Exploring creativity > 4 Outstanding and passionate learners > 10
Shaping the young StarSpecial 2 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Avenue to global success By ANUSHIA KANDASIVAM T HERE are 80 fully operational international schools in Malaysia today. There is one in almost every state, with the concentration being in the central states of Peninsular Malaysia. This is a long way from when Malaysia had only one international school back in 1946 a home school with two pupils that in later years would evolve into The Alice Smith School. Eighty seems a lot for a population of 30 million, but Hong Kong has about the same number of international schools for a population of a little more than seven million. The increasing growth of the international school market in Malaysia mirrors that of Asia, where, according to the International School Consultancy Group, a resource for market intelligence on international schools, worldwide growth of this industry is largely focused. There are 3,766 international schools in Asia, more than that in Europe, Africa, the Americas and Oceania combined. This is no surprise, as Malaysia is in a stage of rapid development, and the Asian economy is now the fastest growing economic region in the world. This means that investments of all kinds are pouring in from all over the world. With these investments come expatriate workers who create a demand for international education for their children, which prompted the Malaysian government to encourage foreign investment into education and position Malaysia as a regional education hub. This symbiotic relationship has created a perfect recipe for the expansion of the international education market in Malaysia, seen numerous new international schools crop up in recent years and even encouraged private schools to start offering an international curriculum or convert their existing curriculum into an international one. Smorgasbord The number of international schools available gives students and parents a wide choice when it comes to curriculum and location. Though the highest number of international schools can be found in the central region of the country the Klang Valley and Selangor emerging economic regions are experiencing a surge of education investment. Johor, for example, led by EduCity Iskandar Malaysia, a government-designated education hub, now has 11 fully operational international schools. There are seven in Negri Sembilan and three in Malacca. There are new schools opening all over the country every year. This continued growth also makes for healthy competition among schools and can only drive up the quality of the education provided. At the moment, the growth rate of international schools in Malaysia is about 14%, which is certainly not a saturated market. Competition in the market space is healthy. If anything it serves as a check and balance mechanism to maintain the necessary quality in the education system, says Martin George, headmaster of Epsom College in Malaysia. To avoid saturation in the future, it would be interesting to see the Ministry of Education limit the number of licences that are granted for private and international schools. This might help to protect the market from oversupply which will allow the schools to focus on whats most important, that is the quality of education rather than competitive marketing. On the other hand competition is inherently healthy and certainly helps to keep schools on their toes when it comes to the quality of educational provision, he continues. Judging by the rate of growth of the international education industry in Asia, however, it seems there can only be more investment of this kind coming Malaysias way. Globalised education International schools were originally a means by which expatriate families could educate their children, often with the education system of their native country. Malaysia has a long history and tradition of foreign direct investment and an expatriate workforce, so the occurrence and multiplication of international schools were part of the countrys natural development. The increasing growth of the international school market in Malaysia mirrors that of Asia, where, according to the International School Consultancy Group, a resource for market intelligence on international schools, worldwide growth of this industry is largely focused. But as Malaysia continues to develop and the local population becomes more auent, and as people become participants of a globalised community and more aware of the international opportunities available out there, the draw of an international education becomes bigger, leading to more and more local students enrolling in international schools. According to the ICEF Monitor, a resource for the international education and student travel industry, as recently as 30 years ago a high percentage of students at international schools were expatriate children, but the trend has now reversed. Now, about 80% of students at international schools are local children. These local children are seeking quality education and an English- medium curriculum as a means to acquiring a place at a respected and recognised international university. The ICEF also states that about 30% of all international schools in the world are bilingual with English as the primary teaching language usually combined with the local language. This blending of local culture and language with a global learning approach is a prevalent characteristic of international schools. This is certainly true in Malaysia, where it is compulsory for local students to learn Bahasa Malaysia. Most schools also offer other modern languages it is interesting to note that the most popular on offer nowadays is Mandarin, as opposed to French, which was the go-to second language offered by many international schools 10 or 15 years ago. Recent data collated by the ICEF indicates that the market for English-medium international schools is predicted to grow signicantly this year and into the foreseeable future. > TURN TO PAGE 3 Kuala Lumpur 21 Johor 11 Labuan 1 Malacca 3 Negri Sembilan 7 Pahang 3 Penang 8 Perak 3 Perlis - Putrajaya 2 Sabah 2 Sarawak 4 Selangor 31 Terengganu 2 Kedah 1 Kelantan 1 International schools in Malaysia StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 3 Creating well-rounded students T HE International Certicate of Secondary Education (IGCSE) is gaining popularity in this country. The IGCSE is a globally recognised qualication that spread over two years Year 9 and Year 10. The IGCSE assessment is conducted by two exam boards, Cambridge International Exams and Edexcel. Students who pass the IGCSE are eligible for international pre-university programmes. The IGCSE offers a wide range of subjects and reinforces high academic standards through its practical approach to teaching and learning. It offers a balanced curriculum and exible course of study. Students are assessed via written papers and a variety of tests and are also given the opportunity to choose the subjects they wish to undertake. In this day and age success cannot be measured by a students grades. Success comes from being a well-rounded individual who has knowledge about many topics, can interact with people of different demographics and have a sense of condence seen in his personal and professional life. For schools to develop well- rounded individuals, teachers must nurture and provide interactive learning environments for students to excel. Schools should also provide opportunities for students to travel for them to learn about other countries and cultures. The Cambridge IGCSE curriculum gives students the opportunity to go on study trips and the Global Perspectives course encourages them to learn about other countries and cultures. Learning about the world through books, magazines, newspapers and communicating with people is greatly encouraged by teachers. Students get involved in a variety of activities that help develop creativity, leadership, critical-thinking and problem- solving skills. They are taught to be