THE STAR, TUESDAY 3 JULY 2018

THICK rainforest canopies,

pristine blue oceans and a cute
hornbill family – these could be
some of the aesthetic highlights on
a pamphlet delineating the top 10
reasons to visit Malaysia.
There is no denying that our
country is blessed with glorious
nature, but how concerned are we
about the more pressing issue that
we are dependent on a healthy
environment to live?
Toxic smog permeating our
lungs, dead soil that is unable to
sustain vegetation, and climate
change accelerating the rise of sea
levels and causing prolonged
drought – these are just a fraction
of concerns that make up a
growing list.
The Environmental Performance
Index (EPI), which ranks 180
countries’ performances in terms
of environmental health and
protection of ecosystems, placed
Malaysia in 75th place this year.
This is even more worrying
when we take into account that
To play their part in raising a caring generation, schools are championing eco-awareness through lessons, field trips and initiatives.

A greener education
Malaysia has been dropping
quickly in position, plummeting
from 51st place in 2014 to 63rd in
2016.
What is being done at an
educational level? How are our
young – the future shepherds of
the environment – being exposed
to this important cause?
What are schools doing to bring
up a generation that is both
cognisant and concerned about its
actions that can greatly impact
Mother Earth?
Studying the ecosystem
Subjects such as science and
geography typically have
components that touch on the
environment. Soil erosion,
greenhouse gases and renewable
energy sources are some of the
topics that students would come
across in today’s classes.
However, in some international
curricula, such as the
International Baccalaureate
Diploma Programme (IBDP),
environmental studies are
commonly offered as subjects
in their own right.
Among the IBDP schools that
offer this is Sunway International
School (SIS), where students who
enrol in Environmental Systems
and Societies are graded on their
knowledge of ecosystems and
environmental issues.
SIS also teaches its students to
appreciate the natural beauty of
Malaysia by giving them real-life
experiences through educational
excursions, such as a trip to the
jungles of Sandakan in Sabah or
overnight camping at Broga Hill in
Semenyih. Field trips can also
include active contribution where
students are helping with green
efforts in some way.
Wan Ariff Wan Fadzil, a 17-year-
old international school student in
Kuala Lumpur, says, “Every year,
we go on a school trip to learn
more about the environment and
aid in clean-ups.
“The school has had speakers
visit and give presentations to
raise awareness on issues such as
deforestation and pollution.”
It is also possible to get children
involved and aware about eco
concerns much earlier in life.
Tengku Zarissya, a local early
childhood educator, brings her
toddler-age students into this
discussion by having a “talk about”
session, which is frequently
conducted in the classroom as a
way to get the children to become
aware of the environmental issues
happening around them.
She explains that children are
generally curious and would give
their input and share their
understanding.
“Children are our future, hence
change should and must start with
them. In today's fast-paced world,
many tend to overlook the issues
involving the environment, which
is very worrying,” she says.
Catalysts of change
You can tell children all about
how critical it is to save the
environment, but does that
guarantee eco-friendly behaviour
in their daily lives?
Some schools go a step further
and implement green initiatives
that get children walking the talk.
Wan Ariff’s school has signs
located above every light switch
and power socket reminding
students and staff to turn off
switches when not in use. Other
simple acts include providing
recycling bins and using recycled
materials for craft-making.
Tree planting remains a popular
activity that many schools are
undertaking. SIS’ Ontario
Secondary School Diploma
programme requires students to
perform community service, and
Children are our
future, hence change
should and must
tree planting acts as a way to give
back to the people. start with them.
Last year, Smart Reader In today's fast-paced
world, many tend
Worldwide organised a 2.5km
walk in conjunction with
International Earth Day, followed
by a tree-planting session. to overlook the
The event made it into The
Malaysia Book of Records for its
issues involving
large number of participating the environment,
children, as 560 students joined
the meaningful occasion. which is very
Giving children a sense of
ownership and accountability can
worrying.
help ingrain environmental Tengku Zarissya
responsibility. When children feel
they have power and can make a
difference, they will start to care where you are.
more. Other than that, schools can
Tengku Zarissya’s preschool encourage environmentally
students get together with their conscious actions through more
parents every school term to creative means.
