SJIIM Yearbook 2022

CURRICULUM Art
SUBJECTS

Sheena Kelly

High School

We started this year in art considering the character virtues. Each year group
participated in a community project, with each student creating individual works
that contributed to larger pieces intended to enhance our environment and to
communicate our school values. Following on from this, Spirit Week and Art Week
saw KS3 students involved in creating collaborative artworks that encouraged
reflection on school life and built unity.

One of the main aims for the year has been to look at how art can send a message
to our community. Year 8&9 created work inspired by street art, Year 9 considered
and created propaganda imagery and Year 12 explored Artivism.

Congratulations to Neha Goswami and Hui Mei Chia on a successful IBDP Art
exhibition and to Reyi Lee on the completion of her IGCSE Art exam.

149

CURRICULUM Bahasa Malaysia
SUBJECTS
Nallamah Muniandy, Noshini Uithayakumar
Elementary School & Dharshinee Chachi

Students had another fantastic year learning the Malay language in the Elementary
School despite the struggles of switching between physical, hybrid and virtual
school. They have engaged in all the four skills of language acquisition, listening,
speaking, reading and writing, through various fun and exciting activities. They also
embraced opportunities to learn about the unique heritage, customs and culture
of Malaysia through the lessons on various celebrations. They have also shown their
Lasallian values and virtues by showing their gratitude to our community members
during the Hari Raya celebration. It was another successful year of joy, knowledge,
virtues and language acquisition.

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150

CURRICULUM Bahasa Malaysia
SUBJECTS
Basariah Naina Mohamad
High School & Nasroniazam Abu Bakar Sidik

In Bahasa Malaysia, students explore a range of topics throughout years 7-11, to
develop four language skills which are listening, reading, speaking and writing.
Students are encouraged to learn the vocabulary related to the topics before
exploring the topics into those language skills. In the reading component, students
will explore a variety of types of texts and patterns of questions. The students have
been exposed to simple role play in several types of situations to practise their
speaking in the class. Short essays and long essays will be assigned to students
after they learn how to write simple sentences and complex sentences.

In Year 10 and 11, students are introduced to Malay as a first language and students
will learn topics to enhance their reading and writing abilities. This course teaches
students how to develop reading and viewing skills and strategies, and to
comprehend texts (both fiction and nonfiction) at literal and inferential levels by
learning key terms and information about the topics.

Students also learn the ability of constructing texts for personal expression, which
enhances their writing skills, allowing them to produce directed writing and
composition. Malay B is a second language of Malay that is introduced to IB
students. Throughout this course, students study topics based on five themes in
order to increase their reading, speaking, listening, and writing skills, as well as their
ability to analyse texts. Students are also taught to apply critical reading and
viewing by focusing on implying meaning and higher-order thinking to help them
compose essays.The students learn this topic through several methods of teaching,
including SJIIM's character programme and Lasallian ethos.

151

CURRICULUM Computing
SUBJECTS

Carmei Wright
& Sarah White

Elementary School

With many students accessing their learning remotely this year, and with the ever
changing digital world we live in, our priority this year has been to develop students'
understanding of Digital Citizenship. Students are taught the skills to navigate the
internet safely and responsibly by understanding privacy and security, their digital
footprint, the importance of media balance and well-being, relationships and
communication, cyberbullying, and media literacy.

Our newly launched Computing curriculum also focuses on ensuring our children
are equipped with basic skills of operating laptops and tablets, along with our
Google for Education products. Students are given opportunities to conduct
research for subject based learning, and develop multimedia skills; creating digital
presentations, digital art, short videos and stop motion animation. Computational
thinking skills are developing fast with children using basic programming to
control devices like bee-bots, progressing through to block coding and python
script. We took part in the worldwide Hour of Code event again this year to further
build on children's understanding of algorithms and how they are so relevant in our
world today. When coding and applying their multimedia skills, students
demonstrate the virtues of determination, perseverance and creativity.

