THE STAR, TUESDAY 12 JUNE 2018

PRIVATE & INTERNATIONAL

SCHOOL GUIDE

Welcoming
the future
Digital technology is growing at an unprecedented rate.
Read about how private and international schools equip
children with the skills needed to compete.
2 Private & International School Guide
ST JOSEPH’S Institution International School
Malaysia (SJIIM) was established in August
2016 by Lasallian Asian Partnerships for
International Schools in partnership with
Tropicana Corporation Berhad and with the
blessings of the Brother Visitor and Lasallian
East Asia District council.
SJIIM is no stranger to the Lasallian
education circle in Asia, being the brother
school of the 160-year-old St Joseph’s
Institution (independent all-boys secondary
school) and St Joseph’s Institution
International School (independent
co-educational international school) in
Singapore.
Through this backbone, SJIIM builds on
its brother schools’ extensive history of
educational excellence and initiates future
collaborative learning platforms to
encourage sharing of knowledge and
resources between the institutions.
The school has a current student
population of more than 730 students at all
levels, which is a record number of new
students for a school entering its second
academic year in the Tier 1 school category.
This enrolment result, despite the
unprecedented growth of new international
schools in the Klang Valley, demonstrates the
Malaysian public’s support and belief in the
holistic education approach of a Lasallian
school.
At SJIIM, academic excellence is solidified
by the school’s carefully crafted curricula,
which begin with the school’s early years’
foundation through the Nursery and
Reception programme.
The International Primary Curriculum and
Singapore Math are taught in Years 1 to 6,
followed by the International General
Certificate of Secondary Education (IGCSE) in
Years 7 to 11 and the International
Baccalaureate Diploma Programme (IBDP) in
Years 12 and 13.
The school’s curriculum design is
supported by a Mandarin programme taught
daily throughout the different curricular
pathways. In true Lasallian spirit, the school
provides scholarships to deserving students
to pursue the IBDP.
Infused with Lasallian
values and tradition
Based on Lasallian education ethos, SJIIM focuses on providing a holistic education and nurturing
strong characters.
The academic programmes at SJIIM offer
global flexibility to its students, who will
have wider tertiary options when they
graduate with their IGCSE and IBDP
qualifications.
The school’s motto “Enter to Learn, Leave
to Serve” is central to SJIIM’s student
development philosophy. It is a mark of St
John Baptist De La Salle’s essence of
education, which is built on faith, service
and community building from within the
school.
This distinct feature of SJIIM is developed
and upheld by the Brother President
alongside the school’s High School and
Elementary School principals.
These three leading pivots of the school
are joined by three Brothers who
THE STAR, TUESDAY 12 JUNE 2018
complement SJIIM’s international faculty of
highly qualified teachers from around the
world. Together, they guide students along
their rigorous yet personalised and fulfilling
academic journey.
Holistic learning is envisioned to be the
everyday reality at SJIIM, and this is largely
supported by the teachers and the Brothers.
Besides providing pastoral care, they work
closely to nurture students’ character
development, which is a big part of the
school overarching ethos.
This ties in with the learning through
service philosophy of the school, where
students get a chance to support a range of
charities and organisations through
community events, allowing them to develop
internally and have a better understanding
of the world.
SJIIM caters to more than 1,500 students
on its six-acre (2.43ha) campus. Its
comprehensive range of facilities include
state-of-the-art libraries and laboratories,
music, arts and sports spaces, swimming and
wading pools, a Lasallian formation centre
and ample parking spaces complemented by
a campus-wide security system.
These top-notch facilities enable a wide
range of co-curricular and outdoor learning
activities to be conducted, further
contributing to the all-round progress of
students.
SJIIM welcomes all new and prospective
parents to visit the school and explore what
Lasallian holistic education is all about.
n For more information, call 03-8605 3605,
e-mail enquiries@sji-international.edu.my or
visit www.sji-international.edu.my
THE STAR, TUESDAY 12 JUNE 2018
Embracing global educational trends
“ALL great artists and thinkers
are great workers, indefatigable
not only in inventing, but also in
rejecting, sifting, transforming
and ordering,” said German
philosopher Friedrich Nietzsche.
The world is awash with
educational insights and initiatives.
For Epsom College in Malaysia
(ECiM) and its sister school in the
United Kingdom, it has been
rewarding to witness the parallel
pedagogical developments in both
countries that emphasise growth
mindset techniques, flipped
learning and the perennial
assessment of/for learning.
As A-Levels schools and colleges
– in the UK and elsewhere – are
Private & International School Guide 3
now in the midst of tackling new
specifications and linear (two-year)
courses, it has been fascinating
to see that the academic challenges
and opportunities for teachers
and pupils are similar across the
globe.
In many senses, the concept of
balancing overt academic
endeavour with enriching
co-curricular and pastoral
progression is a theme of common
interest to Epsom College in the UK
and Malaysia.
However, despite the shared
educational trends between both
schools, it is the uniqueness of the
individual that connects the
schools most.
