The Raffles American School Boarding programme officially began in August 2017 with 15 boarding students and has grown to over 70 boarding students. For the upcoming 2019 - 2020 school year starting in August 2019 we expect the RAS Boarding programme to serve over 100 students.

The Raffles American School boarding programme includes two interlinked programmes: Junior Boarding, which serves students from 8-12 years of age and Senior Boarding, which serves students from 13-18 years of age. Both programmes offer weekly, termly and yearly boarding.

Christian Choyce, Director of Boarding at Raffles American School (RAS) in Johor, answers some questions on boarding.

ESSENTIAL INFOThis section provides important information on international schools in Malaysia. There is a map showing the location of all international schools in the country, and infographics on what to look for during school visits, steps to take for the application and enrolment process, school fees and scholarships. Learn about the different types of international schools in Malaysia and read important statistics.


Essential Information

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Fairview International SchoolGarden International SchoolGEMS International School Global Indian International SchoolGlobal Modern International School Greenview Islamic International School Havil International SchoolHELP International School Hibiscus International SchoolHighlands International Boarding SchoolHua Xia International School Idrissi International SchoolIGB International SchoolInspiros International School International Islamic School MalaysiaInternational Modern Arabic SchoolInternational School of Kuala Lumpur (ISKL)International School of KuantanThe International School @ ParkCity The International School of Penang (Uplands) Jesselton International School Kelantan International SchoolKinabalu International SchoolKing Henry VIII College Kingsgate International School Kingsley International SchoolKolej Tuanku Ja’afar Labuan International SchoolLodge International SchoolLycée Français Kuala Lumpur (French School of Kuala Lumpur) MAHSA International School Malacca Expatriate SchoolMarefat International School Marlborough College MalaysiaMatrix Global Schools MAZ International SchoolMelaka International SchoolMITstem International School Mont’ Kiara International SchoolMutiara International Grammar SchoolNexus International School Nilai International SchoolNobel International SchoolOakbridge International School Oakrich International School Oasis International School - Kuala LumpurOrbix International School Paragon Private & International School Pelita International SchoolPeninsula International School AustraliaPine Hills International School Prince of Wales Island International School R.E.A.L SchoolsRafflesia International & Private SchoolsRaffles American School Regent International School

Abedeen International SchoolAcmar International School AiU International SchoolAlnoor International SchoolAlice Smith School Asia Metropolitan International SchoolAsia Pacific SchoolsAustin Heights Private & International SchoolsAustralian International School Malaysia Baseerah International SchoolBeaconhouse SchoolsBorneo International School Brainy Bunch International SchoolBrighton International School The British International School of Kuala Lumpur Campus Rangers International SchoolCempaka SchoolsCharis International SchoolCity Harbour International School Crescendo-HELP International School Dalat International SchoolDwi Emas International SchoolEagles Grammar International SchoolEaton International SchoolEkhlass International Schoolelc International School Epsom College in MalaysiaEtonHouse International School MalaysiaExcelsior International School

Sayfol International School, Kuala Lumpur Sekolah Antarabangsa Matahari Seri Omega Private & International SchoolSeven Skies International SchoolShattuck-St Mary’s Forest City International School Spectrum International Islamic SchoolSri Ara International & Private School (Sri Ara Schools) Sri Bestari Schools Sri Dasmesh International SchoolSri Emas International SchoolSri KDU SchoolsSri Kuala Lumpur International SchoolSri Sempurna International SchoolSri Utama SchoolsSt. Christopher’s International Primary SchoolSt. John’s International SchoolSt. Joseph International School KuchingSt. Joseph’s Institution International School MalaysiaStella Maris International SchoolStonyhurst Penang International SchoolStraits International School Sunway International School Tanarata International SchoolTaylor’s International School Templer Park International School Tenby Schools Tunku Putra-HELP International School UCSI International SchoolUnited International SchoolUniWorld International SchoolUUM International SchoolUUM International School Melaka Victoria International SchoolVikas International SchoolVision International SchoolWadi Sofia SchoolsWesley Methodist Schools Westlake International SchoolWoodlands International SchoolZenith International School

INTERNATIONAL SCHOOLS IN MALAYSIA*

INTERNATIONAL SCHOOLS IN MALAYSIA*

35 - 394041 & 42434445 & 464748495051 & 5253545556 & 57585960616263646566676869707172

737475767778 & 7980818283848586878889909192939495 & 9697 - 99100 & 101102103 - 107

1234 & 56 & 78910

111213 & 1415161718

1920 & 21222324252627282930 & 31323334

108109110111112113 & 114115116117118119120121122 - 124125126127128129130131 & 132133 & 134135136 & 137138139 - 145146147 & 148149150151152153154155156157 - 162163164165

*Map shows approximate location. For the exact location of schools, please use the School Finder function on www.EducationDestinationMalaysia.com


Essential InformationEssential Information

MAP OF INTERNATIONAL SCHOOLS IN MALAYSIA

M A R L B O R O U G H C O L L E G E M A L A Y S I A

Discover the benefits of a Marlborough College Education

Visit: www.ma r l b o r o u g h c o l l e g e .my for details of our forthcoming Admissions events

Pupils are taught a British curriculum from British educators who know the value of heritage and tradition. For over175 years Marlborough College has been synonymous with a first-class British education. We are a co-educationalPreparatory and Senior School offering an outstanding education for pupils aged 3-18.

Located in 90 acres of South-East Asia

• Genuine expansion not a franchise• Non profit school• Excellent academic results

• Broad subject range• British independent day and boarding school• Full co-curricular programme within the school day

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Essential InformationEssential Information

The private and international education landscape in Malaysia has changed over the last decade with parents now having more options for an international school education for their children. There are over 150 schools that offer curricula other than the Malaysian curriculum and more schools are being added to this category each year. Each of these international schools is independently run and differs from one another in terms of background, curricula, ethos and learning environment.

Here are the various types of international schools that are available in Malaysia today.

Established International Schools for Expatriate Children Traditionally, international schools were established to meet the educational needs of children of expatriates working in Malaysia or in the region. These international

Education (GEMS International School Pearl City & GEMS International School Tropicana Metropark) and Kingsley EduGroup (Kingsley International School).

There is a wide range of such schools in Malaysia today. Some schools charge higher fees while others are more affordable. The ratio of local to expatriate teaching staff also varies from school to school. In addition, these schools differ in terms of facilities offered – some schools are only equipped with basic facilities while others have more extensive facilities. Some schools provide more options to students in terms of extracurricular activities, while others have a limited number of options.

British Boarding Schools A number of British boarding schools have established branches in Malaysia. These include Epsom College in Malaysia, Marlborough College Malaysia and King Henry VIII College (a sibling school of Christ College). King Henry VIII College opened in September 2018. Kolej Tuanku Ja’afar, which was established by the Negeri Sembilan royal family in 1991, offers a British boarding school inspired education for both local and expatriate students.

Many of these boarding schools have the option of day boarding, flexi-boarding and full-boarding to cater to each student’s needs. British boarding schools are known for their focus on academic excellence, top-notch school facilities and emphasis on extracurricular activities. A British boarding school education aims

schools include Alice Smith School, Garden International School, The International School of Penang (Uplands) and The International School of Kuala Lumpur (ISKL). These schools were considered international not only because they used curricula different from that in use in public schools in the country, but also because they represented a truly global community.

There were few Malaysian children enrolled in these schools in the early days as permission from the Ministry of Education was required then. Since the removal of the quota of local student enrolment in international schools in 2012, many more Malaysian students have gained entry into these established international schools. These schools continue to attract children of expatriates working in the country as well as local children.

to create independent students who are prepared to tackle the challenges of university life.

English-medium Private SchoolsThere has also been a rise in the number of English-medium private schools in Malaysia offering international curricula. Many of these schools started off by offering the Malaysian curriculum to local students. As the demand for international education grew, a number of private schools added an international curriculum option. Some private schools have also ceased offering the national curriculum altogether, focusing only on the international curriculum.

The popular curricula offered at these private schools are the British Curriculum and Cambridge Curriculum leading up to the International General Certificate of Secondary Education (IGCSE) examinations. Examples of these private schools are the Sri KDU Schools, Rafflesia International & Private Schools, R.E.A.L Schools, Acmar Schools and Asia Pacific Schools among others.

Mission Schools There are also a few mission schools in the country that have expanded into international education such as the Wesley Methodist School (International) and St. Joseph’s Institution International School Malaysia. Wesley Methodist School

Purpose-built New SchoolsIn recent years, many purpose-built international schools were established to meet the growing demand for international education in the country. Newly established purpose-built schools in the Klang Valley include Kingsgate International School and Oasis International School - Kuala Lumpur.

In addition, mega property developers such as the Sunway Group Malaysia have set up Sunway International School in Sunway City, Selangor, and Sunway Iskandar, Johor. Many international schools were also established by education groups such as Taylor’s Education Group (Australian International School Malaysia, Garden International School, Nexus International School and Taylor’s International School), HELP International Corporation (HELP International School), GEMS

Letitia Lim highlights the main differences between the various types of international schools available in Malaysia today.

TYPES OF INTERNATIONAL SCHOOLS IN MALAYSIA

(International) has branches in Ipoh, Kuala Lumpur and Penang, and St. Joseph’s Institution International School Malaysia is a brother school of St. Joseph’s Institution and SJI International in Singapore.

Private Learning Centres Offering International Curricula In the Klang Valley, there is a large number of privately run centres offering academic preparation for international qualifications such as the IGCSE. The curriculum at these centres commonly follows the British Curriculum and the Cambridge Curriculum. These centres differ from international schools in terms of fees, dress code, timetable and facilities, among others. Several of these centres have applied for an international school licence as well.

Parents are encouraged to do their research early and thoroughly before deciding on an international school for their child. When choosing a school they should take into account important factors such as location, fee structure and teaching credentials. As schools differ widely, it is important to visit schools and attend Open Days to get a more comprehensive picture of what a school has to offer. Parents can visit school facilities, classrooms and ask the school staff any questions they might have.

Describe yourself in three words.Independent, logical and thoughtful.

When did you start boarding? How long have you been a boarder?I started boarding in September 2017, so I’ve been boarding for slightly more than a year now.

What do you like most about boarding?You spend a lot of time with your housemates so this allows you to forge really strong bonds with them.

What do you like least about boarding? Having to leave my parents and my dogs back at home!

What do you miss most about not staying at home?All the food.

Describe yourself in three words.Ambitious, level-headed, kind.

When did you start boarding? How long have you been a boarder?I started boarding at the beginning of my final year of school and have been a boarder for six months.

What do you like most about boarding?Being a boarder has allowed me to take part in more co-curricular activities than ever before, without sacrificing any of my academic progress. In a week I am able to participate in musical activities such as Orchestra, sporting activities and even public speaking. Even more so I love the lifelong friendships you form with the girls in your Boarding house - each individual becomes like an extra sister.

What do you like least about boarding? The thing I like the least about boarding is occasionally there is a lack of quiet time as there are always so many activities going on.

Tell us your most memorable boarding school incident! Last year we had House Basketball right before the Christmas dinner so everyone was rushing to get ready after their games. Luckily Sixth Formers have their own bathroom so my friends and I did not have to rush to shower, but it was quite amusing to see the younger girls clamouring for a bathroom stall in the common shower!

What opportunities has boarding given you that you would not have had otherwise?Getting to know people in such a deep way throughout such a short period of time.

What do you miss most about not staying at home?The thing I miss the most when I am not at home is my family yet I miss them without feeling homesick as you have 40 other girls who are your extended family.

Tell us your most memorable boarding school incident! The most memorable boarding incident is a regular termly tradition where all of the boarding houses take part in the beagle hash. We all run through the jungle together in our house swipes with our friends and then eat supper all together afterwards.

What opportunities has boarding given you that you would not have had otherwise?Boarding has given me the opportunity to become a lot more independent and has also given me the opportunity to hold positions of leadership, which I have really enjoyed. Boarding has allowed me to get to know more people and learn so much about different cultures. It has also really helped me to pursue my sporting

Tan Jean Ling Malaysia18 years oldYear 13Epsom College in Malaysia

Alex Harkins England18 years oldYear 13Marlborough College Malaysia

Would you encourage other students to be boarders as well? Why?I would definitely encourage older students to board if possible because it prepares you very well for life at university especially if you’re going overseas to study.

What do you hope to do when you finish school? I hope to be working in healthcare and spending time to pursue my passions.

passions due to all of the extra sessions available and all the extra help.

Would you encourage other students to be boarders as well? Why?I would encourage other students to board as boarding has been crucial in the development of my confidence by allowing me to pursue my passions in a supportive and safe environment. I also think that Boarding is incredibly fun, you get to be together with your friends all the time and there is always an activity on offer so you are never bored. One thing I also believe is a huge benefit is the amount of pastoral support you receive, for example, help with academic work and university applications.

What do you hope to do when you finish school? Throughout my time at Marlborough I have developed a passion for sports science and I hope to go on to study Sports Science at Bath University in the UK and then to work as a sports physiologist.

“I would definitely encourage older students to board if possible because it prepares you very well

for life at university…”

“Boarding has given me the opportunity to become a lot more independent and has also given me the

opportunity to hold positions of leadership…”


Boarder ProfileBoarder Profile

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SUNGAI BULOH CAMPUS

CYBERJAYA CAMPUS



As of 11 March 2019, there are 151 international schools in Malaysia**. This is a 6% increase from the 141 international schools which was recorded on 21 March 2018.

This number is even more impressive when compared to the figures in 2009. Malaysia was reported to have a total of 51 international schools then*. This reflects a whopping 300% increase in the number of schools over the past decade. The number of schools started to catapult when the requirement of having a quota for local students in international schools was lifted in 2012. The number of schools increased by 30 (58%) in 2012

with 81 international schools.

Today the majority of international schools (56%) in the country are concentrated in the Klang Valley. Out of the 13 states in Malaysia, Perlis is the only one that does not have any international schools. Selangor is the state with the most international schools with 62 in total. The federal territory of Kuala Lumpur has 21 international schools and two schools are located in Putrajaya.

Johor, Penang and Negeri Sembilan are also popular hubs for international education. There are 18 schools in Johor, 11 in Penang and six in Negeri Sembilan. States with a low

number of international schools are Kedah (three schools), Kelantan (two schools) and Terengganu (one school).

In East Malaysia, Sarawak has six international schools and Sabah has five. Only one international school is located in the federal territory of Labuan.

It is quite evident that the growth in the international school market in Malaysia has shown no signs of slowing down, given the steady increase of schools since 2012. The number of international schools is expected to increase as several schools are slated to open in 2019 and 2020.

INTERNATIONAL SCHOOLS IN MALAYSIAThis article provides some updated statistics on the number of international schools in Malaysia.

* Figures obtained from the Performance Management & Delivery Unit (PEMANDU)** Ministry of Education website (https://smips.moe.gov.my/utama.cfm?cari=1). Accessed on 11 March 2019.

The Alice Smith School was the first British International schoolin Malaysia and remains a world leading,

not-for-profit educational foundation today.

Innovating in our Learning EnvironmentFrom our flexible spaces, rich in technology, to our state-of-the-art sports facilities,

Alice Smith School is purposefully designed to stimulate and engage your child.

Innovating in our TeachingBy providing a personalised learning experience, tailored to your child’s

individual needs and preferences, we find a way to bring out the very best in them.

Innovating for Your Child’s Success

To discover more, please contact our team.

Join Us

A History of Innovation

Scan tofind out more

THE ALICE SMITH SCHOOL (001923-A)

Primary Campus Tel: +603 2148 3674 Email: [email protected] Secondary Campus Tel: +603 9543 3688 Email: [email protected]

www.alice-smith.edu.my

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Preschool Education

PRESCHOOL EDUCATIONPreschool education is available in many international schools. This section provides an overview on the importance of an early years education and tips for choosing a preschool. There is also an infographic on the types of preschool curricula.

Subjects / Years TaughtYear 5 and Year 6 – all subjects!

How long have you been teaching?Four years.

Why did you become a teacher? I originally started by teaching English as a foreign language (TEFL). I loved working with children and teaching, but I wanted more variety of lesson topics and more time to really make a difference. I left my job in Hong Kong to gain my teaching certificate back in the UK.

Tell us about your own education journey.I decided to go into teaching in 2015, four years after I first graduated. I wanted to get stuck in straight away and so I applied and was accepted onto the Teach First Programme. Teach First is a social enterprise registered as a charity which aims to address educational disadvantage in England and Wales through placing graduates into

disadvantaged schools, alongside award-winning training. It is a tough route into teaching, but one that is incredibly rewarding, especially as I am passionate about social change.

What is the most memorable moment in your teaching career so far?My most memorable moment was taking a group of Year 6 students to London to attend the Royal Commonwealth Service. The Queen and Prince Harry were in attendance! It was such a wonderful day out and an incredible celebration of the Commonwealth.

What do you like most about teaching?I love seeing students make progress – ‘light bulb moments’ make it all worthwhile! It is an amazing feeling when your hard work begins to pay off and you see a change in children’s work and their attitude. I am a big fan

Martha Booth United KingdomKingsgate International School

of instilling a growth mindset in my class.

What is the best thing about teaching at your school? The best thing about my school is having the freedom to differ from textbooks, be it in writing, innovation, design or experiments.

Who or what inspires you? My colleagues inspire me! I love observing others and discussing lesson ideas with them. It is also great to share what went well – or not so well! Having great teachers around me inspire me to be better every day.

What is the one thing you wish all students would do?I would like all students to know that their best is always good enough. Everyone has different talents and skill sets, as long as you are trying your best then you should be proud of your achievements. “Comparison is the thief of joy”.

“I love seeing students make progress – ‘light bulb moments’ make it all worthwhile!”

Teacher Profile



Preschool EducationPreschool Education

between group projects and independent activities? Some children are visual learners while others prefer music and rhymes.

Teachers’ QualificationsEnquire about the minimum qualifications of the teaching staff and how much work experience they have. How often does the preschool train their teachers to keep them up-to-date with the teaching techniques?

SafetyBesides having a sufficient number of teachers to supervise children at all times, what other measures are in place at the preschool to ensure the safety of students?

With so many children getting picked up and dropped off, is there someone managing the school entrance at all times?

Check the security on the school grounds including the parking lots and stairways (e.g., swing and lock gates). Be sure to know what safety measures there are for field trips.

Physical ActivitiesResearch shows that regular exercise benefits children’s physical and cognitive development, from boosting their

Choosing a preschool for your child is one of the biggest decisions you will make during the early years. For many children, preschool is their first venture into formal education that leaves an important impact on the rest of their learning journey.

To help you choose a preschool that fits your needs and that of your child, here is a handy and comprehensive checklist that you may want to consider.

Parent-Centre CommunicationBoth you and your child will benefit greatly when there is honest and open communication between parents, teachers, and the principal – so do find out how the centre keeps parents updated on the latest happenings.

immune system to enhancing their mood and memory.

When deciding on the best preschool for your child, consider what physical activities, including outdoor play, are available, as well as their duration and frequency. Young children seem full of energy anyway, so choose a school that helps them burn some off.

Misbehaviour and DisciplineOther than asking both the principal and teachers how children’s misbehaviours are handled in class, be sure to observe a class in session and speak to parents of current students.

How do teachers deal with disagreements among pupils? What if hitting or biting occurs or if a child refuses to nap, or if someone throws a tantrum? How does the teacher intervene when conflicts arise?

While physical punishment is not allowed in preschools, ask for details on the forms of discipline that are used (e.g., time-outs).

FoodAs you tour preschools in Malaysia, ask for sample menus to get a sense of how healthy the

Find out the specific medium of parent-centre communication used for parents to stay informed about their children’s progress, daily school life, and important upcoming events.

Do they use a communications book, a WhatsApp group, newsletters, photo-sharing, or a class website?

Location and TransportationA preschool located near your home or workplace not only makes pick-up and drop-off easier, but also allows you to get to the centre faster if your child is ill or if other emergencies occur.

CurriculumWhat are your expectations for your child in preschool, and what

Justina Goh, Content Manager at Mindchamps Singapore, shares some helpful points on what to look out for when searching for the right preschool for your child.

diet is. Is there variety in the types of food offered, or do the children eat too much of the same things? Are fruits served?

Take note of how many meals the school provides and what the portion sizes are. Ask if there are any food allergy or diet restriction management policies.

Enrichment ProgrammesSome preschools in Malaysia offer enrichment classes outside of the regular curriculum.Even if you are not yet sure if you want to enrol your child in an enrichment class, take the extra step to ask if the preschool provides any options, as an enrichment class could broaden your child’s interests and boost creative, physical, and intellectual development. Perhaps, after your child starts school, you may discover that he or she enjoys dancing, so a ballet class might be suitable. If it comes to your attention that your child needs help with phonics, an English literacy enrichment class could help, so it is important that you familiarise yourself with what options the school provides in this area.

For more information on Mindchamps Preschool, please visit https://my.mindchamps.org

would you like your child to achieve intellectually, socially, physically, and emotionally during the early years of learning?

Have a clear idea of what kind of learning style you prefer (e.g., academic or play-based), and schedule a visit to the centres to check out the learning environment and see if the school’s curriculum meets your requirements.

If you prioritise academic training and achievement, a curriculum that offers mostly free play rather than structured lessons is probably not a good fit.

Conversely, if you value play-based learning, a preschool that assigns homework might seem too heavy-handed. Ultimately, the best preschool for your child should complement your priorities for your child’s learning.

Teaching MethodsAfter you find out more about the curriculum, ask what teaching methods are used. Every student learns differently, so you’ll want to make sure that the teaching techniques stimulate and meet your child’s individual needs.

Are some topics taught through hands-on activities, while others focus on watching demonstrations? Is there a balance

CHOOSING A PRESCHOOL


Preschool Education

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With the prevalence of artificial intelligence (AI) in our daily life, nurturing the right mindset in children to future-proof them is a crucial necessity.

A leader in premium early childhood education, MindChamps, which was inducted into Influential Brands®’ Hall of Fame for winning the Top Brand (Preschool Education) award, has anticipated this challenge. This has then led to a global movement to raise education standards by adapting the 3-Mind education model with an AI future in view.

According to Mr Brian Caswell, Dean of Research and Programme Development at MindChamps, the team takes a three-pronged approach to the 3 Minds.

The Champion Mind At focus of The Champion Mind is to ensure that each student takes pride in his or her own work. “We want them to develop a love for learning,” Mr Caswell says, adding that MindChamps facilitates this by encouraging the ability to innovate, and getting children to use the information in creative and original ways so they can discover their potential and use it to their best ability. The Learning Mind In order to get children to love learning and be engaged, Mr Caswell believes that the focus should be on life skills as opposed to just being prepared for school.

He says: “With our Learning Mind approach, we are developing children who are resilient, flexible and adaptable learners. They will be able to adapt to a changing environment moving forward.

“AI is taking away jobs today, so many of them may not exist for our children when it is time for them to enter the workforce. We teach them to strategise and manage AI, so they can create jobs instead of being rendered obsolete.” The Creative Mind With this approach, MindChamps places huge emphasis on exposing its students to a wide range of interests such as language, theatre and cooking.

Mr Caswell explains: “We want the students to be creative, and think out of the box when engaging in activities. They should not just be recipients of data, regurgitating it when necessary.

“Our belief is that someone who has gone through the MindChamps education model will be well-positioned to remain relevant in an AI-dominated world.”

EDUCATING FOR THE FUTUREHow MindChamps’ 3 Minds education model nurtures

skills in its children for the future


Preschool EducationPreschool Education

Parents/Carers are the first and biggest influencers of all children. This role continues throughout a child’s life especially with education. Education of our children begins from the moment they are born; some would suggest even before then. The development and growth of a child is influenced by both internal and external factors. We cannot control the genetic and hereditary aspects of a child’s life but we have a great impact on their health, learning and social development. The influence of family, environment and culture moulds a child’s social and interpersonal skills along with their learning process.

