Bright Kids 05 August 2014

8/12/2019 Bright Kids 05 August 2014

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HE STARTuesday 5 August 2014

Choose your snacks wisely > 5 A truly international education > 9

The buildingblocks ofeducationUpscaling preschoolsfor future success.

StarSpecial


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2BRIGHT KIDSStarSpecial, Tuesday 5 August 2014

By ANUSHIA KANDASIVAM

IN Malaysia, statutory educationbegins at six years old. For manyMalaysians, however, schooling

begins at the age of four or five.his is informal schooling

preschool.However, preschool is where

he child learns the absolutebasics the alphabet, numbers,

nd more importantly, how toocialise. It is where he beginsbecoming independent from hisparents a slow process that takes

bout a score of years and learnsow to live in the bigger world.

Preschool attendance inMalaysia is not at the level the

overnment would like it to be. In007, Malaysia ranked No.151 in

preschool enrolment rates in theworld, far below the high-incomeOECD (Organisation for EconomicCooperation and Development)

ountries average.According to the Malaysia

ducation Blueprint 2013-2025,s at the end of 2011 about 77%f children aged four to five

were enrolled in some form ofpreschool education. The targethe government has set is to drivenrolments to 92% in registered

preschools by 2015, which meansn additional 3,500 classes toccommodate almost 71,000 morehildren.

One of the ultimate aims ofhe Blueprint as well as of the

Government Transformationrogramme (GTP) is to improveducation outcomes so that they

match those of high-performingducation systems.

The government has identifiedducation as a major contributoro the development of the nationsocial and economic capital, astated in Prime Minister Datukeri Najib Razaks foreword tohe Blueprint. This is the reason

behind the push to improvepreschool education and

nrolment in Malaysia.

The roots

Though Malaysias ranking inerms of preschool enrolments

may seem dismal, it must be notedhat Finland, Norway, Denmarknd Canada, developed countries

with excellent education systems,were all within 25 ranks ofMalaysia in 2007/2008.

Why then is Malaysias earlyhildhood education and careECCE) system not performing as

well as those in these countries?When it comes to formal

chooling, the age at whichMalaysian students startprimary school is similar tohat of many high-performingducation systems around the

world. In fact, Finland, one ofhe best performing systems innternational assessments, startsormal schooling (primary school)t the age of seven.

It can be argued that childrenre able to enter these high-

performing education systemst a later age and even without

Providing a good

foundation for education

The governmenthas identifiededucation as amajor contributorto the developmentof the nationssocial andeconomic capital,as stated in PrimeMinister Datuk

Seri Najib Razaksforeword to theBlueprint. Thisis the reasonbehind the push toimprove preschooleducation andenrolment inMalaysia.

preschool experience and do wellbecause of the type of educationthey receive as well as its highquality. Back in Malaysia, thegovernment is taking steps toimprove the education systemand make it more holistic, whichwill go a long way to improvingoutcomes and bringing it up todeveloped nation levels. One of themost important components thatwill make or break this plan is thepeople who deliver the education teachers.

As part of the National Policyon Early Childhood Education,the first Entry Point Project (EPP)of the governments EconomicTransformation Programme (ETP)is scaling up private ECCE centresso that enrolment is comparable tothat in developed nations. It buildson the GTPs goal of improvingstudent outcomes.

EPP2 is improving ECCEtraining. According to ETPstatistics, 93% of preschoolteachers do not possess any formalqualification. EPP2 is thereforefocused on raising the standardsof ECCE teachers through trainingand certification.

In order to achieve this, the ETPhas set up an ECCE Council under

EPP1 and a Consortium and ECCETraining Hub under EPP2. TheConsortium consists of nine ECCEtraining providers and is workingtowards a target of 200,000qualified ECCE professionals by2020.

Proper training ensuresprofessionalism and that qualitystandards are implementedin the field. The ECCE Councilwas established to look intoissues concerning qualifications,standards and quality, includingefforts to promote them. TheConsortium works in tandemwith the Council to upgrade thequalifications and upskill thein-service and pre-service ECCEworkforce, explains EmeritusProf Dr Muhamad Awang, vice-chancellor of SEGi University. SEGiEducation Group is part of theConsortium.

Firm foundations

It is obvious that teachers needproper training, but training at theECCE level is often overlooked inMalaysia.

It is often assumed thatthis phase of education is notas important as others because

the children will not have manymemories from this time in theirlife. However, since the brain doesmost of its developing duringthese ages, that assumption isincorrect, says Lauren Ellis, headteacher at JoyKids InternationalPreschool.

Preschool covers the years of achilds life when their brains aredeveloping at a rapid rate. Studieshave shown that 80% of braindevelopment occurs before theage of three.

It is therefore important forteachers to have proper ECCEqualifications so they can offerthe most thorough, effective anddevelopmentally appropriatelearning environment for thesechildren, Ellis adds.