open-minded and experience new things and gain perspectives to develop a new appreciation for different things. Teacher support should be constant in helping students score higher marks and improve on their weaker subjects. With the proper support and encouragement, greater condence can be developed in students. Students are also challenged to participate in sports, debates and creative activities such as drama and musicals. Cambridge IGCSE encourages: Thinking skills Problem solvingl Application of knowledge Communication skills These areas are critical for the development of 21st century learners who will take their place in the global arena. Schools that offer the Cambridge IGCSE embrace these elements. UCSI International School, Subang Jaya is committed to the delivery of the Cambridge curriculum and the development of 21st century learners. The mission of the school is to provide a challenging international education that will nurture students to become knowledgeable and responsible global citizens. Global citizenship requires the ability to develop a greater appreciation for diverse cultural perspectives. UCSI International School, Subang Jaya strives to inspire students to be committed to active service in and a sense of responsibility for local, national and world communities. UCSI International School, Subang Jaya provides students with the opportunities to develop their talents, capacities and interests to the highest degree. In addition, having an environment conducive to learning will improve, develop, nurture and help students to realise their full potential. Dedicated and supportive teachers and staff also contribute to the development of successful IGCSE graduates. n For more information, visit ucsiinternationalschool.edu.my UCSI aims to develop students who exhibit widespread knowledge and are capable of interacting with a wide variety of people. Students get involved in a variety of activities that help develop creativity, leadership, critical-thinking and problem-solving skills in the Cambridge IGCSE curriculum. > FROM PAGE 2 Development and aspiration THE biggest driver of the international education market is certainly the growing auence of the local population all over Asia, but what is it that makes these parents choose international schools in the rst place? The national education system in Malaysia has long been bemoaned, and though reform has already been initiated through the Economic Transformation Programme, the National Policy on Early Childhood Education and other improvement and restructuring strategies, this kind of change requires time and long- term monitoring. The education of children, however, is an immediate need. Nowadays, instead of just relying on free government education, parents who are in the know and have the means are looking for high-quality education that will provide their children varied opportunities for higher education and in their careers and enable them to be successful adults in a globalised world. International schools provide this kind of education because they can offer students and parents much more than a different curriculum. It is a consistent form of education, philosophy and classroom delivery that is recognised worldwide. The ethos and smaller classroom sizes also t well with excellent teachers who are trained to develop students from all angles and not just in terms of academic results. A school is not just about achieving A grades. It is moulding a child for nation building and service. This requires a strong set of values, a supportive community, and an emphasis on selessness, leadership and intellectual development, says George. This well-rounded child, the stuff of parents, politicians and policy makers dreams, is fast becoming a reality. The nation builders that are produced by these education systems bring diverse ways of thinking and experience with an international community to the table and so are just as vital to the countrys development as the purely home grown products of the national education system. Children deserve a high-quality education to become well-rounded learners. 4 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Students learn to work independently and explore means of expression that suit their individual styles. Exploring creativity A RT is part of our everyday life and has also been an integral part of education from the earliest of times. Art was previously used for recording historical and religious data in the forms of cave paintings and engravings. Formal educational institutions have commonly made art a part of students learning. Related subjects include languages, art, drama and dance, which are considered the creative stream of education. Art is also one of Nilais IGCSE subjects and gives students the opportunity to express themselves in a discipline that is challenging but tailored to the individuals interests and form of expression. Art brings a practical aspect to study-oriented subjects without losing any of the rigours associated with the British curriculum. Students learn to work independently, explore means of expression that suit their individual styles and view the world from a bigger perspective to become accomplished researchers. They are exposed to art from around the world, to countries and their art histories, the different art movement and famous artists. Student research has to meet stringent criteria in terms of the working process and should represent their personal interest and what they learn in their coursework. NIS embraces other criteria in its curriculum, including the formation of character, attitudes and ethics, which are qualities that will put students in good stead when they enter the workforce. Developing independent thinking and acquiring character traits that lead to success as adults are essential skills for students. Coping with challenges, dealing with disappointment, learning to persevere and solving problems in dicult circumstances are life skills of successful adults. The educational route provided at Nilai equips students with the qualications to further their education and chosen career. By Caroline Page n Caroline Page is an art and design teacher at Nilai International School. For more information, call 06-8502 188 or visit www.nis.edu.my Students learn to work independently, explore means of expression that suit their individual styles and view the world from a bigger perspective to become accomplished researchers. StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 5 1. Wash your hands with sufficient amount of soap. Scrub your palms. Scrub each finger and between fingers. Scrub your nails on your palms. Scrub the back of your hand. Rinse your hands with clean water. Dry your hands with a clean towel. 2. 3. 4. 5. 6. 7. H OME-COOKED meals are always the healthier food option. However, as many people these days lead busy lives, it is easier to eat out at nearby restaurants or hawker centres. Malaysians are known to be food lovers and it is common for people to eat their favourite foods such as fried kuey teow, nasi lemak, roti canai, fried chicken, chips and burgers quite regularly. If you eat out often, here are some tips to help you eat foods that are healthier and more nutritious. Choose often: Foods that are steamed, roasted, boiled or cooked in soup are always the healthier option. Foods such as steamed pau, skinless roast chicken, boiled eggs and clear mee hoon soup with meats and vegetables are not only healthy, but also delicious. When ordering food, always request for more vegetables and for your food to be prepared with less salt and oil. When choosing drinks, opt for beverages that are less sweet and more nutritious such as milk, soya bean milk, fresh fruit juices, yoghurt drinks or plain water. Choose occasionally: Foods such as nasi lemak, fried rice and fried noodles should be consumed moderately (once or twice a week) as they contain some valuable nutrients but are also high in fat. Choose less often: Try to limit your consumption of foods that are high in calories, fat, salt