Why Choose Preschool Education?Rapid brain development happens early on in life. A three-year-old toddler’s brain is twice as active as an adult’s, making him especially susceptible to

experiences that might alter his future. Enrolling in preschool is one way of capturing the benefits of a child’s exposure to new experience. Promoting the skills that encourage secure emotional attachment and developing cognitive, social and behavioural skills at an early stage have been shown to improve learning ability. The need to work means parents do not have the luxury of staying at home. Without having anyone at home able to provide the stimulating environment that can encourage progression, a child’s vocabulary skills can often be at a disadvantage along with his ability to show empathy, self-control, social and emotional awareness.

Technology has a huge impact on how we live our lives. I was struck by this quote from a recent business article regarding a children’s toy. “Two generations: parents and youngsters. One is tech-obsessed, with a short

attention span, who finds it difficult to talk about their emotions. The other is their children” (BBC News 2019). Today’s children are less exposed to facial interaction and communication with parents than ever before. The toy industry is finding a new boom in products that promote mindfulness and the expression of emotions.

This is where preschool education can be an essential bridge for parents to continue building on the foundations from home, to further expand their child’s social relationships and introduce them to a different environment where they can feel safe, be happy and have fun discovering and exploring new activities. It offers children choices while providing them with stability and allowing them to learn at a stable pace. Research from the National Association of State Boards of Education (NASBE in California) shows that Pre-kindergarten plays an important role in the success of future higher educational goals. There is also support to show that individuals and societies greatly benefit both socially and economically when children have attended early childhood education.

How to Choose a PreschoolParents have aspirations for their children that will guide their choices in selecting a preschool. It is important for parents to remember that the skills they required as a child are not always the ones that the new generation requires. When choosing a preschool, I would always advise visiting the school when there are children in the school. This gives you an idea of how the school is run and you get a feel for the school’s atmosphere. You can see the teachers at work and see how engaged and happy the children are in class. Look out for any upcoming Open Days. Find out about the teacher’s experience and their qualifications. Aside from being patient and caring, teachers should be flexible in adapting to new ways of how students learn in the classroom. As such, they are required to be lifelong learners which means continuously updating their skills and knowledge. Most schools offer free trial classes and this is a good way to get an idea of what is being offered before making any commitment. Remember it will take some time for the child to adapt.

The CurriculumIn Malaysia there is a vast choice of private preschools offering different styles of teaching to choose from. Look for a curriculum that suits your child’s needs. In a recent TED talk on the Revolution of Education, Sir Ken Robinson recalls seeing a sign in the USA declaring Kindergarten is the first step to University. He was frustrated that a child’s life was mapped out by the age of three. When I have enquiries about my school, I will ask parents what they want for their child from the school. Some parents will come showing projections for their children’s future talking about university, forgetting to concentrate on the current needs of their child. Putting pressure on a child so early is counter-productive. Look for a preschool that provides a holistic approach and is enthusiastic about developing a young child’s mind, and supporting children to become well-rounded, empathetic, excited learners who can begin to self-regulate their behaviour and emotions and engage with their peers. Play is also an extremely important part of learning.

Find a nursery which focuses on Cognitive Development encouraging the child’s ability to think and understand, and through hands-on experiences, role play, free play and discussions, allowing the child to connect their experiences to home. Emphasising the use of

physical motor skills and senses and understanding emotions help the child to investigate their world and develop cognitive understanding. With this combination of a stimulating environment and opportunities for social interaction, you should see a continual progress in social skills development. For us at Beaconhouse Newlands Early Years, this ethos continues throughout the learning path right through Reception and Kindergarten. Through interdisciplinary learning, children will be able to see connections between what they are learning.

Recent ChangesOver the last two years in Malaysia, there has been an increased interest from parents wanting to send their children to preschool at an earlier age. As research has drawn attention to the benefits of appropriate stimulation for early years, there is a need for quality care for children from the age of 18 months. There are more schools opening and growing to support this demand and need.

For more information, visit www.beaconhouse.edu.my

Kelly Robb, Head of School for Beaconhouse Newlands Early Years, Bangsar, explains the importance of an early years education.

THE IMPORTANCE OF AN EARLY YEARS EDUCATION

TYPES OF CURRICULAInternational schools in Malaysia offer a wide array of English-medium curricula for primary, secondary and pre-university education. Students pursuing these programmes may choose to continue their studies overseas. The information provided here will help you decide which curriculum is most suited to your child’s needs.


Types of Curricula

The International Primary Curriculum (IPC) is the world’s leading primary curriculum for children

aged 5 - 11 years old.

It is a comprehensive, thematic, creative curriculum, with a clear process of learning

and specific learning goals for every subject.

The International Early Years Curriculum (IEYC) recognises global best practice in early childhood education and was designed with the developmental needs of 2-5+ year olds in mind.

It supports learning through holistic enquiry and play-based approaches.

The International Middle Years Curriculum (IMYC) is specifically designed around the needs of the maturing adolescent brain.

It inspires students during a time when many, overwhelmed by the transition from primary to secondary education, can become disengaged in their learning.

Contact us here to find out more https://fieldworkeducation.com

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Types of CurriculaTypes of Curricula

Whether at a school in the United States or at an international school with an American curriculum, there are commonalities that guide instruction: U.S. standards as well as a holistic and personalised learning approach. Classes are rooted in content that aligns with standards, such as the Common Core State Standards or the AERO Common Core Plus Standards for American international schools. Standards hold schools accountable to challenge students academically, encourage them to think critically and demonstrate creativity, and, ultimately, make sure the students are well-prepared to attend top universities.

Another important aspect of the American curriculum is a holistic approach. By focusing on educating the whole child, teachers ensure that the child’s intellectual needs are met while also providing opportunities for social development, promoting students’ physical health, and investing into students’ moral growth.

However, all children are different and don’t learn the same way. Therefore, the American curriculum also

values a personalised learning approach. In class, teachers strive to differentiate and scaffold instruction; electives and after-school activities allow students to pursue subjects that pique their interests and talents.

Overall School Structure Typically, the academic year at American schools is broken down into two semesters, each consisting of two quarters; formal reports are distributed quarterly, and credits are earned each semester. Students in the US curriculum typically spend 13 years of study from pre-Kindergarten to 12th grade. At all levels, English language arts, math, science, and social studies are core subjects. In addition, as part of having a holistic approach, schools provide opportunities for students to take classes in visual and performing arts, foreign languages, physical education, and technology.

Elementary School Students who are around age four to 11 are in Kindergarten through 5th grade. These years are designed for the youngest students to build a strong foundation in knowledge, critical thinking skills, and leadership ability.

Middle School Students who are typically aged 11 to 14 are in 6th to 8th grade. These three vital years, 6th to 8th grade, equip students as they prepare for high school. Developed specifically for young adolescents, middle school builds on students’ content knowledge and social skills.

High School Students who are about age 14 to 18 are in 9th to 12th grade. Students work to complete a certain number of credits (based on the school’s requirements) to earn a high school diploma and to be prepared for universities in English-speaking countries around the world.

Assessment and EvaluationAnother aspect that sets American education apart is how students are graded in classes. Assessments that observe student progress daily are most valuable for determining students’ understanding. In a single week, teachers monitor student learning in a variety of informal, low-pressure ways such as class discussions, group work, graphic organisers, writing assignments, peer assessments, quizzes, reflections, and projects. These assessments allow teachers to quickly realise when students understand or are struggling. These assessments also are used to create a learning portfolio which encourages students to reflect on their strengths and weaknesses. In fact, portfolios can even help students get into elite universities since many are adopting a holistic admissions process to include a portfolio. Finally, since it is typical to have online access to grades for all assessments in an American school, parents also have a complete picture of how their children are doing at any point during the school year.

Pathway to University After completing all required credits, students earn an American diploma that can take them to leading universities around the world. Students aren’t alone in their journey to get a diploma. Throughout high school, students have access to academic advising and university counselling. These counsellors help students in their application to universities and assist with organising testing for the PSAT, SAT, ACT – assessments that measure the knowledge and skills that students learn in high school and need for academic success at university. American schools also often offer Advanced Placement (AP) courses to provide students with university-level academic courses that give them an advantage when applying to universities around the world.

A Culture of Sports and Activities While academics are important, American schools also offer all students the chance to participate in a variety of sports and activities that pique their interests, develop skills, and extend learning beyond the classroom walls. As part of a

holistic approach, sports and activities create opportunities for social and physical growth, so all students can become more well-rounded and better prepared for success in the future.

Through visual and performing art activities, like music and drama, students have the opportunity to express themselves through various artistic media.

Why Choose the American Curriculum? The American curriculum offers a full package to help every student become an educated, well-rounded graduate ready for university. It is integral to have a curriculum that is aligned to standards and to have certified teachers who are trained in content, and who are able to incorporate the standards into instruction, to personalise instruction to best meet all students’ needs, and to design a diverse range of assessments that show students’ progress. Equally important is having a holistic approach through the implementation of courses, sports, and activities that nurture the whole child. Choosing a school with the American curriculum allows children to explore various interests, acquire critical thinking skills, and gain the confidence needed to move forward in our ever-changing world!

Sarah Anderson, Director of Curriculum, and Dr. Jessica Hale, Director of Learning and Innovation, from Oasis International School - Kuala Lumpur, present an overview of the American Curriculum.

THE AMERICANCURRICULUM

SarahAnderson

Dr. JessicaHale

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The Australian Curriculum is a rigorous and holistic programme of study for students from Foundation to Year 10 who then go on to complete the New South Wales Higher School Certificate (HSC). The broad curriculum provides students with opportunities to explore their areas of interest and expertise, extend their knowledge and understanding, and excel in an internationally-recognised Senior Certificate. The HSC provides direct pathways to universities in Australia, the United Kingdom, the United States, Canada, New Zealand and other countries around the world.

The Australian Curriculum allows students the freedom to think, to challenge, to do.

Core Values of the Curriculum A significant feature of the Australian Curriculum is that students are given opportunities to be assessed in a range of ways other than solely by external examinations. Assessment has two components: 50% of the overall grade comes from a final examination set and marked in Australia, and the other 50% comes from school-based assignments, examinations and projects. This caters for all students enabling them to improve their grades and opening

up a greater range of international tertiary pathways.

A second major component relates to the number of subjects that a student can study in the final two years of senior schooling. Universities have commended the HSC curriculum for ensuring that students demonstrate skills and capabilities across at least five subjects and, most commonly six subjects, in the lead up to their first tertiary placement.

Students pursuing the HSC can opt to explore several areas or, alternatively, gain greater breadth in their preferred area of interest. For example, a student can take Biology, Chemistry, Mathematics, English, Legal Studies and Economics thus leaving open a range of university course options, such as Medicine and Law, which have prerequisite subjects as admission requirements. Alternatively, a student may elect to study Biology, Physics, Chemistry, Mathematics, Mathematics Extension and English which could lead to

Medicine, Engineering, Science, Accounting and other courses.

Distinguishing Features of this CurriculumAustralia has developed a flexible yet challenging curriculum that meets the needs of a mobile and globally focused, multicultural community. It has been designed to be accessible to all students. Opportunities exist for gifted students to excel and explore subjects of interest through research and independent learning programmes.

The Australian Curriculum assumes that:• each student can learn, and that

the needs of every student are important;

• each student is entitled to knowledge, understanding and skills that provide a foundation

for successful and lifelong learning;

• high expectations should be set for each student; the needs and interests of students will vary, and that the curriculum will be adapted in ways that respond to those needs and interests.

Students who have experienced the Australian Curriculum as well as one from another country, comment that the Australian Curriculum suits all styles of learners and really prepares them to be tertiary and life ready. They talk about the subject content as well as the embedded skills development of General Capabilities, Cross-curriculum Priorities and the way that teachers allow students to independently research and work in different ways within the classrooms.

Structure of the Australian Curriculum The Australian Curriculum has been designed to improve learning outcomes for a diverse population of students. It not only details content and achievement standards for a broad range of subjects, it also embeds in these subjects a range of learning experiences in seven General Capabilities (see diagram below) and three cross-curriculum priorities that are identified as essential for effective functioning in a global context in the 21st century.

It is the embedding of the General Capabilities and Cross-curriculum Priorities, and the facilitation within the curriculum for differentiation of teaching to individual students and cohorts of students that sets the Australian Curriculum apart from other curricula currently offered across the world. This holistic curriculum has the flexibility to cater for

the individual learning needs, strengths, interests and goals of students of all abilities.

The Cross-curriculum Priorities of understanding indigenous histories and cultures, the engagement between Australia and Asia, and sustainability, provide a real-life focus for making connections between the content learned in a range of subjects. It also offers the

opportunity to think and discuss across subject areas rather than just focus on a single subject area.

Students Most Likely to Benefit from this Curriculum? The Australian Curriculum is accessible and suitable to all students for the reasons outlined earlier. In essence, the Australian Curriculum is as much about preparing each child to be a competent and well-functioning and communicating adult as it is about preparing them to take their place in tertiary study or in the workplace. That is, the learning experiences in each subject at each year level not only develop skills for higher learning, they also foster the development of life skills, behaviours and dispositions that will assist the students to navigate a complex and dynamic world.

The success of the Australian Curriculum comes from teachers being able to cater for individual students in a diverse student population who live in distinctive and diverse locations. This is achieved through the flexibility built into the well-resourced, online curriculum and through the interlinked dimensions of Learning Areas, General Capabilities and Cross-curriculum Priorities. This flexibility allows students of all abilities, including those with special needs and gifts, to have the benefit of rigorous, robust and relevant learning opportunities that will allow each of them to be challenged, engaged and well-prepared for adult life in a dynamic and regularly changing world.

For more information, visit www.aism.edu.my

Tim Waley, Principal of the Australian International School Malaysia (AISM), provides an overview of the Australian curriculum.

THE AUSTRALIAN CURRICULUM

The Australian Curriculum’s Seven General Capabilities



British education has achieved a worldwide reputation for quality and is recognised and respected around the world. What makes a British curriculum education so popular internationally and why is it such a good fit for a child’s education?

With a significant and increasing number of British curriculum schools worldwide, certainly one of the huge benefits is its transferability. Students are able to move seamlessly from country to country or back to the UK and this appeals to families who live and work abroad. In addition, the formal qualifications students receive after completing

examinations at age 16 and above are well-known internationally and provide a smooth pathway to higher education.

The Benefits of a British CurriculumCommonly referred to as the UK curriculum, the National Curriculum is a broad and balanced curriculum framework inclusive of all the major subjects in the arts, sciences and humanities. This wide and diverse scope for learning is coupled with a systematic and rigorous approach for keeping track of progress and encouraging achievement, all the way from primary school to university level.

The British curriculum has been designed to give students, parents and teachers a clear overview of a child’s progress with their learning at every educational stage, helping them to identify, work towards and achieve their academic goals. It can be adapted to meet the needs of all students through differentiated teaching and learning activities, whatever their interests or ability.

The Key Stages of the CurriculumThe curriculum is divided into Foundation Stage (ages three to five), Primary Education (ages five to 11) and Secondary Education (ages 11 to 18) leading most typically to A Level qualifications. Through each Key Stage, progress is monitored and assessed informally and formally, with individual teacher assessments moderated against the National Curriculum Attainment Targets for all subjects.

In Key Stage Four, students follow the (International) General Certificate of Secondary Education (I)GCSE programmes, taking formal examinations set by Examination Boards such as Cambridge International Examinations (CIE) or Pearson Edexcel.

Students typically take courses in the core subject groups

of mathematics, science, English language and literature, humanities and modern foreign language, but have other options too. They are awarded certificates from the examination boards for the subjects that they successfully complete.

Students then take the A Level exams at the end of Key Stage Five (Years 12 and 13), often referred to as Lower and Upper Sixth Form respectively. A Level courses allow students to pursue subjects in which they excel in greater depth, and focus on the knowledge, skills and understanding that will be required in their chosen career.

A Well-Rounded EducationThe benefits of a British curriculum education extend well beyond academic rigour and achievement. Learning through the formal curriculum is essential, but not enough in itself for a well-rounded education. It is also well-known for focusing on the development of the whole child, their character and personality and their social and emotional welfare.

Experiences that enhance a child’s growth and personal development

through planned wider learning and the co-curricular elements add immense value to their educational journey. Young people need to develop their potential to explore and discover the world around them, to think for themselves and form opinions, to relate to others, to develop their bodies through sport and physical education, and to gain experience in assuming responsibility.

A British curriculum education encourages students to learn by debating, discussing, questioning and problem-solving and developing their higher order analytical skills. Mastery of subject matter is liberated by independent thought and brought to life through self-confidence, collaboration and creative thinking. Ultimately, it is a curriculum designed to help young people flourish academically and personally with an appropriate skill set to meet the challenges of a changing world.

One of the most essential life skills is developing an understanding of, and a respect for others. This is embraced through nurturing and fostering respect for one another within both a school’s immediate community and beyond this to

the wider community. Children are encouraged to celebrate and respect other people’s beliefs, opinions, and customs. In many schools, this responsibility towards others extends to outreach and charity work.

Accountability Through Quality Assurance MechanismsSchools offering a British curriculum education internationally vary widely in their structure and quality, and may or may not be subject to local government oversight. For those schools wishing to distinguish themselves as being of particular quality, there are a number of membership, compliance and accreditation processes that can be sought. These report on their performance against quality standards.

High quality education internationally is provided by member organisations that ensure accountability through their own quality assurance mechanisms. These organisations include the Council of British International Schools (COBIS), Federation of British Schools in Asia (FOBISIA), British Schools in the Middle East (BSME), the National Association of British Schools in Spain (NABSS) and the Council of International Schools (CIS).

The growth in the number of British Schools worldwide shows the continuing popularity of a British education internationally and British-style schools continue to exert a powerful pull across the globe.

For more information, visit www.alice-smith.edu.my

Roger Schultz, Head of School from The Alice Smith School, explains how a British education prepares students for an international future.

THE BRITISH CURRICULUM



When planning an international education for your child, you will be judging potential schools on a range of criteria, including ethos, vision, location and facilities. But perhaps most important of all is the quality of the teaching programmes used by the school, and the international reputation of the qualifications your child will be seeking to acquire.

Cambridge PathwayIn Malaysia, we work closely with over 150 schools to help deliver the best possible education to students. Our Cambridge Pathway gives students a clear path for educational success from age five to 19, from Cambridge Primary to Cambridge International AS & A Level. Schools can shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer them. It helps students develop deep subject knowledge, conceptual understanding and higher order thinking skills. At every stage, we also offer Cambridge Global Perspectives®, a unique, transformational programme that helps students develop outstanding skills, including critical thinking, research and collaboration.

The four stages of the Cambridge Pathway lead seamlessly from primary to secondary and pre-university years. Each stage builds on the learners’ development from the previous one, but can also be offered separately. We give schools flexibility so they can build a curriculum to match the needs of each student.

Cambridge Primary is typically for students aged five to 11 years and is taught in over 1,300 schools worldwide. The programme starts learners on an exciting educational journey, setting out what they should be able to do at each stage of their primary education.

Cambridge Lower Secondary, typically for learners aged 11 to 14, starts the educational journey

through secondary education and prepares students for Cambridge Upper Secondary. It offers a curriculum that schools can shape around how they want their students to learn and develops young learners who are confident, responsible, reflective, innovative and engaged.

Cambridge IGCSE inspires students to love learning, helping them discover new abilities and a wider world. It’s the world’s most popular international qualification for 14 to 16 year olds, although it can be taken by students of other ages. Taught by schools in 146 countries, it offers 70 subjects to choose from, with each course designed to build core knowledge and develop the creative thinking and problem-solving skills so valued by universities and employers.

For students aged 16 to 19, Cambridge International AS & A Level are ideal preparation for university, higher education and the world of work. They develop a deep subject understanding (with 55 courses available) together with independent learning and constructive thinking skills – abilities which, again, are highly valued, particularly by universities worldwide. Cambridge International AS & A Level are taught in 134 countries, with over 500,000 subject entries per year.

An International EducationEvery year, nearly a million Cambridge learners from 10,000 schools in 160 countries prepare for their future with an education from Cambridge International.

Our worldwide network also offers significant practical advantages in the context of international education, where students and families can be highly mobile. For example, if a student transfers to another Cambridge school – anywhere in the world – they can work towards the same Cambridge qualifications, making the

transition process straightforward and minimising disruption to educational progress. We also deliver an internationally relevant education – culturally sensitive to the locale in which it is taught, but which also takes an international perspective and which sets a global standard of excellence.

Ready for UniversityLast but not least, when considering an international education for your child, it is never too early to think about routes from school into higher education, and to assess the real value of the qualifications offered by a school. Cambridge IGCSEs and International AS & A Level have global recognition and value.

Every year, learners use Cambridge International AS & A Level to gain places at leading universities worldwide including in the UK, Ireland, USA, Canada, Australia, New Zealand, Malaysia, China, India, Singapore, Egypt, South Africa, The Netherlands, Germany and Spain. All UK universities accept Cambridge International AS & A Level, and they are formally accepted by over 600 US universities, including all

of the ‘Ivy League’ universities. In some places, such as the US and Canada, good grades can equal one full year of university course credit. You can find a database of universities that accept Cambridge qualifications on our website at www.cambridgeinternational.org/recognitionsearch

In a recent survey of admissions staff from 130 universities –including UK Russell Group and US Ivy League universities – 98 percent regarded Cambridge qualifications as excellent preparation for university, helping students to succeed once they have achieved a place. As one US university admissions officer commented: ‘Cambridge students are strong in critical thinking and writing, have a broad base of intellectual knowledge and are intellectually curious.’

If you would like to learn more about how the Cambridge Pathway could benefit your child, and to find your nearest Cambridge school, visit www.cambridgeinternational.org

Dr Ben Schmidt, Regional Director of Southeast Asia & Pacific, Cambridge Assessment International Education, gives an overview of the Cambridge International Curriculum.

THE CAMBRIDGE INTERNATIONAL CURRICULUM

Families celebrating the results of the Outstanding Cambridge Learner Awards November 2018


Education ready.University ready.Work ready.Ready for the world.

Stand out from the crowd with the new Cambridge International Project Qualification (Cambridge IPQ), suitable for students aged 16-19 years and designed to develop the type of study skills needed to succeed at university.

To learn more, visit cambridgeinternational.org/ipq

IPQ Advert Apr19.indd 1 09/04/2019 13:46

In a digital age of short reads and instant communication, the task of writing an extended essay at university can be daunting. To help your child make a successful step up to university, it’s a good idea to give them experience of extended learning before they leave school, especially on a topic that interests them.

The Cambridge International Project Qualification (Cambridge IPQ) is a way to gain that experience. It is part of the Cambridge Advanced programme of study. Students undertake independent research on a topic of their choice, analyse then evaluate and synthesise their findings into a 5,000-word report. This encourages intellectual curiosity and develops analytical investigation techniques, in preparation for university study.

Some of the topics that students chose to research in our two-year pilot study included: ‘How far should governments control access to the internet?’; ‘Has traditional marketing become obsolete in an age of social

media?; and: ‘Is a vegetarian diet good for human health?’.

By tackling topics like this while still at school, your child can demonstrate their passion for a subject and their study skills.

As you would expect, the most prestigious universities look for students with the potential to shine. The Cambridge IPQ can help your child stand out from the crowd.

“Higher probability of achieving a good degree”Recent research by Cambridge Assessment researcher Tim Gill has found a link between undertaking extended project-type qualifications and potential for degree success.