152

CURRICULUM Computing
SUBJECTS
Thanaraj Nirushan
High School

Continuing from Elementary School, study in the High School highlights the main
reason why students should take Computer Science as a subject. Studying
Computer Science will develop computational, logical and sequential thinking
skills not just for the subject knowledge but for daily life. These transferable skills
can be applied to numerous other subjects enabling the Computer Science
students to have an advantage over students who do not choose the subject.
Secondly, students enrolled on the course also develop the ability to work as part of
a team, sharpen their interpersonal skills and draft programming projects as an
assignment. Once the students leave the school to embark on their own individual
journey, they would be able to apply these vital skills in university, jobs or even day
to day life.

153

CURRICULUM Drama
SUBJECTS

Christine Pardo

At its heart, Drama is all about communication, allowing students to successfully
communicate with and understand others around them. Drama is a collaborative
undertaking and prepares students for the increasingly team-oriented world and
workplaces that they will encounter in the future.

Elementary School

Drama in the Elementary School introduces children to performance styles and
techniques using familiar contexts such as the topics being studied in their English
and IPC lessons. Students learn how to manipulate their body language to express
character and emotions, adapting their facial expressions and posture to match
their performance. Vocal work focuses on altering tone, pace and volume and the
impact this has on the meaning of what is being said and its effect on an audience.
Elementary students work collaboratively to reenact scenes from texts they have
been reading, and create and perform their own physical and vocal performances
with their previous learning providing the stimuli for them to develop from.

154

CURRICULUM Drama
SUBJECTS
Christine Pardo
High School

Drama in the High School exposes students to a wide range of performance genres
and theatre practitioners. From mime work and choral speaking with their roots in
Ancient Greece, through to 16th Century Italian Commedia Dell’Arte. From
Konstantin Stanislavski’s realistic approach to performance and where “method
acting” originated; through Bertolt Brecht’s Epic Theatre and the idea of “breaking
the fourth wall” to Theatre of the Absurd and Samuel Beckett’s “Waiting for Godot”,
students explore the various ways in which Drama and theatre have been
approached throughout history. Students perform solo, paired and group pieces,
both scripted and devised, offering them opportunities to develop their
performance skills in a variety of settings. Confidence, creativity and - again -
communication are the key elements that are developed during Drama lessons.

155

CURRICULUM English
SUBJECTS

Abbie O'Neill
& Hannah Woodhams

Elementary School

Our main aim in English this year has been for the students to engage with the
books that we read, and the activities in lessons, in order to foster within them a
lifelong love of reading and writing. More specifically, we incorporate drama into
our lessons wherever possible, allowing the children to learn about the text from a
first-hand perspective, which then gives their writing so much more personality
and authenticity. In order for the students to develop their understanding of
literature, we dedicate one lesson a week to reading a text and analysing it through
structured discussion. These approaches have created a myriad of opportunities for
the children to produce outstanding writing and feel proud, with the added bonus
of the students gaining confident and speaking and listening skills, but most
importantly - we have had so much fun!

156

CURRICULUM English
SUBJECTS

Catherine Ellis

High School

Students explore a range of novels, poetry and drama texts throughout years 7-13,
developing not only their analysis and evaluation skills, but also their love for a wide
range of literature. Students are encouraged to discover how texts are influenced
by their contexts through group research projects and presentations, linking to
important global issues and international mindedness. Using these texts as a
vehicle for SJIIM’s character programme and Lasallian ethos, students also engage
in regular debates and discussions.

Creative writing skills are also developed throughout the years via project-based
assignments, as well as visible thinking techniques with their peers, developing
confidence and imagination. Students explore a wide range of non-literary texts
through inquiry based learning, developing a natural and enthusiastic curiosity for
the world around them and the information they receive. Through the diverse
strategies of teaching and learning, we hope that students develop a thirst for
knowledge that goes beyond exams and assessments, allowing students to fully
appreciate how texts can provide a window into humanity and our wider society.