and sugar to not more than once a week. Some examples of these foods include kuih, banana fritters, keropok lekor, doughnuts, carbonated drinks and cordials. Always remember to choose smaller serving sizes and if the serving is big, share it with someone. It is also good to vary your food choices. For example, you can have noodles one day and the next day you can opt for porridge. Remember to vary your fruit, vegetable and meat intake too and always ensure that the foods you choose are clean and fresh. Trust your senses when choosing foods Foods that have gone bad emit a type of smell and taste and this is how you know when the food is not good for consumption. It is important for you to know this as consuming stale food can make you sick. See, smell, taste Here are some helpful tips to help you identify foods that have gone bad using your sense of sight, smell and taste. See if the food has a slimy texture or if it is a different colour from what it is supposed to look like in its natural or cooked form. Another thing to look out for in your food is mould. Smell to determine if the food has an unusual or unpleasant odour. Taste to determine if the food tastes unusual. If it does, chances are your food is spoilt or stale. Guide to choosing safe foods For cooked foods, choose ones that are: Still warm and fresh Not exposed to ies or other insects Handled using clean utensils such as chopsticks, spoons and forks Not touched by hand during purchase In food containers that are not cracked or chipped In plates or bowls that have not The Nestl Healthy Kids Programme is aimed at improving nutrition knowledge and promoting active lifestyles among school students aged between seven and 17. It consists of two modules a Primary School Module called the Nestl Healthy Kids Programme, and the Secondary School Module called Program Cara Hidup Sihat. Both programmes are based on a multi-partnership approach, collaborating with national health and educational authorities such as Ministry of Education, Nutrition Society of Malaysia and Universiti Putra Malaysia. To learn more about the programme, visit www.healthykids.org.my About the Nestl Healthy Kids Programme been in contact with dirty plates, bowls or utensils. For packaged foods, choose ones that: are not past their expiry date have exteriors that are not damaged. Foods in cans or packets should not be leaking, dented or bulging. Trust your sense of sight, smell and taste to determine if the food in the packaging is safe for consumption. Always be alert When eating at the school canteen, you should inform your teachers if you see: Foods that have signs of being spoiled or stale Foods that have damaged packaging or with past expiry dates Food handlers who use unhygienic methods to handle food. Always be mindful of the food you consume, rely on your senses and you will be able to avoid a bad case of food poisoning. Seven steps to proper hand washing Wise options for eating out 6 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Top-quality British boarding school in Malaysia E PSOM College in Malaysia, a highly esteemed co-educational British day and boarding school for students aged three to 18, opens the doors of its rst overseas campus today. The new students start their rst day of school in ECiMs new campus in Bandar Enstek, which is about 15 minutes away from Kuala Lumpur International Airport. The 50-acre (20ha) state- of-the-art campus is ready to be the centre for ECiMs broad curriculum and has been built with unrivalled academic, co-curricular and boarding facilities. Long history The 150-year-old school has always had strong links to the medical profession in the UK, which goes hand-in-hand with its outstanding science programme. Historically, Epsom College has its roots in the Victorian-era school built for the children of doctors who had died from the diseases they were hoping to cure. Today, Epsom Colleges students are still equipped with the skills, attitudes and knowledge needed to get into top medical schools in the UK and also into other challenging professions globally. Students are still coming to ECiM with similar aspirations but just as in the UK, ECiMs focus will be broader and more developed in other areas. We provide opportunities for children to develop in all sorts of ways. They may come to us with a deep love of science, which we will continue to develop. At the same time, we will ensure they have opportunities to try different things and gure out what their other passions in life might be, and give them the opportunity to develop them through their teenage years and into their adult life, says Jane Smith, head of ECiMs Prep School. Continuing legacy Epsom has a rich tradition of rst-class British education and higher education success. Its well- rounded curriculum places equal emphasis on academics, sports, art, music, drama, character building and leadership. The academic programme at ECiM follows the British National Curriculum, culminating in the IGCSE examinations and leading on to the A-Levels examinations. Epsom UK boasts records of 91% passes graded A*/A-B for the IGCSE/GCSE examinations and more than 83% for A-Level graded A*/A-B. ECiM is ready to continue this legacy of excellence. Classes are taught in English by highly qualied and experienced UK teachers, many of whom posses masters degrees and additional professional qualications. They complement ECiMs team of local Bahasa Malaysia and Mandarin teachers. There is also a strong emphasis on co-curricular activities as the school strongly believes that learning and development outside of the classroom help shape a child into a well-rounded and successful individual. Through these activities, students will learn to be responsible and disciplined individuals who can be trusted and relied upon. The teacher leading the activity becomes a role model for the child, and as the student works with the teacher outside a classroom setting, he will be able to observe the adult as a real person working in the real world. Students and staff working together outside the classroom provide the added advantage of greater mutual respect and improved understanding of what makes the other tick. ECiM also continues Epsoms boarding tradition. The modern boarding experience at Epsom is part of what makes the school unique and distinct from other establishments regionally. The school offers exible boarding options as well as weekly boarding. According to Smith, ECiM is taking the full and weekly boarding concept to the next level in Malaysia by offering exi-boarding. The school has also hand- picked Housemasters and Housemistresses who meet the schools strict criteria, as these are the people who will be inuencing the emotional, physical and educational development of the students. Parents and students can be assured of high standards of pastoral care within the Epsom House system. A world of opportunity ECiM maintains strong ties with Epsom UK, which means that there is a possibility for exchanges for students and staff, as well as opportunities for other collaborative projects and expeditions. ECiM is not a franchised school; it is very much an extension of the UK school. There will be opportunities for students and staff to collaborate on projects, compete in sports, and even have video conferencing of lessons. We will work to ensure that the link between the schools continues to develop, says Martin George, headmaster of ECiM. The school also provides numerous scholarships and bursary awards to enable deserving students in the Asian region to study at ECiM. ECiM is conducting student assessments and hosting campus tours for interested parents and families. For an appointment, e-mail registrar@epsomcollege. edu.my n For more information, visit new.epsomcollege.edu.my Historically, Epsom College has its roots in the Victorian-era school built for the children of doctors who had died from the diseases they were hoping to cure. Today, Epsom Colleges students are still equipped with the skills, attitudes and knowledge needed to get into