“Every child matters” remains a
driving force in the UK educational
dynamic, and ECiM attaches
similar weight to this sentiment.
As a school replete with superb
facilities and offering the best of
British boarding and education,
ECiM is proud of its students’
academic achievements since its
inception in 2014.
With its Year 13 pupils attaining
61% A*/A grades in the A-Levels
examinations last year and
securing places at
prestigious
universities such as ECiM aims to foster respect, tolerance and diversity among students.
London School of
Economics and teachers – to its ranks. academic curriculum. believes that the importance of
Imperial College Like all great institutions, “The hallmark of successful perpetual learning in the 21st
London, ECiM is Epsom College aims to foster individuals is that they love century should never be
well positioned to tolerance, respect and diversity learning, they seek challenges, they underestimated.
welcome within the broader canvas of value effort, and they persist in the
forward-thinking moulding life-long learners – an face of obstacles,” said psychology n For more information, e-mail
innovators – both educational objective that bears professor Carol Dweck. Sin Yee at sinyee@epsomcollege.
students and the template of a British-based Agreeing with Dweck, ECiM edu.my
4 Private & International School Guide
NO sooner have we come to terms
with the Fourth Industrial
Revolution (IR 4.0) that we are now
confronted with talk of a fifth one
(IR 5.0).
While IR 4.0 is focused on
digitalisation and automation
through the Internet of Things,
artificial intelligence, robotics,
cyber-physical systems and
quantum computing, there is
speculation that IR 5.0 will be
centred on human synergies with
robots and artificial intelligence to
create opportunities for mass
customisation, ensuring that the
“human touch” is not lost.
Now that change is happening
so rapidly with two revolutions
possibly occurring at the same
time, it is time that schools rethink
their purpose and approach to
ensure that the next
generation is
equipped with
the mental and
A revolutionary approach
psychological skill sets required to
keep pace in this fast-evolving
world.
“The dawn of the IR 4.0 and 5.0
has led to a volatile, uncertain,
complex and ambiguous (VUCA)
world,” says Dr Goh Chee Leong,
chief executive officer of HELP
International School.
“Therefore, the challenge for
educators is to prepare students for
a world that does not yet exist,
which we won’t be able to predict
or fully understand.”
According to him, the focus of
education should be less about
acquiring knowledge and more
about sharpening and honing
minds as it will help them
understand and adapt to any
environment.
“An agile and imaginative mind
is the most potent tool that
students can use to succeed and
thrive in IR 4.0 and 5.0,” says Dr
Goh.
With machines taking over more
and more complex functions, many
professions will be replaced with
artificial intelligence.
“The key is to develop skills that
are still uniquely human such as
creativity, adaptability, mental
fluidity, resilience and empathy
that are often overlooked in
entrepreneurship and innovation,”
adds Dr Goh.
It is apparent that today’s youth
cannot afford to rely on
their ability to
regurgitate bookish
Dr Goh Chee Leong.
knowledge and must instead
demonstrate their ability to
generate original ideas.
With this in mind, HELP
International School has come up
with an education model that
focuses on nine areas – intellectual,
physical, emotional, leadership,
social, creative, moral, career
and technological
development.
The emphasis the school
places on all-round
development is apparent
from how it regards the
arts. There is much focus on
science, technology,
engineering and
mathematics, but the school
integrates the arts into
its curriculum as evident
in events such as its
annual STEAM (science,
technology, engineering,
the arts and mathematics)
week.
Design and technology,
THE STAR, TUESDAY 12 JUNE 2018
culinary arts, drama and music are
all very much part of the
curriculum at HELP International
School.
It is expected that soon, people
will be required to switch between
industries more than twice or
thrice in their lifetime, according
to Dr Goh.
Therefore, HELP International
School approaches career
counselling in a unique
way.
He explains, “Career counselling
traditionally involved pointing
students in the direction of one
profession based on their interests
and strengths.
“This is a very static and rigid
way of looking at career pathing
and is becoming invalid in a VUCA
environment, so we are now
encouraging students to think
about a broader life mission that
acts as a ‘life compass’.
“This approach enables them to
track multiple pathways to their
goal so that they are not only agile
in moving across industries but
can find meaning and significance
in each position.”
The future is unpredictable
and, with the current industrial
revolutions, life as we know it will
change drastically. The best way to
prepare our children to face this
ever-changing reality is to choose a
school that will help them embrace
the uncertainty and equip them to
enjoy the adventure.
n For more information, call
03-7809 7000, e-mail enquiry@kl.
his.edu.my or visit www.his.edu.my
THE STAR, TUESDAY 12 JUNE 2018
MONT’KIARA International School
(M’KIS) has, over the past 25 years,
established itself as a leader in
academic excellence.
This is achieved through the
collaborations of a close-knit
community, a commitment to
staying current with educational
trends, and a passion for teaching
and learning.
Building a legacy goes beyond
the walls of a school. It takes a
community dedicated to giving the
best to their children to make
M’KIS such a special place to be.