157

CURRICULUM Humanities
SUBJECTS
Clare McCusker

Elementary School

Humanities in the Elementary School is taught via the IPC curriculum. We know
that children learn best when they want to learn. That's why all of the IPC's thematic
units of learning are designed to appeal to children’s interests and help them to
learn more about the world around them. The children cover exciting topics such
as: Ancient Egypt, Bright Sparks, Planet or Plastic, Bake It, Flowers and Insects to
name a few. The topics are carefully chosen to ensure children cover all UK national
curriculum objectives throughout the year.

All units include time for the children to research and present their findings about
a particular topic via group projects and inquiry-based learning. This allows the
children to develop their speaking and listening skills and become better critical
thinkers.
International week is a highlight in the school calendar. Each year group has the
opportunity to dress up in that country's traditional dress!

158

CURRICULUM Humanities
SUBJECTS

Ian Hayes

High School

Students have participated in a wide variety of activities in High School Humanities
lessons this year, from holding debates on the use of the atomic bomb in WWII, to
creating historical documentaries on imperialism, to producing presentations on
the development of various countries. Despite having such a wide variety of
subjects within the department (Economics, Business, Geography, History, and
Computer Science/ITGS) our approaches to teaching and learning have many
common elements.

In all subjects, teachers strive to create engaging learning experiences where
students are taking responsibility for their own learning whilst being guided by the
teacher. The vast majority of activities in the Humanities involve an element of
research, with the aim of developing important critical thinking skills as students
progress through the years. Another common thread throughout Humanities in Yrs
7-13 is the use of reflection, to develop students’ metacognitive abilities in order to
encourage creative, flexibible, and self-guided learners.

159

CURRICULUM Lasallian Education
SUBJECTS
Karen Willoughby

Elementary School

In Lasallian Education our goal has been to help students become more confident
in using and understanding key Lasallian vocabulary. In our Elementary School, we
concentrated on raising the profile of our school song ‘We are Lasallian’, developing
the childrens’ understanding of the Lasallian star and its five core principles. We
also used special events such as International Week and Mental Health Week as a
vehicle for delivering Lasallian Education lessons. By integrating Lasallian
Education content into other areas of the curriculum, we are helping our students
to appreciate that Lasallian Education is at the heart of all our learning here in SJIIM.

To deepen their understanding, students are
given opportunities to carry out their own
research and to share their learning with others
through student-led presentations, Kahoot
quizzes, and project work. Finally following in our
Founder’s footsteps, our students are
encouraged through subjects such as IPC to find
practical ways to serve each other and our
planet.

160

CURRICULUM Lasallian Education
SUBJECTS
Victoria Stacey

High School

Virtue knowledge, reason and perception has been a learning focus for students,
deepening their personal understanding of faith through the creation of Lasallian
lenses. Every lens expressed individual influences on beliefs, opinions and values.
Confidence with speaking and listening skills flourished through a formal speech
writing project that was celebrated during a Lasallian Ted Talk assembly. A Lasallian
trail engaged students as they journeyed through the building, learning about the
unique Lasallian symbols and spaces; we were blessed that Br Patrick joined us.
Inquiry based research projects about the global Lasallian community and Eastern
religions inspired students to create artwork. Service has remained at the heart of
Lasallian Education, with the curriculum supporting all forms of service learning,
demonstrated by Year 11 students through ‘Hunger Knows No Barrier Week’ in
collaboration with Kechara Soup Kitchen. The week involved volunteering, games,
a six hour sponsored run, a guest speaker and a food drive across the HS
community.

161

CURRICULUM Mandarin
SUBJECTS

Jimmy Lim

Elementary School

The academic year 2021/2021 has been a fantastic year for Chinese learning in SJIIM.
We finally returned to the physical school and did lots of activities we were unable
to do online. We have learned vocabulary, language structures and Chinese
characters with flashcards and board games. We practised our speaking and
listening in pairs and in groups. We raised our voices to sing along with our
Mandarin song and cheered loudly when we played our reading games. Many
children embraced Chinese culture and art during their CCA, with our teachers
leading children in making Chinese art and craft, listening to classic stories and
enjoying Chinese movies. Our children's continued efforts are to be highly
commended and we are proud of all of them.