top medical schools in the UK and also into other challenging professions globally. ECiMs well-rounded curriculum places equal emphasis on academics, sports, art, music, drama, character building and leadership. The schools Sports Centre houses 10 badminton courts, two basketball courts, three squash courts, a dance studio and a gymnasium. One of the many courtyards in the 50-acre campus in Bandar Enstek. In time it will be lush with greenery. StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 7 Igniting a passion for the arts A LIFE without passion is a life unfullled. This quote expresses how I see my calling in music and music education. I am a trained musician in piano and a teacher with more than 20 years experience who was given the opportunity to teach music and lead a department of talented professionals at elc International School in Malaysia. The performing arts (music, dance and drama) are not easy subjects. They require hard work and discipline as the subjects can be dicult, challenging, and stressful at times. But they are also be uplifting for the spirit. Passionate teachers are able to help students make connections between rigorous theory and focused practice. They encourage students to excel in things such as producing a clear tone, delivering a monologue or playing a melody. These are the moments that performing arts teachers live for to see their students do more than they believed was possible to accomplish. We want to see our students gain better concentration, improve their listening skills, control their gross and ne motor skills and have a discerning ear for lyrical expression. Childrens thinking, analysing and problem-solving skills are also enhanced by music. The brain is positively affected in a multitude of ways when a person becomes actively involved in the performing arts, including having better ow of ideas, increased spatial awareness and better linguistic ability. Performing arts education occurs in almost every culture. However, in parents minds there is often a disparity between the reasons and benets of a child taking up a performing arts activity. Albert Einstein, a famous physicist, learned to play the violin from a young age and continued doing so all his life. He said, Life without playing music is inconceivable to me, I get the most joy in life out of music. If a famous physicist can testify to the wonders of music, then parents should consider the impact that music may have on children rather than just emphasising their exam performances and career goals. Students who choose to follow the Cambridge IGCSE music course at elc are offered many opportunities to develop their creativity and individuality. For example, composing and performing require students to showcase their individual talents in playing an instrument such as the piano, violin or drums or showcasing their vocal ability. Students also have to work in ensembles to prepare performances and are expected to take part as a lead, solo or harmony, play an instrument or do a variety of each. Multi-talented students are being created at elc and it is always a joy to watch our students develop and mature in a short time to become condent, poised and dedicated performers. Graduates have found important roles in the performing arts, including becoming local TV and radio personalities, acting and singing at KLPAC, playing at Carnegie Hall in New York and at Albert Hall and in West End productions in London. Therefore, art and music should be seen as an extension of who we are and we should allow ourselves and our children to explore the empowerment and freedom found in doing performing arts. - By Ray Martin n Ray Martin is the head of the Performing Arts of elc International School. elc staged a musical production called Yesterdaze written and directed by Ray Martin and starring elc students. Ray Martin, head of performing arts at elc, playing the harpsichord at a school musical production. 8 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 I T is important to balance the amount of time that students spend in the classroom and the time they spend outside playing sports. Unfortunately, the advent of technology, urbanisation and a greater focus on good grades have made most of our young people sedentary or in some cases forced to spend more time studying. Getting involved in team sports, especially from a young age, allows students to interact with each other in a competitive environment where they will need to trust and rely on each other to win. The sporting eld is the best place for students to learn principles and values such as accountability, responsibility, sacrice, self-condence and of course discipline. Besides learning good life lessons and values, taking part in sporting activities keeps students active and healthy and away from a sedentary lifestyle. Not your usual kind of sport If you have tried playing sports and found that you are no good then maybe you should give these different, odd and fun games a try. These games are slowly gaining popularity among Malaysians so why not get involved with these new breed of athletes. Read on to nd out more. Flag Football Flag Football is a semi-contact version of American Football. The gameplay is exactly like American Football but instead of tackling the ball carrier, players pull a ag attached to a ag belt that is strapped to the ball carriers waist. However, hitting and tackling players who are not carrying the ball is still permitted, says Daryll Nathaniel, co-founder of American Football Central in Malaysia. The difference between Flag Football and most team sports is that teams are given 40 seconds after each play to plan their next move. Some even refer to Flag Football as human chess, says Nathaniel. It is a common perception that > TURN TO PAGE 14 because Flag Football is similar to American Football, players need to be big and bulky. While having a big frame may help, it is not necessary. Nathaniel explains, Unlike other sports, there are different roles for people of different shapes and sizes. For a successful Flag Football team, big, small, tall and short players are needed. People should try Flag Football because it is a sport like no other in Malaysia. And in the words of Vince Lombardi, an American Football player in the 60s, Football is like life, it requires perseverance, self-denial, Healthy competition hard work, sacrice, dedication and respect for authority, says Nathaniel. The sport also has a strong following among women and is internationally governed by the International Womans Flag Football Association (IWFFA). The IWFFA hosts 8 on 8 Flag Football tournaments with participants from all over the world. Players who are interested may contact Nathaniel to try their hand at Flag Football at facebook.com/ afootballcentral. Getting involved in team sports, especially from a young age, allows students to interact with each other in a competitive environment where they will need to trust and rely on each other to win. StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 9 SIS educators employ personalised and attentive teaching approaches to provide flexible and comprehensive learning experiences for students. Students are encouraged to grow at their own pace and take their interests and capabilities seriously. Gain a quality Canadian education A S the only international school in Malaysia to offer the Ontario (Canada) Ministry of Education secondary school curriculum, Sunway International School (SIS) students benet from receiving one of the most highly recognised secondary school qualications in the world. SIS commenced its rst intake in 2008. Its curriculum received positive feedback due to the reputation that the Ontario education system enjoys as one of the worlds best. SIS also prides itself on a school environment that is purpose- designed and conducive to stellar learning outcomes as well as the quality of its staff that comprises Canadian-certied teachers. Being a secondary school that employs its learning resources within a high-tech learning environment, SIS