Over the past few years, M’KIS
has implemented numerous
curriculum enhancements. Last
year, the new robotics laboratory
for Middle School was unveiled
and the Next Generation Science
Standards introduced.
For High School, M’KIS is
developing a new design
technology laboratory, a
multimedia laboratory and a
completely refurbished library for
the 2018-2019 academic year.
As a leading IB World School in
the region, M’KIS has taken the
next step towards becoming an IB
Continuum School.
IB World Schools share a
common philosophy – a
commitment to improving the
learning of a diverse and inclusive
community of students by
delivering challenging, quality
programmes of international
education that share a powerful
vision.
M’KIS received the confirmation
of candidacy for the International
Baccalaureate (IB) Primary Years
Programme (PYP) and IB Middle
Years Programme (MYP) last year
and is now on track towards Pre-
Kindergarten through Grade 12 IB
alignment.
This endeavour found M’KIS
Leading the way
to a brighter future
At Mont’Kiara International School, students are encouraged to achieve beyond their own expectations.
attracting the most qualified,
versatile and experienced faculty,
95% of whom are expatriates from
around the world.
The majority of families and
faculty at M’KIS walk to school,
enjoying each other’s company and
Beacon House
getting to know each other on a
more personal basis.
M’KIS encourages families to
attend school events, volunteer
in their child’s class or be involved
in whatever way they feel
comfortable.
18cm x 8col
Private & International School Guide 5
Having parents who are actively
engaged in the school builds a
stronger bond between them and
the faculty, creating a platform for
open communication and
continuous collaboration.
There is no greater feeling than
IB mission statement
The International
Baccalaureate aims to
develop inquiring,
knowledgeable and caring
young people who help to
create a better and more
peaceful world through
intercultural
understanding and respect.
To this end, the
organisation works with
schools, governments and
international organisations
to develop challenging
programmes of
international education
and rigorous assessment.
These programmes
encourage students across
the world to become
active, compassionate and
lifelong learners who
understand that other
people, with their
differences, can also be
right.
knowing that your child is thriving
at school and being encouraged to
achieve beyond his or her own
expectations.
With this peace of mind comes a
sense of security and contentment
that strengthens the foundations of
the Mont Kiara community.
M’KIS is leading the way by
preparing for the future, living in
the present and learning from the
past. M’KIS is one community,
growing with you every step of the
way.
n For more information,
call 03-2093 8604, e-mail
admissions@mkis.edu.my or
visit www.mkis.edu.my
6 Private & International School Guide
Seeking knowledge, opening minds
MATRIX Global Schools provides
education from Early Years
through to Secondary Years for
the expatriate and local
community in Malaysia.
Established in 2014, the
institution comprises Matrix
Private School, Matrix
International School and Matrix
International Preschool.
All three institutions share the
same campus situated on a
spacious and secure 20-acre
(8.1ha) site amid lush greenery
and an inviting landscape that
can accommodate up to 2,500
students.
Matrix International
School follows England’s
national curriculum,
appropriately modified for
international students. The
Early Years Foundation Stage
Curriculum is adapted for
the Early Years while the
International Primary
Curriculum forms the core
provision in the primary
school.
The established Cambridge
IGCSE forms the backbone
of the secondary school
curriculum, leading to the
internationally renowned
and recognised qualification
at the end of Year 11.
Last year, its students
Matrix Global Schools exposes students to different cultures and learning methods, nurturing global citizens. achieved 51% A* to A and 90%
A* to C, with two students
achieving 9As. This put the
school in the top 20% of
international schools in the
world for the July 2017
examinations.
Meanwhile, the Matrix
Private School follows the
Malaysian national curriculum –
Kurikulum Standard Sekolah
Rendah for the primary level
and Kurikulum Standard
Sekolah Menegah at the
secondary level.
In last year’s Sijil Pelajaran
Malaysia examinations, Matrix
Private School secured a 97%
pass rate and a school average
grade of 3.82, with three
students achieving straight 9As.
As for last year’s Ujian
Pencapaian Sekolah Rendah
result, the school achieved a
99% pass rate with a school
average grade of 2.2.
By operating two schools with
different sets of curricula within
the same campus, students are
introduced to different learning
methods, nurturing them to
become global thinkers.
The Matrix Global Schools
population is diverse with
students from more than 15
countries, enabling children
to be exposed to different
cultures and cultivating a
true understanding of
one another.
School performances,
THE STAR, TUESDAY 12 JUNE 2018
clubs, school teams and shared
play times further encourage
the coming together of students
who would otherwise be
segregated.
As a global school, students
celebrate cultural diversity by
learning three languages,
namely English, Mandarin and
Bahasa Malaysia. However, the
language of instruction,
communication and
understanding across the
campus is English.
To facilitate the use of English,
there is a wide-ranging English
Language Support programme
that enables all students to learn
and improve their competency
in the language.
Built to modern specifications,
the campus has been designed
to offer the best facilities,
including air-conditioned
classrooms equipped with
interactive smart boards,
campus-wide Wi-Fi, security
with CCTV cameras, a double-
storey library with a
comprehensive range of books,
a fully equipped iMac
laboratory, a dedicated
playground for younger
students, a sports complex with
an indoor climbing wall and a
full-size stadium.