162

CURRICULUM Mandarin
SUBJECTS

Elvis Ho Wee Ming

High School

This was a special year for our students: students from Year 7 to 13 explored different
Chinese cultures such as the Chinese shadow puppet show and 24 festive drums
performances. Students also analysed the distinctions between the Chinese and
other cultures. The four fundamental skills (speaking, listening, writing, and
reading) were constantly emphasised in foreign language studies to prepare our
students to use Chinese language with pride when travelling to Chinese-speaking
nations. For the second language class, students learn a variety of writing
approaches (such as speech, journal, emails, letters, etc) as well as expressing views
with confidence in their speaking practices.

These skills have prepared them with important linguistic skills for their future
studies and employment. First language students, on the other hand, focus on
contemporary and classical Chinese texts. They analyse the writer’s use of language
and style as well as how writers achieve effects and influence readers. This year, our
students have learned to appreciate the beauty of Malaysian multiculturalism as
well as the origins of Chinese cultures.

163

CURRICULUM Mathematics
SUBJECTS

David Fitzgerald
& Shaun Wilson

Elementary School

The decision to use the Singapore Maths model at SJIIM was a very deliberate one.
Singapore Maths places great emphasis on the development of problem solving
skills using both the part-whole model in Key Stage 1 and the model method in Key
Stage 2.

We want to encourage and develop in the students an ability to think critically and
question the ‘why’ of a given problem as much as the ‘how’ and ‘what’. This is
reflected in the emphasis we place on reasoning skills in all our lessons.

The retention of fluency facts is important
and provides the children with solid
Mathematical foundations, but, without the
additional skills of problem solving and
reasoning, children are unable to apply their
knowledge to practical or ‘real-life’
situations. As such, we make sure our four
part lessons include dedicated sections of
both fluency and problem solving.

164

CURRICULUM Mathematics
SUBJECTS
Joel Lawrence

High School

From Year 7, students focus on developing their understanding of the interlinking
web that is Mathematics. Founded by threshold concepts, students make
connections, derive theories and deepen understanding of ideas in Maths by
recognising how, when they are learning something new, they are already
equipped with knowledge from other areas of Mathematics that they can bridge
from. As our students develop their Mathematical understanding, they can be
stretched by the purer studies of Mathematics as part of the analysis and
approaches programme or delve more into the uses of Mathematics in the
applications and interpretations programmes. Mathematical understanding as
well as its applications make up a huge part of what students learn in the
developmental phases of years 7-11.

165

CURRICULUM Music
SUBJECTS

Clement Leung
& Dale Stacey

Elementary School

The Elementary Music department has focused on the development of practical
music making in this academic year. Students have engaged with music in a
variety of hands-on topics, developing the students’ skills in responding, creating,
and performing Music. Working with a variety of instruments, such as recorders,
ukuleles, percussion instruments and many more, students have had the
opportunity to develop their skills and a life-long love of music through a variety of
musical styles and genres.

Through project and inquiry-based learning, students have been able to challenge
their expectations and ability in music. The addition of Choral Music lessons has
also developed the important skill of internalising, utilising and expressing using
the universal instrument - one’s voice. This has also included the use of Makaton
hand-signing, to express the meaning of the songs through movement. All of this
has been offered through quality teaching, wide-ranging opportunities and an
inclusive ethos.

166

CURRICULUM Music
SUBJECTS

Luke Hague
& Dale Stacey

High School

The High School Music department has embraced the return to physical school
and students have engaged in practical music-making, learning concert band
instruments in year 7, keyboard in year 8, and rock and pop instruments in year 9.

Through all of these activities, the students have developed confidence, resilience,
and their ability to reflect on their own performances, using musical language and
terminology to identify areas of strength and areas for improvement.

The students have enjoyed developing their creative skills through composing their
own house chants and preparing performances as soloists and in groups. At SJIIM,
students are part of something bigger than themselves, and in music classes,
students were able to make recordings for whole school virtual performance items.
They sang in a whole school Christmas video and competed in the High School
Christmas Carol competition. We’re excited for what the next year holds.