In his investigation, Tim looked at different qualifications, and sought to discover which, if any, better prepares students for university study.

Gill wrote that his results “suggest that the skills learnt in undertaking a significant project over a long period of time (e.g. planning, research, analysis) may prepare students better for university than subject-based courses only.”

In earlier research with Carmen Vidal Rodeiro in 2014, Gill similarly found: “For two students with

the same A Level performance the one with the extended project qualification had a higher probability of achieving a good degree”.

Benefits of Independent LearningHaving the freedom to choose their own topic means that your child can follow their own interests and discover more about a subject they might want to study at a higher level. The subsequent tasks – devising and developing a research question, conducting research to answer this question, recording progress in a research log and writing an extended essay-style report – help them to develop a skill set that will prove invaluable in the long term.

The Cambridge IPQ offers the added benefit of being externally marked by trained examiners at Cambridge International. This assessment approach is unique for extended projects – which are normally only moderated by exam boards – and means you can be sure your child’s project has been marked to a consistent and international standard.

Find out moreThe Cambridge IPQ is a stand-alone qualification that can be taken alongside Cambridge International AS & A Levels.

To learn more, talk to your local Cambridge school or visit www.cambridgeinternational.org/ipq

INVESTIGATE TO STAND OUT FROM THE CROWD



Pioneering a movement of international education since 1968, the International Baccalaureate (IB) is a non-profit foundation that offers four high quality and challenging educational programmes to students aged three to 19 years old. The four programmes focus on teaching students to think critically and independently, and how to inquire with care and logic. An IB education also prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they’ve left school. The organisation is supported by IB teachers and coordinators who develop and promote the IB curricula in almost 5,000 schools globally every day, in more than 150 countries around the world.

The IB Primary Years Programme (PYP), for students aged three to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.

The IB Middle Years Programme (MYP), for students aged 11 to 16, provides a framework

of academic challenges that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The IB Diploma Programme (DP), for students aged 16 to 19, is an academically challenging and balanced programme of education with final examinations that prepares students for success at university and beyond.

The IB Career-related Programme (CP), for students aged 16 to 19, incorporates the vision and educational principles of the IB programmes into a unique offering specifically designed for students who wish to engage in career-related learning.IB Programmes are available to students in a wide variety of schools and from a range of cultural, ethnic and socio-economic backgrounds. IB World Schools form a worldwide community in which there is no such thing as a ‘typical’ school.

IB World Schools: • share the mission and

commitment of the IB to quality, international education

• play an active and supporting role in the worldwide community of IB World Schools

• share their knowledge and experience in the development of IB programmes

• are committed to the professional development of teachers

What is an International Baccalaureate (IB) Education? An IB education is unique because of its rigorous academic and personal standards. IB programmes challenge students aged three to 19 to excel not only in their studies but also in their personal growth.

We aspire to help schools develop well-rounded students, who respond to challenges with optimism and openness, are confident in their own identities, make ethical decisions, join others in celebrating our common humanity and apply what they learn in real-world, complex and unpredictable situations.

Our vision is to offer all students an IB education that: • focuses on learners – our

student-centred programmes promote healthy relationships, ethical responsibility, and personal challenges

• develops effective approaches to teaching and learning – our programmes help students to

develop the attitudes and skills they need for both academic and personal success

• works within global contexts – our programmes increase understanding of languages and cultures and explore globally significant ideas and issues

• explores significant content – our programmes offer a curriculum that is broad and balanced, conceptual and connected.

Informed by values described in the IB Learner Profile, IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.

IB Professional Development Educators, school leaders and administrators are offered continuous support through plentiful IB professional development workshops and

Stefanie Leong, Head of Development and Recognition, Asia Pacific, for International Baccalaureate (IB) presents an overview of the IB programmes.

THE IB CURRICULUM

services. Development of a worldwide teaching and learning community committed to lifelong learning is an IB priority.

Each IB Global Centre presents a comprehensive calendar of workshops, webinars and conferences to help teachers and schools better understand and deliver our four IB programmes. Through this broad array of resources, IB educators are continuously challenged to reflect on and improve their teaching practices.

IB Recognition The IB works with the higher education community to ensure IB students get the recognition they have earned, as well as to examine and further develop our programmes to make sure we continue to offer the best preparation for university studies and life beyond.

IB students undertake one of the most challenging education programmes available to them. They are ambitious, and well prepared for success – in further study, and in life beyond. By studying the IB, students

develop core skills for success at university.

Through our programmes, students develop: • an understanding of and

appreciation for research• presentation and

communication skills • critical thinking skills • report writing skills • an international mindset and

cultural understanding • time management skills.

A number of online resources focusing on recognition of IB programmes are available in our website. These include information about IB programmes, research and evidence into the effectiveness of IB programmes, support in policy development, and information on where and how the IB is recognised around the world. The purpose is to increase understanding of the IB’s aims and the unique aspects of each of its programmes, their assessment and the way they prepare students for further education.

For more information, please visit www.ibo.org



According to the British Council, the International General Certificate of Secondary Education or IGCSE is the world’s most popular internationally recognised qualification for students aged 14 to 16 years old. With Malaysia topping the ASEAN standings by having over 70,000 students enrolled in English-speaking international schools, it is therefore not surprising that an estimated 10,000 students will sit for IGCSE exams in Malaysia every year. Thanks to their popularity and reputation for rigour, IGCSE qualifications are very highly regarded worldwide and consequently recognised as an ideal stepping-stone to A Level courses, the International Baccalaureate (IB) Programme and most other major pre-university syllabuses including

the American, Australian and Canadian curricula.

IGCSEs have been around for over 25 years and are based on the GCSE or old O Level qualifications from the UK. In Malaysia, there are now three main exam boards offering IGCSEs or very similar qualifications. They are Cambridge Assessment International Education, Pearson Edexcel and Oxford International AQA. International schools which run IGCSE tend to choose the exam board which best meets their needs and the needs of their students.

How Long are IGCSE Courses and When Would Students Take the Exams?IGCSEs are designed to be a two-

year programme which students prepare for during Years 10 and 11 when they are between 14 and 16 years of age. However, some schools choose to run courses which are accelerated and run over one year to 18 months. Exam boards usually offer two exam sessions or seasons per year, so that schools can choose the exam seasons that best suit the calendar they follow. Generally, schools which start their academic year in September run IGCSE exams in May and June, whilst those starting in January organise their exams during October and November.

How are IGCSE Courses Assessed and Graded?Depending on the subject, assessment usually involves one or two final written exams, whilst

English, the Languages and Music exams can also include oral and listening tests. Subjects such as Science, Design and Technology and Art & Design often involve practical and written exams as well as coursework elements. Currently, Cambridge IGCSEs are graded using the familiar A* to G system, with a C Grade or higher considered to represent a “good pass”. However, the Pearson Edexcel and Oxford International AQA exam boards have recently changed to grading their International GCSEs using a 9 to 1 number system with Grade 9 being considered higher than an A*, whilst Grade 4 is equivalent to a C Grade.

When Do Students Choose Their IGCSE Subjects and How Many Subjects is Typical?Students in international schools following the British system tend to choose their IGCSE subjects during Year 9 when they are aged 13 or 14 years old. Schools will normally organise meetings with students and their parents and offer them advice and guidance on choosing the best subject combinations for each individual student. It is also advisable for them to meet with the IGCSE teachers of each subject who can give specific and detailed

information and can advise whether the subject is suitable for the student. In total, there are more than 70 different IGCSE subjects, but subjects available will vary depending on the school, country and the exam board. Normally, schools require some subjects such as English, Maths and Science to be compulsory and then give students the opportunity to choose from a range of optional subjects based on their interests, strengths and career aspirations. Most IGCSE students choose to study between eight and 10 subjects and they will usually spend three to five hours per week working at school and home for each subject.

How Do Students Achieve IGCSE Success? In order for students to do well and achieve the best grades in their IGCSE subjects, there is a large amount of content knowledge that needs to be learnt and recalled during exams. It is also advisable for students to do extra independent study, reading and research in addition to the work they cover in class. In recent years, IGCSE courses and exams have increasingly included elements focusing on key transferable skills and have encouraged students to demonstrate deeper

understanding by applying their knowledge to unfamiliar scenarios. Exam boards regularly update the IGCSE syllabuses to keep the subject content relevant and applicable to their diverse range of international students. Students should take responsibility for their own learning by regularly referring to the latest syllabus specifications and the learner guides available.

Why Should Parents Choose the IGCSEs for Their Children?Due to the range of subjects available and the variety of combinations possible, studying for IGCSEs is suitable for all students. Parents can also be reassured that the exam boards invest heavily in supporting schools and training teachers to ensure students have the best possible chance of achieving their fullest potential. As IGCSEs have been running for over 25 years, there is also a wealth of learning resources available including many years’ worth of past exam papers and mark schemes which students can use as part of their exam preparation. In choosing a school which offers IGCSEs, parents can be confident that their children will be studying for qualifications that will be challenging, meaningful, relevant and useful for success in whatever path they take in the future.

For more information, visit www.his.edu.my

Mark Jones, Deputy Principal & Head of Secondary of HELP International School, provides an overview and background to the International General Certificate of Secondary Education (IGCSE).

THE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE)



‘Improving Learning’ is the mission of Fieldwork Education, a leading curriculum company offering three programmes for learners from age two to 14. The youngest learners are served by the International Early Years Curriculum (IEYC), followed by the International Primary Curriculum (IPC) and finally the International Middle Years Curriculum (IMYC). Experience has shown us that the most successful schools – the schools in which children learn best academically, personally and internationally – are those that are able to embed the idea of improving learning deep into everything they do.

What Makes the International Curriculum Unique?All three programmes are designed around recent brain research and international best practice. Each has a Learning Process based on age-appropriate research on how children learn best. The IMYC Learning process supports the needs of

the adolescent brain. This is particularly significant due to the nature of the teenage brain and the development that takes place in it from age 11 onwards.

All three begin with an Entry Point and end with an Exit Point. The Entry Point is an exciting and memorable event that launches the unit, sparks interest and motivates learners. The Exit Point strengthens understanding through reminding learners of the connections they have made between subjects. Opportunities to reflect on how learning has improved throughout the unit are an essential component. Children are encouraged to regularly talk

about learning and to record their progress. The Exit Point is an excellent chance to engage with parents and involve them in celebrating learning.

At the very heart of the IPC and IMYC is a clarity about what children should learn; these are the Learning Goals. A unique component of both curricula is the combination of Subject, Personal and International Learning Goals. Within each of these, different types of learning are identified: Knowledge, Skills and Understanding. The same eight Personal Goals, the IEYC International Dimension and four strands of learning

shape the experiences and development of our youngest children. The IEYC outcomes are organised into the four learning strands: Independence and interdependence, communicating, enquiring, and healthy living and well-being.

The international curriculum provides units which schools select from to build a curriculum relevant to the needs of their learners. This flexibility ensures the programmes are compatible with local, national or international content requirements.

The IMYC is structured around 10 conceptual ideas (Big Ideas) for each age group, which help students to interlink their learning across a range of subjects.

The IPC has over 130 units for schools to choose from, based around diverse themes such as digital gaming, islands, entrepreneurship, natural forces and fashion. There are also a number of subject-specific units for Art, Music, PE and ICT & Computing.

The 18 IEYC child-centred units are based on eight Learning Principles that reflect the specific needs of the youngest learners. These units of learning are driven by holistic enquiry and play-based approaches that capture the learners’ natural curiosity.

How Assessment Improves LearningBoth the IMYC and IPC have an Assessment for Learning Programme which details the expected progression for key skills. As with all components, the focus is on improving learning through offering Learning Advice to empower learners to make changes and improvements. IEYC assessment is on-going with an emphasis on getting to know the learners’ needs and interests in order to provide appropriate opportunities to improve learning.

The Implementation ProcessAll our schools are supported on their implementation journey through regular training and detailed documentation. There are Recommendations for Implementation for each of the curricula. These are based on nine criteria that reflect the principles that underpin the successful implementation. These ensure that the philosophy and pedagogy become embedded within the culture of the school.

Each individual learning journey will be different; no two children start at the same point, learn the same way or at the same pace. The International Curriculum mission to improve learning invites all learners to begin a voyage of discovery that could lead them anywhere.

Hear from Our Member Schools:IEYC Saida, Geita Gold International School, Tanzania “I personally love the International Early Years Curriculum. There is NEVER a dull moment in our learning

THE INTERNATIONAL PRIMARY CURRICULUM and exploring adventures. It is

amazing how much the children learn!”

IPC David Griffiths, Principal at Nexus International School, Malaysia“Nexus International School, Malaysia opened in 2008 with a vision of being a learning and learner-focused, innovative, inclusive school. We chose the IPC as it embodied all these qualities. Achieving Mastering status three times during our first 10 years, the IPC programme as well as the rigorous Self Review and accreditation process has been instrumental in the immense success of our learners.”

IMYC Danielle Mashon, IMYC Social Studies Teacher, Nord Anglia International School, Rotterdam “As one of the first schools to ever implement the IMYC, we have been on board with IMYC for many years and continue to see the benefits of the curriculum for our learning community many years on. Because the programme is developed around one central concept, or Big Idea as it is called, it helps us as teachers to focus the learning for our students over the course of a unit. At the same time, learning from the Big Idea helps our students to look for links in their learning and see secondary school as an integrated and supportive schooling experience. Moreover, the active and student-driven learning we see during Entry and Exit Points help us feel confident that students are not only learning what we want them to learn before their final years of secondary, but also are learning how to learn, both independently and collaboratively.”

Jacqueline Harmer, International Curriculum Manager for the International Primary Curriculum (IPC) explains what the IPC is all about.

The International Curriculum is offered by 1,066 schools across 89 countries.



Sunway International School (SIS), at both Sunway City and Sunway Iskandar campus, are the only schools in Malaysia that offer the Ontario (Canada) Curriculum.

SIS Sunway City is inspected annually by the Ontario Ministry of Education and authorised to grant High School credits leading to the Ontario Secondary School Diploma (OSSD), a widely recognised programme accepted by top-tier universities worldwide.

The Canadian education system has been consistently ranked tops in the English speaking world in the Programme for International Student Assessment (PISA) 2015 survey by the Organisation for Economic Co-operation and Development (OECD, December 2016). Canada’s public education system is clearly one of the best in the world. The survey conducted every three years measures 15 to 16 year-old students from 72 countries in science, mathematics, and reading.

In fact, a study produced by The Economist Intelligence Unit in 2017, “Worldwide Educating for the Future Index” ranked Canada second in the world in terms of preparing students for the future.

A holistic approach to education is used to enable students to fully

develop their potential using the best pathways for academic and overall success. SIS students are encouraged to be inquisitive, independent lifelong learners and, above all, to enjoy learning.

Overall StructureThe curriculum begins with two years of Kindergarten, eight years of Elementary and four years of High School.

KindergartenThe two-year Ontario Kindergarten programme is an exciting, research-based, and leading edge curriculum for both children and parents. It is designed to provide children with a foundation to start Grade 1 with an engaging, inquiry and play-based learning programme.

Elementary School (Grades 1 to 8)From Grade 1 to 6, the programme focuses on building a base that will help to identify each student’s potential. The programme balances academic rigour with a strong emphasis on literacy, numeracy, and learning skills which serve as a foundation for all other academic achievement and lifelong success. Students also discover more about themselves and begin to establish their self-identity as learners.

At Grades 7 and 8, the programme focuses on preparing students for a smooth transition from Elementary to High School. Students are exposed to fun and fruitful learning through a student-centred approach. They are expected to participate actively in class and to explore issues and ideas with growing confidence.

The four core subjects at the Elementary level are Math, English, the Arts, and Social Studies. Students are also exposed to the richness of the rotary subjects including Healthy Active Living, Second Languages, and Science & Technology.

High School (Grades 9 to 12)The Grades 9 - 12 programme is designed to educate the students as a whole by equipping them with 21st Century Learning Skills. There is increased academic rigour in Grades 9 and 10 to build a strong academic foundation in diverse subjects. Grades 11 and 12 are more specialised and prepare students for university education with in-depth coverage of concepts in all disciplines. The emphasis is on projects, assignments, field trips, and independent and group work. Students develop analytical, communication, organisational and research skills in the process.

To graduate and receive the Ontario Secondary School Diploma, students must successfully complete 30 credits, the Ontario Secondary School Literacy test, and a minimum of 40 hours of community service.

The High School programme is offered as semester-based where students will study and focus on four credit subjects each semester. It also serves as preparation for colleges and universities where the semester-based programme is common.

For more than 25 years, the Canadian programme at Sunway College and International School has produced more than 7,000 graduates who have been accepted into over 140 major English-medium universities around the world.

Core ValuesThe Ontario Curriculum seeks to transform the learners of today into the leaders of tomorrow by fostering the development of ‘six Cs’:• Character Education:

Honesty, self-regulation and responsibility, perseverance, empathy for others, self-confidence, personal health and well-being, career and life skills.

• Citizenship: Global knowledge, sensitivity to and respect

for other cultures, active involvement in addressing issues of human and environmental sustainability.

• Communication: Effective communication orally, in writing and with a variety of digital tools and listening skills.

• Critical thinking and Problem Solving: In the design and management of projects, and decision-making.

• Collaboration: Ability to work in teams, to learn from and contribute to the learning of others and engage in social networking with diverse others.

• Creativity and imagination: Economic and social entrepreneurial skills, willingness to consider and pursue novel ideas, and leadership for action.

Assessment and EvaluationThe approach to student assessment and evaluation is unique and has a significant impact on the variety of teaching and learning strategies implemented in the classroom. Assessment is an ongoing process rather than an event at the end of the year.

The major objective of assessment and evaluation is to improve student learning. Teachers obtain assessment

information through a variety of means, including formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, peer and self-assessments, self-reflections, tests, and more. This wide array of assessment practices permits a more complete understanding of student progress and helps in the preparation of the next steps.

Final grades reflect a 70-30 split: 70% of the grade is determined by work completed throughout the course and 30% by final evaluations.

“Assessment FOR learning” happens each day in class. Teachers provide students with descriptive feedback and coaching for improvement which provides the basis for what students need to do next.“Assessment AS learning” – Students develop their capacity to be independent learners, learn about themselves and become aware of how they learn i.e. they become metacognitive.“Assessment OF learning” is the result statement of the final mark found on each student’s report card.

Overall, students develop as critical thinkers, problem solvers, lifelong learners, global citizens and confident leaders of tomorrow.

In 10 short years, Sunway International School has emerged as a top choice among parents for international school education in Malaysia.

For more information, visit www.sis.sunway.edu.my

Principals at Sunway International School campuses in Sunway City and Sunway Iskandar, Heath Kondro and Anthony Petitti, discuss the unique features of this world-renowned curriculum.

The Ontario Curriculum

HeathKondro

AnthonyPetitti



Oxford International AQA Examinations (OxfordAQA) aims to bring out the best in students so they can achieve their potential and fulfil their dreams. We do this by providing high quality, fair assessments that let your children show what they can do.

Our international qualifications are based on the UK’s most popular specifications, and have been specially developed for students studying in Asia and the Middle East. They feature internationally relevant content and assessments that are appropriate for students who have English as a second or third language and live outside the UK.

GCSE Standards and Grading StructureOxfordAQA International GCSEs are aligned to the standard of the reformed GCSEs taken by students in England. This new standard is characterised by a greater emphasis on critical thinking skills in the assessments, syllabus content and the new 9–1 grading system.

The 9–1 grades replaced the A*-G system and were introduced to better differentiate the performance of students in the new, more challenging qualifications. A grade 7 is comparable to the old grade A and the new system offers two

additional grades at the top end of the scale. The new ‘exceptional’ Grade 9 represents a higher standard of performance than the old A*. With more questions targeting higher ability students, this new generation of GCSEs gives students the opportunity to demonstrate the highest levels of attainment.

Modular A-levelsOxfordAQA International A-levels are modular, which gives students the option to drop a subject after Year 1, and still achieve an AS qualification. This means students can start studying four or five A-levels, achieve a universally recognised AS qualification in all of them, and continue with their three strongest subjects. Many schools and students value the flexibility of the modular approach.

Syllabus ContentThe syllabus content of OxfordAQA’s qualifications is aligned with the new curriculum followed by students in the UK, ensuring that students follow an up-to-date and relevant syllabus.

However, not all of the GCSE content in the UK is appropriate for students studying in international schools, so there are differences. For example, while contextual problem-solving is now compulsory in UK Mathematics

GCSEs, this type of exam question may disadvantage students whose first language is not English, so they aren’t included in our International GCSEs.

Taking the best of the UK curriculum whilst understanding the needs of students studying internationally ensures our syllabus content is globally relevant, motivating for students and an excellent preparation for onward progression.

CourseworkCoursework allows students to explore an area of a subject in greater depth, and we believe that’s particularly important for a subject like English. That’s why OxfordAQA’s First Language English qualifications allow schools to offer coursework at both International GCSE and A-level.

Cross-disciplinary OptionsSchools are increasingly looking to integrate cross-disciplinary opportunities into their curriculum. With OxfordAQA, your child can develop academic skills such as problem-solving and research by taking an accredited project qualification alongside their International GCSEs or A-levels. Worth half an A-level, the International IPQ gives students the opportunity to develop a project on a subject of their choice, underpinned by a syllabus of taught academic skills. The qualification is widely recognised by UK universities as being excellent preparation for higher education.

Exam DesignYears of research goes into the development of our exam papers to ensure the assessments measure students’ performance as accurately and consistently as possible.

Every tiny aspect of an exam paper is considered and reviewed, from the precise wording of exam questions to the mark scheme that examiners use to judge performance.

Our exam writers use the Oxford 3000 list of the most important words in English to ensure the language used in our questions doesn’t disadvantage students who have never lived in the UK or who are not fluent English speakers. This expertise ensures OxfordAQA offers its students fair assessments that give them the opportunity to demonstrate what they can do.

Assessment ObjectivesAssessment Objectives set out the types of skills that are assessed in the exams, and

so influence the focus of the teaching the student receives. OxfordAQA qualifications have more emphasis on ‘higher order’ thinking skills such as application, analysis and evaluation in their assessments. These critical thinking skills are highly valued by universities and industry leaders.

Many top universities require their Mathematics, Computing and Physics applicants to sit a university entrance exam which requires students to solve challenging, unstructured mathematical problems. Students who have studied International GCSEs and A-levels that prioritise higher order thinking skills are at an advantage when they undertake this type of test and go on to study at university.

By gaining OxfordAQA qualifications, students develop the skills they need for success at university and in their chosen careers. Schools, parents and students can be confident that world-leading universities recognise our qualifications and that they are treated as comparable to those taken in the UK by university admissions officers.

We believe parents want to support their children to be the best they can be, and at OxfordAQA, we are doing everything we can to ensure that we help students go further and achieve their potential.For more information, visit www.oxfordaqaexams.org.uk

The Oxford International AQA Examinations Curriculum

Sadie Visick, Managing Director of OxfordAQA, provides an overview of the Oxford International AQA Examinations.


190419 OxfordAQA Fair Assessment EMM magazine 250x176 art.indd 1 18/04/2019 12:28

An increasing number of international schools in Malaysia are offering International GCSEs and A-levels from OxfordAQA. One reason is because OxfordAQA commits to what we call ‘Fair Assessment’.

An exam is unfair if it includes questions that disadvantage students. This can happen if the questions are poorly formatted, have complex language or unfamiliar contexts. At OxfordAQA, we ensure fairness by checking that our exams test students solely on their subject knowledge, not their ability to interpret a question. We do this in three important ways:

1) We utilise 100 years of assessment research.