These state-of-the-art facilities
provide tremendous scope for
students to enjoy rich and
diverse co-curricular activities,
which include sports,performing
arts and various non-academic
skills.
Moreover, the Matrix
Boarding House provides a 21st
century boarding experience in
a loving home environment for
students aged 13 to 17 to
develop self-reliance and
independence.
Discover how learning takes
place at Matrix Global Schools
by taking advantage of the free,
full-day trial classes and one-
night boarding experience
during the Open Week from
June 19 to 22.
n For more information,
call 1300 229 888 or visit
www.matrixschools.edu.my
THE STAR, TUESDAY 12 JUNE 2018 Private & International School Guide 7

SHATTUCK-St Mary’s School, a Shattuck-St

prestigious American boarding Mary's Forest
school, will officially open the City International
doors of its first South-East Asian School inculcates
campus on August 26. children with key
With its state-of-the-art campus 21st century skills
in Johor, Shattuck-St Mary’s Forest through a holistic
City International School provides
American-style
a vibrant and enriching
environment for children aged
programme.
three to 18.
Families in Malaysia and from
around the region are welcome to
tour the campus and have a chat
with head of school Graham
Gamble and other faculty members
during the school’s Open Days,
which will be held every Saturday,
starting from June 23.
The purpose-built campus is set
to accommodate up to 3,200
students and touts cutting-edge
facilities such as its hallmark two-
storey weCreate laboratory – an
innovative space designed for
students to explore their interests
in a variety of areas, including web

Best of American boarding

design, architecture and
woodworking, under the guidance
of highly qualified teachers.
“We want to enable our students
to seamlessly transition from
childhood to adulthood by arming
them with key 21st century skills
such as independence and
creativity, so that they can carve
their paths forward as caring,
conscientious global leaders,” says
Gamble.
The school houses a world-class
sports complex with a full-sized
football field, running track,
Olympic-sized swimming pool and
gymnasium.
It also features a 600-capacity
theatre, dance and music studios,
science laboratories, libraries and
smart classrooms to help children
discover their full potential in all
facets of life.
Top-notch boarding facilities are
available for middle and high
school students, offering an ideal
environment for the children to
cultivate their independence,
necessary life skills and time
management skills under the
supervision and guidance of the
dorm parents. Students will also
have access to round-the-clock
medical support from qualified
personnel.
“Our boarding facilities are
unique and a cut above what’s
typically available in Malaysia,”
says Gamble.
“Boarding is not simply a way
of attending school if one does
not live close by – it’s an immersive
environment that is, in many
ways, more liberating for young
teenagers than being at home.”
According to him, this
environment is conducive to
cultivating extraordinary levels of
responsibility and maturity among
children.
“It gives them their own space
to explore and try out new things,”
he says.
Shattuck-St Mary’s Forest City
International School consists of
several blocks generously adorned
with verdant greenery and open
spaces.
Taking advantage of the
country’s tropical climate with
mangroves and waterfront
fringing the campus, the school
incorporates cosy, inspiring
outdoor spots that are perfect
for children to meet and mingle
with each other outside the
classroom.
The school offers a holistic
American-style programme,
focusing on STEAM (science,
technology, engineering, the
arts and mathematics) education
as well as athletic pursuits, and
covers pre-kindergarten to Grade
12 with Advanced Placement
courses available at high school
level.
n For more information on
the school or to register for
its Open Days or August
intake, call 019-7302 021 or visit
www.ssm-fc.org
8 Private & International School Guide
Equipping Gen Z with life skills
FOR parents, it is becoming
increasingly hard to see through
the marketing glitz and glamour
and perceive a school’s true
potential.
An easy way to determine the
quality of an international school is
to look for externally awarded
accreditations or quality assurance
certifications.
Accreditation bodies assess a
school’s programmes and their
implementation based on a
rigorous set of standards. Within
Malaysia, you will see accreditation
from organisations such as the
Council of International Schools in
the form of a British Schools
Overseas kitemark or an
International Schools Quality
Mark.
It should be noted that for
many teachers, accreditation is
nothing more than additional
paperwork and more layers of
bureaucracy, box-ticking and
hoop-jumping.
Whatever stance you take, it
cannot be denied that getting
accredited means that an
international organisation has
reviewed a school’s practices
against its benchmarks.
At the very least, that should
reassure parents that the school is
working to maintain its established
standards as an internationally
accredited institution.
Director of services at elc
International School, Rajan Kaloo,
suggests, “Parents
should spend
some time at their school of choice
to watch how students interact
with teachers and their peers.
“Get a feel for the way they
behave and talk – this will give
parents a sense of the school as a
whole. See beyond the admissions
brochures and websites that are
designed to sell, and trust what you
perceive with your own eyes and
instincts.”
Emotions count, too
We now find ourselves guiding
Generation Z – the first generation
born into the age of social media –
which is now living a life dictated
by hazy rules of social
media.