167

CURRICULUM Physical Education
SUBJECTS
Grace Chadwick

As a department, in PE we strive to offer opportunities for students to challenge
themselves, understand their abilities, become independent learners and
confident individuals with a lifelong involvement in Physical Education. We aim to
plan a curriculum which flows and allows students to grow and transition through
the different phases of school.

Elementary School

Early Years and KS1 work on developing their fundamental movement skills such
as agility, balance and coordination, these are essential for everyday life. Students
learn through a variety of different activities such as dance, gymnastics, athletic
development and ball skills. As students transition into KS2 they begin to put their
skills into sporting scenarios and games. They learn to work independently and
make important decisions in sports like Badminton, Tennis and Athletics. Coopera-
tion, respect and communication are developed in team sports like Teeball, Foot-
ball and Benchball.

Our students began the year online, which was tough for most, however, they con-
tinued to show a high level of resilience and grit. Elementary students showed a
keenness to improve their health whilst learning about the three sides of the
health triangle.

168

CURRICULUM Physical Education
SUBJECTS
Joseph O’Connor
High School

During virtual lessons in High School, they put their knowledge to the test with
some online fitness challenges and training different components of fitness.
Alongside fitness lessons, students developed their knowledge in other areas, such
as Yoga, Aerobic Dance and Combat Dance.
Once back in school, we reintroduced many team sports, focusing on skill
development and conditioned games. Our Year 7 - 9 students participated in
netball, volleyball and swimming, to name a few. Our Year 10 and 11 students, whose
focus was on engagement and enjoyment, have enjoyed many team sports.
Additionally, all students in their lessons chose a skill to teach. Students planned,
reflected on their sessions and developed their confidence to lead their peers.

169

CURRICULUM Science
SUBJECTS

Lauren Bayfield

Elementary School

Our approach to Science is not only to teach knowledge and skills but to integrate
real life experiences into student’s learning journeys. This helps embed a strong
understanding of scientific concepts.

The Elementary School Science curriculum is woven into each IPC unit of study and
is carefully aligned with learning objectives from the National Curriculum of
England. Similarly, the IPC provides seamless cross-curricular links with History and
Geography, as well as English and Maths.

All IPC units chosen are predominantly Science based and are further enriched by
the STEM Challenge all of which provides children with an integrated approach;
one that offers hands-on and relevant learning experiences, thus helping children
gain skills in problem-solving, exploratory learning and critical thinking.
To ensure the consistency and alignment of the Science curriculum across the
whole school, the Elementary School and High School staff work together to
further enhance children’s practical Science experiences.

170

CURRICULUM Science
SUBJECTS

Gavin King

High School

Science is a mixture of manual and mental skills. Knowledge and skills from year 7
are used to build to IB level Science. For example, a learner in year 7 will learn how
to measure a liquid accurately, so that in Year 13 they can make a solution safely and
correctly for their externally assessed coursework.

Students learn experimental skills such as the manipulation of equipment, so they
become adequately dextrous in using the equipment correctly, as well as being
able to select the correct method/equipment. They are able to identify
shortcomings in that method so they can report what they have learnt and know
how secure they are in the assertions they make about what they have learnt.

The way we learn about Science is to learn
that there is always more to learn. The model
always has shortcomings, areas for
improvement and limitations. At SJIIM we
make sure that our students develop the
necessary curiosity and independent
thought to become lifelong and enthusiastic
learners.

171

CURRICULUM Spanish
SUBJECTS

Julio García

High School

It is really a pleasure to see how the students are incorporating the techniques and
methods of reflection to the topics that we learn. The process of learning and
understanding the Spanish language is intensified by including these processes of
reflection, organisation and sharing information with classmates. It is a moment in
which information is questioned, assimilated and an opinion of one's own is
created, something that also helps to understand other perspectives and opinions.

All of these techniques that we are implementing in our lessons, not only allow our
students to understand and be confident in Spanish, but it also focuses on moving
students beyond general curiosity into the realms of critical thinking and
understanding.
We encourage the students to ask questions and support them through the
investigation process, understanding when to begin and how to structure an
inquiry activity, which is essential to develop language skills.
We believe that total immersion is key to mastering a foreign language quickly. The
more you immerse yourself in a foreign language such as reading, debating,
questioning, sharing, or speaking to people, the more rapid your progress will be.
We implement these techniques from Early Years until Year 13.