Recently our researchers found that simply emboldening one word in the instruction of an exam question improved students’ performance by

almost 30%. We draw on this kind of research to help us develop the clearest possible exam papers.

2) We use the Oxford 3000™ to reduce language demand. We want exam candidates to quickly understand the language so they can focus their energy on answering the questions. So we use a special tool during the development of our exams to help us reduce vocabulary complexity. For example, why use the word tariff when the word price is much easier to understand?

3) We get the context right. Exams don’t just test students on what they remember; they also test how well students can apply their knowledge to new contexts. But if the context introduces something unfamiliar (like the central heating system of an English

house), students may stumble. We make sure our exam papers do not contain ‘UK-centric’ contexts.

The ResultFair Assessment has real benefits for students. Schools report that students leave OxfordAQA exams feeling confident they had performed to the best of their abilities, and that the results were what they had both expected and hoped for.

The link between Fair Assessment and results was neatly summed up by Samina Rashid, a Head of Science in Dubai, who told us: “OxfordAQA exams were the first time our students could just answer the science rather than worrying about the language of the exams or the contexts they were being asked about. Many students – and parents – commented on this when I spoke to them after the exams and I feel this was a significant factor in the excellent results we achieved”.

We are committed to providing Fair Assessment for all our students so that they can achieve the results they deserve.

Check if your school offers International GCSEs and A-levels from OxfordAQA.

For more information, visit oxfordaqaexams.org.uk/parents

YOUR CHILD DESERVES FAIR ASSESSMENT

Find out more atwww.Raffles-American-School.edu.my

Succeed.@RafflesAmericanSchoolAt Raffles American School, we offer a WASC accredited high school diploma, along with Advanced Placement (AP) courses and the SAT exam. With a diploma from RAS, you hold a passport to university education around the world!

We are a learning community that empowers students to achieve their academic and life potential.

Raffles American School is a learning community that empowers students to achieve their academic and life potential. RAS serves students Pre-K through 12th grade. Our rigorous and rich academic and co-curricular programs encourage student growth through a learning outcome approach, acknowledging multiple types of intelligence and paths to learning. We facilitate student success through collaboration with parents, a balanced focus on intellectual, emotional, physical, and social progress, and a profound belief that all students can learn.

It is our expectation that all students will actively demonstrate the RAS General Learning Outcomes of:

— Problem Solving/Thinking SkillsRAS students show empathy, tolerance, and understanding in our community, and understand the importance of our personal contributions to a healthy social environment.

— Organizational/Research SkillsRAS students work both independently and collaboratively to solve problems through applying knowledge, critical thinking, and taking responsible risks.

— Communication SkillsRAS students communicate effectively as listeners, speakers, readers and writers through auditory, visual, physical or digital means to a range of audiences for a range for purposes.

— Character/Interpersonal SkillsRAS students work collaboratively and understand the importance of our voice in and out of the classroom to express our emotions, ideas, and individuality to others around us.

RafflesAmericanSchoolWELCOME TO

THE BENEFITS OF BOARDING

Will a boarding school help my child prepare for university? How do I know if boarding school is the right choice for my child? These are all important questions and we hope to help you understand how boarding is not only an option, but a great opportunity for a student to learn and grow in a home away from home environment.

AT RafflesAmericanSchoolWhat are the advantages of studying at an international boarding school?

ACADEMICS

Academics should be at the core of any boarding school program, and it is important to understand how a school is best suited to help their students succeed. At Raffles American School (RAS) Boarding, our staff are committed to student academic success. We follow a structured homework schedule with sessions facilitated by our experienced, international team of boarding staff five days a week. Our team stays up to date with each student’s academic progress and is equipped to provide assistance when needed. They also offer tutoring for students who need an extra hand, and are in frequent communication with teachers and parents to ensure that we are all working together toward a better future for our students, as their success is our success.

An important part of character development during school years is the opportunity to try a variety of different activities, develop new skills and face new challenges. At RAS Boarding, students are required to participate in at least two co-curricular activities of their chioce after school each week, which includes visual and performing arts, sports, technology, and more. Additionally, through weekend and evening cultural and social events, participation in our community service program and regular interaction with our international boarding community, students have multiple opportunities to learn and grow throughout their time at RAS.

Just by definition, a boarding school is a community, however at RAS Boarding, we work to consciously create and maintain a boarding school community that supports, nurtures and cares for our students as individuals. While our age and gender segregated floors provide security and privacy to our students, our boarding facility is designed with a large common room. Boarders from both Junior and Senior Boarding can come to study, relax, play, and socialize in mixed groups. Additionally, pastoral care is provided at every level, with dedicated boarding staff, to allow students a personal connection with responsible adults. As a close community, boarders are supervised during their studies, activities and free time, to allow staff to monitor and intervene as necessary to help students with individual, interpersonal or group challenges that inevitably arise as part of normal social development.

CHARACTER DEVELOPMENT

COMMUNITY

INSIDE THE SCHOOLSIn this section, we take you inside some of Malaysia’s most remarkable international schools. Each school has well-qualified staff with special expertise, its own unique teaching and learning styles, and special facilities.


Inside the Schools

Find out more atwww.Raffles-American-School.edu.my

Succeed.@RafflesAmericanSchoolAt Raffles American School, we offer a WASC accredited high school diploma, along with Advanced Placement (AP) courses and the SAT exam. With a diploma from RAS, you hold a passport to university education around the world!


Inside the SchoolsInside the Schools

All parents want the best education for their children. Offering both Malaysian and International Curricula Schools, Asia Pacific Schools provide the best of both worlds.

With two schools under its helm, the Asia Pacific International School (APIS), which offers the UK Curriculum, and the Asia Pacific Smart School (APSS), which uses the Malaysian Curriculum, Asia Pacific Schools aim to create an exceptional educational environment to foster the intellectual and emotional development of children from 3 to 17 years of age.

By providing a holistic experience in academia, arts, sciences and sports, all students are nurtured to become self-motivated, inquiring and reflective thinkers. Qualified and experienced teachers ensure

the delivery of the respective curriculum, while motivating and encouraging students through their engaging, interactive teaching philosophy and practices.

Located on a spacious campus in Subang, Asia Pacific Schools are equipped with modern, purpose-built facilities. Fully air-conditioned, each classroom as well as the library, computer labs, music, science, woodwork, mechanical, electrical, speech and drama, art and cookery rooms are equipped with the latest technology to aid and inspire young minds. The Schools also boast a swimming pool, indoor badminton, netball and basketball courts, and a football field.

The curricula, facilities and pedagogical practices at Asia Pacific Schools will help unlock

a child’s potential and shape children into well-rounded members of society, equipped with the relevant knowledge, competencies, skills and attributes to successfully contribute in a global community.

Asia Pacific International School (APIS)Established in 2012, APIS uses a British-based curriculum developed by the University of Cambridge International Examinations at both the primary and secondary levels. The programme is focused on fostering academic excellence and preparing students for IGCSE examinations. Children are encouraged to take an active role in their own learning by setting personal targets and evaluating their own progress.

The primary programme gives students a framework to develop

Mathematics, English and Science skills, and the secondary programme follows the same pattern. Students are assessed in Year 6 and Year 9 on their readiness to embark on the IGCSE examinations. In addition, students have a choice to learn French, Arabic or Mandarin as a foreign language.

With small-sized classes, APIS is able to individually track students. Teachers take time to speak personally with students to help them set achievable targets and to motivate them to progress on to the next level with confidence.

The School offers a range of extracurricular programmes that include Taekwondo, Wushu, Ukelele, Violin, Minecraft, aikido, animation, creative clay art, dodgeball, fencing, gymnastics, karate, LEGO robotics, Science Bridge, public speaking, soccer, swimming and vocal training.

Asia Pacific Smart School (APSS)Established in 2006, APSS offers the Malaysian curriculum, set

by the Ministry of Education, Malaysia, for children aged 7 to 17 years. APSS was recently awarded the maximum 5* accreditation by the Ministry in recognition of its outstanding teaching and learning. The primary medium of instruction is Bahasa Malaysia, with STEM subjects (Science, Technology, Engineering and Mathematics) being taught in English at all levels.

Each student is carefully nurtured in preparation to sit for and obtain the best possible results for their UPSR and SPM examinations.

The School’s curriculum also goes beyond academic excellence, as it exposes students to a wide range of non-examination subject areas, in order to holistically enhance their skills and character.

With a strong emphasis on technology as an enabler to support learning, APSS continuously adopts educational practices that encourage analytical and innovative thinking capabilities. In addition, its low student to teacher ratio allows

more attention to be given to the individual needs and capabilities of each student in the classroom.

Extracurricular activities offered at APSS include speech and drama, public speaking and music classes. Students can also participate in various sporting activities that include basketball, netball, football, swimming, shooting, gymnastics and tennis.

As a result of the school’s holistic approach in creating well-rounded individuals, APSS students have achieved great success in sporting, science and creative competitions.

Whether you as a parent prefer a Malaysian or an International education, Asia Pacific Schools will provide a first-class educational environment that will meet the needs of your child, and enable him or her to develop into a well-rounded, confident, inquiring and ethical thinker and leader.

For more information,visit www.apschools.edu.my

Asia Pacific Schools:

Nurturing the Leaders of Tomorrow



Established in 1975, the Beaconhouse School System has since grown into one of the largest, most established school networks in the world – providing quality education from preschool to postgraduate level.

Today, we serve over 303,000 students across eight countries: Malaysia, the United Kingdom, Oman, the United Arab Emirates, Pakistan, the Philippines, Belgium and Thailand.

Beaconhouse MalaysiaBeaconhouse Malaysia has been operating in Malaysia since 2004. Today, we own and operate 13 schools, which are located in prime residential areas around the Klang Valley. These schools comprise nine preschools; two private primary and secondary schools which offer the national curriculum; and two international schools which offer the Cambridge IGCSE programmes.

Our MissionAt Beaconhouse, we aim to provide quality education of an international standard. We aim

for excellence through quality management, quality training and quality teaching. By doing so, we hope to benefit our students, their communities, and the wider world.

Our VisionWe aim to help our students:• To develop a healthy sense of

self • To build healthy and durable

relationships with others• To cultivate a sense of reverence

and an aesthetic appreciation• To demonstrate constructive

curiosity and a willingness to explore new ideas

• To master a basic core of knowledge, skills and attitudes.

Our Learner ProfilesOur students are encouraged to be:• Creative & innovative to generate

original thoughts and ideas• Inquisitive by being natural

inquirers through self-enquiry• Ethical through a spirit of

honesty, integrity, fairness and human dignity

• Analytical to identify, evaluate and solve problems systematically through critical

thinking• Empathetic towards others,

ensuring a more just, caring and compassionate world

• Resolute, dedicated, dependable and resilient in both thoughts and action

• Globally aware to cultivate international-mindedness and unity through diversity

• Healthy & active in physical play and activities to lead a balanced lifestyle

• Digitally literate to use and create knowledge and information, and to collaborate with others locally and internationally.

But above all, our students are inspired by imagination and innovation, and are able to generate original thoughts and ideas, which have value.

What We DoWe prepare students for the future. We inspire and empower them to reach for excellence and to become independent global learners. We provide a solid foundation from preschool to senior school allowing children to harness their individual talents

THE BEACONHOUSE SCHOOL SYSTEM:

ONE OF THE LARGEST SCHOOL NETWORKS IN THE WORLD

in the pursuit of educational success.

Quality EducationOur core focus is to deliver high-quality academic programmes that enable students to achieve their intellectual potential as well as develop confidence and lifelong learning skills to improve their prospects beyond school. Our trained, caring and highly motivated teachers provide effective teaching, while giving students the personal attention, advice and support needed.

Extra Curriculum ActivitiesThe extended school curriculum at Beaconhouse includes a wide variety of activities, clubs and societies for students to choose from. Many of the activities offered are free and do not incur additional fees.Sports Clubs - soccer, cricket, ping-pong, badminton, dance, fencing and athleticsLiteracy Clubs - student magazine, book, filmArt & Design - arts & craft, Chinese calligraphyMartial Arts - Tae Kwon DoAcademic Clubs - homework, debating, public speaking, drama, sudoku

Facilities• Well-resourced classrooms,

computer and science labs, art studio and brand new sports facilities

• Knowledge-rich library• A safe and caring environment

that promotes respect and positive traditional values for all students

• Extended curriculum including a variety of clubs and societies

• Sports complex including: futsal, basketball, volleyball, badminton courts and a six-lane swimming pool.

Beaconhouse International School Convention (BISC) Beyond our academic programmes, what sets us apart is our unique Beaconhouse International School Convention (BISC). The annual event serves as a platform for students from different countries to build friendships, cultivate teamwork and to develop the spirit of sportsmanship.

Already in its third instalment, Beaconhouse International Student Convention (BISC 2018) was recently held in Muscat, Oman this year with a participation of around 200 students from five countries - Malaysia, Oman, Pakistan, Philippines, and Thailand. Leading up to the main event, thousands of students competed in their home countries in order to make it to the elite team that was sent to represent their nation.

Themed “Multiple Literacies for a World of Tomorrow”, BISC 2018 featured a host of activities and competitions from various spheres of learning ranging from sports and athletics to science, technology, visual and performing arts and filmmaking.

Beaconhouse has consistently endeavoured to inspire innovation and modernisation, reinventing the educational paradigm under the banner of 21st Century Learning. BISC is a manifestation of its ideology to push the boundaries and go beyond conventional teaching and learning within the four walls of the classroom. It aims to create a global community, giving students from Beaconhouse schools around the world an opportunity to interact with cultures different from their own and to learn from each other.

Choose Beaconhouse TodayAt Beaconhouse, we aim to bring success within the reach of every student through our high teaching standards and challenging programmes. So let us help you prepare your child for their future by empowering and inspiring them to reach for excellence and to become independent global learners. For more information, please visit beaconhouse.edu.my



The British International School of Kuala Lumpur (BSKL) opened in 2009 and is proud to be part of the Nord Anglia Education (NAE) family, the world’s leading premium schools organisation with 61 international schools located in 28 countries around the world.

Being part of the NAE network allows BSKL to continue to strengthen its academic credentials and enhance learning through a number of key initiatives. This includes the Global Campus which connects 50,000 students around the world, and a large programme of events and expeditions in Southeast Asia and beyond. This allows students to explore the world,

learn new skills and set their sights higher, developing a truly international perspective through outstanding online, in-school and worldwide experiences. BSKL students will also benefit from collaborations with the world’s best organisations including MIT, Juilliard and UNICEF ensuring that every child is prepared for the future.

NAE’s global scale also enables the school to continue to recruit and retain the best teachers in the world who are committed to nurturing and inspiring every child they care for. Through the Nord Anglia University, the teaching team are given extensive and unique professional development opportunities

which ensure students benefit from contemporary educational thinking and practices. At BSKL, 100% of teachers hold international teaching qualifications from well-regarded institutions and all Assistant Teachers in Years 1 - 6 hold degrees with three years working experience in a relevant field.

BSKL follows a globally respected curriculum based on the English National Curriculum, and was graded “excellent in all areas of educational provision” in the most recent Independent Schools Inspectorate report; a result that is comparable to that of many top UK independent schools and is unprecedented in Malaysia. The school has

THE BRITISH INTERNATIONAL SCHOOL OF KUALA LUMPUR

also been awarded the COBIS (Council of British International Schools) Patron’s Accreditation and is the first school to gain this honour in Asia. In an increasingly competitive market, it is one of the best international schools in the city and continues to be a top international school of choice for both expatriate and local families.

Students achieve excellent exam results, outperforming many of their UK counterparts. In the last academic year 75% of students achieved A*/A and 93% A*/B grades in all of their (I)GCSE examinations. These academic achievements are matched by the sixth form students with 100% of last year’s Year 13 cohort securing their place at their first choice university.

The school provides outstanding facilities across three striking

state-of-the-art campuses. Facilities include three indoor sport halls, two swimming pools and two full size football fields. The music and performing arts programmes have a 650-seat theatre and over 20 specialist music and dance rooms, whilst three unique libraries cater for everyone, and is stacked with over 20,000 books. The latest technology and creative breakout spaces feature strongly throughout the school. It is therefore not surprising to learn that in the last parent survey, 95% said they highly rate the look and feel of the building facilities and 92% said the school provides a stimulating learning environment for their child.

Creating confident and ambitious individuals is a proud initiative and key focus at BSKL, where teachers are encouraged to

nurture independence of mind and resilience. Students are regularly invited to reflect on how their behaviour affects the world around them, show initiative and to understand how they can positively contribute to those living and working in the community.

Through personalised learning, BSKL is committed to giving all students the opportunity to pursue their individual strengths and talents. Developing character and temperament are at least as important to success in life as acquiring skills. The school ensures pupils are exceptionally well prepared for the next stage of their education with the strength of character to match. As a result, pupils are more likely to develop ambitions and a sense of their own potential that is marked by a broad, global perspective in a rapidly changing world.



(EIS) Excelsior International School is located within the City of Knowledge in a beautiful forest above the Town of Bandar Seri Alam, 15 kilometres east of Johor Bahru in the south of Peninsular Malaysia. The purpose-built campus spreads over 20 acres with a built-up area of over 320,000 square feet, allowing for larger facilities and more space, enabling a smoother delivery of the curriculum.

The vast campus houses world-class learning, sporting and recreational facilities featuring advanced educational tools, including Information Technology (IT), Science and Multimedia laboratories, a 527-seat auditorium, specialist facilities for Dance, Drama, Music and Art and a range of sporting and recreational facilities, such as an Olympic standard swimming pool, tennis courts, a full-sized, artificial-turf soccer field and a 400-metre, all-weather running track. These state-of-the-art facilities and resources support Excelsior’s Three Pillars of Excellence - Academic, Sports and the Arts.

In support of the fundamental belief in holistic education, all students follow a broad and challenging educational programme covering EIS’ Three Pillars of Excellence, in an approach that educates students to become independent, enquiring, creative and enthusiastic learners.

Academic – The Academic curriculum is delivered in an interactive way, which allows students to investigate, experiment and gain hands-on experience. This approach aims to train students to collaborate with others, to think critically and to gain confidence in their own abilities when facing challenges.

Sports and Physical Activity – Sports are essential to the development of students of all ages as it serves to enhance any academic endeavour. EIS provides a completely inclusive physical education curriculum and a wide range of recreational and competitive sporting activities, which allow all students to develop a healthy, active life and strong leadership skills.

Arts – In performing arts, EIS uses music, dance, drama and theatre to develop confidence and communication skills. These activities encourage the appreciation, development and understanding of local, regional and international cultures, dance, music and traditions.

EIS is an IB World School and offers the IB Diploma Programme in its High School. It offers the Cambridge International Programmes in its Secondary School and utilises the IEYC and IPC curriculum framework in the Early Years and Primary Years programmes respectively. EIS is a member school with the US Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS).

EXCELSIOR INTERNATIONAL SCHOOL: COMMITTED TO EXCELLENCE IN EDUCATION

As part of the HELP Education Group, HELP International School (HIS) was established in 2014, at Subang Bestari, Selangor, with an international team of experienced and passionate leaders and teachers. Five years later and with an enrolment of over 1,400 students, the school is considered one of the fastest growing international schools in Malaysia. HIS won a 5-star rating from the Ministry of Education in its second year of operation and was recently shortlisted as the International School of the Year in the Times Educational Supplement (TES) Independent School Awards 2019 in the UK.

HIS has also been recognised by Apple as a Distinguished School for being a model of innovation in education and validated as an IPC Accredited School (International Primary Curriculum), joining 1% of schools worldwide to have attained such an achievement. With the motto “Life in all its fullness“, we seek to discover and bring out the best in each child by nurturing his or her talent and potential. By providing a truly global and holistic educational

experience, as well as integrating Eastern and Western educational philosophies, we strive to enable and inspire our students to embrace the joy of learning.

Dr Gerard Louis, CEO of HIS, shares his thoughts, “We have come a long way for a relatively young school. The challenge of a learning organisation is to understand the context and constantly keep your pulse on the changes so that we can prepare our students for a future that is volatile, uncertain, complex and ambiguous. We must learn from the past and charge forward with passion and confidence.”

An Ordinary Day In An Extraordinary EnvironmentWalking around the HIS campus on a typical school day is no ordinary experience. One can feel the buzz in the air as students engage in various learning activities and discoveries in and out of classrooms.

The Tree of Life, which stands in the beautiful green courtyard is a symbol of a thriving, lively and growing student population.

In every corner of the school, we see exploration and activity. Students are swimming, running, experimenting, debating, discussing and presenting ideas. The preschoolers are in imaginative play, learning about real life skills. The lower primary is looking for insects in the garden, learning about habitat. The upper primary is busy recording news using green screen technology. The secondary students are dissecting liver and lung in the science lab. The A Level students are in earnest discussion about the new social enterprise under their leadership programme. This is the joy of learning in action!

Our Unique School Housed in a purpose-built campus which reflects its philosophy of a vibrant school life, the school is equipped with all the necessary facilities. A newly added space is the MakerSpace -- a collaborative space for exploring, designing, making and creating – which further reaffirms our reputation as an Apple Distinguished School, recognised for its exemplary learning environment.

Please visit www.his.edu.my, or call 03-7809 7000 to know more about what enables our students to celebrate “life in all its fullness”

HELP INTERNATIONAL SCHOOL:

CELEBRATING LIFE IN ALL ITS FULLNESS

Kingsley International School was established in 2011 with the sole intention of empowering children, from ages 3 to 17, to do well in life. At KINGSLEY, you’ll find an engaging, enriching and enabling environment to gear all children towards discovery of their full potential through multiple activities in and out of the classrooms. Attaining a holistic education encompasses lessons learnt through self-discovery.This helps to empower students with the right attitudes to follow their passion, thus leading them to more interesting and exciting career choices in the future.

What differentiates us is our approach - we invest, impart and instil. We believe in encouragement and in identifying each type of multiple intelligence (Ml) in every child. We understand the intent of all children, their dreams, their passion and their will to succeed through the fundamental understanding of “self”.

Kingsley International School, students, parents and teachers are encouraged to foster close relationships to ensure care and concern to create a bully-free culture and environment for young minds to succeed. The School believes in the prevention of bullying and implemented constant teaching, awareness talk campaigns, disciplinary actions, counsellings and opportunities for self-reflection to benefit children at every age group. In the school,

no child is ever singled-out or punished publicly or humiliated for acts deemed not right. We adopt a more sensitive approach to behaviour considered to be inappropriate.

Dedicated educators and mentors understand that every child learns differently and so daily class teaching is carried out on the basis of knowing the Ml of all children and recognising their strength as individuals. Children enjoy the challenge of doing better in areas in which they excel and are coached to do better in areas in which they need help. Safety and Security areKINGSLEY’s top priorities with a line-up of Gurkha guards well trained to provide peace of mind to parents. With an excellent curriculum from Cambridge, the school ensures that young minds are kept active. Nutritious and balanced meals are provided by the F&B Team, using the food pyramid as a guide.

KINGSLEY offers over 40 extracurricular activities on its 6-acre campus. Students get the opportunity for open-air exercisein the two green fields on the school rooftop or can use the 2-gym rooms with full exercise equipment set-up.

With the opening of our new Annex Building, which houses our Olympic-sized (50 metres) swimming pool, gymnastics

studio, and over 200 boarding rooms for boarders, Kingsley is now able to accommodate students who are looking to stay in-house in our well secured and planned Kingsley Boarding.

The students in KINGSLEY are drawn from multi-ethnicand multicultural backgrounds from all corners of the world. Together they form a diverse and enthusiastic learning community, displaying confidence and staying engaged, innovative, constantly reflective and mindfully respectful of self, others, and the environment.

That is our ultimate goal and achievement! We havesurely arrived! Visit us TODAY and discover an academic environment that offers each student every opportunity to excel, and every parent - peace of mind.