With certain
exceptions, most
of Generation Z see
themselves
as
Students need
high self-esteem
and resilience to
survive in today’s
environment. If
students are forced
to address their
weaknesses and
build on them,
they will learn
that nothing is
impossible.
constantly connected digitally yet
disconnected from real life as we,
the earlier generations, know it.
They have great desire for
independence while all too often,
their reality is of grudging
dependence.
Mental health issues have
become the new norm due to the
existence and pressures of social
media. Failure is too easily
embraced, self-esteem is at an
all-time low and social skills are
disappearing.
Gone are the days when a
school’s focus was on producing
knowledgeable students. Students
were sufficiently independent
when it came time to enter
college.
THE STAR, TUESDAY 12 JUNE 2018
In most cases, social skills and
mental health were not discussed
and students were kept active
physically. Teaching resilience was
not something that was deemed
necessary. Life skills were exactly
that – skills that one picked up as
one progressed in life.
It is necessary for teachers now
to help develop students’ life skills.
Students need high self-esteem and
resilience to survive in today’s
environment. If students are forced
to address their weaknesses and
build on them, they will learn that
nothing is impossible.
Parents should look out for a
school that has a teaching body
that is motivated and prepared to
tackle these challenges head-on,
even if it leads to conflict with a
student or her parents.
Given today’s students and the
problems they face, it is important
to look at what the school is doing
to develop a student’s emotional
resilience. Do not dismiss a school
that gives you a negative report on
your child’s developmental
progress. You need to know that
the school is prepared to have
difficult conversations with you
without fear or favour.
Ultimately, there is no sure-fire
way of assessing if a school is right
for your children and there are no
shortcuts.
Parents need to determine if
what a school offers is in line with
their own wants and needs for
their child’s education.
n For more information, visit
www.elc.edu.my
THE STAR, TUESDAY 12 JUNE 2018 Private & International School Guide 9
Top in the region
IGB International School (IGBIS) is thrilled
to announce that the Council of International
Schools (CIS) and the New England
Association of Schools and Colleges (NEASC)
through its Commission on International
Education (CIE) have awarded full
international accreditation to the school.
IGBIS is the only school in Malaysia to be
accredited by NEASC, and joins the ranks of
prestigious institutions such as Harvard
University, Yale University and Brown
University. With the CIS accreditation, IGBIS
joins a community of excellence that is made
up of 583 colleges and universities and more
than 738 schools in 116 countries.
These accreditations are a proud
achievement for such a young school
because it shows the world that IGBIS is
committed to quality international education
and wants to provide students with the
knowledge, skills and abilities to pursue lives
as valuable global citizens.
Among other requirements to gain
accreditation, evaluators from CIS and
NEASC spent a week in the school earlier this
year. They interviewed the staff, students
and parents, sat in on classes, and observed
how IGBIS operates.
Accreditation by NEASC through CIE
indicates that the school met the rigorous
standards of institutional quality through an
The modern classroom
MANY international schools in Malaysia
have a Bring Your Own Browser policy,
which ensures that every student has his
own electronic device in class to browse the
Internet.
This is in addition to the technology built
into a classroom’s four walls. Interactive
whiteboards have replaced antiquated
blackboards, and students can now learn
from myriad applications such as Google
Classroom and Kahoot!, which let students
collaborate with teachers, fellow classmates
and even people across the world.
Instead of making children stick to
traditional books, integrating technology
with learning processes means that children
are taught skills relevant to the working
world.
Giving students the opportunity to use
such resources during classes permits them
to choose and absorb a greater range of
knowledge.
Having access to unlimited information
sources means that students are taught to
be selective and sceptical as well as exercise
critical thinking when it comes to consuming
and analysing information.
Teaching children to use and be
comfortable with current technology also
means that they learn the difference
between using it in and out of the
classroom.
At home, students may prefer to watch
videos on YouTube or play games online, but
they are taught to restrict themselves to
educational sites and videos when at
school.
ongoing, independent and objective process
of peer review.
The accreditation process provides an
opportunity for the school to critically reflect
on its programmes, review guiding
statements and assess its alignment with
research-based standards of the best
educational practices.
This award recognises the quality of a
school and reassures parents, teachers,
universities and governments that the school
provides a quality learning experience,
resulting in sustained school improvement
and a road map for transformation.
The CIS website states that to achieve
accreditation, member schools must
“infuse their programmes and offerings
with international and intercultural
perspective so that students can move
forward with the attitudes and
understanding that will provide them with a
solid base wherever their studies or work
may take them.”
IGBIS would like to thank everyone who
played a role in helping the school achieve
these accreditations, including its faculty,
administration, board, students, parents and
wider community.
n For more information, call 03-6145 4688
or e-mail enquiries@igbis.edu.my
In some ways, incorporating technology in
the classroom can ease the learning
experience, most notably in enhancing
communication between teachers and
students.