It is essential that this learningenvironment is supportive andopen so that the child is able toexplore and learn at his ownpace and in his own way withoutpressure to perform.

It may seem implausible thatparents and teachers put suchpressure on preschool students,but in todays kiasu (must be thebest) culture, it does happen.

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StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 3

A wave of changeFROM PAGE 2

Remedying this requires a paradigm

hift in the way the rakyat views educationven at the preschool level. The Ministryf Education is already exploring new

pedagogical approaches that will provide amore holistic curriculum for students andmprove delivery of the curriculum on the

part of teachers.Even preschool teachers need to be

rained to function within this type ofystem as opposed to the traditionalesults-based system that is the norm in

Malaysia.Children should be free to explore

nd gain mastery of their world and ECCEducators strike a balance to support anduide childrens learning experiences bynabling children to reach the next level ofbility without limiting their individual andreative self-expression, says Annirudh

Gupta, chief executive officer of Safari Kid,preschool in Kuala Lumpur.

Preschool teachers, assistants andarers have one of the most importantesponsibilities in any school, which iso ensure the development of formativekills, social, emotional and academic

development as well as provide for thephysical well-being of the children.

They also must be able to make manyparents first experience at separation fromheir children as pleasant as possible. Somef the biggest demands a school can haveome from parents who need the help thatnly professionals can give. It is not justtudents who learn about going to school,ays John Fancourt, principal of Rafflesianternational School Puchong.

As it stands now, the majority of privatepreschools do not have any minimumqualification requirement for their teachers

and carers, which means that theseteachers do not have the skills to providetheir students with the environmentnecessary for them to learn and grow in.

Preschools that have set criteria areusually those attached to a primary schoolor international preschools, where theteachers are required to possess at least anECCE degree.

Finding people who meet the criteria issometimes difficult in Malaysia, especiallyif the school does not cast its net overseasor if it is a small school.

Some way yet to go

The efforts of the ECCE Council andECCE Consortium should change all this.The Consortium has constructed a 10-yearECCE Workforce Training Roadmap inorder to achieve the target number of ECCEprofessionals by 2020.

A recent study conducted by SEGiUniversitys School of Education exploringthe current work conditions of the ECCEworkforce in the private sector in relationto its qualifications, working conditionsand readiness for professional developmentfound that 83% of respondents were keento further their studies up to the diplomalevel.

However, it was also found that therewas a low take-up rate for the RM1,000living allowance given out each year bythe government to in-service preschoolteachers pursuing ECCE programmes,showing that more work is needed to

bring awareness to the governmentsefforts in scaling up ECCE training and theopportunities available in this industry.

The government has put in placesome strategies to encourage teachersto further their studies to a minimum ofa diploma such as allowing admissionthrough recognition of prior learningexperiences and more flexible modes ofstudy beyond conventional pathways.

But there is still an urgent needto involve all stakeholders to assist inpromoting and creating awarenessof the importance of trainingand professional development instrengthening the ECCE profession, saysDr Muhamad.

It seems there is quite a way to gobefore the vision of high-qualitypreschool education fit for a high-income nation becomes a realityin Malaysia. But the processis just starting, so all that isleft for the rakyat to do ismonitor and support it,and hope.

Preschool teachers needto be trained to functionwithin a more holisticeducation system.

International schoolhosts Open DayTHE Australian International School willbe holding an Open Day this Friday (Aug 8)rom 10am to 1pm.

The schools Open Days are the perfectpportunity for prospective parentsnd family members to experience lifet AISM and to get to know more aboutn Australian primary and secondaryducation.

Parents will be able to meet teachers

nd listen to presentations delivered byhe principal and heads of school to learn

more about the schools philosophies, keyearning areas and the difference betweenhe Australian curriculum and others.

While parents attend the talks, youngerhildren will be treated to a storytellingession and older children may opt to join acience trial class.

The event also allows parents and familymembers to see classes and teachers inction during an interactive school tour. Inhis school tour, parents will be allowedo enter designated classrooms, exploretudents work as well as speak to classeachers and students about their learning.

The tour will demonstrate the 21stentury learning practised at AISM in

modern and open-concept classrooms

nd flexible learning spaces designed toacilitate learning beyond the classroom

walls.Parents will also visit AISMs performing

rts centre that has purpose-designedooms for dance, drama and music, anmazing library and even a black boxheatre.

To register for the talks, school tour andctivities, please e-mail [email protected].

my or call +603-8949 5000 (please mentionOpen Day).

About AISMTHE Australian International SchoolMalaysia (AISM) is the only internationalschool in Malaysia that offers anAustralian curriculum. The Australiancurriculum offers seamless transitioninto education pathways in Australia andprovides an international qualificationrecognised by top universities aroundthe world.

Growing steadily over the years sinceits inception in 2000, the school caters to

children from ages three (Nursery) to 18(Year 12).