plant vegetation in the school SIS’ extracurricular society,
compound. Green Team, hosts an annual
Throughout the term, it is the green week where eco-friendly
students’ duty to care for the events take place each day, such as
plants until they are ready for Meatless Monday where only
harvesting. vegetarian options are available
This cooperation with parents for school lunch and No Waste
helps bridge the gap between Wednesday that focuses on
school and home, thus drumming recycling.
in the notion that green
behaviour is important no matter > TURN TO PAGE 2
2 Bright Kids THE STAR, TUESDAY 3 JULY 2018

Sowing the seed for a compassionate generation

> FROM PAGE 1
Other than academic curricula
and the advocacy of green
behaviour by schools and teachers,
there exists voluntary eco
programmes for schools that are
run by external bodies or
governments.
An international initiative
known as the Eco-Schools
programme (ESP) can be found
in more than 60 countries across
the world.
The World Wildlife Fund
Malaysia (WWF-Malaysia) acts as
national operator for the ESP – a
seven-step process that the whole
school can get involved in to
initiate purposeful environmental
action.
More than 170 local schools
have registered with the ESP
since its Malaysian introduction
in 2010. The programme
empowers students by putting
them in the driving seat for
change at their school level.
With support from adults
such as teachers, parents
and community members,
students will lead an
investigation and action
plan to tackle
environmental issues
they have identified.
An article titled It
All Starts in the
Classroom
published on
WWF-Malaysia’s
website last year
mentions that
harvesting
rainwater,
turning food
waste into compost and sourcing
paper from sustainable forests
make up some of the
accomplishments students have
been a part of.
Part of the programme also
comprises the imparting of
knowledge and skills to students
through lessons that would help
them achieve their aims.
By allowing
students to
make
decisions and showing them the
tangible outcomes of their work,
the ESP hopes to inspire a society
that is invested in environmental
affairs.
Other than the ESP, private
companies play a role in schools’
green movements through their
corporate social responsibility
programmes.
HSBC Malaysia, for
instance, held a
three-year
nationwide
programme from 2012 to 2016 that
educated primary school students
on effective water management
and conservation, while Panasonic
Malaysia’s Global Eco Learning
programme aspires to create
future eco-leaders through
environmental education at
schools.
Money can grow on trees
Going green pays off in the
long term, but sometimes you
are rewarded with a large
monetary gift in the short term.
Sustainable Schools Programme
Environmental Award (SLAAS)
is a government-run
programme, in the form
of a competition, that
invites public schools
to participate in
going green
activities.
Last year, the winning schools
received RM10,000 in cash, while
those who were close behind in
terms of eco efforts won RM1,000
each. The schools also received a
plaque and certificate that they
could proudly showcase.
Among the activities that
students and teachers were
involved in were tree planting,
recycling and education on
sustainable development
practices.
According to Implication of
the Sustainable School-
Environment Award Program on
the Environmental Literacy Level
of Students that was published in
Advanced Science Letters this year,
SLAAS produced an appreciable
level of environmental literacy
among students.
The study also indicates
that a positive relationship
between knowledge, attitude and
behaviour of students exists in
schools that engage in sustainable
endeavours.
Sometimes it is easy to forget
how impressionable children
are and how much adults can
influence the young by just taking
some time to educate them.
As Tengku Zarissya says,
“Currently, teachers do not share
with the children enough, which
is a shame.
Speak and share with them
every step of the way so they are
always involved.”
By setting an example and
encouraging participation in
meaningful eco practices, we
are setting our children up for
a brighter – and greener –
existence.

Helmed by
new leaders
“MY passion lies in working with children
and youth, and building their character
and discipline. This complements R.E.A.L
Schools’ aim of nurturing students into
becoming global leaders, creative thinkers
and innovative individuals,” says Dr Jeffery
Louis, principal of R.E.A.L International
School, Shah Alam campus.
“Part of R.E.A.L Education is teaching
students to give back to society. Therefore,
knowledge-sharing is key to building
character and enhancing knowledge within
oneself.”
After more than three decades in the
field, Dr Jeffery has garnered extensive
knowledge and experience. He was also
elected into the National Association for
Private Education Institutions and chaired
its sub-committee for private colleges.