E-mails, collaboration applications, group
chats and online test submissions are among
the ways teachers can improve learning
processes. When students are facing
difficulty with assigned work, they can
contact their teachers for advice and
guidance, even when they are unable to
attend school.
However, one question remains – are
there drawbacks to using modern technology
in the classroom?
As with any advancement, there are
negative aspects to its implementation.
When it comes to technological advances,
critics are quick to suggest that use of
technology takes away from the effectiveness
of traditional learning.
No matter what kind of technology is
being incorporated into classroom learning,
there will be negative consequences when its
function is abused or misused.
Thus, the answer is simple. It should
be mandatory for teachers to provide
adequate levels of guidance and supervision
to ensure that students complete their
assigned tasks.
Implementing technology within an
educational environment not only reflects
the working world but also serves to ensure
the children entering schools today are fully
fledged digital natives. – By Jessica Lazaro,
student of Alice Smith School
10 Private & International School Guide
GEMS International School Tropicana
Metropark (GEMS) offers an outstanding
education that is within reach of hard-
working parents and their children.
As the largest provider of private
education in the world, the reputation of
GEMS Education lets it attract the best
international teachers, who get to work in
top-notch educational facilities.
The scale of GEMS Education rivals the
best international schools in Kuala Lumpur.
On a wider scale, the world mission of GEMS
Education is to put quality education within
the reach of every child.
Outstanding schools do three things well –
they provide a safe place for children to
learn, are happy places where children love
to be, and are success-driven while offering
children a broad and balanced education
within and beyond the classroom.
GEMS is built on solid values and beliefs
that guide its faculty and students’ actions
and behaviours.
As an international school, it celebrates
diversity in a respectful and inclusive way.
It pursues excellence in its activities and
encourages aspiration within all while taking
care of the well-being of others and the
environment.
Students of GEMS develop 21st century
skills that prepare them for the opportunities
that life will bring.
Across a broad canvas of learning,
students are encouraged to be open-minded,
creative, resilient and reflective learners.
GEMS develops young people’s creative
minds, healthy bodies and ethical spirit
needed to make a lasting contribution to the
world so they can be leaders of a global
society.
Great schools are about great people
working together to achieve ambitious
ends. GEMS teachers are experienced and
inspiring international educators who are
trained to see things through children’s
eyes.
GEMS is committed to high-performance
learning – a belief that all children are
capable of great things and should be guided
to achieve the highest standards.
Committed to excellence
GEMS students are exposed to a wide variety of educational enrichment activities that help
them become valuable members of society.
There are no boundaries to learning and
no barriers to opportunity at GEMS. Parent
engagement lies at the heart of the school’s
mission, which works towards developing a
strong commitment to mutually shared
aspirations among hard-working parents
and their families.
GEMS has a solid British curriculum for
students aged three to 18. An inspiring Early
Years experience supports the enhanced and
enriched curricula offered at its primary and
secondary schools that lead to a wider range
of subject options for the International
General Certificate of Secondary Education
and A-Levels.
The school is accredited to run courses
that lead to the Cambridge International
Examinations, which include a whole school
core of English, mathematics and science. It
also offers Mandarin, French and Bahasa
Malaysia language programmes.
Wonderful facilities provide a superb
stage for impressive learning. State-of-the-art
classrooms are matched by specialist
facilities in science, sports and the arts.
A fast and secure wireless network
supports the school’s commitment to
technology. The school has a progressive and
pragmatic approach to information
technology and its measured use.
Alongside well-equipped computer
laboratories, learning processes are
supported with electronic tablets for primary
schoolchildren and laptops for more senior
students. Lessons are framed within a
modern online platform that contains
THE STAR, TUESDAY 12 JUNE 2018
GEMS is built on
solid values and beliefs
that guide its faculty
and students’ actions
and behaviours. As an
international school, it
celebrates diversity in a
respectful and inclusive
way.
subject resources, homework and
communication means.
The school is developing a broad
programme of events and activities, with
drama and musical performances across the
primary and secondary schools, sports
training and competitions, and a schoolwide
commitment to outdoor educational
pursuits.
GEMS teachers and external specialists
have designed a rich tapestry of activities
across the academic year (September to
June).
Accredited as a school within the Council
of British International Schools with its
educational standards and achievements
verified independently, GEMS offers a first-
class education.
We would be delighted to arrange a
personal visit and tour of the school campus
to discuss the individual needs of your child.
– Simon O’Grady, principal of GEMS
International School
n For more information, call 03-5036 8900
or visit www.gems.edu.my
THE STAR, TUESDAY 12 JUNE 2018
Fair returns to KL
SINCE 2012, Mint Communications has
provided Malaysian and expatriate parents
with a platform to search for the right
international school for their children
through the Private & International School
Fairs.
Held in Kuala Lumpur, Johor and Penang,
the fairs give visitors the opportunity to
speak to representatives from leading
international schools across the country in
a convenient location.
“The Private & International School
Fairs have been well received by both
visitors and exhibitors. The fair also has
a presence in Singapore,” says Nickie Yew,
co-founder and director of Mint
Communications.