Located in a secure gated communityin Seri Kembangan, AISM is a short drivefrom the Kuala Lumpur city centre. Theschool houses its primary and secondaryschool on one campus and has morethan 650 students represented by morethan 30 different nationalities.

nFor more information, visitwww.aism.edu.my

Parents will be able to explore students workas well as speak to class teachers and studentsabout their learning during the Open Day.


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A holistic preschool experienceU

CSI Preschool Centre inBandar Springhill is a newschool for children aged

between 18 months and five years.This centre operates in accordancewith the UCSI Child DevelopmentCentre (UCSI-CDC) model.

The centre is committed toproviding students with a warm,oving and positive environmenthat enables them to learnhrough integrated methodsnd a wide variety of topics. Theentres goal is to create a learningxperience suited for each childsbilities and needs.

Every day at the centre,tudents conduct exploratorytudy and implement theteacher-guided, student-centredeaching principles. The centre

holds firm to the belief that ahilds educational developmenthould be comprehensive, so itnsures that both teachers andtudents grow holistically.

The centres mission is not toust provide a balanced academicxperience but also create annvironment for children to learno be citizens of the world.

To achieve this mission,he centre ensures that in its

daily teaching and curriculumdevelopment, characterdevelopment and a wide rangeof cultural acceptance andnclusion elements are included.

This approach helps promote theocial and emotional development

of each child. UCSI PreschoolCentre, Springhill is committed toproviding a diverse curriculum.

It uses a United Kingdom-basedcurriculum that is combined withinternational primary schoolcourses.

The purpose of this curriculumis:

to enable students to gainthe knowledge, skills andunderstanding they need tounderstand the world aroundthem

for students to developpersonal skills

to help students develop aninternational mindset

to give students a better wayof learning and encourage them tobecome lifelong learners.

Every unit of the internationalprimary curriculum is based onclear learning objectives. Beforea student begins any one unit,the teachers will first assess hisknowledge and ability.

This is to ensure that eachstudents needs are being met,enabling them to play and learnin an environment that developstheir talents freely.

The UCSI Preschool Centre,Springhill is designed toprovide an environment that isconducive to learning in order toprovide children a head start inacademic excellence and overalldevelopment. The centre adoptsan integrative learning approach

UCSI Preschool Centres teachers (from left) Ella Tillar, Subhashini Pillay, Sarjit Kaur, Scott Tillar, Devakee Govindasamy and AyeAye Mar with some of their students during a Chinese New Year celebration earlier this year.

attention is also given to theirsocial, health, emotional growthand food intake.

All of these have beenmeticulously looked into by thecentres group of experts forthe overall well-being of everystudent.

nLook out for the advertisementin this StarSpecial.

using various student-focusedthemes, projects and activities,which are tailored to meet theneeds of each student.

At UCSI Preschool Centre,Springhill there is constantcommunication between theteacher and the student and alsoamong the students themselves.The students are also encouragedto pursue their interests and

talents through creative,independent thinking as well asteam work and responsibility.

Students are exposed to hands-on, multi-sensory learning, whichincorporates a blend of teacher-directed and child-directedinstructions and generatedlearning experiences.

To ensure the well-roundeddevelopment of students,


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Chooseyoursnackswisely

IT is important for us to eat threemain meals a day breakfast,lunch and dinner. This is to

nsure that our body has enoughnutrients to supplement our day-o-day activities. Sometimes, inpite of consuming three meals a

day, you may still feel hungry inbetween your main meals.

Consuming healthy snacks inbetween main meals can helpatisfy your hunger in addition to

keeping your energy levels highnd your mind alert. You mustemember not to snack less thanwo hours before your main mealr you would risk spoiling yourppetite.

Below are some healthy snackshat will help curb your hunger

pangs: Wholegrain breakfast cereals Cereal bars Plain, high-fibre crackers Tau fu fah Popia (not fried)

You can also choose to consumebeverages if you do not wantolids. When choosing beverages,t is best to choose the ones withow sugar content. Here are someeady-to-drink beverages that arelso nutritious:

Milk Soy milk Malted or chocolate milk

drinks Unsweetened fruit juices

Fruits are also excellent healthynack options. You can chooserom:

Fresh fruits, for example,bananas, apples, guavas,watermelon and papayas

Dried fruits, for example,raisins, dates, cranberries andfigs

Here are some healthy snackideas for children to prepare withtheir parents:

Oats with warm milk Egg, tuna or cheese

sandwiches Corn on the cob or in a cup

Occasional snacks

There are many snacks thatare high in fat, sugar or salt andoften we are tempted to havethem instead of healthier snacks.You should remember that thesesnacks should only be consumed

occasionally, for example, oncea month, as they are unhealthy.Here are some examples ofunhealthy snacks:

Potato, yam, tapioca or prawncrisps

Chinese crullers (you charkuey)

Vadai Banana fritters Kuih such as kuih lapis,

doughnuts and tarts ChocolatesThere are many types of

healthy snacks to choose from ifyou feel hungry in between yourmeals.

You must, however, alwaysremember to snack in moderation.