On a related note, R.E.A.L Schools
recently appointed a new principal, Pearly
Ng, to lead its Johor Baru campus. Her
experience in problem-based teaching
and learning has informed her perspective
that teaching is more than just imparting
knowledge.
Pearly Ng echoes the
Ng. fundamental belief
espoused by R.E.A.L
Education that true
learning extends
beyond books and
classrooms.
“After
managing
several
academic
programmes
and setting
up an
international
school from
Dr Jeffery Louis.
scratch, it dawned on me that it is critical
for policymakers to make the right decisions
in determining students’ overall learning
experience.
“This includes the development of quality
curricula and enriching extracurricular
programmes for schools and other learning
institutions,” she says.
Ng is a passionate believer in lifelong
learning. She bases her views on education
on her favourite quote from Malala
Yousafzai: “One child, one teacher, one
book and one pen can change the world”.
Ng stresses the importance of education
and how it can transform lives.
“Learning never ends, even when you
are a teacher. I feel that instilling this
love for learning truly resonates with
R.E.A.L’s education philosophy and mission
to nurture confident, committed and
competent lifelong learners.”
Meet the new principals and explore what
R.E.A.L Schools has to offer during its Open
Day this Saturday, which will be held at its
Cheras, Shah Alam and Johor Baru
campuses.
n For more information, call 03-9021 3601
(Cheras campus), 03-7842 3228 (Shah
Alam campus) or 07-386 4468 (Johor Baru
campus), or visit www.realschools.edu.my
THE STAR, TUESDAY 3 JULY 2018 Bright Kids 3

Nurturing young minds

AT Asia Pacific International School
(APIS), it is believed that success
begins with the best education. The
school offers Cambridge Assessment
International Education curricula,
which are further supplemented
with a broad range of co-curricular
and extracurricular activities.
With strong emphasis on
With strong
technology-supported learning, emphasis on
technology-
APIS continuously improves its
educational practices to nurture
students and help them develop
analytical and innovative thinking supported learning,
capabilities.
The stimulating environment
APIS continuously
APIS provides allows students to improves its
enjoy the learning experience and
excel in their studies. educational
As an integral part of the APIIT
Education Group, Asia Pacific
practices to nurture
Schools offers the Malaysian students and help
national and Cambridge
international curricula through them develop
Asia Pacific Smart School and APIS
respectively.
analytical and
Asia Pacific Schools is positioned innovative thinking
to tap into the expertise and support
available from the APIIT Education capabilities.
Group, which consists of the Asia
Pacific University of Technology &
Innovation, Asia Pacific Institute of APIS embeds technology within its curriculum to give students an interactive learning experience, equipping them
Information Technology and Asia with the fluency needed to excel in today’s hi-tech world. child’s interest and inspire her to
Pacific Language Centre. excel at what she does, teachers,
In addition, the APIS Pre-School l Character building – emotional development and solvers who are self-motivated, teaching methods and facilities
encourages younger students to Inculcate students’ respect and personal growth. This will be results-driven, inquisitive, must all work together to
learn and grow by providing them care for themselves and each other achieved by: reflective, effective, ethical and contribute to her goals.
with a stimulating and nurturing l Applying more interactive responsible The school focuses on providing
atmosphere. l Language and and participative student-centred such an environment to develop its
APIS is built on five guiding communication – Encourage teaching styles l Allowing children to students into global thinkers.
principles that help it excel in students to express themselves demonstrate curiosity and This ensures that students not
shaping young minds, which are: and be understood l Focusing on creating a develop confidence in themselves only develop academically, but also
l Academic excellence – holistic experience by encouraging as well as in their ability to learn become well-rounded individuals
Help students realise their goals l Civic-mindedness – Educate students to be active in liberal anything who are fully prepared to deal with
for tertiary education students on ways to contribute arts, science, technology and the challenges of further study.
positively to society sports APIS is aware of how important
l Sports and health – Teach it is to create the right learning n For more information,
students to lead a healthy life, APIS’ brand promise is to l Nurturing individuals environment to achieve the best call 03-7847 1000, e-mail
practise discipline and develop provide a high-quality, nurturing to become thinkers, doers, outcomes. info@apschools.edu.my or visit
a competitive spirit environment for intellectual and communicators and problem- It recognises that to awaken a www.apis.edu.my
4 Bright Kids
Eye Level aims to help young individuals master higher-order thinking skills by first laying a firm
foundation in lower-order thinking skills.