For more information,visit www.kingsley.edu.my/kis

KINGSLEY INTERNATIONAL SCHOOL: EMPOWERING STUDENTS TO SUCCEED IN LIFE



The MAHSA Group has entered the arena of school education with the opening of MAHSA International School in Saujana Putra (MIS), a day and boarding school from Early Years to Year 11 (Age 3 to 16 years). MIS has chosen the British Curriculum (Cambridge Board) because of its worldwide acceptance and high level of accreditation. It provides students with a broad and well-balanced approach to education covering English Language and Literature, Humanities and Social Sciences, Languages, Mathematics, Sciences and Creative and professional subjects. Blended into our modern approach to teaching, learning and assessing we have introduced the International Early Year’s Curriculum (IEYC) and the International Primary Years Curriculum (IPC) into our primary school curriculum structure.

In addition to an inbuilt evaluation and remediation process, we have partnered with GL Education to provide our staff, students

and parents with quality-rich personalised data for each student on a termly and annual basis. Student progress is tracked, evaluated and reported at all key stages from primary through to IGCSE and onto A Levels.

The holistic education provided at MAHSA International School is designed to encourage the practical application of acquired knowledge. The new MIS is state-of-the-art utilising the best technology available today in all academic departments. All classrooms have access to interactive technology with strong Wi-Fi throughout the campus, as this allows for a seamless implementation of our iPad programme throughout the school. Recently MIS has partnered with Microsoft Education and the Microsoft Teacher Academy to assist our staff in delivering inspiring content that shares next generation ideas and innovative, technology-led classroom practice and STEM programmes.

We provide students with outstanding facilities throughout the school that include – Boarding, a Two-Storey Library, Mac Computer Lab, Design & Art Rooms, Auditorium, ESL Rooms, Sports Hall, Table Tennis Room, Squash Courts, Basketball Courts, Futsal Court, Swimming Pool, Wading Pool, Football Field, Playroom, Dance Studio, Prayer Rooms and a Cafeteria. A recent addition to our sports programme includes the new MIS & Borussia Dortmund (BVB) Football Academy that will provide a quality and structured football programme for our students under the umbrella of the powerhouse German Football Club (BVB).

At MAHSA International School, we are investing in the future, recruiting the best teachers available and building a school that will lead the way in international education for our region.

Contact Information:[email protected]

MAHSA INTERNATIONAL SCHOOL

Kolej Tuanku Ja’afar (KTJ) is one of the region’s premier international co-educationalschools for students aged 3 to 18 years. We provide boarding from the age of 11 and enjoy a diverse student population, with students from over 16 different countries across Asia, Europe, Australia and Africa.

Our aim at KTJ is to build confident, independent and academic high achievers. We want our students to feel happy, nurtured and encouraged throughout their learning journey.

The concept of KTJ dates from the late 1980s when three members of the Negeri Sembilan Royal Family proposed thata school which provided the benefits of a British Public School, but adapted to the needs of Malaysia, be opened in Negeri Sembilan. The Secondary School was opened in 1991, and its reputation has flourished ever since its conception. The success of the Secondary School led toa decision to open a brand new Primary School in 2013. The two

schools are located on the same campus, where both have the space to operate autonomously, but with the benefit of shared resources.

What is Different About Us?KTJ is a non-profit organisation so all proceeds are channeled back into the school. This is why we are able to offer outstanding facilities, dedicated teachers and an exceptional education at a reasonable cost. Students at KTJ achieve superb examination grades, while being able to undertake a wide range of sporting and extracurricular activities. Our students are renowned for their independence and confidence, which are qualities that stand them in good stead as they progress to higher education anywhere in the world. We also have a number of day students, who commute from the local areas and KL who use our school bus services. We are modelled on the British system and use the UK Curriculum but align ourselves

well for Malaysian students. We have a mix of local and expatriate teachers who are all trained and developed regularly so that they use the best and most current teaching practices.

We are a co-educational school– with boarding from the age of 11. Students get the benefit and confidence of growing up in an environment that is secure, encouraging and also realistic,with a mix of genders, throughout school life.

KTJ has an impressive campus, covering over 80 acres of land. We use the space well, providing our students with three swimming pools, football, hockey, rugby and cricket pitches, tennis, squash, badminton and basketball courts, a rock climbing wall, music and dance studios and a state-of-the-art auditorium. In addition, the Primary School has the use of two outdoor, shade-covered playgrounds and an impressive amphitheatre. We are able to offer our students over 120extracurricular activities, including sports, clubs and societies.

Boarding School LifeLife in a boarding school is varied, structured and very full! We aim to keep our students motivated and busy to help them grow academically, but also to encourage them to become well-rounded young adults. Life in a boarding school helps to prepare students to become independent thinkers, and also to be independent in their actions.

Students are offered a support system when they join, including a mentor and a buddy and time with the Prefects in their House. Allof our staff at KTJ reside on the campus, so students also have regular access to their Form Tutor and the Heads of School in charge of Pastoral care.

The boarding houses are well staffed at all times. TheHouseparent is a trained and well- experienced, academic member of staff. They will often be the first point of contact for students and parents with any questions or concerns. The Houseparent is supported by House Tutors and Matrons, who will also live within the house. House staff have anumber of years of experience, and, in most cases, come from boarding school backgrounds themselves.

On weekends, House staff might make arrangements for a tripor an event, and every Saturday, there is an event put on by the students, for the students. Every two to three weeks, we have Exeat weekends. In addition to that, if parents want to visit their children or take them away for the weekend, they may do so.

Our AcademicsWe follow the International Primary Curriculum in the Primary School and the UK National Curriculum in the Secondary School, suitably amended for students studying in Malaysia.Students learn through fun, topic- based lessons, with expatriate teachers and Malaysian teaching assistants. We are proud of our teacher to student ratio across both schools: 7 :7.

In the Secondary School, we also follow other British Curricula, which include Cambridge and Edexcel IGCSEs in Forms 4 to 5 and the A Levels in the 6th Form.

Our traditional strengths are in Mathematics and the Sciences. However, we also proudly offer a range of Social Sciences, Artsand Drama, History, Geography,

Accounting and Business Studies. Languages are also growing in popularity, with Chinese Mandarin,French and Malay offered up to IGCSE level. We constantlyachieve some of the best A Level results in Malaysia, with over 89% of students gaining A*- B, and almost a quarter of students gaining A’s.

Our first class education opens the door to some of the finest universities in the UK, the US, Australia and Canada. In recent years, our students have gained admission to Oxford, Cambridge, the Imperial College, the London School of Economics (LSE), University College London (UCL), Harvard, Yale, the Massachusetts Institute of Technology (MIT), Brown and Berkeley.

KTJ International School offers your child the opportunity to grow in a supportive, progressive and academically challenging environment. We believe that the best way to judge any school is to see it in action. Our doors are open for you to visit us and we hope to see you soon.

For more information, visit www.ktj.edu.my

KTJ INTERNATIONAL SCHOOL:

NURTURING HIGH ACHIEVERS



QualificationsOntario Secondary School Diploma.

What are you currently doing?I am currently studying at University of Toronto, St. George Campus.

Tell us about your course/major and why you chose it.I am pursuing a Financial Economics Specialist program at the University of Toronto. I have always been intrigued and inquisitive about how different economies function. Both economics and finance are key to understanding the core foundations of how our dynamic society works. I believe that this area of study will not only be intellectually rewarding, but it will also allow me to develop the necessary skills to make a contribution to society.

What is your most memorable experience in school? My most memorable experience in school was participating in the school’s annual performance night in 2012. My friends and I sang a song, while our teacher played the guitar. The event was a stepping stone in teaching me to not be afraid of stepping out of my comfort zone and trying new things.

What were your favourite and least favourite subjects in school, and why?My favourite subject in school was economics. Despite the initial difficulty in understanding the workings of institutions, the subject expanded my view of the world and served as a stepping stone to becoming an inquisitive learner.

Due to particular interests and personal skills, my least favourite subject in school was art. However, I am grateful for the exposure to new concepts and ideas.

What extracurricular activities did you do? I was a member in my school’s cheerleading team, and was the captain of the team for a year.

What was the best thing about your school? What important lessons did you learn in your school that have helped you in your life?My school’s focus on personal development in and outside of the classroom has allowed me to cultivate a number of educational and personal skills. The most important lesson that SIS has taught me (and which has helped me immensely in my life to this

Rachel Lim June Leen Malaysia18 years oldSunway International School, 2012 - 2016

day) is to be a critical thinker. Critical thinking has moulded me to become an active learner in every aspect of my life. By opening up my mind and heart to multiple points of views, I am able to have a broader and more enriching experience of the world.

If you could travel back in time, what is the one thing that you would change when you were a student? I would have participated in more clubs and school events, as they were all not only very enjoyable, but rewarding as well. Participating in these activities could have further aided my personal development.

What advice would you give to current students of your alma mater? Do not be afraid to put yourself out there! Whether it be within the classroom (e.g., asking questions) or in extracurricular activities (e.g., joining a club). Your most enriching moments in life are shaped by you, and the school serves as a wonderful platform to provide you with these opportunities. You will be surprised at how much you can grow as an individual within this environment.

“Critical thinking has moulded me to become an active learner in every aspect of my life.”

Describe yourself in three words.Sporting, hyperactive, friendly.

When did you start boarding? How long have you been a boarder?2016. I have been a boarder for 3 years and a month now.

What do you like most about boarding?I like the time management here because it teaches me to be punctual and disciplined.

What do you like least about boarding? Well, I just don’t like that the students are a bit noisy during prep time but that’s a minor problem to me.

What do you miss most about not staying at home?I miss my mom’s cooking, my brothers and spending time with my family.

Tell us your most memorable boarding school incident! We celebrate the wardens’ and boarders’ birthdays together at the Lower Ground floor. Those who had birthdays during that month will come out to the front and get some gifts and we will sing the birthday song.

What opportunities has boarding given you that you would not have had otherwise?Boarding has given me the opportunity to learn different languages and cultures from people of different countries. Here in Matrix Boarding House we live with different people as a family.

Puteri Nurliyana Syamimi bt Mohd Nizam Malaysia16 years oldForm Four Matrix Global Schools

Would you encourage other students to be boarders as well? Why?Of course! Yes! The boarding house is amazing. The wardens are very sweet and loving, students are friendly as well. The facilities here are all great.

What do you hope to do when you finish school? I hope to further my studies in the medical field as a zoologist or dentist. In the meantime I will look for a part-time job to earn some pocket money.

“Boarding has given me the opportunity to learn different languages and cultures from people of

different countries.”


Alumna Profile Boarder Profile

Entering Matrix Global Schools’ majestic reception area with its imposing arches, elaborate fan-vaulted ceiling and smiling reception team, parents would be forgiven for thinking that they had somehow checked into the nearby Kuala Lumpur International Airport and arrived at a famed British university campus.

Inside, the 20-acre campus is studded with iconic domed roofs, high-tech classrooms, performing arts centre and modern boarding house. Green spaces are crafted with the same care, and include an eight-lane athletics track, tennis courts, sprawling rugby and football pitches, complete with a grandstand.

Matrix Global Schools (MGS) takes serious pride in the beauty of its campus. But make no

mistake, this striking purpose-built school is proudly forging a new path for education in Malaysia.

Global Citizens The school blends the best of both worlds. The contrast of British and Asian, West and East, stems from more than just grand architecture. The diversity of a dual curriculum, British International or Malaysian National, delivers a cross-cultural understanding, forms global friendships and enriches the education experience of all.

English is the medium of instruction, but multi-lingualism is emphasised with the teaching of Mandarin and Bahasa Malaysia. A dedicated language support team ensures students become excellent communicators in all the languages they use.

Everyone Caring, Everyone Learning With the emphasis on a culture of care, Matrix Global Schools is on a remarkable journey. Under the leadership of a multifaceted Transformation Team, care, confidence and innovation are championed throughout the school. The team unites the whole campus and has introduced progressive changes designed to further strengthen the quality of teaching and learning and blaze a new path to success.

Leading the Transformation Team, Acting Campus Principal Loh Ghee Juan, said: “The world we want for tomorrow, starts with how we are educated today. Education is not just about a set of exam results. That’s just one thing we do. Our students are driven to maximise their full potential in everything they do.

“We know children flourish when they are treated with care and respect. So we nurture each individual, whether that student be shy or confident, artistic, sporty, scholarly or a melting pot of all.”

The school strives for high academic standards but emphasises the environment of care and innovation which makes those standards achievable.

Future-fit Matrix Global Schools prepares students for their futures with an all-inclusive education; a combination of emotional intelligence, critical thinking, creativity, digital literacy and social awareness. It understands the importance of offering flexibility for each student to prosper.

The campus has a growing co-curricular programme, which includes more than 55 unique activities, so that students can unlock even more opportunities. Pupils challenge themselves on the climbing wall, futsal and basketball courts. Everyone benefits from the Olympic-sized swimming pool, indoor tennis courts, bowling alley and squash courts at the associated country club.

A Home Away from Home Nestled in the stunning green campus, the modern boarding house is furnished to a level of comfort, style and safety beyond the norm. Students aged 13 to 17 years share rooms and friendly social areas, in a ‘home away from home’ vibe. Boarders benefit from the support of a strong pastoral

team and medical centre staffed by qualified nurses.

All Welcome, Every DayMatrix Global Schools is situated south of Kuala Lumpur, in the masterplanned town of Bandar Sri Sendayan, Negeri Sembilan. MGS provides a global opportunity to be second to none, and discover the best you. Families with children aged 3 to 16 years old are encouraged to visit the school for an immersive tour to discover the opportunities open to MGS students. It is sure to make parents wish they were back at school again.

Learn more at matrixschools.edu.my or contact the friendly admissions team at 1300 22 9888 or [email protected]



MATRIX GLOBAL SCHOOLS:

EDUCATION FOR A CHANGING WORLD

Canadian (Ontario) education focuses on students’ individual learning and development as well as building their character by acknowledging each individual’s unique personal strengths. It is designed to be flexible to cater to each student’s needs and strengths.

Ontario’s high schools are given flexibility to operate their programme and timetable. Schools may either choose to operate a year-long structure, or semester-based structure.

Sunway International School (SIS) in Sunway City is amongst 19 schools outside the Ontario region and the only school in Malaysia offering credits toward the Ontario Secondary School Diploma. SIS Sunway City is inspected annually by the Ministry of Education, Ontario to ensure the school meets the standard instruction requirements.

Replicating the semester-based system here in Malaysia, the distinctive structure has gained positive reviews from its students and parents.

StructureIn a semester-based structure, students in high school will split their conventionally 8 subjects per academic year into 2 semesters, i.e. a student will enrol in 4 subjects in each semester. The classes last for 80 minutes compared to regular year-long class of 40 minutes. The timetable will be exactly the same from Mondays to Fridays for the entire semester. The amount of subjects a student carried each day is reduced, while the amount of learning time has increased.

Longer InteractionsWith double the class length, teachers would have more time to clarify a topic, especially those complex ideas that require more time for students to digest. Teachers would also utilise the extended time with different teaching strategies, such as group work, laboratory, discussions, presentations, and more. As every student is unique in their individual ways, longer class time also means teachers will have more opportunities to understand their strengths and weaknesses, and work with them individually to improve their learning.

Reduced subjectsThe number of subjects has reduced and enables students to focus on only 4 subjects every semester. Homework time is now spread over, plus instead of sitting for 8 exams, students will have to write only four every semester.

Students will also have a consistent routine every day that inculcates students’ regular study habits and enables students to learn at their own pace and have more opportunities to consult their teachers for any queries.

All universities run on a semester basis. SIS students are exposed to this structure since Grade 9. It serves as preparation for universities and university’s expectations.

Each structure has its own advantages that cater for different learning styles. Combined with the assessments and teaching methodology, this fundamental ability will make students with a Canadian education so successful in post-secondary schools and in their adult life.

SEMESTER-BASED PROGRAMME AT SUNWAY INTERNATIONAL SCHOOL

Subjects / Years TaughtGrade 7 Core (Arts, Language, Math and Social Studies)

How long have you been teaching?Two years.

Why did you become a teacher? Prior to being a school teacher, I taught swimming lessons for eight years. Teaching always seemed to be something that came naturally to me, and something I always enjoyed. The prospect of being able to take my career overseas and experience a new culture also motivated me!

Tell us about your own education journey.After my undergraduate degree I completed my two-year Bachelor of Education at York University in Toronto, Ontario. This allowed me to specialize in Junior-Intermediate education, focusing on the Middle School grades. Working with various teachers

and practising in different schools allowed me to try a variety of teaching methods and strategies. Even in my own classroom today, I am constantly learning and trying new things.

What is the most memorable moment in your teaching career so far?Last year a colleague and I went on a school trip to Taiwan with 12 Middle School students. We had some great adventures there, and it was a great chance to get to know students outside of a classroom setting!

What do you like most about teaching?The students motivate me to put my best work into teaching and coaching. I like helping students to achieve their goals and reach their potential. I always feel so proud of my students when they improve in their academics, or do well in any sports competition.

Matthew teBogt CanadaSunway International School

What is the best thing about teaching at your school? The staff at SIS support each other and work as a team. Teachers are very willing to share resources and ideas, and work together to create the best lessons possible. This collaboration has made me a much stronger teacher.

Who or what inspires you? Both of my older sisters are teachers, and both have taught overseas. Have they influenced my career choice? Maybe.

What is the one thing you wish all students would do?As the school’s cross country coach, I wish all students would run! Recruitment can be tough in Malaysia’s extreme heat.

“I always feel so proud of my students when they improve their academics, or do

well in any sports competition.”

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 111www.EducationDestinationMalaysia.com 110

Inside the Schools Teacher Profile


In recent years, economic and technological changes have caused those in the education sector to reconsider how teaching and learning should take place. While in the past, simply memorising facts and figures was enough for students to pass exams and achieve their professional goals, times have changed. Our increasingly globalised and competitive workforce requires graduates who are quick thinkers, creative, flexible and adaptable. Students need to be adept at working individually, collaboratively, at solving problems and thinking analytically. Memorising chunks of text or lists of formulae is no longer enough.

In turn, this has underpinned the call to re-imagine school learning environments. School leaders now understand the limitations of the traditional square classroom: lined with rows of identical desks with a whiteboard at the front. These constrained, static spaces favour and nurture traditional pedagogical approaches - teacher-led instruction, rote learning and memorisation- all of which are no longer sufficient for our students.

Huge leaps have been made with regard to our understanding of how school buildings and learning environments can help develop fantastic learners who are able to thrive, both personally and professionally, in today’s world.

As well as having a continual focus on the quality of teaching in our schools, it is also important to create innovative learning spaces that inspire our school communities and help nurture great learners.

Inspiring BuildingsEducators work with architects to design buildings that will inspire teachers and learners of today. Take the award-winning campus at Taylor’s International School Puchong as an example: in order to help nurture students’ curiosity and encourage them to follow their interests, the campus is designed to offer outstanding indoor-outdoor space - particularly in their Early Years section. Flooded with natural light, the campus also includes flexible learning spaces, which teachers can easily adjust to help facilitate a wide variety of learning experiences. These spaces give students the opportunity

to practise working individually and in groups, building critical communication and collaborative skills.

Another example is Nexus Singapore’s new campus, set to open in 2020, Alongside the world-class sporting facilities, students will be inspired by open-planned ‘mega labs’ for scientific experimentation, large, open- planned classrooms to foster collaboration and communication, and a giant treehouse (complete with slides!) for outdoor play. These exciting, stimulating spaces inspire students’ imaginations and help to foster a lifelong passion for learning and discovery.

Inspiring Learning SpacesWithin classrooms themselves, much has also changed. Researchers have examined the impact of light, colour and noise on learning and suggested changes to the way we design classrooms. As a result, teachers are beginning to employ this research to help them reshape

learning environments: filling them with natural materials, greenery and flexible seating arrangements. These learning environments aim to nurture children’s creativity and skill development, stimulate their curiosity and support their social and emotional wellbeing.

Carefully designed ‘open plan’ classrooms also allow teachers and students to collaborate and communicate. For example, both Nexus Malaysia and Nexus Singapore have open-plan classrooms as one of their hallmark features, a reflection of their commitment to collaborative learning and innovative pedagogy. In the Early Years, it is becoming more common for schools to remove walls and create large, airy spaces that encourage children to collaborate with their peers. You can see great examples of this at both Garden International School and at Taylor’s International School (Kuala Lumpur). The spaces ensure children have frequent opportunities to problem- solve, apply their knowledge

in different contexts and think creatively - right from an early age.

These innovations don’t just benefit younger children. Schools are beginning to see the benefit of investing in inspiring spaces for older students, too. For example, Garden International School’s new Sixth Form Centre was recently transformed into a dynamic professional space containing collaborative working areas, quiet study spaces and flexible spaces for students to relax and recharge. The Centre more accurately mimics a modern, flexible workplace, helping prepare graduates for life beyond school.

Modelling Great LearningThe creative design of school buildings and learning spaces is one thing - but ensuring that learning environments enhance and support learning is also of crucial importance.

Next time you visit a school, pay attention to what is being displayed. Schools should be

full of real, current examples of student work which celebrate the ‘learning journey’ of every child. For example, pay a visit to Australian International School Malaysia (AISM) and you’ll notice the vast amount of student work on every display board. Finished work, drafts in progress, academic goals, students’ next steps: all of it covering the walls! Why? As the only certified Visible Learning school in the world, AISM follows Professor John Hattie’s evidence-based approach to teaching and learning and understands the importance of modelling what great learning looks like. Modern educators must be committed to creating learning spaces that are exciting and stimulating. Whether that is through hiring award-winning architects to design outstanding building campuses, or through the creation of innovative, flexible learning environments based upon the latest academic research, great design inspires great learning.

TAYLOR’S SCHOOLS:

HOW GREAT DESIGN INSPIRES GREAT LEARNING

“We shape our buildings, thereafter they shape us.” - Sir Winston Churchill



Taylor’s International School Puchong Garden International School

Nexus International School Singapore

Nexus International School Singapore

Tenby Schools has come a very long way since its establishment in 1960 in Ipoh as a mere kindergarten serving the children of British expatriates. There are now seven campuses within Malaysia. The campuses provide progressive education following both the International curriculum as well as the Malaysian National curriculum in Ipoh (Perak), Penang, Setia Eco Park (Shah Alam), Miri (Sarawak), Setia Eco Gardens (Johor Bahru), Setia EcoHill (Semenyih) and Tropicana Aman (near Kota Kemuning). Student numbers have reached almost 5,400 and are set to grow further.

In January 2018, Tenby Schools officially joined the International Schools Partnership (ISP), a

focused, growing and financially secure group of 39 schools around the world with more than 34,000 students on its roll. Tenby Schools became its first group of schools in the South East Asia region. This new development will push a new boundary for Tenby Schools in terms of educational cooperation across the region, cultures and languages. Backed with further resources, expertise and investment from ISP, the schools will continue to grow to help children and students learn to levels that amaze them and subsequently become the school of choice within their local community.

For almost 60 years, Tenby Schools has made the holistic education approach a reality to

parents in Malaysia. The shift in paradigm from a conventional educational approach to an all-round education, with excellent academic achievement has helped the community to choose Tenby Schools as the place to unlock the potential in their children and nurture them to become global citizens and future leaders. In Tenby Schools, success is not only judged by examination grades but also by how students achieve their full potential in other areas of school life such as sports and arts, as well as by developing the values of compassion, responsibility and integrity to be effective communicators, creative thinkers and independent learners. All these are manifested clearly in the Learner Profiles of the schools.