Snacking rules

It is important to rememberthat nutritious snacks should notcontribute to excessive calories.

To ensure that, here are some

rules to remember: Snacks should be from either

one or two of the five major foodgroups or a combination of foodsfrom the five food groups asthis will ensure the child eats abalanced snack.

Snacks should be served inappropriate serving sizes.

Snacks should not be servedtoo close to mealtimes as it mayspoil your appetite. Leave at leasta two-hour gap between snacksand meals.

Snacks should complementmeals and not replace them.

Method: Marinate the chicken

breasts with ingredients Afor about one to two hours orleave them overnight in therefrigerator.

Heat the olive oil in amedium non-stick pan onmedium heat. Cook thechicken breasts on each sidefor about 10 minutes untilthey are thoroughly cooked.Then remove the breasts

from pan and leave them tocool for 10 minutes. Whenthe chicken breasts are cool,cut them into long strips.

Spread one tablespoonof dressing on a tortillaand then place the lettuce,

chicken strips, tomato cubes,pea sprouts, avocado slicesand shredded cheese. Fold inthree sides of the tortilla andthen wrap it up neatly (withthe top open like a Japanesehand-roll). Fasten the wrapwith a tooth pick.

Grill the wrap on a grillpan before serving.

Tips: You can add in other

ingredients such as grilledmushrooms, capsicum andcucumber strips.

For convenience, youcan also use any store-bought salad dressing ormayonnaise.

Recipe: Pan-grilled honeychicken tortilla wraps

200gboneless skinless chicken breasts(1.5cm 2cm thick)

1 tablespoon (15ml) olive oil

4 (180g)wholemeal/wholegrain large tortillawraps

4 pieces (100g) lettuce leaves

1 (90g) tomato, seeded and cut into small cubes

30g pea sprouts

1 (100g) avocado, cut into long slices (optional)

To sprinkle shredded cheese (optional)

Ingredients:

Marinade (Ingredients A):

Dressing (Ingredients B):

1 tablespoon (15ml) honey

1 tablespoon (15ml) lemon juice

A pinch of ground black pepper

A pinch of salt

4 tablespoons (60 g) low-fat plain yoghurt

A pinch of salt

A pinch of ground black pepper

2 tablespoons (30 g) low-fat mayonnaise

About the NestlHealthy KidsProgramme

THE Nestl Healthy KidsProgramme is aimedat improving nutritionknowledge and promotingactive lifestyles amongstudents aged between sevenand 17. It consists of twomodules a Primary SchoolModule called the NestlHealthy Kids Programmeand the Secondary SchoolModule called ProgramCara Hidup Sihat. Bothprogrammes are based on amulti-partnership approach,collaborating with nationalhealth and educationalauthorities such as Ministry

of Education, NutritionSociety of Malaysia andUniversiti Putra Malaysia.To learn more about theProgramme, visit www.healthykids.org.my

Consuming a healthy snack is a great way tocurb your hunger pangs in between meals.


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EPSOM College in Malaysia(ECiM) will open itsdoors to its first intake

of students next month. Theop-quality British school isnrolling students aged three to8 for nursery, prep, IGCSE and

A-Levels.With a unique 150-year-old

UK education heritage, ECiMs well prepared to continue

Epsoms strong track record of

first-class British education andhigher education success. Itsrounded curriculum places equalemphasis on academics, sports,art, music, drama, characterbuilding and leadership.

ECiMs 50-acre (20.2ha) state-of-the-art campus is ready tobe the centre for ECiMs broadcurriculum and has been builtwith unrivalled academic,co-curricular and boarding

facilities. The first phase of ECiMsboarding programme will host380 boys and girls.

ECiM is conducting studentassessments and hostingcampus tours for interestedparents and families. To make anappointment, e-mail [email protected]

nFor more information, visitnew.epsomcollege.edu.my

New campus

for British school

The Arts and Performance Centre contains a 600-seat auditorium aswell as a recital hall that can house 300 people, music technology andteaching rooms, and 20 music practice rooms.

The outdoor amphitheatre next to the Art & Design TechnologyCentre.

An aerial view of ECiMs 50-acre state-of-the-art campus that haseen equipped with unrivalled academic, co-curricular and boardingacilities.

An Astroturf football pitch built to FIFA standards. ECiM has two football fields, tworugby pitches, one hockey field and a multi-purpose field for track and field sportsand cricket.


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Creating leadersand team playersA

S modern technologyincreasingly distances ouryounger generation from

eal-life interaction and activities,t is imperative for schools and

other learning institutions tooster unity and teamwork amongtudents. Grooming future leaders

with these intrinsic values is arucial process that should startarly.

Education beyond theclassroom

R.E.A.L Schools engages itstudents in a wide range ofutdoor events and activitiesvery year via its dedicated

pastoral care department.These cultivate team building

nd leadership qualities andpromote a healthier, more activetudent lifestyle as opposed tosedentary one. Among thoserganised this year was the Youtheadership and Team Building

Camp that was held for R.E.A.Lchools prefects and studentouncil members.