Mastery in stages
MALAYSIA’S educational policy has
undergone some big changes in the past few
years. One such change is the Kurikulum
Standard Sekolah Rendah (KSSR) syllabus,
which replaced the Kurikulum Bersepadu
Sekolah Rendah (KBSR) in the primary
school system in 2011.
The KSSR focuses more on teaching
higher-order thinking skills (HOTS) rather
than lower-order thinking skills (LOTS).
While LOTS lead students to memorise
concepts, HOTS train them to analyse and
synthesise information to solve problems
and make decisions.
Students need to be equipped with HOTS
for life after schooling. This is particularly
true in today’s society where analytical,
critical and creative minds are in greater
demand.
Eye Level is an enrichment programme
developed by Daekyo, a leading educational
service provider founded in 1976 in South
Korea.
To help students become problem-solvers,
critical thinkers and lifelong learners, Eye
Level has come up with robust curricula
based on research, thus serving as a model
throughout the world.
The Eye Level curricula help students
learn both LOTS and HOTS as well as apply
these skills in and outside of school.
Eye Level Math trains students to use
LOTS and HOTS throughout its 32 levels.
First, students master Basic Thinking Math
(BTM) by practising addition, subtraction,
multiplication and division.
They then learn Critical Thinking Math
(CTM), dealing with situation-based
questions. To understand the basic
mathematical concepts of BTM,
students need to use LOTS. On
the other hand, to apply such
basic concepts in CTM, they
should develop HOTS.
Eye Level English first
helps students to develop
LOTS. To develop these
skills, students follow
instructions to learn basic
language skills through
phonics and oral fluency
exercises.
After gaining a basic level
of competence in English,
THE STAR, TUESDAY 3 JULY 2018
students continue to follow guided
instructions to develop HOTS. At this level,
they practise reading and writing.
To improve their reading comprehension,
students learn to analyse a variety of
texts, including literary works. This way,
they will feel more comfortable dealing
with cognitively challenging questions and
ideas.
They gradually become more proficient
in English as they do linguistic and cognitive
exercises that are systematically organised
through 14 levels.
Training students to develop both
LOTS and HOTS, Eye Level English not
only helps them in school but also lays a
strong foundation for their future career,
thus encouraging them to be competitive
professionals.
As the KSSR emphasises HOTS, students
will be encouraged to practise these skills in
school. Consequently, schools will have to
change their methodology of teaching and
evaluation.
To develop HOTS, students need to become
more independent, confident and active in
learning, organising and using knowledge
and skills.
This idea is compatible with Self-Directed
Learning (SDL), the primary approach
of Eye Level. Throughout the SDL
process, students learn to take initiative
and responsibility. Such behaviour is
closely linked to HOTS rather than to
LOTS.
Franchising opportunities are available.
Call 016-262 2767 or 016-331 1806, e-mail
reese.yeo@myeyelevel.com or victor.chan@
myeyelevel.com, or visit my.
eyelevelfranchise.com
Daekyo Malaysia will be
conducting a franchise
seminar at its Wisma UOA
headquarters this Friday
and Saturday, from 10am
to 1pm.
n For details, call 1300
880 909 or visit www.
myeyelevel.com
THE STAR, TUESDAY 3 JULY 2018
Reimagining the modern classroom
TECHNOLOGY is everywhere.
It is entwined with almost every
part of our lives. If used correctly,
technology can be important
for teaching and learning in
schools.
At Sunway International School
(SIS), technology forms a bridge
between teachers and students,
allowing both parties to bond over
a common platform.
When used as an educational
tool, technology can create endless
possibilities in learning, research
and discussion.
The proliferation of technology
and social media in the modern
way of life has enhanced the way
SIS teachers teach, increasing
productivity, convenience and
relevance, and creating a richer
learning environment.