The 11th Private & International School
Fair in Kuala Lumpur will be held from
11am to 7pm on June 23 and 24 at the Mid
Valley Exhibition Centre, Kuala Lumpur.
Admission is free.
Some of the exhibitors at the fair are
Dwi Emas International School, GEMS
International School, HELP International
School, Kingsgate International School,
Kingsley International School, Rafflesia
International & Private Schools, Taylor’s
International School and Westlake
International School.
Preschools, learning centres, special
educational needs centres and pre-university
providers will also be exhibiting at the fair.
11th Private & International School
Fair in Kuala Lumpur
Date : June 23 and 24
(Saturday and Sunday)
Time : 11am to 7pm
Venue : Mid Valley Exhibition Centre
Visit www.pisf.asia for the complete list of
exhibitors.
The upcoming fair will feature the
inaugural PISF Poetry Slam 2018, where
participants perform original poems.
Students aged nine to 14 from various
schools will compete to win attractive cash
prizes.
At the fair, visitors will be able to purchase
the 2018/2019 edition of the Education
Destination Malaysia guidebook at a
discounted price.
An in-depth and comprehensive guide to
international education in Malaysia, the
guidebook offers detailed information on
schools, useful articles, infographics and
much more.
Parents can also benefit from talks by
education experts covering a variety of
useful topics.
n To receive e-mail updates about the event,
register online at www.pisf.asia
Private & International School Guide 11
Get a head start
KOLEJ Tunku Ja’afar (KTJ) International
Primary School, Negri Sembilan, offers
the Early Years Foundation Stage (EYFS) for
children aged three to five.
The EYFS, which is employed by schools in
the United Kingdom categorises student
learning and development into seven key
areas, which are:
l Communicational development – The
secure, stimulating environment provided
encourages young children to listen and
respond to a range of situations, allowing
them to develop language and other
communication skills.
l Physical development – EYFS
encourages physical activity and helps
children form healthy eating habits and
understand the importance of being
active.
l Personal, social and emotional
development – This focus area helps shape
children’s social skills and character. It also
supports them in developing respect and an
understanding of different feelings.
l Literacy development – It is important
for children to build phonemic awareness
and an understanding of phonics so they can
start to read and write.
l Mathematics – Children need to
develop numeracy and be able to describe
shapes, spaces and measures to be ready for
Year 1 lessons. In EYFS, early mathematical
concepts are introduced through play and
real-life contexts.
l Understanding the world – EYFS
encourages children to make sense of things
by observing and exploring the world
around them.
l Expressive arts and design – Activities
such as drawing, painting and playing
musical instruments let children express
themselves creatively, which is an important
learning outcome of EYFS.
The EYFS curriculum is guided by four key
principles that are used when implementing
the seven learning and development
areas:
l Every child is a unique child who is
constantly learning and can be resilient,
capable, confident and self-assured.
l Children learn to be strong and
independent through positive relationships.
l Children learn and develop well in
enabling environments in which their
experiences respond to their individual
needs and there is a strong partnership
between practitioners and parents and
carers.
l Children embrace learning and
development in different ways and at
different rates.
Academic and personal development are
both considered crucial at KTJ. Students
enjoy school, develop good friendships, learn
to embrace learning and have a rewarding
educational experience.
KTJ International Primary School invites
parents to tour the school to observe its
enriching environment, meet its dedicated
staff and see its modern architecture,
excellent facilities and resources that can
give their children the best possible start to
schooling life.
n For more information on KTJ, call
06-7582 995 or e-mail registrar@ktj.edu.my
12 Private & International School Guide
Nurturing digitally savvy students
DIGITAL media are tools or platforms that
enable students to not only receive
knowledge easily but also share information
with others.
In an increasingly digital landscape,
schools must consider how to incorporate
media technology into their education
system to prepare students for future
success.
There is no escaping the fact that
computers play an integral role in many
industries and grant an individual access to
a wealth of knowledge.
Malaysia is moving towards becoming a
nation driven by technology and innovation
by 2020, and digital literacy is seen as a top
skill required by employers as indicated in a
survey conducted by LinkedIn Learning
titled The Skills Companies Need Most in
2018.
Since so many types of work such as
creative jobs, administrative duties, banking
and scientific research require the use and
knowledge of computers, one who is not
familiar with digital media could easily find
his or her employability negatively affected.
Although public schools in Malaysia are
starting to place more importance on the
role of information and computer
technology during lessons, private and
international schools in Malaysia have
generally taken technology a step further,
integrating it into the overall school
environment.
Knowledge access
We have all heard that knowledge is
power.
Consider the most efficient way for
students to find information about
numerous topics from a wide variety of
sources: by connecting to the Internet and
scouring the World Wide Web.
Private and international schools offer this
remarkably useful facility to students by
allowing easy access to fast and secure
wireless Internet connection from anywhere
on the school campus.
Having this amenity can be likened to
having a portal of knowledge to explore at
any given moment – how is this not a
wondrous thing?
Students can go online to learn more
about the topic at hand during lessons or
find useful information for any assignment
done outside of class time.