172

CO-CURRICULAR
ACTIVITIES

173

CO-CURRICULAR ELEMENTARY SCHOOL
ACTIVITIES (CCA)

Art & Craft Badminton for Beginners Board Games

Chinese Art and Craft Chinese Movie Club Coding

Design Club Dodgeball Fashionista

174

CO-CURRICULUAR ELEMENTARY SCHOOL
ACTIVITIES (CCA)
Mindful Coloring Music, Movement & Meditation
Lego Club

SAM Maths School Newspaper Sewing

Street Dance Swim Club

175

CO-CURRICULAR HIGH SCHOOL
ACTIVITIES (CCA)
Badminton
Anime & Manga Drawing

Competitive Math Club Crochet Club

Science Dissecting Club STEM

176

CO-CURRICULAR HIGH SCHOOL
ACTIVITIES (CCA)
Ultimate Frisbee
Table Tennis

Striking & Fielding Film & Photography

World Scholars Cup Horrible Histories

177

178

GRADUATIONS

179

GRADUATIONS Y11

It is with heavy hearts we bid farewell to our Year 11 cohort, many of whom
have been with the school since 2016 and have therefore experienced both
Elementary and High School; our first year group to do so.

This year group have studied through haze and nearly three years of a pandemic, and
come out the other side more united, resilient and mature. Their graduation event
began with Alysa Marcellus, Fiona Ong and Shir Ning Fong treating the guests to a
musical feast before we were blessed by a unique, highly personal poem written and
performed by Shen Huan Lim.

A student curated memorable moments video highlighted the fun and laughter this
cohort has had throughout their time at school, and showed their spirit was intact
despite the challenges of online learning. The video culminated in a final farewell
from their Head of Year, Miss Stacey, who left us to return to the UK at the end of May.
After the winners of subject and year group awards were applauded Caith Leen Eng
played the graduates and guests out with some Schubert.

Well done to a warm, compassionate and talented year group who have achieved
much despite the hurdles laid out before them.

Abigail Lee Xing Zi Alysa Caroline Marcellus Anisha Caitlyn Ash Caithleen Eng Caitlin Lim Elden Kah Hsuan Loh Franco Becker

Inn Huang Ooi Jamie Lai Chee Mun Jia Lin Chia Jonathan Mah Ren Xu Kaelyn Miranda Kyle Yee Han Ng Lee Re Yi

Leo Ter Wei Poon Mei Ting Low Ming Xuan Oh Nayo Ying Luo Chin Raiyaan Kunimoto Raphael Sze Siang Lim Riley Fernandez Robert

180 Shen Huan Lim Sreerag Aneesh Nair Suyen Bridget Martinez Trisha Tan Pei Wen Yun Wah Phang
Aquino

GRADUATIONS Y13

The Year 13 students have shown an enormous amount of courage,
strength and resilience throughout the last couple of years.

This group of students have created a community with a culture of support, fun,
openness and laughter. As individuals they have come together in many different
ways to create opportunities to smile, laugh and create memories.

From the students' very own take on the game show Jeopardy, to our musical
christmas party with secret santa gifts. The students have worked hard but they have
also had fun doing it. More recently the students decided to produce their very own
music video and song. It was very much a team effort. Every member of the year
group sang and performed in the music video and they even managed to convince
their head of year and form tutor to dance and sing in the video.

The video premiered at the end of term pizza party. It was fantastic to be able to share
a video highlighting the laughs and the fun the students have had together as a
community.In the students' final week in school they played sports together, cards
and they even had a group karaoke session.

Our graduating class are a remarkable group of people. In the midst of this class we
have artists, musicians, organisers, listeners, leaders, creators, editors and writers.