At the camp, students werenlightened by discussionsn topics such as Seven basicalues for leadership and Publicpeaking for youngsters.

The overall aim was to furtherdevelop and equip students withuniversal values such as leadershipskills and teamwork throughvarious indoor and outdooractivities that are educational andenjoyable at the same time.

Participants became unitedand discovered that by workingtogether they could achieveamazing results.

Overall, the camp providedthem with fun-filled andchallenging opportunities within asafe and positive environment.

The students had fun withtheir peers while learning tobe responsible individuals. Thistypifies the schools continuouseffort in inculcating characterbuilding, one of the five R.E.A.Lpillars of life, among its students.

T.E.A.M: Together everyoneachieves more

The debate on whetherleadership skills are a result ofnature or nurture may continuebut nurturing leaders in naturewas the activity that a groupof prefects, class monitors andassistant monitors embarked on inthe prefects leadership camp.

This annual event, held at Kem

Nur Lembah Pangsun in Selangor,saw a total of 96 studentsparticipate in an entertaining,educational excursion.

The objectives of the campwere not only to instill leadershipand teamwork but also to increaseparticipants self-discipline andconfidence as leaders. They learntthat leaders are not there just tolead but also to serve.

Among the activities conductedwere an ice-breaking session,group presentation, marching,flying fox, obstacle challenge, rockclimbing, treasure hunt and jungletrekking to a waterfall.

Overall, it was a genuinelybeneficial experience for R.E.A.LSchools young, budding leaderswho learnt a thing or two fromthese camps that would set themup to become future outstandingleaders. The invaluable knowledgeand exposure gained are in linewith a core belief in the R.E.A.Leducational philosophy learningbeyond books and the classroomenvironment.

The value of R.E.A.Leducation

These camps provideimmensely enriching experiences

for students as they acquire newskills, knowledge, self-confidenceand independence. R.E.A.L firmlybelieves that school is not just aplace for studying and achievinggood grades but also an avenue toempower students via activitiesthat stimulate self-developmentand discovery, says JothyGunasaigaran, head of pastoralcare for R.E.A.L InternationalSchool in Cheras.

We also believe that therole of a teacher involves morethan just delivering academic

lessons and completing a coursesyllabus. It also covers pastoralcare and responsibility towardsthe students well-being, shecontinues. R.E.A.L Schools OpenDay will be held on Aug 9 at allthree of its campuses in Cheras,Shah Alam and Johor Baru.

nFor further enquiries, call03-9021 3601 (Suria Campus,Cheras), 03-7842 3228 (CahayaCampus, Shah Alam) or 07-3864468 (Cahaya Campus, Johor), orvisit www.realschools.edu.my

The Youth Leadership and Team Building Camp saw a total of 96 studentsparticipate in an entertaining and educational excursion.


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CelebratingdifferencesS

UNWAY International School(SIS) embraces and createsa receptive and balanced

nvironment that combineskeen sense of nationalism

with a broader appreciation fornternational culture in everyspect of student life.

The highly interactive learningnvironment at SIS encouragestudents to discover differentultures and backgrounds throughmyriad of ways.

From examining familialtructures across differentocieties in humanities toomparing various strugglesor independence in history, SIStudents are exposed to a wideange of subjects relating toulture.

Students engage in lessonshrough lively debates andnsightful discussions. The

outcome of their learning isvident through carefullynalysed assignments and

presentations that reflect aevel of maturity from the

mutually beneficial exchange ofnformation.

In addition to their referencebooks, students also absorbultural nuances from a rich pool

of more than 20 nationalities

During Canada Day andNational Day, themes for dress-down day are closely linked topatriotism. Students are permittedto forego their school uniformson these days to dress up in atraditional dress or in the coloursof the national flag.

These activities encouragestudents to show off their nationalpride by wearing their traditionalattire while enabling them todemonstrate their love for theircountry and respect for theircountry of origin.

On the social side, culturalcelebrations rank among themost anticipated activities inthe student calendar. Staff andstudents get to experiencedifferent customs, uniqueentertainment and decorationswhile enjoying festive delicacies.

The Ramadan breaking of fastand Chinese Lunar New Year

feasts are regular traditions thatare celebrated at SIS.

Recently, students celebratedChuseok, the KoreanThanksgiving Day. Festivitiessuch as these involve students ofvarious origins share in the merry-making and experiencing thecelebrations first-hand.

The learning that studentsreceive from these experiencesendows them with a sustainedsense of appreciation andacceptance for their differenceswhile finding common traits thatunite them.

By respecting others, havingself-value and honouring ideasand opinions, these studentsexemplify the schools values andcreate a learning community thatis respectful, caring and inclusive.

nFor more information, visitwww.sis.sunway.edu.my

to play and interact together inan atmosphere of harmony andmutual respect.