spares no effort to ensure the educational experience in Malaysia is identical to the programme offered in Ontario. SIS educators are fully certied by the Ontario College of Teachers (OCT). This teaching certication distinguishes SIS teachers as professionals whose practice is guided and informed by Canadian education standards, ethics and traditions. SIS teachers make the schools teaching-learning environment highly interactive by promoting critical thinking, social responsibility and experiential reections as part of students everyday life. John Mackle, principal of SIS, says, SIS teachers design their lessons and classroom strategies with students learning needs in mind to equip then with both academic skills and real-world knowledge and applications. Teachers at SIS employ personalised and attentive teaching approaches to provide exible and comprehensive learning experiences to encourage students to grow at their own pace, taking into consideration their interests and capabilities. In addition to having a high- quality of teaching, many SIS teachers have experience from working in various international schools around the world. Lessons are never dull at SIS, especially with the extensive use of technology tools and high level of student-centric teaching and pastoral care. In addition, SIS students are given opportunities to participate in a diverse range of co-curricular activities, including debates, role- plays and independent research. As an example, a group of SIS students participated in a Model United Nations event in Singapore and demonstrated their analytical and oratorical prowess as betted young minds and leaders of the 21st century. At SIS, teachers maintain regular contact with parents throughout the academic year. Regular communications and parent-focused events are organised to engage parents and review students academic progress and overall school life. SIS is hosting its Open Day on Oct 11 where parents can meet with the SIS teachers and learn more about their holistic approaches to education and the strategies used by them. n For more information, visit sis.sunway.edu.my SIS teachers design their lessons and classroom strategies with students learning needs in mind to equip then with both academic skills and real-world knowledge and applications. John Mackle 10 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Wong Synn Jenn (left) and Cindy Leow were awarded with Top in the World for IGCSE Literature (English), Top in the Country for History and Top in the Country for Co-ordinated Sciences (Double Award) at the recent IGCSE Outstanding Cambridge Learners Awards. Kate Moskwa, head of humanities at Taylors International School, says that lessons are made interesting, enjoyable and fun through using various learning and teaching styles. Outstanding and passionate learners S TUDENTS from Taylors International School who achieved Top in the World and Top in Malaysia in the recent IGCSE Outstanding Cambridge Learners Awards have made the school proud. These achievements carry on the heritage of excellence that Taylors institutions are famous for. The school recently interviewed two of these top students and found that there were many factors that helped them achieve their outstanding results. Cindy Leow and Wong Synn Jenn, who achieved Top in the World for IGCSE Literature (English), Top in the Country for History and Top in the Country for Co-ordinated Sciences (Double Award), said that the environment of the school, having a balanced lifestyle, family, good time management, focus, determination and guidance from teachers were some of the factors that helped them achieve their results. They also mentioned that group discussions helped develop their critical thinking process and helped them learn better. Leow also emphasised that being involved in co-curricular activities was important in helping her gain scholarships and placement in the university of her choice. Both students also praised their teachers, highlighting their role as academic mentors and guides who provide emotional support, motivation and encouragement. Kate Moskwa, head of humanities, says, It is important that I help students understand how they learn best and identify the style that suits them to vary the lessons accordingly. A big part of my job is to ensure that students are able to link together what they are learning and demonstrate understanding instead of learning through memorising. I equip them with skills that they can use beyond school. At Taylors International School, holistic learning is practised and students are able to experience the comprehensive and balanced learning that contributes to the success of an individual. Thytus Tan, a teacher at Taylors, says Through holistic learning, students are transformed and transcended into active and lifelong learners and will eventually realise that acquisition of knowledge is paramount in their everyday life and should be an integral part of living. Taylors International School believes in shaping and nurturing their students to be passionate learners, global citizens, respectful and caring individuals, responsible leaders and resilient individuals. These attributes develop academic excellence in students and have contributed to the heritage of excellence that has positioned Taylors at the forefront of Malaysian education. With the establishing of Taylors International School in Kuala Lumpur and Puchong, Taylors is proud to continue this heritage of educational excellence and share it with a larger audience. Taylors International School, Kuala Lumpur will be hosting an Open Week at its Taman Maluri campus from Sept 23 to 27 from 10am to 3pm. n For more information, call 03-9200 9898 (Kuala Lumpur) or 03-5879 5000 (Puchong) or e-mail admissions@kl.tis.edu.my or admissions@pc.tis.edu.my StarSpecial 11 Tuesday 2 September 2014 12 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Flexible, unique curriculum S AFARI Kid Asia, a new international preschool in Malaysia, offers a unique programme to its students. Though there are already several international players in the market, there is no preschool or kindergarten in Malaysia that brings together the best international practices from the Montessori, Reggio and Waldorf Steiner methods and combines them with a focus on literacy and maths development, public speaking and creativity, which is our proprietary system, the way we do, says Aniruddh Gupta, chief executive ocer of Safari Kid Asia. This enables students to excel beyond the usual expectations. For example, the preschools ve-year-old students are capable of writing one-page essays, doing Year 1 equivalent maths, are condent public speakers and know how to use their imagination for problem-solving. Safari Kids classes are developmental age appropriate instead of age-based as the school recognises that not all children develop at the same pace. The curriculum has in-built exibility and can be customised for each child, which means that fast learners can develop quickly and the children who need special attention will receive it. The Safari Kid curriculum originated from the recognition that most existing programmes do one or two things well but dont necessarily focus on the development of the whole brain. This ensures that children can enter primary school well ahead in their class with a developed love for reading and mathematics that will carry them far in Aniruddh Gupta, chief executive officer of Safari Kid Asia. NUTRITION professional Indra Balaratnam (pic) will be at Safari Kids Bangsar outlet for a relaxed, informative foodie workshop with young parents on Sept 20. The free workshop is for young parents who have trouble getting their little ones to eat nutritious meals or getting them to eat in the rst place. Indra will share practical and sensible tips on how to get children to eat well. Safari Kid is proud to be working with Indra, who is a well-established consultant professional nutrition in the Klang Valley. She has participated in professional seminars and health workshops