181

GRADUATIONS GRADUATION AWARDS

Clement K-Meng Khoo

Josephian of the Year

Clement was the recipient of the

Josephian of the Year award at our

Graduation Ceremony. This is the

highest honour and recognises the

student who shows ability in a number

of areas (both academic and

non-academic), demonstrates

outstanding leadership to his fellow

students and is an exemplary role

model of Lasallian values.

Clement has been an outstanding Lasallian leader and member of our school’s
community since joining the school in August 2016. A real role model for our younger
students, Clement has been a guiding light during his time at SJIIM. He consistently
shows kindness and care for others, and brings a cheerful disposition to everything
that he does.

As the schools’ SRC president Clement continued to develop the profile of the
student council within the school. He has been able to lead and lift those around him
to ensure that even during the Covid-19 pandemic, the student body still felt
connected. This included leading inductions for new students so they felt part of the
school community, despite long periods of virtual school. His commitment, integrity
and determination have made him a highly valued and respected member of the
school community.

In academic terms, Clement has performed consistently and highly across all subjects
on the IB Diploma Course. He listens to others, asks questions with a genuine interest
in those around him, and also offers his help when needed to his fellow students.

Clement has contributed to the wider life of the school's community through his
talents in sports, music and debate. He represented the school in numerous sports
competitions including football, volleyball, badminton and basketball. His musical
performances during his time at the school have brought smiles to the faces of his
classmates and peers. A talented drummer and pianist, Clement has performed in
smaller settings this year within our year group assemblies and tutor times. This has
really helped to bring the group together.

182

GRADUATIONS GRADUATION AWARDS

Kyu-Ri Kim (Scarlet)

Academic Excellence Award
and Lasallian Service Award

Kyu-Ri Kim received two awards at the
Graduation Ceremony. This is the first
time a student has received two major
awards at graduation and this reflects
the impact Kyu-Ri has had on the
school’s community.

Kyu -Ri has been an outstanding student in the school and has achieved consistently
excellent grades. Her willingness to develop and improve as a student means that she
has been able to take on board feedback from teachers in order to continue to
develop as a learner. Her teachers all speak highly of her as a learner and more
importantly they comment on her willingness to help others. She has shown a real
commitment to supporting the academic development of not just her peers, but also
students in younger year groups.

Throughout the IB course Kyu-Ri Kim has demonstrated an ability to be able to
analyse, interpret and understand information beyond the curriculum. Kyu-Ri Kim
has shone in each of the subjects she has studied on the IB diploma programme. She
is an example for her peers and the younger students at school. Kyu-Ri has worked
extremely hard to be able to achieve her academic success and this high work ethic
combined with a steely resilience will ensure her future success

A natural leader, Kyu Ri Kim seeks opportunities to bring people together to work on
service projects. As part of the school's Lasallian Youth Movement (LYM), Kyu Ri Kim
has been incredibly proactive. There are just under 40 members and its purpose is to
gather students with a shared passion for building a better community and to help
“the last, the lost and the least”. Kyu-Ri Kim has been one of the group's leaders and
has acted as a mentor to the group's younger students.

Kyu Ri Kim played a central role in organising a school competition to raise funds for
the Orang Asli community in Malaysia. Kyu-Ri was able to bring together students
and parents from within our community to raise funds to be able to purchase two
hundred pairs of sports shoes to donate to the Orang Asli community.

183

GRADUATIONS GRADUATION AWARDS

Bryan Chin

Head of School’s Award

Bryan was the recipient of the Head of
School’s Award at the Graduation
Ceremony. This award recognises the
student who has contributed to the life
of the school through exceptional
service and outstanding leadership.

Bryan has had a positive impact on those around him and added so much value to his
classmates' experiences. This is due in no small part to his character and personality.
A genuinely caring person, Bryan has taken the time to build personal relationships
with both his fellow students and also the teaching staff at the school.

Academically Bryan has performed well and has continued to develop throughout his
time at the school. He is mature, works hard and listens to feedback which has
allowed him to continue to develop as a learner. In class, his teachers have
commented on the support he offers to other students - often taking the time to
explain challenging concepts and offering his own advice to help others. He also
provides help and support for his teachers. His ability to use audio visual technology is
second to none. On many occasions, Bryan has stepped in when a teacher is
struggling to operate a piece of equipment or technology. He is often the first person
to come to the rescue. That awareness and maturity to recognise when someone is
struggling is a great gift.