For instance, SIS teachersreplicated the Canada 2010 WinterOlympic Games held in Vancouverat school, not only to enhanceathleticism and exemplarysportsmanship, but also to providestudents an opportunity toexperience the passion and prideof being a host nation for a majorsporting event.

Similarly, other examples ofnationalism are cultivated throughRemembrance Day assemblies andstudent activities such as dress-down themed days and school-wide cultural celebrations.

Every November onRemembrance Day, students andstaff gather to pay homage tothe men and women who gavetheir lives as soldiers in wars andconflicts all over the world.

represented in the studentpopulation.

The SIS community is enrichedby its Canadian teachers,local administrative staff andstudents from across the world,including Venezuela, Argentina,Morocco, Oman, Ukraine, Russia,Turkmenistan, Kyrgyzstan,Nepal, the United Kingdom, theUnited States, France, Germany,Luxembourg and Taiwan.

SIS teachers incorporate thisphilosophy beyond the classroomas well, encouraging students

A student dressed in the traditionalMalay attire for SIS Raya theme day.

Students performingduring RemembranceDay last year.


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A truly international educationI

GB International School (IGBIS)is a premier Early Years to grade12 international school that is

cheduled to open on Aug 18.Situated at Sierramas andValencia, in the north-west ofKuala Lumpur, IGBIS is an IBWorld School authorised forhe International Baccalaureate

Diploma Programme for grades1 and 12. IGBIS also plans on

mplementing cutting-edgeprimary years and middle yearsurricula.

In an inclusive learningommunity, students willeceive a challenging, caring and

holistic education. IGBIS team ofnternationally experienced IBducators are trained to delivern integrated, 21st centuryurriculum, empowering itstudents to be lifelong learners

who aim to make a positiveontribution to the global society.

GBIS and the IB

In order to prepare studentso live in this fast-changing,ncreasingly complex and morenterdependent global community,nd to give real substance to theritical goal of becoming lifelongearners, IGBIS believes that best

practice in education achieves thebest results.

It has therefore, selected thehighly regarded InternationalBaccalaureate Programme for this

Teachers at IGBIS are highly qualified and internationally experienced in delivering the IB Programme.

new school.The IB programmes help

develop the intellectual, personal,emotional and social skills thatstudents need to live, learn andwork in a rapidly globalisingworld.

As a university preparation,it is highly valued by leadinguniversities worldwide.

IGBIS firmly believes oneof the most important factorsthat determines the qualityof education for all children isthe teacher. With that in mind,

the IGBIS leadership team hasconducted an internationalsearch to hire highly qualifiedand internationally experiencedteachers who are IB trained.

IGBIS will offer variousprogrammes focusing on sports,the visual and performing arts,languages, outdoor education andservice learning.

The school will have anestablished digital platform,including the latest laptop andtouch-enabled devices, and willcomprehensively incorporate

information technology toenhance the quality of teachingand learning.

To support the commitment ofIGBIS in delivering an exceptionalworld-class education, the schoolboasts state-of-the-art facilities.

Along with well-conceivedclassrooms and laboratories, thefacilities include art, dance anddrama studios, music practicerooms and a 540-seat theatre.

The schools impressive sportsfacilities include an indoorgymnasium that houses three

full-sized basketball courts, afitness and weight training centre,an artificially turfed football field

surrounded by a 400m, eight-laneathletics track, two swimmingpools (50m Olympic-size and a25m learn-to-swim) and tenniscourts.

There is also a split-levelcovered parking lot with spacesfor 500 vehicles. Student drop-offand pick-up zones are located in asecure and safe environment.

In keeping with its focus ofdeveloping a community oflearners, facilities have beendesigned to provide easy accessfor use by parents or the broadercommunity without disruptingthe operation of the school.

Location

IGBIS is located in a pleasantresidential neighbourhood only14km from the city centre.The area is connected by theNorth Klang Valley Expressway,Lebuhraya Damansara Puchongand Middle Ring Road 2.

The campus is close to therailway station for the KTMKomuters Rawang-SerembanRoute and the future MRT stationin Sungai Buloh.

nFor more information, call03-6145 4688, e-mail [email protected] or visitwww.igbis.edu.my


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Preschool welcomes new teachers

EACH child is unique andhas a different learningcurve and this is why Safari

Kid customises its curriculumo fit each childs needs. Anmergent curriculum that focuses

on a strong teacher-studentpartnership enables studentso guide their own learning. To

deliver this curriculum, Safari Kidelects the finest educators fromglobal pool to work with the

hildren at its Bangsar outlet.Recently, Safari Kid welcomed

Katherine Pisowicz from theUnited States and Dianne Brownnd Lizzie Johnson from the

United Kingdom to the Safari Kidamily in Malaysia.

Brown has more than 33 yearsof experience in early educationnd childcare. She has a Higher

National Certificate in earlyducation and childcare and a

degree in childhood practice fromEdinburgh University, Scotland.