hosted by pharmaceutical and food corporations and she is also an expert nutrition speaker for healthy-living workshops conducted by corporations. n For more information or to sign up for the workshop, call 03-2201 5561 or e-mail jeremy@ safarikidasia.com or jigna@safarikidasia.com Things to do with your kids THE weekend is here and your list of exciting activities is as thrilling as the day is long. You cannot wait to get started. Window shop, watch a movie, water- rafting, hiking or feeding the homeless, just to name a few Hold your horses all activities would come to a screeching halt when you have young children. There will be a million things to think about and or might go terribly wrong if any of the above activities are even to be considered. Hence, your activities have to revolve around the interest and safety of your young children rst. Water day As the scorching weather and air dehydrates, having a fun water day outside is a great idea. This works better with a porch or a spacious garden. Some props may be needed such as a portable pool, hose, water guns, plastic sheets to double up as slides, water-lled balloons, beach balls and other impromptu items. Get yourselves (yes, yourselves too, as you are going to be drenched) and kids into swimming costumes, invite other kids as well for a play date and come up with exciting water games for them to enjoy. If a porch is not available, an apartment pool area works well, too. Creativity galore If the weather is simply too hot to handle and you just want to stay indoors, you can have an educational indoor day. Prepare paints, brushes, colour pencils and crayons, and drawing sheets. Cut potatoes or some handy vegetables into fun shapes for kids to dip into paint and stamp onto drawing sheets. They can mix colours together or drip them onto oil and this could turn into a fun learning session as they explore science and its wonders. This activity is best carried out either outdoors or in the kitchen as you would want to contain the amount of paint smears around the house. Little chefs Young children surprisingly have great curiosity towards cooking. The idea of kneading, mixing, ladling or stirring peaks their amazement to a whole new level. So, a day of easy baking or getting them to help with kneading dough will prove to be very exciting for them indeed. Even if the actual end result is ignored, just playing with our, eggs, sifters, shape makers and other tools is educational and contributes towards hand- eye coordination and the development of ne motor skills. Heading out If weather permits, going to activity areas such as parks, sports centres or recreational areas is also another idea. Bring out the sports equipment, balls, safety gear, bicycles and frisbees and head out to the nearest play area. A day of playing ball, picnicking, running and sweating it out is always one the best choices for a good workout and family fun. The end result might very well be getting the family to put aside their gadgets and smartphones and spend quality time with each other. Responsibility first This may not be such a bad idea. However, young children may turn up their noses at it. Since holidays and weekends are the times when working parents catch up on chores, getting your children involved in them might help you in the long run. If there are closets, drawers or cupboards that need rearranging, get your children to help put items into designated boxes. These boxes can be labelled throw, give away or keep. If there are rooms or areas of the house that need cleaning, getting the young ones to help you can be fun. For instance, bathrooms and porches can be cleaned and at the same time be turned into fun watery, soapy playgrounds. Turn household chores into teach time. That way, they learn to be responsible and learn new things at the same time. As parents, mustering up the energy to entertain and keep up with young children is always challenging, let alone thinking of activities that they would actually enjoy. During the holidays or weekends, when school or homework is not there to keep them occupied, the job of keeping them busy is up to you. At least in the end, they will appreciate parents making the effort and spending quality time with them. life, explains Gupta. Safari Kid Asia is part of the American- based Safari Kid childcare centre. The schools expansion plan encompasses all of Asia and Malaysia is an important part of its overall goals. We see a big opportunity to get a comprehensive early childhood education programme into Malaysia, says Gupta. With branches in several countries, Safari Kid ensures that quality is maintained through extensive teacher training (through the training hubs located in California and Hong Kong), standardised lesson plans and teaching materials and by ensuring that its teachers are qualied, experienced and able to adapt to the Safari Kid curriculum. In our Malaysia branch, two of our teachers are from the United Kingdom, one is from the United States and two are from Malaysia. They have professional qualications and a combined 30 years of experience in early childhood education. We work with ve international recruitment rms to source our teachers globally, says Gupta. n For more information, visit www.safarikidasia.com StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 13 Speak effectively BEING able to communicate effectively in English in todays cosmopolitan society has become a necessity, especially with the growing standards for better command of the English language. Cambridge English For Life (CEFL) understands this necessity and strives to improve its students quality of speaking through its teaching methods. To maximise their learning potential, students are rst required to take a placement test to ascertain the appropriate level in which they should be placed. Students start their formative learning at age four to ve in Junior English, where the need to speak effectively is instilled in them via a student-centred approach that encourages active participation in lessons to develop speaking skills. It raises their awareness of the spoken language and eliminates their lack of condence to speak. At this stage, the focus is on getting learners to express themselves. Once learners of Junior English graduate and move up to Young Learners English, they are able to communicate using simple phrases and words at the Starter and Super Starter levels. They then proceed to Movers and Mighty Movers levels followed by Flyers and Fantastic Flyer levels, where they will be capable of communicating using extended and more complicated language skills. At this stage, CEFL focuses on speaking techniques such as pronunciation, intonation and using correct grammar in a spoken language context. After completing Young Learners English, students move on to the Cambridge Main Suite English that consists of the Key English Test (KET), Preliminary English Test (PET), Pre FCE and First Certicate in English (FCE) and Pre CAE and Certicate in Advanced English (CAE) where learners condence to communicate are built through extensive practice throughout the courses until they can nally discuss abstract or cultural topics with a good degree of uency, maturity and depth at the FCE and CAE level. The lessons at CEFL give students the opportunity to communicate using lesson materials set in context within an interesting and stimulating environment for learning. CEFL aims to produce students with high-standard speaking skills who are condent of using their ability anytime anywhere. n For more information, visit www.cambridgeforlife.org CEFL gives children the opportunity to learn speaking skills in a stimulating learning environment. Jane Kilpatrick, educational psychologist at Garden International School Kuala Lumpur, says that parents should take proactive steps to identify whether their child is gifted to maximise his growth potential. Spotting gifted children G IFTEDNESS refers to a childs possession and use of outstanding natural abilities. Intellectual giftedness is the result of both