While parents play an important role in ensuring their children receive the best possible education, Tenby Schools recognises the critical role of teachers by placing greater emphasis on the professional development and support for each educator. Certified courses such as the Post Graduate Diploma in Education (PGDE) and the Post Graduate Certificate in Education (PGCEi) are offered to teachers as part of the continuous development programme to ensure that progressive and innovative teaching methodologies are being delivered to students.

Tenby International School Tropicana Aman (Kota Kemuning)Another recent milestone is the opening of the seventh Tenby Schools campus in September 2018, Tenby International School Tropicana Aman. Located within the Tropicana Aman township, the 10-acre, purpose-built campus caters for the needs of

the best international education for aspiring parents within Kota Kemuning and its surrounding areas. Similar to other Tenby Schools’ campuses, the teaching and learning in this school is complemented by excellent facilities including laboratories, classrooms, sports complex and an astroturf football field among others.

The Head of School, Ms. Jane Kuok is no stranger to the international school community especially in Malaysia. Being with Tenby since 2008, there is no question over Jane’s loyalty and capabilities. Under her leadership, the Tenby Schools flagship campus, Tenby Schools Setia Eco Park in Shah Alam flourished to become one of the most respected international schools in Klang Valley, being the first school in Malaysia with both the International and Malaysian National curriculum to achieve worldwide standards recognition from the Council of International Schools (CIS) and Ms. Jane Kuok

Western Association of Schools and Colleges (WASC). Jane was also instrumental in steering the Tenby Schools Ipoh campus towards its accreditation journey with CIS during her three-year stint as the Principal prior to her latest appointment.

Jane’s excellent qualifications coupled with her vast knowledge and extensive experience in international education, demonstrate that she is fully aware of the challenges of learners in the 21st century. Tenby Schools believes that Ms. Jane Kuok is leading the new campus with a passion for educating children over the last 25 years and will ensure that every student in Tenby International School Tropicana Aman will have an amazing learning experience in a school of choice for the community.

For more information, and to secure your child’s place with the Tenby Schools family please visit www.tenby.edu.my

TENBY SCHOOLS MALAYSIA:

AMAZING LEARNING AT YOUR SCHOOL OF CHOICE



Wesley Methodist School Kuala Lumpur (International) The school achieved outstanding results in the IGCSE 2018 and has more than 12 students sweeping the top in the Malaysia/World in Cambridge IGCSE Learners’ Awards annually. Holistic education is also a priority as the school is known for a host of extracurricular and character building programmes, including the yearly highly acclaimed musical concert and the most active Interact and Leo Clubs in the country.

Wesley Methodist School Penang (International)The school offers the British Cambridge curriculum, from Year 1 to Year 11 leading to IGCSE. The school is launching its Year 10 class in 2019. WMS Penang offers kindergarten, primary and secondary school levels in one campus with shared facilities. Students can choose from over 20 types of clubs and societies such as speech and drama, robotics and learning musical instruments.

Wesley Methodist School Ipoh (International)WMS Ipoh is a private mission

school seeking to nurture each child’s potential and prepare them with the right 21st century skills. The school offers the Cambridge syllabus as well as Mandarin and Bahasa Malaysia at SPM level. A variety of co-curricular activities ensure the wholesome development of every child. WMS Ipoh academic results were all above the world average in 2018 especially in Mathematics and Science.

Wesley Methodist School @ Bandar Seri CoalfieldsThis school is the first full-fledged Methodist Private School that offers kindergarten, primary and secondary school levels in its one campus. It has 30 classrooms and top-notch school facilities such as a spacious multi-purpose hall and library, computer rooms and science labs. As a Private Mission School, it integrates the national curriculum with 21st century learning skills, and English is the medium of instruction in addition to Mandarin.

Wesley Methodist School Klang (Private)Established in 1980, the school emphasises the acquisition and use of English as a medium of

instruction. The learning process in WMS Klang is student-centered, fun and hands-on. The school envisions each child walking out into the real world with self-confidence and trained in character values. Each student is provided with ample opportunities and the influence, guidance and mentorship by a team of dedicated and experienced teachers for a holistic education. Wesley Methodist School Seremban (Private)The school adopts a holistic approach in educating the child. WMS Seremban provides opportunities for all students to participate in international competitions in Mathematics, English, Writing, Computer Science and Science. Students are encouraged to actively participate in sports, drama and dance, play in bands, public speaking competitions and forensic competitions, among others. The school’s fifth formers achieved 100% passes for SPM 2018, 82% of its students scoring A in Additional Mathematics.

For more information, visit www.wms.edu.my/school or call 03 - 7956 5310.

WESLEY METHODIST SCHOOL* PRIVATE * INTERNATIONAL


Inside the Schools

How long have you been teaching?15 years.

Why did you become a teacher? I am an accidental educator. Being a Chemistry graduate, I first chose to be a teacher as I found it quite boring to be in the lab carrying out experiments all the time! Eventually, I found my passion in teaching, something that I havenever ever regretted doing.

Tell us about your own education journey.I have never been trained as a teacher. I was trained as a Chemist. I pursued my Degree and Masters in Chemistry. I started teaching in pre-university and it was then I realised that my steep learning curve had just begun. I experienced a breakthrough, especially in terms of the mindset to learn as a student and to learn as a teacher. This has made me realise that when we stop teaching, we stop learning. As a teacher, we ought to guide the students to have the right mindset, hence, to learn

first instead of just teaching the content of the subject.

What is the most memorable moment in your teaching career so far?The most memorable moment was when one of my students who graduated as a medical doctor surprised me with his visit at my office. It was a profound moment when he sharedwith me all the little things that I had done, which I never realised back then, but have impacted his life as a student. I was deeply moved.

What do you like most about teaching?To teach is about staying young at heart, having the conviction deep within, by touching the hearts of others.

What is the best thing about teaching at your school? In my school, we introduced the M.B.A (Mind. Blowing. Adventures) course to my lower secondary students. Our children/students need to be connected and to learn

Dr. Wong Siew Chin MalaysiaPrincipal, Sri Bestari International School

from diverse industries. They cannot merely learn from books/Internet. M.B.A is a platform to cultivate the entrepreneurial mindset among Bestarians by exposing them to various industries through case studies, analyses of business strategies, surveys and interviews on the ground. As a school, we need to provide a platform for them to learn from people in these industries to eventually help them find their own passion, which is indeed our ultimate objective.

Who or what inspires you? Dr. Elizabeth Lee (Sunway Education Group’s Senior Executive Director). I am a BBGS alumna, who believes in the BBGS school motto Nisi Dominus Frustra (Without God, All in Vain).

What is the one thing you wish all students would do?Life is precious. Having the grit in life is more important than intelligence. We should never ever think of giving up before starting our lives.

“Having the grit in life is more important than intelligence.”


Teacher Profile

34, Jalan Dutamas RayaEmail: [email protected]: +603 6250 4415 Mobile: +60 16 211 1445

Part of the AEFE network, gathering 500 French schools in 137 countries

730 students

47 nationalities 100% success rate

Early English Program designed to integrate international students

Openness & Diversity Academic Excellence

www.lfkl.edu.my

45% of our alumni are studying outside of France

International languagecerti�cations (IELTS, HSKCambridge, DELE, DELF)

Inspirational Environment

Extensive range of extra curricular activities (sports, arts, music, theatre, dance)

Facilities that includes: an olympic swimming pool, a football and basketball court, a gymnasium, a rock climbing wall, sciences labs, a library, an auditorium and a spacious airy canteen

Quali�ed teachers attached to the French Ministry of Education and English professional native teachers

Opportunity to learn up to 5 languages

French Baccalaureat

French linguistic support

Advanced digital equipement for innovative and interactive learning

French School of Kuala Lumpur (LFKL)

SESSION 2019-2020

FRENCH SCHOOLADMISSIONS ARE NOW OPEN!

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magazine cover.pdf 1 09/05/2019 09:31:33 �

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Ask your child’s school what Oxford resources they are using in their Cambridge classrooms.


Dear Parents,

At Oxford we support your children with complete syllabus match and explicit exam preparation from examiners, teachers and subject experts, to help them to reach their full potential.

We are committed to offering your children the following:

1) Complete IGCSE and A Levels syllabus support

Our resources undergo an extensive review process by teachers and subject experts, to ensure a complete syllabus match and to maintain the standard of excellence that you expect.

We show our direct match to the latest syllabuses with syllabus matching grids, illustrating each topic and where it can be found in the Student Book. You can be confident that everything is covered and supported with adequate reference material.

2) Unique exam support and guidance

Oxford resources help to raise your children’s grades with explicit and unique assessment support that not only matches but goes

beyond what endorsed publishers often offer.

Our Exam Success Guides bring much-needed clarity and focus to exam preparation, with in-depth insights and guidance to ensure that your children get the results that they truly deserve.

3) An expert author teamWe work with examiners, teachers and subject experts who have extensive knowledge of syllabus content, accessibility and exam expectations.

With years of insight into how the IGCSE and A Levels exams work, and experience of areas where learners struggle, our authors have an excellent understanding of what support your children need to achieve their best.

4) A global outlookWe embed international texts and examples into our resources to motivate learners, and to celebrate our diverse world.

Our resources are also embedded with language support and differentiation to ensure that no child is left behind.

5) Providing choice for schoolsOxford has partnered with the AQA to develop an awarding body: Oxford International AQA Examinations. Oxford will not only publish for Oxford International AQA Examinations, but also for other international syllabuses, including but not limited to Cambridge Assessment International Education (CAIE) and International Baccalaureate (IB).

For every syllabus, we believe that learners should have a plurality of resources available to them, allowing varied learners’ needs and interests to be met. Our resources are used in more than 50 countries worldwide and accessed by millions of learners.

Oxford’s resources undergo a rigorous quality assurance process to ensure they meet and exceed your expectations and your children’s academic aspirations.

Find out more about Oxford’s resources at www.oxfordsecondary.com.

OXFORD EXCELLENCE FOR THE IGCSE AND A LEVELS

Mr Iskandar Hishamuddin Hamzah and his students at Cempaka International School Damansara Heights using Oxford resources for Cambridge International

QualificationsMaster’s in Structural EngineeringMaster’s in Space Studies

Current Job Title/Designation and name of company Aerospace Structural Engineer at OHB.

Tell us briefly about your current job and companyI am currently working as a Spacecraft Structural Engineer at OHB in Bremen, Germany. The company is one of the leading independent forces in European space, and is involved in the sectors of Human Spaceflight, Earth Observation, Exploration/Science, Communication, Navigation, amongst several others. My tasks involve conducting structural analyses on spacecrafts, supporting new technology development, and supporting satellite projects from the proposal phase until the launch campaign.

What is your most memorable experience in school? It is hard to pinpoint just one memorable experience throughout my 11 years at GIS, as I thoroughly enjoyed my time there! However, I do remember enjoying the sports days. I also have great

memories of organising mufti day with my friends.

What were your favourite and least favourite subjects in school, and why?My favourite subjects were Physics, Chemistry, and Mathematics, as I was interested in Science and Maths from a young age, and hence I thoroughly enjoyed those subjects. My least favourite subject was probably Business Studies, as it was a field that I was not very interested in.

What extracurricular activities did you do? For my extracurricular activities in secondary school I played basketball and football, competed in the school’s athletics team, and sang in the choir. In primary school, I also took basket-making, origami, and juggling.

What was the best thing about your school? What important lessons did you learn in your school that have helped you in your life?I remember being genuinely excited to go to school every day, as the quality of the education was excellent, with the teachers bringing out the best in you and making you excited to learn. I also met some of my closest friends

Shireen Basheer Malaysia29 years oldGarden International School 1994 - 2005

at GIS and despite the time apart and the distance between us, westill maintain close relationships with each other. Studying in a multi-cultural environment helped me broaden my views of the world, and to work with people from all backgrounds. It also taught me about the importance of diversity.

If you could travel back in time, what is the one thing that you would change when you were a student? Teenagers in general are always trying to fit in, and sometimes it’s better to stand out. I think I would listen to myself more, and spend less time caring so much about what other people think!

What advice would you give to current students of your alma mater? The advice I would give GIS students is be humble. Attending an international school is a privilege not afforded to everyone, and we should never forget that. I would also tell them to make use of the vast number of extracurricular activities offered at the school. Having a wide range of interests and skills will take you far in life, as it’s important to have a life outside of your career!

“Having a wide range of interests and skills will take you far in life…”

Describe yourself in three words.Easygoing, reliable and outgoing.

What is your favourite subject and why?My favourite subject is Geography because I like learning about sociological things and my teachers in school really make things interesting.

What kinds of extracurricular activities do you do and why?I play volleyball, and do Model United Nations (MUN) as well.

Volleyball and MUN has allowed me to meet many great people in other schools.

What opportunities has your school given you that you would not have had otherwise? Tenby has given me a full scholarship, which is something I might not have gotten anywhere else. I’m also fortunate enough to be selected as Head Girl.

Describe your school in three words.Bustling, nature-orientated and bright.

Lim Shuwern Malaysia 18 years old, Year 13 Tenby International School Setia Eco Park

What do you hope to do when you finish school?I hope to go to the UK to pursue a higher education in Law.

What do you think is the biggest problem with the world today? What can you do about it?I think the biggest problem about the world today is the fact that some countries have such an intense focus on militaristic means to achieve good.

“Volleyball and MUN has allowed me to meet many great people in other schools.”


Student Profile Alumna Profile

Describe yourself in three words.Conscientious, compassionate, intelligent.

What is your favourite subject and why?English – Language: I enjoy writing, especially as a character from a book, or a play. Literature: When analysing work, I believe there should be more than one perspective and I love to hear what others have to say.Art/P.E – These subjects bring out my creativity by familiarising me with works of art and sports from around the globe.Math – It is really motivating when you understand and are able to carry out complex equations and problems.

What kinds of extracurricular activities do you do and why?The World Scholar’s Cup – An academic competition that builds confidence, teamwork and cultural understanding.

Netball and Basketball – Are about teamwork-trusting your teammates and them trusting you. These are sports that require understanding.

Lasallian Youth Movement – This extracurricular group is about giving back and has a lot to do with working as a team. I feel it is necessary to be selfless and once in a while, to do selfless good deeds.

What opportunities has your school given you that you would not have had otherwise? My school was the reason I joined The World Scholar’s Cup. To me it was unheard of. My classmates returned with medals, newfound friendships and unforgettable experiences and I knew I had to give it a chance. It is a great adventure, rich experience and the best opportunity given to me by my school. Our school is based on the values of faith, service and community and therefore it is mandatory for each class to organise and carry out a service project each term. I wouldn’t have gotten opportunities like this in my previous schools.

Meagan Motha India15 years oldYear 9St. Joseph’s Institution International Malaysia (SJIIM)

If you could change one thing about being a student at your school, what would it be?There isn’t much I would like to change about being a student at my school except the food. The canteen could provide better variety; there are some days when it is good but it can be worked upon.

Describe your school in three words.Community, Creative learning, Service-based.

What do you hope to do when you finish school?I’m interested in either Psychology, Neuroscience or Acting. Maybe even Astronomy!

What do you think is the biggest problem with the world today? What can you do about it?Injustice. Injustice to those without power, to those who aren’t earning enough, to those who are discriminated and to the planet. I can certainly start by respecting all persons, avoiding judgment and giving back to our planet by reusing, recycling and limiting the use of plastic.

“When analysing work, I believe there should be more than one perspective and I love to hear what others have to say.”


Student Profile

CHARACTER.Students at OIS are challenged to appreciate the unique qualities of a diverse world and celebrate shared values. Words like empathy and understanding are more than

just lofty ideals; at OIS, they are woven into our curriculum, embedded into our programs, and lived out by an international community of students and educators

from all over the world who call OIS home.

SCHOOL SHOWCASEThis section contains a comprehensive directory of the international schools in Malaysia, with detailed profiles of individual schools as well as comparative reference tables.


School Showcase


School ShowcaseSchool Showcase

ABEDEEN INTERNATIONAL SCHOOL• Year Established: 2017 • Location: Cyberjaya, Selangor• Student Population/Average Class Size: 105/16• Levels of Education Offered: Primary and Secondary (Year 1 to Year 11)• Curricula/Programmes Offered: Malaysian Curriculum, Islamic Curriculum, IGCSE, Preparation for A Levels and IB Diploma• School Year Schedule: January to November • School Fees: Annual tuition fee - RM14,080 to RM15,180; Application fee - RM200; Registration fee - RM1,000;

Enrolment fee - RM3,470 to RM3,820• Contact Information: (+6016) 261 2846• Website: www.abedeen.edu.my

AIU INTERNATIONAL SCHOOL• Year Established: 2015 • Location: Alor Setar, Kedah• Student Population/Average Class Size: 60/15 on average• Levels of Education Offered: Year 1 to Year 6• Curricula/Programmes Offered: CIPP, Exciting Co-Curriculum programme and Islamic Programme (for Muslim Students)• School Year Schedule: September to July• School Fees: Annual tuition fee - RM12,000 to RM18,000; Application fee - RM500, Registration fee - RM1,000;

Refundable deposit - Equivalent to one term's fee• Contact Information: (+604) 733 6200, [email protected]• Website: http://aiuis.edu.my/

ACMAR INTERNATIONAL SCHOOL • Year Established: 1997, 2018 (International) • Location: Klang, Selangor• Student Population/Average Class Size: 600/25• Levels of Education Offered: Preschool, Primary, Secondary• Curricula/Programmes Offered: Malaysian Curriculum, Cambridge• School Year Schedule: September to July• School Fees: Annual tuition fee - RM10,000 to RM33,000; Admin fee - RM2,200 (Preschool); RM4,000 (Years 1 to 11);

Refundable deposit - Equivalent to one term's fee• Contact Information: (+603) 3344 3777, (+6016) 968 8402, [email protected]• Website: www.acmarschools.com.my

ALICE SMITH SCHOOLIntroduction: Established in 1946, Alice Smith School is one of the oldest and most prestigious British international schools in Asia offering the National Curriculum for England. We have a reputation for excellence and provide an outstanding education. As a not-for-profit educational foundation, all resources are focused on our students’ success, wellbeing and happiness.

Our broad and balanced curriculum is designed to stimulate every student’s capacity to learn whilst providing the opportunity to develop higher-level thinking skills including creativity, problem solving and highly effective communication. We value and educate the whole child.

Our academic results are consistently excellent placing us among the best British international schools in the world with students gaining places in the world’s top universities.

• Year Established: 1946 • Location: Jalan Bellamy, Kuala Lumpur (Primary Campus);

Seri Kembangan, Selangor (Secondary Campus)• Student Population/Average Class Size: 1,550/20-22• Levels of Education Offered: Cater to students from ages 3 to 18. Primary Campus

from Preschool to Year 6. Secondary Campus from Year 7 to Sixth Form (A Levels)• Curricula/Programmes Offered: UK Curriculum, (I)GCSE, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fee - RM46,290 to RM99,900; Application fee - RM1,200;

Enrolment fee - RM5,000• Contact Information: Primary Campus - (+603) 2148 3674/ Secondary Campus - (+603) 9543 3688• Website: www.alice-smith.edu.my

ALNOOR INTERNATIONAL SCHOOL• Year Established: 2007 (Kuala Lumpur), 2015 (Kuantan) • Location: Bukit Petaling, Kuala Lumpur; Kuantan, Pahang• Student Population/Average Class Size: 400/20 (Kuala Lumpur); 60/10 (Kuantan)• Levels of Education Offered: Preschool, Primary, Secondary, IGCSE, A Level (Ages 3 to 18)• Curricula/Programmes Offered: Cambridge, IGCSE, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fee - RM9,000 (Preschool) to RM29,500 (Year 11); RM12,000 to RM14,000 (A Level);

Application fee - RM250; Registration fee - RM2,500; Deposit - RM3,500• Contact Information: (+603) 2142 4473 / (+603) 9226 0873, [email protected]• Website: www.ais-kl.edu.my (AIS Kuala Lumpur), ais-kuan.edu.my (AIS Kuantan)

ASIA METROPOLITAN INTERNATIONAL SCHOOL• Year Established: 2013 • Location: Ipoh, Perak• Student Population/ Average Class Size: 105/12• Levels of Education Offered: Year 1 to A Levels• Curricula/Programmes Offered: Cambridge, IGCSE, UK Curriculum• School Year Schedule: September to July• School Fees: Annual tuition fee - RM8,400 to RM20,400; Application fee - RM2,500; Admission fee - RM2,500;

Refundable deposit - RM4,500• Contact Information: (+605) 543 0244, [email protected]• Website: www.ametis.edu.my

AUSTIN HEIGHTS PRIVATE & INTERNATIONAL SCHOOLS • Year Established: 2011 • Location: Johor Bahru, Johor • Student Population/Average Class Size: 1,000/25• Levels of Education Offered: Early Years, Reception, Year 1 to Year 11 (Ages 3 to 17)• Curricula/Programmes Offered: UK Curriculum & IPC (Early Years/Primary), Cambridge Primary, Cambridge Secondary, IGCSE, Malaysian Curriculum• School Year Schedule: September to July• School Fees: Annual tuition fee - RM8,400 to RM18,000; Application fee - RM100 to RM200; Admission fee - RM1,000 to RM2,000; Refundable deposit - Equivalent to one term’s tuition fee• Contact Information: (+607) 351 5000, [email protected] • Website: www.austinheights.edu.my

ASIA PACIFIC SCHOOLSIntroduction: Asia Pacific Schools (APS) is an integral development within the APIIT Education Group (APIIT). APIIT Education Group embarked into schools with a focus on developing young minds which started with the establishment of the APIIT Smart School in 2006 and in August 2012, was renamed to Asia Pacific Smart School (APSS).In September 2012, the Group's involvement in the Schools sector was reaffirmed with the launching of Asia Pacific International School (APIS).

At Asia Pacific Schools, we firmly believe that success truly begins with the best education. This certainly starts with the curriculum itself - in APSS, we offer the National Curriculum, whereas in APIS, we offer the internationally recognised Cambridge IGCSE Curriculum. Whilst preparing students to sit for the major public examinations (UPSR, SPM and IGCSE), Asia Pacific Schools go beyond the Curriculum and Academic Excellence to provide a holistic nurturing environment for the students. Our programmes are augmented with a broad range of co-curricular and extracurricular activities. Witha strong emphasis on technology as an enabler to support learning, APSS and APIS will adopt and continuously enhance educational practices to nurture our students and bring out their analytical and innovative thinking capabilities.

In achieving the above, Asia Pacific Schools will provide a stimulating environment that allows our students to enjoy the learning experience and excel in their studies.

• Year Established: 2006 (APSS), 2012 (APIS), 2014 (APIS Preschool)• Location: Subang, Selangor • Average class size: 28• Levels of Education Offered: Ages 7 to 17 (APSS), Ages 5 to 16 (APIS), Ages 3 to 5 (APIS Preschool)• Curricula/Programmes Offered: IGCSE (for APIS), Cambridge, UK Curriculum,

Malaysian Curriculum (APSS)• Student Support Services: Virtual Learning Environment (VLE), Pastoral Care &

Counseling• ESL Programmes: The School is able to provide extra assistance for children whose

first language is not English. The purpose of the program is to bring children's English language skills to A Levels where they can do well in the mainstream classroom. Students will be advised to attend the classes if required. Students usually attend classes in small pullout groups.