Incorporating hi-tech
experiences in classrooms has
brought about progressive benefits
for teachers and students at SIS.
Students find that they can
relate to the usage of technology
in lessons, which leads to better
understanding and information
absorption. At the same time,
teachers provide meaningful,
updated experiences that make
more sense to students and call
upon their innovativeness,
awareness and critical thinking.
As students learn to be
increasingly tech-savvy, they
become more engaged and
empowered as their technology
literacy improves.
In presentations, assignments or
collaborative work, SIS students
are eager to explore new features
SIS ensures that students are aware of how to use technology for learning by incorporating hi-tech tools into
lessons.
and test various skills as they
become adept at operating
software. They are curious and
courageous when it comes to
picking up new technology –
qualities that aid them in
understanding lessons and
consolidating new material.
In addition, SIS teachers note a
marked increase in students’
accountability once they have
adopted technology as part of their
work.
Gone are the days when students
study with paper and pencil for
two hours every evening.
Technology allows students to
enjoy a collaborative work
environment in real time with
peers and teachers not only in
class, but at home as well.
Teachers observed major
improvements in student
productivity, which is measured
through creativity, quality and
timeliness of assignment
submission.
Lessons are never dull at SIS
– not with the high degree of
interaction and personalised
attention. Students participate in
diverse activities and exercises
such as stimulating debates, role-
playing and independent research
that are designed to enhance and
facilitate their understanding of
concepts and theories.
SIS teachers apply the Ontario
Education Ministry’s best practices
to assess a student’s individual
capability and subsequently design
lesson plans that support their
strengths and potential.
Teachers work closely with
students by coaching, tutoring and
Bright Kids 5
mentoring them. Their classroom
practices are guided and informed
by international standards. This
translates to a highly interactive
environment where critical
thinking, social responsibility and
experiential reflection are
emphasised in everyday life.
SIS teachers foster an open,
communicative atmosphere
that empowers students’
accountability over their academic
performances, which helps each
student work towards developing
their full potential by nurturing
their unique aptitudes and
creativity.
Students appreciate that
teachers practise a holistic
approach to education, enabling
students to examine different
routes to success based on their
individual strengths. The
interactive learning approaches
employed encourage students to
be inquisitive and independent
lifelong learners and, above all,
experience an engaging and
enjoyable time in the classroom.
SIS complements all spaces
within the school with wireless
Internet access for students to
work on their laptops and
electronic tablets, while each
of its 29 classrooms and five
laboratories houses an interactive
whiteboard to run multimedia
programs.
SIS’ upcoming intake is
scheduled for July 16.
n For more information, call
03-7491 8070/07-533 8070 or visit
sis.sunway.edu.my
6 Bright Kids
TAYLOR’S International School’s
(TIS) core belief is to nurture
students to take their places as
leaders in the global community.
In doing so, it approaches
students as individuals and creates
pathways for them to explore
and excel in whatever they do,
striving to draw out the best in
each child.
Thanks to this mindset, TIS
Puchong became the first
international school to win
the FIABCI-Malaysia Property
Award in the purpose-built
category.
Touted as the Grammy Awards
of the property sector, the FIABCI-
Malaysia Property Award
represents the highest accolades
and standards of excellence in
development projects that are
outstanding in all aspects.
B.K. Gan, president of Taylor’s
Schools, says, “At Taylor’s, we put
our best into everything we do.
When the opportunity came for us
to build a new campus, we wanted
to create a building that meets our
ethos in education.
“We are delighted to have won
this prestigious award as we didn’t
set ourselves up for it.
“Our focus was to provide the
best learning environment for our
students. This recognition is indeed
a testament to our culture of
excellence at Taylor’s.”
School campuses today are
much more than just a group of
classrooms. They are a variety of
innovative learning spaces and
environments that facilitate the
innate curiosity of students and
A culture of excellence
TIS Puchong consists of innovative learning spaces, environments and facilities that piques students’ curiosity and
helps them develop creativity and different abilities.
their need for exploration. TIS
Puchong is one such environment,
designed with learning and
sustainability in mind.
Fitted with a range of world-
class facilities for students to
learn and grow, shared learning
spaces such as interconnected
laboratories and art rooms
encourage collaborative student
activities, preparing them for
their places in a globalised
world.