In the 2018 Global Digital suite of reports
by We Are Social and Hootsuite, a significant
finding is highlighted: there are more than
four billion people across the globe who are
Internet users today, accounting for more
than half of the world’s inhabitants.
By encouraging children and teenagers to
harness the power of the Internet for
educational purposes, we are
preparing them to be part of a
world that is well-informed
and hungry for knowledge.
Skill improvement
Computers are at the
centre of modern
technology. If our
children cannot
use computers,
they are not only
unable to connect
to the Internet but
also lose out on
building a number of
valuable skills that
future employers would
be looking for.
According to a 2017 report
by the European Commission
titled ICT for Work: Digital Skills in
the Workplace, the use of
information technology has risen
dramatically in the past five years
in more than 90% of workplaces,
including in areas not traditionally
seen as associated with the digital
revolution such as farming or
vocational work.
Today, knowledge of word-
Schools are being equipped with the latest technology to help children achieve success in class and their future careers.
processing software and spreadsheet
programs is seen as a basic skill. Private and
international schools help prepare students
for their future careers by providing tablets,
laptops and desktop computers that are
loaded with a variety of educational,
organisational and creative software.
Software that helps one create
presentations, handle numerical data, edit
photographs, create music, learn to code and
produce videos are just a few examples of
what children can be exposed to in private
and international schools.
Shattuck-St Mary’s School is one institution
that prides itself on a 21st century learning
environment with its two-storey weCreate
Center, a space that offers state-of-the-art
technologies to help students pursue their
passion in creative and scientific fields
including robotics, architecture, music and
filmmaking.
Mastering these programs and highly
profitable skills take time and instruction –
which private and international schools
readily make available to students with their
small student-to-teacher ratios.
Creative technology industries
are also set to grow and are on
the lookout for people who
are skilled in areas such
as computer
programming, web
design, graphic design,
film production and
animation – areas
that students can
develop
competency in
during their
school years.
Information
sharing
Another facility that all
private and international
schools provide is a platform
for students to share and
receive information, known as a
content management system or
e-learning platform.
These online platforms allow
students to easily navigate lesson
content or receive feedback on
their work. They can also be
updated on the latest class or
school announcements by
teachers and practise what is known as
blended learning.
Blended learning is a modern-day learning
approach made possible by the Internet and
digital media.
It can take many forms but at its core
represents a style of learning that combines
traditional face-to-face instruction (teaching
that takes place in a classroom with a
teacher and no computers) and the use of
online learning. This style of learning is now
a norm across private and international
schools.
For example, Mont’Kiara International
School practises the Bring Your Own Device
programme, where students use their own
digital devices and are able to interact via
wireless network filled with informational
tools fit for their education.
This manner of education empowers
students as they can control the pace, time
and place of their learning.
Students will not feel left out if they miss
lessons due to illness or other circumstances
as they can access an archive of information
and connect easily with their classmates or
teachers.
ICT as a subject
There are generally two ways that schools
can incorporate digital media into their
education plan – either through teaching
information and communications technology
(ICT) within different subject areas such as
science, English and history or through
teaching ICT as a subject in its own right.
HELP International School covers ICT and
Design Technology as subjects while Epsom
College in Malaysia teaches computing at
different age levels.
At the secondary school level, Matrix
International School presents Computer
Studies as an additional subject while
St Joseph’s Institution International School
Malaysia assimilates ICT teaching into other
subjects’ lessons for its High School
programme.
The International Baccalaureate Diploma
Programme, a renowned programme that
is well-respected by top institutions of
higher education, also offers ICT-focused
subjects such as Computer Science and
Information Technology in a Global Society
(ITGS).
The ITGS is a comprehensive subject that
familiarises students with information
technology systems (including terminology,
THE STAR, TUESDAY 12 JUNE 2018
Mastering these
programs and highly
profitable skills take
time and instruction
– which private and
international schools
readily make available
to students with their
small student-to-teacher
ratios.
concepts and tools) and spurs them to
examine the effects of digital media
development on businesses, governments,
workers and citizens at large.
Here, students scrutinise and contemplate
the often complex relationship between
human beings and the rise of information
technology.
As students grow up to be part of a society
that will require them to be well-versed in
digital media to be successful, it will surely
be to their advantage to be aware of all the
ways technology can affect them and those
around them.
After all, the digital world is the opposite
of living in a vacuum. The possibilities for
connection and knowledge-sharing are
boundless, leading to changes in the ways
humans live.
Among the issues that students can delve
into are online information privacy
concerns, equal access to knowledge, how
news can be spread online and the ways in
which computers can automate many
labour-intensive tasks (which will carve
out a change in the future job market).
A multifaceted course surrounding the
topic of ICT that informs students about
the opportunities and limitations of digital
media while advocating ethical thinking
will create a future of digitally savvy
citizens.
Private and international schools play a
crucial part in cultivating a nation of citizens
who truly understand how to utilise the
power of computers and the Internet in an
intelligent yet responsible way.