• Uniforms: Required (Except preschool)• Transport: The school provides a list of independent private transporters which

parents can engage at an additional cost.• School Facilities: Air-conditioned classrooms, library, swimming pool, sports field,

canteen/cafeteria, playground, basketball court, badminton court, IT resource centre, science laboratory, art room, music room, speech & drama room, multipurpose hall

• Extracurricular Activities (ECA): Taekwondo, ukelele, violin, Minecraft, aikido, animation, creative clay art, dodgeball, fencing, gymnastics, karate, LEGO robotics, Science Bridge, public speaking, soccer, swimming, vocal. *ECAs subject to change

• School Year Schedule: September to July (APIS), January to November (APSS)• School Fees: Annual tuition fee - RM20,055 to RM39,420 (APIS); RM16,160 to

RM21,670 (APSS); Application fee - RM500 (APSS & APIS); Registration fee - RM3,500 (APIS), RMS00 (APSS); Refundable deposit - RM2,000 to RM3,000 (APSS), Deposit as per fee guide (APIS)

• Contact Information: (+603) 7847 1000, [email protected]• Website: www.apschools.edu.my



AUSTRALIAN INTERNATIONAL SCHOOL MALAYSIAIntroduction: AISM is a vibrant and growing international school for children from age three (Preschool) to age 18 (Pre-University). Established since 2000, AISM is the most experienced international school in Malaysia offering Australian education delivered by highly qualified international teachers; predominantly Australian trained and experienced, and following the Australian school year. The school, located in a secure gated community, overlooks the picturesque South Lake of Mines Resort City, a short drive from major expatriate areas in Kuala Lumpur such as Mont'Kiara, Bangsar, Ampang, Taman Desa and many more. AISM houses all three of its schools; Junior, Middle and Senior on one campus and has more than 650 students represented by over 40 different nationalities. The school offers a holistic learning experience, leading to the Higher School Certificate (HSC) which is an international qualification accepted by top universities around the world.

All our students are taught using the Visible Learning™ Approach, that is proven the world over. AISM is the first in the World to be accredited as a Visible Learning School.

• Year Established: 2000 • Location: Seri Kembangan, Selangor• Student Population/Average Class Size: Over 650/18 - 25• Levels of Education Offered: Preschool to Pre-university (Ages 3 to 18) • Curricula/Programmes Offered: Australian Curriculum • School Year Schedule: January to December• School Fees: Annual tuition & technology fee - RM40,672 to RM81,924; Application fee - RM1,300; Admission fee - RM20,000; Refundable deposit - Equivalent to one term’s tuition fee• Contact Information: (+603) 8949 5000, [email protected]• Website: www.aism.edu.my

BASEERAH INTERNATIONAL SCHOOL • Year Established: 2010 • Location: Batu Caves, Selangor• Student Population/Average Class Size: 350/18• Levels of Education Offered: Preschool to Pre-university (Ages 3 to 18)• Curricula/Programmes Offered: Cambridge, IGCSE, A Levels, Malay, Arabic and Islamic Civilisation• School Year Schedule: September to June• School Fees: Annual tuition fee - RM9,500 to RM18,000; Registration fee - RM1,500; Refundable deposit - RM2,000• Contact Information: (+603) 6185 9560, [email protected]• Website: www.baseerah.edu.my

BORNEO INTERNATIONAL SCHOOL• Year Established: 2017 • Location: Kuching, Sarawak • Levels of Education Offered: Year 1 to Year 13• Curricula/Programmes Offered: Cambridge, IGCSE, A Levels • School Year Schedule: January to December• School Fees: Annual tuition fee - RM8,000 to RM17,700; Admission fee - RM4,000; Assessment fee - RM100; Security fees - RM1,500• Contact Information: (+6082) 501 885 / (+6082) 503 330, [email protected]• Website: www.borneo.edu.my



BEACONHOUSE PRESCHOOLS, PRIVATE NATIONAL SCHOOLS &INTERNATIONAL SCHOOLSIntroduction: Beaconhouse School System is internationally acknowledged for its achievements in academics and excellence in educational management for over 43 years. Today we are proud to make a significant contribution in providing quality academic programmes in eight countries. Beaconhouse Malaysia currently owns and operates 13 schools within the Klang Valley, nine of which are Preschools, two private National Schools and two International Schools.

At Beaconhouse, we prepare students for their future. We empower and inspire them to reach for excellence and to become independent global learners. We provide a solid foundation from preschool to senior school allowing children to harness their individual character and talent in the pursuit of educational success.

Our core focus is to deliver quality academic programmes that enable students to achieve their intellectual potential, develop confidence and lifelong learning skills to improve their prospects beyond school. Our trained, caring and highly motivated teachers provide effective teaching, while giving students the personal attention, advice and support needed.

• Year Established: 2004 • Location: 12 locations in Kuala Lumpur and Selangor - Petaling Jaya, Bangsar, Sri

Petaling, Puchong, Subang Jaya, Kota Kemuning, Cheras & Klang (kindly check the website)

• Average Class Size: Preschool (15 - 20), Private National & International Schools (25)• Levels of Education Offered: Preschool - (Ages 2 ½ years to 6) National Schools - Pre-Primary to Secondary 5 (Ages 6 to 17) International Schools - Reception to Year 11 (Ages 4 to 16)• Curricula/Programmes Offered: Preschools - Play to Learn, Learn to Play; National Schools - KSSR & KSSM plus Cambridge Curriculum for Maths, Science &

ICT; International Schools - Cambridge Primary & Secondary, IGCSE• Languages Offered: English, Mandarin, Bahasa Malaysia and Tamil (French -

International School)• Uniforms: Required• School Facilities: Air-conditioned classrooms, library, *swimming pool, canteen/

cafeteria, basketball court, badminton court, IT resource centre, science laboratory, art room, music room, *school sports complex. (*Selected schools)

• Extracurricular Activities: Preschools & National Schools - Kindly enquire from the individual schools; Sri lnai: Sports Club, Journalism Club, Nature Club, Art & Craft Club, Interact Club, Food & Health Club, Zumba, Entrepreneurship Club;

Newlands: Literacy Clubs, Art & Design, Martial Arts, Homework Club, Debating, Public Speaking, Drama and Sudoku Clubs, Sports Clubs

• School Year Schedule: January to November (Preschools, Private National Schools & Sri lnai International); September to July (Newlands International)

• School Fees: Annual tuition fee - RM9,000 to RM17,000 (National Schools), RM15,000 to RM33,000 (Sri lnai), RM15,000 to RM37,000 (Newlands); Refundable

deposit - Equivalent to one term’s deposit; Registration fee - RM2,800 (Sri lnai), RM3,500 (Newlands)

• Contact Information: (+603) 5632 2100 (Regional Office); (+603) 7804 6025/5403 (Sri lnai); (+603) 9082 4759/4756 (Newlands), [email protected]; [email protected]; [email protected]

• Website: www.beaconhouse.edu.my

CAMPUS RANGERS INTERNATIONAL SCHOOL• Year Established: 2012 • Location: Puchong, Selangor• Student Population/Average Class Size: 300/12 - 20 • Levels of Education Offered: Preschool, Primary and Secondary• Curricula/Programmes Offered: Cambridge IGCSE and IPC• School Fees: Primary: Year 1 - 6 (RM14,800 to RM16,800 per annum); Secondary: Year 7 - 9 (RM19,500 to RM21,500 per annum); Year 10 - 11 (RM22,500 to RM25,200 per annum)• Contact Information: (+6017) 9797 688• Website: www.campusrangers.edu.my

BRAINY BUNCH INTERNATIONAL SCHOOL• Year Established: 2013 • Location: Cyberjaya, Selangor • Student Population/Average Class Size: 313/25• Levels of Education Offered: Preschool to Secondary School• Curricula/Programmes Offered: Cambridge and Montessori Method• School Year Schedule: January to December• School Fees: Annual tuition fee - RM12,000 (Elementary; Lower and Upper), RM17,600 (High School); Admission fee - RM4,000; Activities fees - RM400• Contact Information: 1800-28-2800• Website: www.brainybunch.com

BRIGHTON INTERNATIONAL SCHOOL • Year Established: 2018 • Location: Setiawangsa, Kuala Lumpur • Student Population/Average Class Size: 119/15• Levels of Education Offered: Preschool, Primary, Secondary (Grade 1 to Grade 11) & Pre-university• Curricula/Programmes Offered: Cambridge, A Levels • School Year Schedule: September to July • School Fees: Annual tuition fee - RM16,400 to RM25,400; Application fee - RM500; Registration fee - RM2,500; Refundable deposit - One term’s tuition fees• Contact Information: (+6010) 213 7579• Website: www.brighton.edu.my

CEMPAKA SCHOOLS• Year Established: 1983 • Location: Damansara Heights, Kuala Lumpur; Cheras, Selangor• Student Population/Average Class Size: 2,000/24 (Maximum)• Levels of Education Offered: Early Years, Preschool, Primary, Secondary, and Pre-University (Ages 18 months to 18)• Curricula/Programmes Offered: Early Years, Malaysian Curriculum, Cambridge IGCSE, IBDP, A Levels• School Year Schedule: January to November (National), September to July (International)• School Fees: Damansara Heights Campus: Annual tuition fee - RM10,500 to RM60,000; Application fee - RM12,000 National Stream, Cheras Campus: Annual tuition fee - RM18,000 to RM21,000; Application fee - RM3,000 • Contact Information: (+603) 2093 1740/41 (Damansara), (+603) 9076 8400 (Cheras), [email protected]• Website: www.cempaka.edu.my

THE BRITISH INTERNATIONAL SCHOOL OF KUALA LUMPUR (BSKL)Introduction: The British International School of Kuala Lumpur (BSKL) is one of the leading schools in Kuala Lumpur that provides an exceptional education to children aged 2-18 and proud to be part of the Nord Anglia Education (NAE) family.

• Year Established: 2009 • Location: Petaling Jaya, Selangor• Student Population/Average Class Size: 1,270/20• Levels of Education Offered: Nursery to Sixth Form (Ages 2 to 18)• Curricula/Programmes Offered: UK Curriculum, Cambridge Secondary, IGCSE, A Levels, Edexcel and AQA• Languages Offered: English, Mandarin, Spanish, French, Bahasa Malaysia• ESL/ESOL Programmes: Available • Student Support Services: Available• Uniforms: Required• Transport: School bus• School Facilities: Air-conditioned classrooms, libraries, swimming pools, sports fields,

gymnasium, canteen/cafeteria, playground, IT resource centre, science laboratories, audio/visual room, theatre facilities, art room, music rooms, climbing wall

• Extracurricular Activities: BSKL views after school activities and enrichment as an integral part of a child’s education, and to that end offers a wide range of clubs that aim to introduce potential hobbies, develop particular sports, provide language learning or IT support and inspire an interest in areas that perhaps they would not be exposed to through the normal curriculum.

Enrichment activities are compulsory for every child at the school. Parents are asked

to choose only one club per term, usually representing a balance between active/sport and more intellectually inspiring programmes. Every student is required to stick to any given club for at least a term, reinforcing the idea that any commitment to learning must be followed through.

• School Year Schedule: August to July• School Fees: Annual tuition fee - RM44,270 to RM99,970; Application fee - RM1,500;

Enrolment fee - RM17,050• Contact Information: (+603) 7727 7775, [email protected]• Website: www.britishschool.edu.my



CITY HARBOUR INTERNATIONAL SCHOOL• Year Established: 2017 • Location: Sitiawan, Perak• Student Population/Average Class Size: 85/15• Levels of Education Offered: Preschool, Primary, Secondary and Pre-University• Curricula/Programmes Offered: UK Curriculum, Cambridge Primary and Cambridge Secondary, A Levels• School Year Schedule: January to November• School Fees: Annual tuition fee - RM7,920 to RM32,400; Application fee - RM500; Admission fee - RM2,800;

Boarding fees - RM8,800; Refundable deposit - Equivalent to one term's school fees• Contact Information: (+605) 689 0909, (+6012) 222 4939/38, [email protected]• Website: www.cityharbour.edu.my

CHARIS INTERNATIONAL SCHOOL• Year Established: 2014 • Location: Tawau, Sabah• Student Population/Average Class Size: 77/7• Levels of Education Offered: Preschool to Year 11 (Ages 4 to 16)• Curricula/Programmes Offered: UK Curriculum, IGCSE• School Year Schedule: August to July • School Fees: Annual tuition fee - RM13,800 to RM30,450; Application fee - RM200; Admission fee - RM2,000;

Boarding fees - RM1,600/month (Only for Year 7 students - 11 years and above eligible to apply for boarding); Refundable deposit - Equivalent to one term‘s tuition fee

• Contact Information: (+6089) 748 830 / (+6017) 217 8830, [email protected]• Website: www.charis.edu.my, www.facebook.com/charistawau

CRESCENDO-HELP INTERNATIONAL SCHOOLIntroduction: The Crescendo-HELP International School (CHIS) began operations in February 2017 at its new purpose-built campus in Johor Bahru. CHIS has swiftly garnered positive reviews from students and parents who are pleased with the dedication and quality of its international team of leadership and teaching staff, as well as its world-class facilities. Within the first two years of operation, student number rose from 200 to over 1,000 and the school is considered one of the fastest growing international schools in Johor. CHIS is built on a partnership between Crescendo Corporation Bhd and the HELP Education Group, which jointly believe that quality education can help people achieve success and significance in their lives and that such educational experience can be delivered at an affordable price to families in this fast growing city.

• Year Established: 2017 • Location: Johor Bahru, Johor• Student Population/Average Class Size: 1,000/25• Levels of Education Offered: Primary and Secondary • Curriculum/Areas of Specialisation: The British Curriculum, International Primary

Curriculum (IPC) and IGCSE, A Level• School Year Schedule: September to July• School Fees: Annual tuition fee - RM26,460 (Year 1), RM29,800 (Year 7), RM33,100

(Year 9), RM34,500 (Year 11) [10% bursary is available for all 2019 intakes]; Application fee - RM250; Registration fee - RM2,000; Refundable deposit - RM2,500 (for students joining August / September 2019), RM5,000 (For students joining from Jan 2020)

• Contact Information: (+607) 861 6788, [email protected]• Website: www.chis.edu.my



DWI EMAS INTERNATIONAL SCHOOLIntroduction: Dwi Emas is Malaysia’s First Entrepreneurial School. Offering the International Primary Curriculum (IPC) and Cambridge IGCSE, it sets itself apart further with its entrepreneur programme, Powerpreneur, developed and taught in-house by real-life entrepreneurs and mentors. Dwi Emas grows the trailblazers of tomorrow and builds on the foundation of the innovative ACE EdVenture Approach (previously known as ACE EdVenture Programme) where students are immersed in a wholesome balance of academics, arts, sports, and entrepreneurship.

• Year Established: 2015 • Location: Shah Alam, Selangor• Student Population/Average Class Size: 372/25• Levels of Education Offered: Year 1 to Year 11• Curriculum/Programmes Offered: International Primary Curriculum (Primary), IGCSE (Secondary)• School Year Schedule: January to November• School Fees: Annual tuition fee - RM30,000 to RM50,000; Application fee - RM1,000

(Non-Malaysian Students); Admission fee - RM7,000 (Non-Malaysian Students); Refundable deposit - RM2,800 to RM3,600

• Contact Information: (+603) 5524 3692, [email protected], (+603) 5524 3693 (Fax)• Website: www.dwiemas.edu.my

EATON INTERNATIONAL SCHOOL• Year Established: 2013 • Location: Jade Hills, Selangor• Student Population/Average Class Size: 700/24• Levels of Education Offered: Early Years, Primary and Secondary including A Levels• Curriculum/Areas of Specialisation: English National Curriculum, Cambridge, IGCSE, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fees: RM21,000 to RM45,000• Contact Information: (+603) 8741 4965, [email protected]• Website: www.eaton.edu.my

EKHLASS INTERNATIONAL SCHOOL• Year Established: 1995 • Location: Kemaman, Terengganu• Student Population/Average class size: 145/15• Levels of Education Offered: Preschool, Primary and Secondary (Ages 3 to 16)• Curriculum/Areas of Specialisation: UK Curriculum, Cambridge Primary, Cambridge Secondary, IGCSE• School Year Schedule: September to August • School Fees: Annual tuition fee - RM750 a month (Preschool) to RM1,410 a month (Year 10); Application fee - RM200; Registration fee - RM5,000 (Preschool) to RM15,000 (Year 10 to 11)• Contact Information: (+609) 863 1136• Website: www.ekhlass.edu.my

EAGLES GRAMMAR INTERNATIONAL SCHOOL• Location: Subang Jaya, Selangor• Student Population/Average Class Size: 200/15 • Levels of Education Offered: Year 1 to Year 11 • Curriculum/Areas of Specialisation: Cambridge International Curriculum (Primary and Secondary) • School Year Schedule: January to November • School Fees: Annual tuition fee - RM12,900 to RM18,000; Enrolment fee - RM500; Refundable deposit - RM500• Contact Information: Office: (+603) 8021 7965; Whatsapp: (+6013) 239 9778; [email protected]• Website: www.eaglesgrammarinternational.edu.my

elc INTERNATIONAL SCHOOLIntroduction: At elc International School, we provide an environment that is not only conducive to learning and character building, but where students are prepared for the responsibilities, opportunities and challenges of adulthood.

Parents who send their children to elc are entrusting them to a group of dedicated professionals committed to maintaining high standards both academically and socially. Courtesy, concern for others and care of the environment are all actively encouraged, while a very firm stand is taken against negative social behaviour. While our subjects and teaching methods have evolved with the best practices in Britain and Malaysia, our values have remained traditional and true to our credo - elc, which stands for excellence in everything we do, loyalty to each other and the school, to our students and to each other, and commitment to continuous improvement in what we do and in the achievements of our students.

• Year Established: 1987• Location: Sungai Buloh, Selangor; Cyberjaya, Selangor• Student Population/Average class size: 750/20 (Sungai Buloh), 420/20 (Cyberjaya)• Levels of Education Offered: Early Years up to Year 11• Curricula/Programmes Offered: UK Curriculum, IGCSE• School Year Schedule: September to July• School Fees: Annual tuition fee - RM13,800 (Early Years) to RM44,370 (Year 11);

Registration fee - RM1,000; Admission fee - RM8,000; Refundable deposit - Equivalent to one term’s tuition fee

• Contact Information: (+603) 6156 5001 (Sungai Buloh), (+603) 8319 1641 (Cyberjaya), [email protected] (Sungai Buloh), [email protected] (Cyberjaya)

• Website: www.elc.edu.my

DALAT INTERNATIONAL SCHOOL• Year Established: 1929 • Location: Tanjung Bungah, Penang• Student Population/Average Class Size: 700/20• Levels of Education Offered: Preschool through High School (Ages 3 to 18)• Curricula/Programmes Offered: American Curriculum• School Year Schedule: August to June • School Fees: Annual tuition fee - RM11,500 to RM42,000; Application fee - RM600; Admission fee - RM1,200 to RM3,850; Refundable deposit - RM1,500• Contact Information: (+604) 375 2100, [email protected]• Website: www.dalat.org



EXCELSIOR INTERNATIONAL SCHOOLIntroduction: Excelsior International School (EIS) is located in the City of Knowledge in the Town of Bandar Seri Alam, 15km east of Johor Bahru in the south of Peninsular Malaysia. The purpose-built campus spreads over 20 acres with a built-up area of 320,000 square feet, allowing for larger facilities and more space, enabling a smoother delivery of the curriculum.

The vast premises house world-class learning, sporting and recreational facilities. The School is the flagship campus of the Singapore’s Raffles Campus Group and builds upon Raffles’ expertise and experience in operating and managing schools in Dubai, Singapore, India and China.

EIS is committed to excellence in education by striving to provide each student with opportunities to reach their full potential as lifelong learners in a holistic, challenging and supportive learning environment that will ultimately prepare them to play an active and responsible role as global citizens in a multicultural world. In support of our belief in holistic education, all students follow a broad educational programme covering Academics, Sports and the Arts - our Three Pillars of Excellence.

• Year Established: 2013 • Location: Johor Bahru, Johor• Student Population/Average Class Size: 450/20 - 25• Levels of Education Offered: Nursery to Grade 12 (Ages 3 to 17)• Curricula/Programmes Offered: International Baccalaureate (IBDP), IGCSE, Cambridge

Secondary, Cambridge International Primary Years Programme (CIPP), International Primary Curriculum (IPC), International Early Years Curriculum (IEYC)

• Languages Offered: English, Bahasa Malaysia, Mandarin• ESL/ESOL Programmes: We have IES (Intensive English Support) and ELS (English

Learning Support) programmes for children of varying language needs and competencies

• Student Support Services: Assist in Student Pass application and Escort Pass application administration

• Uniforms: Required• School Facilities: Air-conditioned classrooms, library, swimming pools, artificial-turf

soccer field, gymnasium, canteen/cafeteria, 400m running track, playground, tennis courts, basketball courts, badminton courts, IT resource centre, science laboratories, auditorium, theatre, art room, music room, boarding facilities, dance studio, school clinic, visitor lounge, staff and student lounges

• Extracurricular Activities: Chess, Comics and Stories, Indian Dance, knitting, board games, Warhammer, Guitar Club, Chinese Literature, football, fitness, badminton, volleyball, arts and crafts, Smart Readers, Fun Numbers, School Musical, Fun Mandarin, cheerleading, capoeira, basketball, theatre, LEGO Club, origami, Colouring Club, Science Fun, Junior Chef, Drum Circle, web design, table tennis, yoga, swimming, taekwondo, golf, jujitsu, tennis, wushu, robotics, English Boosters, Math Boosters, Science Boosters, cross-stitch, Media Club, book-building, Basic Dance

• School Year Schedule: August to June • School Fees: Annual tuition fee - RM26,800 (Nursery) to RM66,000 (Grade 12);

Registration fee - RM1,000; Enrolment fee - RM2,500 (Nursery) to RM7,500 (Grade 12); Refundable deposit: 20% of annual tuition fees.

• Contact Information: (+607) 388 8999, [email protected]• Website: www.eis.edu.my

EPSOM COLLEGE IN MALAYSIAIntroduction: The College, on a 50-acre site at Bandar Enstek, south of Kuala Lumpur, is an extension of Epsom College in the UK, which was founded in 1855 and has a long history of educating Malaysians and international students. Epsom College in Malaysia follows the English National Curriculum with all subjects taught in English. The Senior School for pupils aged 11 to 18 is both a day and boarding school whilst the Prep School is for day pupils aged 3 to 11 years old. Epsom College in Malaysia combines academic excellence with a first class British boarding experience. We create a family environment within a structured school routine, with a traditional British House system fostering a strong feeling of belonging and community. Besides full boarding, weekly boarding is an option for parents who want to combine a British boarding lifestyle for their children during the week with high quality family time at the weekends.