Over the past decade she hasworked in government nurserychools within Scotland. She haslso taught early years in Australiand New Zealand. Brown believeshat a childs active and creative

participation in a social contexts the most important basis forearning.

Pisowicz, who is from Illinois,previously worked as a leadeacher at MapleBear Canada

Global Schools in Beijing, China.he graduated cum laude from

Safari Kids teachers enable students to gain the confidence to succeed.

Beloit College, having studiedelementary education andJapanese for four years in varioussettings. She also has received alicence in middle childhood toearly adolescence education.

In her work, Pisowicz hasplayed the role of specialeducation aide and has experiencein conducting after schoolprogrammes in the US. Shelooks forward to working in anenvironment where studentsunique talents are nurtured andencouraged.

Johnson is from Bath, England,and will be joining Safari Kid as

an assistant teacher. She holds adegree in early childhood studiesand has more than eight years ofexperience as a nursery schoolpractitioner in the UK.

Most recently, she held the postof senior early years practitionerat the Sure Starts Childrens CentreTanzania.

Johnson has also focused onspecial educational needs andbelieves in enabling children to beconfident in their own abilities,maximise their potential andencourage them to realise theirstrengths, talents and capabilities.

The Safari Kid family also

welcomed Ivy Zhan as itsMandarin teacher and RavinShadaan as a class teacher.

Zhan is a passionate earlychildhood educator and nativeMandarin speaker from Shenzhen,China. Her experience anddeveloped skills in early childcare and nurturing will be helpfulin her position as Safari KidsMandarin teacher.

She graduated with aconcentration in Englisheducation, child pedagogy andpsychology from the GuangdongUniversity of Foreign Studies.Zhan comes to Safari Kid from

the Global Eagle School ofInternational Studies in Shenzhen.

Shadaan has a degree in

psychology from Upper Iowa USAUniversity with a focus in childdevelopment. She is a trainedprofessional in early childhoodeducation and has more than11 years of experience of teachingin the UK, Canada and Malaysia.

She also has experienceworking with children withspecial educational needs. Shebelieves that children should befree to explore and gain masteryof their world and that adultsshould merely support and guidechildrens learning experiencesby enabling children to reach tothe next level of ability withoutlimiting their individual andcreative self-expression.

These Safari Kid teachers werespecifically chosen for their vastexperience and training. SafariKid encourages all its teachersand parents to get to know eachother in the hope that the entireSafari Kid community can cometogether to give every child anachievement-oriented, customisedand proven learning journey. Thiswill allow the child to flourish,develop communication andcollaboration skills and gain theconfidence required to succeed ina fast-changing world.

nFor more information, visitwww.safarikidasia.com


11/12


A chance to tell your storyC

AMBRIDGE English for Life(CEFL) helps students developthe four key language skills:

reading accessing andassimilating ideas via written stimuli,

listening accessing andassimilating ideas via aural stimuli, speaking producing functional

spoken language, writing producing ideas in a

written form.As we gain more information we

develop sets of language skills thatenable us to comprehend what wehave learned and communicate it toothers.

For most of us, our first applicationof this skillset is through songs andstories.

This year, CEFL is givingMalaysians aged between six and 11the opportunity to demonstrate theirstorytelling skills. Entrants can goto the website and select one of thestories posted there.

Entrants then need to send CEFLtheir own rewritten version of thatstory. For example, the story could beretold from the point of view of thevillain. The point of the competitionis to encourage children to use theirimagination and be creative. Thecompetition has two age groups (sixto eight and nine to 11).

These submissions will bewhittled down to 50 for each age

Cambridge English For Life strongly believes that reading is an important tool ofcommunication that allows children to develop their understanding and social skills.

Mastering theEnglish languageNILAI International School (NIS)has appointed a veteran Englisheacher to oversee its English

Proficiency Programme.Frederick Tan has almost five

decades of teaching experiencend says that with the small

number of students in eachlass, it is possible to tailorhe lessons according to eachndividual.

I have plenty of experienceeaching students in the removelasses in public schools and I

know how to raise the Englishproficiency levels of students,ays Tan.

At NIS, the great thing ishat the teachers know howo help students who are in

need of extra guidance inearning English. NIS studentsre taught to be comfortable

with the language and to use it

onfidently, knowledgeably andfluently.

Special classes are heldor students with almost

no exposure to the Englishanguage. At the moment,hese classes are primarily fornternational students who are

mostly from China. However,ocal students can join theselasses if there is a need.

As I said, teachers hereailor the lessons and exercisesccording to individual needs.o if a local student needs somextra tutoring to get up topeed, we will design a coursepecifically for each student.

Stressing the importance of

English, Tan says that withoutfirm grasp of the English

anguage, a young adultntering the working world

will find it tough to negotiate,ommunicate or even havefriendly conversation. This

would put such a person at aerious disadvantage.

He also says that those whodo not take the effort to masterEnglish at a younger age will

struggle during their tertiaryeducation as many periodicals,textbooks and websites are inEnglish.