environmental and genetic factors that can affect brain development. A question that parents often ask is Is my child considered bright or gifted? Identifying the learning characteristics of a child who is bright compared to a child who is gifted enables parents to gain further insight into their childs intellectual development. A bright child can easily identify and accomplish classroom tasks whereas a gifted child will have original and abstract ideas. If you are wondering if your child is gifted, the rst step is to assess him in the context of how other children of the same age are performing. For parents and people who notice advanced capabilities in a child, it may be worthwhile for them to investigate the matter further. In Malaysia, information about this can be found on the Malaysian National Association of Gifted Children website. Parents who suspect their child to be intellectually gifted should also consider having their childs IQ assessed to conrm their suspicion. IQ testing is the best measure of giftedness. However, there are limitations and it should not serve as the sole source of identication. Intellectual giftedness is relatively uncommon and is recognised only in children whose IQ is at or above 130. All children, whether intellectually gifted or not, will perform well in an environment with the right support and stimulation that correlates with their abilities and interests. Skillful parents and teachers will use strategies that challenge, extend and interest children of differing capabilities. Therefore, providing gifted children with enough support and stimulation from an early age is important and gifted children who are identied early should be given a chance to reach their full potential. By Jane Kilpatrick n Jane Kilpatrick is the educational psychologist at Garden International School Kuala Lumpur. For more information, visit www.gardenschool.edu.my A gifted child typically is one who has original and abstract ideas. 14 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Cosmotots-iqd encourages children to speak up during classroom activities so that they engage in their lessons and gain confidence to use their speaking skills. Speaking up C OSMOTOTS-IQD has been providing high-quality supplementary education to children in Malaysia for more than 30 years to help develop their literacy and uency in English. Cosmotots-iqd stimulates students intellectual curiosity to develop critical- thinking skills, cultivate public-speaking abilities and build up independence and discipline. It believes that learning should be a boisterous, exciting pursuit and strives to create a classroom environment where students can become active participants. Students make signicant progress when they are encouraged to speak up in class whereas silent students nd it hard to evolve into independent thinkers. If students cultivate the habit of being passive, they might learn to rely on other people to tell them how to think. Responsive students nd essay-writing less challenging compared to students who remain relatively uninvolved in classes and are excited to write to communicate the many ideas that they have. Cosmotots-iqd makes use of two formats to get students interacting. The rst is debates, which are exciting because of the competitiveness it encourages. The urgent back-and-forth of a debate builds team-spirit and motivates even the most shy of children to contribute. Cosmotots-iqd also conducts discussions, which are less combative than debates. Discussions embed education in the form of collaboration. Learning becomes a group effort rather than a solitary pursuit. Students gain certain skills from participating in discussions. They learn how to digest, rephrase and expand on their friends ideas, how to ask questions and how to draw connections between what they have heard, read and intend to write. From an educators perspective, debates and discussions are effective tools because they offer opportunities to give immediate feedback. Written work has to be marked and hence advice does not reach students when they are most receptive. However, an educator must respond quickly during conversations to guide students in exploring new ideas or practising new linguistic structures. Speaking up and participating in class is an essential part of a holistic education. Accordingly, Cosmotots-iqd believes that students must speak up in order to become condent speakers, interesting writers and independent thinkers. n For more information, visit www.cosmotots.com Unique sports to check out BASED on the ctional sport, Quidditch, that is played by characters equipped with ying brooms in the Harry Potter series, Muggle Quidditch is played on ground, also with brooms. Since its inception in 2005 in Middlebury College, Vermont, Muggle Quidditch is currently played internationally with teams based across Europe, the Americas, Oceania and a handful in Asia, including Malaysia. Muggle Quidditch or Quidditch as it is commonly known among players, is a co-ed and full contact sport that requires seven players on each team. Positions include three chasers, two beaters, a seeker and a keeper. Game balls include a slightly deated volleyball known as the quae and two dodgeballs called bludgers. The chasers and keepers handle the quae by passing it around and obtaining points through scoring through one of three hoops located at each side of the eld. Each goal is worth 10 points. Beaters handle the bludgers that are used to knock players out of the game temporarily. Players that have been hit by a bludger need to touch their own hoops in order to get back in play. The snitch or snitch runner are neutral players with a ball attached to their waistband who do anything in their power to avoid being caught by the seekers. When one of the seekers catches the snitch, which is worth 30 points, the game is over. To date, there have been seven Quidditch World Cups and one Quidditch Global Games with the latest organised this year in Canada. Interested in experiencing a game of Quidditch? Make your way to the Damansara Dementors Facebook page at facebook.com/DamansaraDementors to nd out when pick-ups are scheduled. Ultimate Frisbee Ultimate Frisbee has spread rapidly across Malaysia since its rst known game of pick-up in the early 2000s among of group of teachers at the International School of Kuala Lumpur. Ultimatemalaysia.com, the ocial ultimate frisbee website, estimates that Malaysia is home to 30 to 40 active teams. At a competitive level, Ultimate Frisbee is played between two teams with seven players on each side. Just like in American Football, there are two endzones for goals to be scored. A goal is given when a player catches the disc in the endzone that they are attacking. Ultimate Frisbee is a non-contact sport and players cannot run with the disc. Similar to netball, when a player catches a disc, the player must stop and pass it to a teammate in any direction. However if the disc is intercepted or hit down by a player on the opposing team, possession changes hands. The most unique aspect of Ultimate Frisbee is that the game is refereed by the players themselves. A player can call out another player for a foul but if it was not actually a foul, the called out player may overturn it. At higher levels of play, there are observers present in place of referees. They only make the call when there is an appeal. There is probably a team in your area. Log on to ultimatemalaysia.com for more information on where and when pick- ups are held. Dodgeball The number of players on each team may vary but according to the International Dodgeball Association, the maximum is six players. The same goes for the number of dodgeballs used in a game. A typical game of dodgeball begins with the balls lined up at the centre of the court. Players then run towards the balls to either pick up or roll a ball back to their teammates. This is known as the Opening Rush. The objective of dodgeball is to take out all the opponents by throwing a ball at them. Players are not eliminated if they