TIS provides a holistic learning
experience that nurtures students
to achieve their full potential.
Students are equipped with
essential skills, confidence and
knowledge that will give them an
edge upon graduating.
With an excellent learning
environment that provides the
best of the east and west, TIS
students learn values that develop
responsible, exemplary character.
They are empowered to be
respectful, caring, confident,
articulate, analytical and resilient.
“At Taylor’s, we raise our
students to be 21st century
thinkers who are creative, curious,
tenacious and equipped with
leadership skills.
“As we step further into the
future, we see it as our
responsibility to raise a generation
of creative thinkers who will push
existing boundaries and create
new ones.
A two-way street
PARENTS often neglect the
importance of a positive
relationship and effective
communication with their child’s
teacher.
A healthy relationship
between parent and teacher
leads to a better educational
environment and experience
for the child.
Communication with your
child’s teacher does not
necessarily have to be face-to-
face, as technology has given
us many ways to establish
and maintain a good
relationship.
One of the best ways to
build a strong parent-teacher
relationship is to get more
involved in your child’s
education.
The first person to approach
is undoubtedly your child’s
homeroom teacher, who is
responsible for monitoring your
child’s overall performance and
well-being.
Parent-teacher meetings are
the main way for parents to get
to know teachers and find out
how their child is doing in
school.
Let your child be part of the
conversation if possible, as it
may help him develop a habit of
reflecting on his own progress
and achievements.
Most schools offer other
information channels that you
can participate in such as
parents’ seminars, the school’s
website and social activities
organised with families in
mind.
Your involvement in your
child’s education, especially by
understanding how the school’s
academic curriculum and
modules work, may inspire you
with new ideas to support
and help him in his learning
at home.
As for teachers, having more
THE STAR, TUESDAY 3 JULY 2018
“For this to happen, schools need
to innovate learning spaces and
improve the quality of their
education.
“With these goals in mind, we
can be a step closer to creating an
environment where our children
can excel in whatever they choose
to do,” says Gan.
TIS is a member of the Taylor’s
Education Group and has two
campuses located in Kuala Lumpur
and Puchong.
These schools aim to be
exceptional international
curriculum schools and continue
Taylor’s heritage of excellence in
education.
Taylor’s Education Group is a
pioneer in private education in
Malaysia.
It is one the largest and most
successful private education
groups with more than 22,000
students in its university, college
and schools.
With an unsurpassed track
record built over the past six
decades, Taylor’s has earned a
reputation as the leading private
education provider in Malaysia
that offers a pipeline of education
excellence, from preschool to
postgraduate levels.
n For more information, call
03-9200 9898 (KL campus)
or 03-5879 5000 (Puchong
campus).
contact with parents help them
better understand the unique
situations and needs of every
student.
Parental involvement may
also shape a positive view of the
teachers, resulting in improved
morale among the latter, which
will in turn be channelled back
to the students.
Having the right system in
place will improve students’
academic performance,
behaviour in school and their
motivation to learn.
Expectation and
adaptation
It is only normal when
parents and teachers have
expectations of each other.
While parents expect teachers
to guide their child in learning,
teachers expect the parents to
support the learning at home
too.
Hence, it is essential for
them to thoroughly
communicate their ideas so
that both sides have a clear
picture and understanding of
their respective roles.
As your child grows older
and becomes more independent,
you will need to find the balance
between being an overprotective
and uninvolved parent.
This may mean directly
discussing your child’s goals
and issues faced in school
with him instead of meeting
the teacher every time a small
issue arises.
That said, the occasional
talks with teachers regarding
your child’s well-being are still
encouraged.
Most importantly, the best
way to mould a happy and
active learner is to create a
supportive environment that
values education at home.
THE STAR, TUESDAY 3 JULY 2018 Bright Kids 7

The best start in life

YOUNG children are inherently
strong thinkers and self-directed
learners – imaginative, curious
and cheeky.
Sadly, many schools have
reduced learning to scripted
lessons, where teachers talk at
students and performance is
measured using restrictive,
standardised measures. This
approach undervalues a child’s
intelligence and limits his
potential.