Tan says that many of the

techniques he used to teachvernacular students work withstudents at NIS.

For instance, in the youngerage groups, each class maycontain students from all overthe world and with differinglevels of English proficiency.Therefore, the English lessonswill start from a very basiclevel. Those who understandthe words can help those whodo not. It will continue untilthe class reaches a comfortableequilibrium.

For older children, there areassessments to help determinehow good they are with thelanguage and whether they

require extra lessons in theform of the English ProficiencyProgramme.

Tan advises parents toinculcate a love of reading intheir children. This will helpthem in improving their Englishlevels.

He also recognises thatusing mobile devices hamperdevelopment as it is a solitaryactivity. He firmly believes thelack of social interaction affectsa childs ability to communicateeffectively and confidently.

Get them to read from anearly age and this will givethem a solid grounding. If yourchild is unwilling to give up his

tablet for a book, try gettinghim to read interesting articlesonline. But whatever the levelyour childs English may be, Iam confident that the teachersat NIS have the know-how toget them reading and writing ata higher level fairly quickly.

nFor more information, call06-850 2188 or visitwww.nis.edu.my

rederick Tan has more than five decades of experience in teaching English.

group, who will then be invitedto tell their stories in person to ateam of CEFL judges.

Eight finalists will be selectedfor each age group. The finalistswill then have to improvise theirstorytelling method based on aset of stimuli given to them onthe day of the finals. The prizesinclude laptops, scholarships fora CEFL English programme and aRM500 Junior Savers Account withCIMB.

CEFL is encouragingcontestants to demonstrate theirproficiency in all four of thelanguage skills areas.

CEFLs English language courses

are designed to achieve twomajor objectives. The first is toraise course participants level ofproficiency in the language andprovide the skills to communicateeffectively.

The second objective is toprepare the learners for theCambridge English LanguageAssessment examinations,offering them the opportunityto obtain an internationallyrecognised English languagequalification.

nFor more information call03-7883 0912 or visitwww.cambridgeforlife.org


12/12

COSMOTOTS-iqd has beenproviding high-qualitysupplementary education to

Malaysian children for more than0 years. Its main service is to

help students become thoroughlyiterate and fluent in English.

Additionally, it workson stimulating its studentsntellectual curiosity, developingheir critical thinking skills,ultivating their public-speakingbilities and building theirndependence and discipline.

At Cosmotots-iqd, teachersre called mentors becausehey are not only required toransmit knowledge but also tonspire and to impart particular

values. Cosmotots-iqd insists onkeeping its mentors to the highesttandards.

Cosmotots-iqd mentorsre expected to have a keenwareness of their classroomnvironments.

They are consistently askedo generate and evaluate newpproaches to old problems and

make the best of their availableesources.

Mentors at Cosmotots-iqd arerained to have a good sense ofudgment, which is about making


Teaching kidshow to spend wiselyLEARNING how to managemoney is one of the mostimportant things kids shouldlearn in life. There are manyways to teach your kids aboutmanaging money wisely.

Here are some ideas thatyou could try:

As a parent, you needto be wise with money toinfluence your kids to startsaving.

Instead of just telling themto save, be disciplined withyour money as children willlikely observe your actionsmore than they listen to you.

Help your children identifytheir needs and desires.Having to buy something theywant with their own moneywill teach them to appreciatethe value of money.

By training your kids tomanage their needs andwants, they will learn about

whether or not it is necessaryfor them to spend money oncertain items.

Teach kids how to keepaside money for emergenciesin places such as their schoolbags or pencil cases.

Regardless of how unlikelyyou think an emergencysituation may come up, theimportant practice to beprepared for any situation willbe inculcated in them.

You should encourageyour child to set goals as thispushes them to strive for whatthey want. For example, if theywant to purchase an expensivetoy or a concert ticket, theyshould save and pay for itthemselves.

What starts out as a desire,coupled with focus, may justbe the thing that teachesyour child responsibility andindependence.

The bestmentoring practices

Students at Cosmotots-iqd will experience a stimulating study environment thatdevelops their critical-thinking skills and builds their independence and discipline.

nuanced decisions, analysingspecific situations and respondingto them in the most effective way.

Mentors are provided withlesson plans based on time-tested ideas and methods but areencouraged to tailor each lessonto the needs of their individualstudents.

Mentors at Cosmotots-iqdare given the necessary supportto make informed, result-baseddecisions. All mentors worktogether as part of a team and arecalled on to contribute a range ofdifferent solutions to each others

problems.Besides that, senior mentors

communicate clear, quantifiablegoals to everyone. This way,decisions are always gearedtowards effective problem-solving.

The priority at Cosmotots-iqdhas always been to create a robustmentoring culture. This is oneof the reasons that has helpedCosmotots-iqd stay at the top ofits game.

nFor more information, visitwww.cosmotots.com

Documents

Bright Kids 05 August 2014