catch a ball that has been thrown at them. A point is not earned by the number of take-outs but only when all the opponents have been hit. The development of dodgeball in Malaysia has experienced leaps and bounds with numerous colleges and universities forming teams and a national team being sent to Hong Kong for the World Dodgeball Championship 2014. For more information or to locate a team near you, head to www.dodgeball. com.my StarSpecial, Tuesday 2 September 2014 BRIGHT KIDS 15 Smart Reader Kids is about creative and innovative teaching and learning. Smart Reader Kids centres will have exciting activities happening on Open Day. Fun and games at Open Day M ORE than 300 Smart Reader Kids centres across the country will open their doors to the public on Sept 6 and Oct 11 as part of its Nationwide Open Day. The event will be held from 2pm to 6pm and will enable parents with preschool age children to visit the nearest centres to them to learn about the various Smart Reader Kids programmes. Participating centres will also host a variety of interesting interactive activities and hands- on workshops for children to take part. For those visiting the Smart Reader Kids centre in Telok Gadong, Klang, there will be a great opportunity for parents and children to experience the Smart Reader Creative Teaching Methodology through a number of fun and interesting activities. According to its franchisee Puganesvasy Jagadiah Rao, there are plans to conduct relay games, colouring activities and a session to teach children popular nursery rhymes. Children may also choose to gather together and listen to short stories and fairy tales. While the activities are in progress, parents are encouraged to explore the centres facilities, look through the teaching and learning materials and engage with the teaching staff. At Smart Reader Kids, Bandar Country Homes, Rawang, franchisee Kavita Kaur has decided to organise a Merdeka celebration during the Open Day. Children will be taught how to make creative national ags and can participate in a colouring contest. Other activities include making and painting colourful face masks. As there is going to be another Open Day in October, we plan to conduct similar activities at Smart Reader Kids, Taman Jati, Rawang and Smart Reader Kids, Rawang Town. We invite parents to bring their children to participate in the activities and to meet our staff to nd out more about the Smart Reader Kids programme, says Kavita. She plans to offer the Smart Tadris programme at Smart Reader Kids, Bandar Country Homes, Rawang, next year. Special promotions will be offered during the Open Days. Parents who enrol their children are entitled to receive attractive Smart Reader Kids merchandise while stocks last and for every full-year payment made, parents are entitled to receive a pair of exclusive and limited edition Smart Reader Kids track tops and bottoms. In addition, parents with children currently studying in Smart Reader Kids centres can participate in the Parent- Recommend-Parent campaign, where parents are entitled to a free umbrella for every successful recommendation. New siblings who enrol during this promotion period will receive custom-made savings boxes. Smart Reader Worldwide offers quality and effective early childhood education programmes based on the renowned Smart Reader Creative Teaching Methodology. The creative and innovative teaching and learning approach promotes fun learning through play and encourages children to develop their enthusiasm for learning. Programmes that are currently being offered under the banner of Smart Reader Worldwide are Smart Reader Kids, Smart Reader Kids Islamic, Smart Reader Kids Mandarin Medium and Smart Reader Kids++ programmes. Two new programmes will be launched this month. They are the Smart Reader Kids Intensive English programme, which run in the afternoons and is specially designed for children undergoing the Smart Reader Kids programmes. With emphasis on vocabulary development, communication and public speaking, the programme enables children to build their condence and enhance their verbal expression, uency and articulation in the English language. On the other hand, the Smart Funplay programme caters for three-year-olds and above. The programme has been uniquely designed to develop the imagination, creativity and expression of each child through play activities with Bobo the fun Bear. n For more information call 03-3372 3757 (Klang) or 012-9331841 (Rawang) or 03-62795555 (Worldwide) or visit www.smartreaderkids.edu.my 16 BRIGHT KIDS StarSpecial, Tuesday 2 September 2014 Nexus International School gives children the opportunity to engage in free play and have fun with their learning. Child-play activities should leverage on their interests as children learn naturally when they enjoy taking part in educational activities. Play at the heart of learning T HE early years of a childs life have a profound effect on their learning and development later in life. The rst ve years of a childs life are the most important period of brain growth. New learning happens at a rapid rate as a child seeks to make sense of the world. This remarkable growth occurs in response to stimuli. Nexus International School provides the required stimulation through different types of activities, including group activities, singing, cooking, listening to and re-telling stories, going for walks and interacting with both adult and child visitors. Activities may be adult- initiated activities that have stemmed from their observations of childrens ideas and interests during playtime or child-initiated activities. Child-initiated play is thought to be more productive as it motivates the child to take part and children learn best in an environment that allows them to explore, discover and play. Nexus recognises that children need to play to maximise their learning opportunities and it has excellent facilities and expert teachers who specialise in early childhood education for this purpose. During play sessions, the teacher takes on various roles and performs detailed observations (look, listen and take note) to obtain evidence of what the child can do, ascertain what the next goals should be and the activity or play required by the child to achieve those goals. Facilitators of child-initiated play are also capable of being part of the activity and making suggestions on how to develop or modify the play activity to facilitate new learning. One of the teachers said, I noticed that the children had an interest in pirates so one morning, I provided a pirate ag and some large boxes. I also managed to nd some pirate clothes in our dress-up box. The children started role-playing pirates. I joined in and asked how I could nd out if I was on the right ship and this led to the children making signs for the ship and island and drawing a map. When children were spotted counting numbers to ve, the teacher provided 10 stepping- stones to reach the island and challenged the children to order these correctly to reach the island and not fall into the sea. The children learned quickly and helped each other to arrange the numbers in order. The Nexus curriculum has four learning strands Independence and Interdependence; Communicating; Exploring; and Healthy Living. Each strand comes with a set of statements detailing what children should gain from the given activities. It is not enough to allow young children to free play all day without objectives or outcomes in mind. Children should be given access to a wide range of learning opportunities as they learn from watching and imitating others as well as by exploring and experimenting. It takes a skilled Early Years practitioner in a good environment with the correct resources and materials to plan and deliver a curriculum in a meaningful and effective way. n For more information, visit www.nexus.edu.my Nexus recognises that children need to play to maximise their learning opportunities and it has excellent facilities and expert teachers who specialise in early childhood education for this purpose.