GEMS International School’s
Early Years programme does it
differently. It offers a rich
curriculum within a
well-resourced,
enabling
environment that optimises the
intrinsic strengths of little learners
aged three and four.
There are five key ways the
programme offers little learners
the best start in life.
l Individualised learning
The GEMS Early Years
environment balances child-led
exploration with formalised
instruction by highly qualified and
experienced teachers.
“Our individualised learning
approach in the Early Years is
not just about differentiated
groups or benchmarking the
child to a general developmental
chart.
“It is personalised to every
single child over the two-year
programme,” says Craig Lewis,
deputy principal of GEMS
International School Tropicana
Metropark.
l Outstanding resources
within an enabling environment
All Early Years classes are
housed in one big open unit where
children are free to interact and
move around.
Specialised learning spaces such
as role-play areas, iPad stations,
reading nooks, writing corners and
creative areas are spread across
the learning zone.
Each area is designed to support
child-initiated play and learning as
well as the curriculum’s learning
goals.
l Dedicated teachers and
delightful curriculum delivery
“Children need to explore, find
things out on their own and
question things for themselves in
order to engage in high-level
thinking,” says Mollie Short, the
school’s Early Years programme
leader.
“We try to use the ‘fascination
factor’ to grab children’s interest at
the start of a new topic. For
example, this week is about
pirates. We left a trail of treasure
leading to the sandpit. We dug up a
treasure chest and a map. There
was a message in a bottle from the
pirate.
“These lead up to literacy work,
to a book we’ve been studying.
Straightaway, the children were
engaged and had fantastic
questions as we drew on their
natural curiosity.”
l Emphasis on good learning
behaviours
The GEMS Early Years
programme does not focus only
on academic outcomes but on
nurturing the child as a whole.
Teachers are trained to bring out
the best learning behaviours in
children, helping them become
responsible for their own learning
in school and in life.
By addressing each child’s
individual learning needs and
negative behaviours from a place
of trust and positive relationships,
teachers are able to guide young
children to make good choices
inside and outside the classroom.
l Parents as partners in the
child’s learning process
Parents receive insight into their
child’s progress – what their child
does and achieves in school to
meet the learning objectives –
through the Online Learning
Journey e-learning portal.
“Every child’s Online Learning
Journey is updated at least once a
week by teachers, and captures
comments, photographs and videos
relating to milestones that parents
can celebrate and follow through
at home,” says Short.
Visit GEMS International
School at Tropicana Metropark
in Subang Jaya or Pearl City in
Penang today to truly understand
the difference.
n For more information, call
03-5036 8900 or visit www.gems.
edu.my

Setting a good
example for kids
THERE are many ways to live a
life, as evident in the many
divergent paths humans have
chosen to tread down.
As children grow into adults,
they start forming a world view
and making decisions on what is
important to them.
Could it be a nice, big house
by the beach? A high-flying job
that allows them to mingle with
the upper echelons of society?
Or could it just be the simple
act of spreading happiness to
others?
As parents, we have the
opportunity to raise a caring
generation – a future of people
who can lift each other up
rather than step on one another
as they chase gold coins and
sleek sports cars.
The question is, what can we
do to encourage priorities that
are based on a concern for
others?
A crucial thing to remember
about children is that they
absorb information, like a
sponge, from their environment.
If they see that people
around them are acting in a
certain way, they will
probably try to emulate it.
Albert Bandura, in his famous
Bobo doll experiment, showed
that young children observe
the actions of adults and then
imitate the example that has
been set for them.
So does it not follow that
parents should always strive
to be the best version of
themselves in order to inspire
children to do the same?
Let your child see you do
good deeds. Let him or her see
and hear about the suffering
of others, and how charity –
even if it seems small – can
make a positive difference in
their lives.
Take your child with you to do
voluntary work. Even doing
something as simple as holding
the door open for people in
public or letting someone with
fewer items go in front of you at
the supermarket queue can
teach your child important
values.
Show them that fulfilment
does not have to come from
material things, and that
putting a smile
on another person’s
face can often bring
you the greatest joy.
8 THE STAR, TUESDAY 3 JULY 2018