• Year Established: 2014 • Location: Bandar Enstek, Negeri Sembilan • Student Population/Average Class Size: 400/14 - 24• Levels of Education Offered: Early Years Foundation Stage to A Level (Ages 3 to 18)• Curricula/Programmes Offered: UK Curriculum, IGCSE, A Level• School Year Schedule: September to July • School Fees: Annual tuition fee - RM51,905 (EYFS) to RM94,035 (Year 13); Annual boarding fee - RM50,400; Application fee - RM1,000; Enrolment fee - RM20,000;

Refundable deposit - Equivalent to one term’s tuition fee• Contact Information: (+606) 240 4188, [email protected]• Website: www.epsomcollege.edu.my

ETONHOUSE MALAYSIA INTERNATIONAL SCHOOL• Year Established: 2010 • Location: Persiaran Stonor, Kuala Lumpur• Student Population/Average Class Size: 180/18 • Levels of Education Offered: Preschool to Year 6• Curricula/Programmes Offered: Reggio Emilia inspired and IB Primary Years Programme• School Year Schedule: August to June• School Fees: Annual tuition fee - RM26,520 to RM38,400; Application fee - RM2,000; Registration/Admission fee -

RM10,000; Refundable deposit - Equivalent to one semester's tuition fee (conditions apply)• Contact Information: (+603) 2141 3301, [email protected]• Website: www.etonhouse.edu.my

FAIRVIEW INTERNATIONAL SCHOOL• Year Established: 1978 • Location: Wangsa Maju, Kuala Lumpur; Subang Jaya, Selangor; Bayan Lepas, Penang; lpoh, Perak; Johor Bahru, Johor • Student Population/Average Class Size: 3,000/24 students• Levels of Education Offered: Early Years Education (EYE), Primary Years Programme (PYP), Middle Years Programme

(MVP), International Diploma Programme (IBDP), NCUK International Foundation Year (IFY), Cambridge Assessment International Education

• Curricula/Programmes Offered: International Baccalaureate, Cambridge Assessment International Education • School Year Schedule: August to June• School Fees: Varies according to campus. Please contact school for more information. Cambridge International Examination for secondary (CIE): From RM20,000 per year • Contact Information: (+603) 4142 0888, [email protected] (Kuala Lumpur); (+603) 8023 7777 (Subang Jaya);

(+605) 313 6888 (lpoh); (+604) 640 6633 (Penang); (+607) 364 3378 (Johor)• Website: www.fairview.edu.my

GARDEN INTERNATIONAL SCHOOLIntroduction: Garden International School (GIS) is the largest private, co-educational, British international school in Malaysia with two campuses in Kuala Lumpur: an Early Years Centre in Desa Sri Hartamas and a Primary and Secondary School in Mont'Kiara.

Established in 1951, GIS is consistently ranked among the top international schools in Asia. As well as outstanding academic results, the school is known for innovative pedagogy and its strong school community. GIS offers the British Curriculum to students from over 65 different countries. A truly international school, GIS is proud of its strong heritage of academic excellence and the number of graduates that go on to become ‘world changers’.

GIS offers students over 150 Co-Curricular Activities (CCAs), one of the most expansive co-curricular programmes in the country. Opportunities are constantly being developed and added, and change every term. These opportunities develop our students' resilience, determination, teamwork and cooperation; all attributes espoused in the GIS Learner Skills. • Year Established: 1951 • Location: Mont’Kiara, Kuala Lumpur• Student Population/Average Class Size: 2,000/22• Levels of Education Offered: Nursery to Sixth Form (Ages 3 to 18) • Curricula/Programmes Offered: UK Curriculum, Cambridge Secondary, IGCSE, A Levels• School Year Schedule: August to June • School Fees: Annual tuition fee - RM44,460 (Nursery) to RM97,110 (Year 13); Application fee - RM1,300; Registration fee - RM10,000 to RM20,000; Refundable deposit - (equivalent to one term's tuition fee)• Contact Information: (+603) 6209 6888, [email protected]• Website: www.gardenschool.edu.my



GEMS INTERNATIONAL SCHOOLIntroduction: GEMS Education runs a global network of award-winning international schools with over 250schools in 13 countries. As of today in Malaysia, GEMS has established two schools at Pearl City (Penang) and Tropicana Metropark (Subang Jaya).

We bring together a desirable international education environment, significant investments in leading curriculum and child research, world-class facilities and a community of the most accomplished teachersamong international schools - driven by an inspiring set of core values that place the international student at the centre of everything we do.

The GEMS difference is designed to set your child apart.

• Year Established: 2015 (Penang); 2017 (Subang Jaya)• Location: Simpang Ampat, Penang; Tropicana Metropark, Subang Jaya, Selangor• Student Population/Average Class Size: 470/25 (Penang), 430/24 (Subang)• Levels of Education Offered: Ages 3 to 18• Curricula/Programmes Offered: British Curriculum• Languages Offered: English, Bahasa Malaysia, Mandarin, (French - Subang campus)• School Year Schedule: September (Term 1), January (Term 2), April (Term 3)• School Fees: Annual tuition fee - RM21,000 to RM44,100; RM26,250 to RM42,850• Contact Information: (+604) 509 7000 (Penang); (+603) 5036 8900 (Subang), [email protected] (Penang); [email protected] (Subang)• Website: www.gems.edu.my

GLOBAL INDIAN INTERNATIONAL SCHOOL• Year Established: 2006 • Location: Brickfields, Kuala Lumpur• Student Population/Average Class Size: 1,200/25• Levels of Education Offered: Preschool, Primary and Secondary• Curricula/Programmes Offered: Montessori, CBSE, Cambridge IGCSE• School Year Schedule: September to August (Cambridge Curriculum), April to March (Montessori & CBSE Curriculum)• School Fees: Annual tuition fee - RM15,350 (Kindergarten) to RM27,077 (Year 12); Application fee - RM300;

Admission fee - RM2,888 to RM6,354; Refundable deposit - RM5,500 to RM7,000• Contact Information: 1800 08 4447 (Within Malaysia), (+603) 2630 5780 (Overseas),

[email protected] • Website: www.globalschoolmalaysia.org

GLOBAL MODERN INTERNATIONAL SCHOOL• Year Established: 2016 • Location: Kajang, Selangor • Student Population/Average Class Size: 410/Not more than 10• Levels of Education Offered: Preschool to Year 12• Curricula/Programmes Offered: Cambridge, IGCSE, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fee - RM8,000 to RM25,000; Registration fee - RM1,000; Boarding fees - RM2,500 a month• Contact Information: [email protected]• Website: www.gmis.edu.my

HAVIL INTERNATIONAL SCHOOL • Year Established: 2014 • Location: Brickfields, Kuala Lumpur• Student Population/Average Class Size: 150/25 • Levels of Education Offered: Years 1 to 11 (Ages 5 to 16)• Curricula/Programmes Offered: Cambridge Primary and Secondary, IGCSE• School Year Schedule: September to August • School Fees: Annual tuition fee - RM14,700 to RM23,400; Assessment fee - RM500; Admission/Registration fee - RM3,000; Refundable deposit - RM7,000 (Primary and Secondary) • Contact Information: (+603) 2276 3338, [email protected]• Website: www.havil.edu.my

GREENVIEW ISLAMIC INTERNATIONAL SCHOOL • Year Established: 2010 • Location: Shah Alam, Selangor; Bangi, Selangor • Levels of Education Offered: Preschool, Primary, and Secondary• Curricula/Programmes Offered: Certified Cambridge Primary School, Cambridge International School, Cambridge Exam Centre since 2018• School Year Schedule: Term 1 begins in August every year (A detailed academic calendar has been uploaded on our website).• School Fees: Information available upon request • Contact Information: Bukit Jelutong Branch: (+603) 78590042, Bangi Branch: (+603) 8929 8104• Website: www.greenviewislamicschool.com

HIBISCUS INTERNATIONAL SCHOOL (FORMERLY TIME INTERNATIONAL SCHOOL)• Year Established: 2012 • Location: Taman Sri Segambut, Kuala Lumpur• Student Population/Average Class Size: 260/20 - 22• Levels of Education Offered: Preschool, Primary, Secondary• Curricula/Programmes Offered: British Curriculum, Cambridge Primary, Cambridge Secondary, IGCSE• School Year Schedule: September to June • School Fees: Annual tuition fee - RM19,404 (Nursery) to RM39,675 (Year 11); Application fee - RM700; Admission

fee - RM2,500 (Nursery) to RM4,500 (Year 11); Refundable deposit - RM5,000• Contact Information: (+603) 6242 5544; (+603) 6243 5544, [email protected], [email protected]• Website: www.hibiscus.edu.my



HELP INTERNATIONAL SCHOOLIntroduction: As part of the HELP Education Group, HELP International School (HIS) was established in 2014 at Subang Bestari, Selangor, with 500 students and an international team of experienced and passionate leaders and teachers. Five years later and with an enrolment of over 1,400 students, the School is considered as one of the fastest growing international schools in Malaysia. HIS is renowned for its academic quality, having won a 5-star rating from the Ministry of Education in just its second year of operations. Recently, it was also shortlisted as the International School of the Year in the Times Educational Supplement (TES) Independent School Awards 2019 in the UK.

HIS has been recognised by Apple as a Distinguished School for being a model of innovation in education and validated as an IPC Accredited School (International Primary Curriculum), joining 1% of schools worldwide to have attained such an achievement. With the motto “Life in all its fullness“, we believe that there is more in every child. We seek to discover and bring out the best in each child by nurturing his or her talent and potential. By providing a truly global and holistic educational experience, as well as integrating Eastern and Western educational philosophies, we strive to enable and inspire our students to live life to its fullest.

• Year Established: 2014 • Location: Subang Bestari, Selangor• Student Population/Average Class Size: 1,400/25• Levels of Education Offered: Preschool (from age 4), Primary, Secondary and A Level• Curricula/Programmes Offered: The British Curriculum, International Primary

Curriculum (IPC), International Middle Years Curriculum (IMYC), IGCSE and Cambridge A Level• Languages Offered: English, Mandarin, Bahasa Malaysia, Spanish, French• ESL/ESOL Programmes: Available • Student Support Services: Available • Uniforms: Required (Except for A Level students)• Transport: Available • School Facilities: Multi-purpose hall, design and technology labs, cookery lab,

makerspace, edtech and green screen video production space, 8 state-of-the-art science laboratories, auditorium, performing arts theatre, library, competition-standard football field, sheltered swimming pool, gym room, 2 large music rooms and 4 small practice rooms, art studios, dance studios, tennis court, basketball courts, badminton courts, netball courts, volleyball courts, amphitheatre, language rooms, learning support unit, career guidance and counselling rooms, school clinic, playground, alfresco cafeteria, air-conditioned classrooms, etc.

• Extracurricular Activities: Duke of Edinburgh’s International Award, Junior Award Scheme for Schools (JASS), Project Purpose Leadership programme, World Scholar’s Cup, Eco-Schools Committee, international mini masterchef, coding club, dash and dots robotic, wind turbine science challenge, debate & public speaking, ultimate frisbee, futsal, cheerleading, rhythmic gymnastics, fencing, photography & cinematic club, junior theatre, pop ensemble, chinese orchestra, 24 festive drums, chinese painting, drone soccer, creative percussion, eco gardening club, table tennis, badminton, swimming, football, basketball, volleyball, athletics, karate, taekwondo, wushu, and Boys’ Brigade, etc.

• School Year Schedule: September to July• School Fees: Annual tuition fee - RM23,496 (Preschool), RM35,241 (Year 1), RM46,989

(Year 7), RM50,904 (Year 9), RM50,904 (Year 11); Application fee - RM1,000; Registration fee - RM10,000 (Preschool), RM12,000 (Primary and Secondary); Refundable deposit - Equivalent to one term’s tuition fee

• Contact Information: (+603) 7809 7000, [email protected]• Website: www.his.edu.my

HUA XIA INTERNATIONAL SCHOOL• Year Established: 2018 • Location: Seri Kembangan, Selangor; Georgetown, Penang• Average Class Size: 20• Levels of Education Offered: Preschool, Primary and Secondary• Curricula/Programmes Offered: Cambridge, IGCSE• School Year Schedule: September to July • School Fees: Annual tuition fee - RM25,950 to RM30,300; Registration fee - RM5,000 • Contact Information: Selangor - (+603) 8958 5111, [email protected]; Penang - (+604) 226 9311, (+604) 226 9090, [email protected]• Website: www.huaxia.edu.my/hxintschoolkl, www.huaxia.edu.my/hxintschoolpg

HIGHLANDS INTERNATIONAL BOARDING SCHOOL (HIBS) AND SEKOLAH MENENGAH SWASTA SALEHA (SMSS)• Year Established: 1999 • Location: Genting Highlands, Pahang• Student Population/Average Class Size: 144/25• Levels of Education Offered: Ages 11 to 18• Curricula/Programmes Offered: UK Curriculum, IGCSE, Malaysian Curriculum, A Levels• School Year Schedule: January to December • School Fees: Annual tuition fee - RM9,000 to RM14,000 (excluding boarding fees); Application fee - RM250 to

RM500; Registration fee - RM1,000 to RM2,000; Boarding fees - RM44,200 to RM80,900; Refundable deposit - Equivalent to one term’s tuition fee

• Contact Information: (+603) 6100 1688, [email protected]• Website: www.hibs.edu.my, www.smsaleha.edu.my

IDRISSI INTERNATIONAL SCHOOL• Year Established: 2015 • Location: Shah Alam, Selangor• Student Population/Average Class Size: 490/20 • Levels of Education Offered: Preschool, Primary and Secondary• Curricula/Programmes Offered: UK Curriculum, Cambridge, IGCSE, Islamic Curriculum• School Year Schedule: September to July• School Fees: Annual tuition fee - RM10,800 to RM15,600; Application fee - RM300; Administration fee - RM500 to

RM1,500; Refundable deposit - RM1,500 to RM5,000 • Contact Information: (+603) 3363 4216, [email protected]• Website: www.idrissischool.edu.my



IGB INTERNATIONAL SCHOOL• Year Established: 2014 • Location: Sierramas, Sungai Buloh, Selangor • Student Population/Average Class Size: 470/18• Levels of Education Offered: Preschool to Grade 12 (Ages 2 to 18)• Curricula/Programmes Offered: International Baccalaureate• School Year Schedule: August to June• School Fees: Annual tuition fee - RM25,000 to RM94,000; Application fee - RM1,000; Registration fee - RM1,000 to

RM12,500; Refundable deposit - RM10,000 to RM20,000• Contact Information: (+603) 6145 4688, [email protected]• Website: www.igbis.edu.my

INSPIROS INTERNATIONAL SCHOOL• Year Established: 2014 • Location: Puchong, Selangor• Student Population/Average Class Size: 450/25• Levels of Education Offered: Preschool, Primary and Secondary• Curricula/Programmes Offered: UK Curriculum, IGCSE• School Year Schedule: January to November• School Fees: Annual tuition fee - RM10,000 to RM26,000; Application fee - RM500; Admission fee - RM1,000; Refundable deposit - RM3,000• Contact Information: [email protected]• Website: www.inspiros.edu.my

INTERNATIONAL MODERN ARABIC SCHOOL• Year Established: 2007 • Location: Putrajaya, Selangor • Student Population/Average Class Size: 1,800/25• Levels of Education Offered: Preschool, Primary, Secondary and Pre-university• Curricula/Programmes Offered: UK Curriculum, IGCSE, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fee - RM9,200 to RM12,300; Application fee - RM1,000• Contact Information: (+603) 8888 5788, [email protected]• Website: www.imas.edu.my

INTERNATIONAL ISLAMIC SCHOOL MALAYSIA • Year Established: 1998 • Location: Gombak, Kuala Lumpur; Kuantan, Pahang• Student Population/Average Class Size: 1,200/25 • Levels of Education Offered: Preschool, Primary, Secondary, Pre-university• Curricula/Programmes Offered: Montessori, Malaysian Curriculum, Cambridge Secondary, UK Curriculum, O Levels, A Levels• School Year Schedule: September to July• School Fees: Annual tuition fee - RM13,200 to RM17,600; Application fee - RM200; Admission fee - RM1,000; Refundable deposit - RM6,600 to RM8,800; Annual boarding fee - RM10,000 to RM20,000 • Contact Information: (+603) 6188 4400, [email protected] • Website: www.iium-schools.edu.my

INTERNATIONAL SCHOOL OF KUANTAN• Year Established: 1996 • Location: Kuantan, Pahang• Student Population/Average Class Size: 96/10• Levels of Education Offered: Kindergarten, Elementary School, Middle School, High School• Curricula/Programmes Offered: American Curriculum, American High School Diploma• School Year Schedule: August to June• School Fees: Annual tuition fee - RM18,000 to RM44,000; One-time registration fee - RM10,000 per student• Contact Information: (+609) 573 6010, [email protected]• Website: www.isk.edu.my

JESSELTON INTERNATIONAL SCHOOL • Year Established: 2019 • Location: Kota Kinabalu, Sabah• Student Population/Average Class Size: 250/25• Levels of Education Offered: Preschool, Primary, Secondary, A Levels • Curricula/Programmes Offered: Cambridge IGCSE • School Year Schedule: September to July • School Fees: Please contact the school for more information • Contact Information: (+088) 212 028/ (+6012) 802 6899, [email protected]• Website: www.jiskk.edu.my

INTERNATIONAL SCHOOL OF KUALA LUMPUR • Year Established: 1965 • Location: Ampang Hilir, Kuala Lumpur• Student Population/Average Class Site: 1,700/12 - 24• Levels of Education Offered: Early Childhood to High School (Ages 3 to 19)• Curricula/Programmes Offered: American-based curriculum, International Baccalaureate Diploma Programme (IBDP), Advanced Placement (AP) • School Year Schedule: August to June• School Fees: Please refer to www.iskl.edu.my/enrollment/fees• Contact Information: (+603) 4813 5000; [email protected]• Website: www.iskl.edu.my

THE INTERNATIONAL SCHOOL @ PARKCITY• Year Established: 2011 • Location: Desa ParkCity, Kuala Lumpur• Student Population/Average Class Size: 1,000/24• Levels of Education Offered: Nursery to A Levels (Ages 3 to 18)• Curricula/Programmes Offered: International Primary Curriculum, UK Curriculum, IGCSE, A Levels, AQA Baccalaureate• School Year Schedule: August to July• School Fees: Annual tuition fee - RM39,900 to RM 81,750; Application fee - RM1,500; Registration fee - RM10,000 (Nursery & Reception), RM20,000 (Year 1 to 11), RM10,000 (A Levels); Refundable deposit - Equivalent to one term's tuition fee• Contact Information: (+603) 6280 8880, [email protected]• Website: www.isp.edu.my

THE INTERNATIONAL SCHOOL OF PENANG (UPLANDS)Introduction: The International School of Penang (Uplands) is a not-for-profit, co-educational Reception to Primary and Secondary School (Reception, Year 1 to Year 13) with boarding facilities, open to children aged 4 to 18 years old. It is one of the leading international schools in Malaysia, offering the IB PYP, IB Diploma and IGCSE qualifications. Since being established in 1955 at the top of Penang Hill and now established in a modern campus in Batu Feringgi, Uplands has strived to embody a caring community; a school where both international and Malaysian students are happy to learn. Our motto: Respect for Self. Respect for Others. Uplands School is an IB World School, also recognised by the Malaysian Ministry of Education and permitted to admit both foreign and local students. Uplands is accredited by The Council of International Schools (CIS) and member of Boarding Schools’ Association (BSA), The Federation of British International Schools in Asia (FOBISIA), The Association of International Malaysian Schools (AIMS) and approved to offer external examinations by The International Baccalaureate Organisation (IBO), Cambridge Assessment International Education, and Edexcel International Examinations.

• Year Established: 1955 • Location: Batu Feringgi, Penang • Student Population/Average Class Size: 730/24 (Maximum) • Levels of Education Offered: Reception to Year 13 (Ages 4 to 18)• Curricula/Programmes Offered: International Baccalaureate; Diploma & Primary Year

Programme (PYP), IGCSE• School Year Schedule: August to June• School Fees: Annual tuition fee - RM33,400 to RM54,250; Application fee - RM800; Entrance fee - RM7,000; Enrolment deposit (refundable) - RM5,000; The I.S.P. Schools

Association Membership Fee - RM1,000• Contact Information: (+604) 881 9777, [email protected]• Website: www.uplands.org

KINABALU INTERNATIONAL SCHOOL• Year Established: 1973 • Location: Kota Kinabalu, Sabah• Student Population/Average Class Size: 469/23• Levels of Education Offered: Preschool, Primary, Secondary, Pre-university (Ages 3 to 18)• Curricula/Programmes Offered: UK Curriculum, IGCSE, A Levels, Cambridge• School Year Schedule: September to July• School Fees: Annual tuition fee - RM14,250 (Preschool) to RM44,100 (Pre-university); Application fee - RM800;

Admission fee - RM1,000; Capital fee - RM8,000; Refundable deposit - RM2,500• Contact Information: (+6088) 224 526, [email protected]• Website: www.kis.edu.my

KINGSLEY INTERNATIONAL SCHOOLIntroduction: Kingsley International School was established in 2011 with the purpose of empowering children, from ages 3 to 19, to achieve a goal in life. At Kingsley, you’ll find an engaging, enriching and enabling environment in which your children can discover their potential and strive for a balance in life, to be successfully employed in the competitive job market or be an entrepreneur in their future. Their gain of a holistic education empowers them with right attitudes and discipline to follow their passions and find their niche in this big world!

What makes us “Like No Other” school is our approach to show them how to be the best they can in life. We motivate your child to help us understand them better, so that the mutual understanding to learning in life can be completed.

Helping the student to learn and make independent choices are our team of academic and pastoral staff. Students are able to choose life’s directions leading to new discoveries in Kingsley. Educators and mentors who understand that every child learns differently. Your child will not only be heard; they will be listened to. They have joined a school that will offer challenges and encourage them throughout their education here.

Excellent facilitating for students at Kingsley is a fulfilling one. With the opening of our new Annex Building, which houses our Olympic-sized (50 metres) swimming pool, gymnastic studio, and over 200 boarding rooms for boarders, our students will have plenty of rooms to exercise both mind and body. In this 6-acre building, Kingsley offers a stimulating curriculum and over 40 extracurricular activities (ECA). Your child also belongs to a diverse and enthusiastic learning community that is Confident, Engaged, Innovative, Reflective and Respectful of Self, Others and the Environment.

• Year Established: 2011 • Location: Subang Jaya, Selangor• Average Class Size: 25 • Levels of Education Offered: Early Years, Primary, Secondary, A Levels and Foundation Study Programme• Curricula/Programmes Offered: National UK Curriculum, Cambridge IGCSE, Cambridge

A Levels, RMIT University Foundation Study Programme• Languages Offered: English, Bahasa Malaysia, Mandarin, Spanish• ESL/ESOL Programmes: English as an Additional Language (EAL) for foreign students,

IELTS Preparatory Classes for A Levels and Foundation Study students• Student Support Services: Teaching Assistants; Counsellors/Nurse/After School Care/

After School Tutorials• Uniforms: Required (EYD – O Level only)• Transport: Available - enquire at Front Office (+603) 5481 6090• School Facilities: Air-conditioned classrooms with Smartboards, library, sports fields,

gym rooms, Olympic-sized (50 metres) swimming pool, cafeteria, playgrounds, basketball courts, badminton courts, IT resource centres, science laboratories, multipurpose hall (Capacity: 1,000 people), auditorium, speech & drama rooms, dance rooms, audio-visual rooms, language labs, storytelling rooms, culinary (cooking) rooms, carpentry room, sewing room, sick bays, student study lounges

• Extracurricular Activities: Aikido, Arts & Crafts, Bakery Club, Basketball, Badminton, Choir, Cookery Club, Dance Club, Dodgeball, Football, Futsal, Gavel Club (Toastmaster International), Interact Club, Jewelry Club, Music Club, Performing Arts, Robotics, Scale Modelling, Science & Wonders, Scouts, Sewing Club, Speech & Drama, Taekwondo, Track & Field, 24 Season Drums

• School Year Schedule: Sept-Dec/Jan-Apr/May-July• School Fees: Information available upon request• Contact Information: (+603) 5481 6090, [email protected]• Website: www.kingsley.edu.my/kis



KELANTAN INTERNATIONAL SCHOOL• Year Established: 1974 • Location: Kota Bharu, Kelantan• Student Population/Average Class Size: 78/7• Levels of Education Offered: Preschool to Secondary (Ages 4 to 16)• Curricula/Programmes Offered: UK Curriculum, International GCSE• School Year Schedule: September to August• School Fees: Annual tuition fee - RM3,000 (Preschool) to RM7,800 (Year 11); Admission fee - RM500 (Preschool),

RM750 to RM1,000 (Primary), RM1,500 to RM2,000 (Secondary)• Contact Information: (+609) 744 6991

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