A talented musician, Bryan has used his passion for music to bring the Class of 2022
together. Bryan played outstanding lead guitar and helped to organise a Year 13
Christmas performance. This event was well received and helped the group to bond,
whilst also providing an excellent chance for some Christmas themed sing-alongs.
More recently, Bryan organised a Year 13 student Karaoke event which provided the
group with so much laughter and enjoyment.

His final contribution was one of the most memorable. He recorded and produced a
graduation music video. The video was an incredible piece of work and Bryan was the
driving force behind it. He managed to include each member of the year group and
also managed to convince a couple of staff members to make cameo appearances.
Bryan has continually lifted those around him bringing people together on a regular
basis to create lasting memories for both himself and his classmates.

184

GRADUATIONS GRADUATION AWARDS

Challyse Lim Greiss

Sportsperson of the Year

Challyse was the recipient of the
Sportsperson of The Year Award at the
Graduation Ceremony. Since starting at
the school in August 2017 Challyse has
always been involved heavily in the
schools sports programme.

Initially, her passion was swimming, competing for school and her outside club on a
regular basis. Her commitment towards developing as a swimmer has been an
inspiration for other student athletes in the school. Challyse has shown great
dedication to her swimming training, having sessions both before and after school.
Her ability to be able to balance this with her studies has been impressive.

Challyse’s swimming talents have translanslated to other sporting disciplines and she
has represented the school teams in Volleyball, Basketball and Football. Her drive,
determination and passion out on the field have led to her being a role model for her
peers. She represented the school in tournaments throughout her time here and also
was a star performer at the SJI Singapore Lasallian Schools tournament. She excelled
in Volleyball, Basketball, Football and also Swimming.

During Year 13 Challyse has been at the forefront of our regular PE sessions during
tutor time participating in Dodgeball, Kick Ball, Basketball, Volleyball and Badminton.
Challyse’s leadership in sports throughout her time in school make her a deserved
winner of this award.

185

186

COMMUNITY REFLECTIONS

187

COMMUNITY REFLECTIONS

The Lee family's Lasallian Journey

Academic Excellence and Character Building goes a long way!
Too often we as parents are guilty of putting so much importance in our
children’s academic and extra curricular achievements, that we simply
overlook how to help them understand, learn and thrive towards achieving
these goals effectively!
Over the years as we grow with school, it is evident that the school does not
only emphasize on the quality performance in the classroom but also
ensures that the students are well grounded, coupled with programmes that
instil moral values and virtues throughout the student’s learning journey.
Even the staff at all levels, live up to the school’s ethos, and very often
encouraging parents to be an active part of this journey.
We see the importance of our children being guided academically whilst
character building is equally essential towards excelling in their lives. We like
how the school encourages students to be inclusive, socially responsible and
celebrating team spirits too while developing one’s individuality. We believe
that this holistic approach and supportive school community is best for our
children. Kudos to the school!

Vivienne Chloe and Brandon Ryan
188

COMMUNITY REFLECTIONS

The Goswami Family’s Lasallian Journey

Much like “it’s not the walls that make the city but the people who live within
them”. So is SJIIM, it’s not the school alone: but the teachers, staff, and
students within it. Neha wouldn’t have been able to make it this far if it was
not for the staff’s tremendous support, encouragement, and effort each day;
during the good times and the hard times. 6 years seemed to pass by in the
blink of an eye. We cannot thank you enough for all that you have done for us;
and we are eternally grateful. As she bids the school farewell, we wish you
nothing but the best in life, and we will deeply miss you, and all your
teachings. Thank you for teaching Neha.

Neil and Neha Goswami

189

COMMUNITY REFLECTIONS

The Khoo family's Lasallian Journey

As first-time parents, it is a never-ending challenge to make the right
decisions that will be in the best interest of our children. Nonetheless, the
decision of enrolling our son into St Joseph's Institution International
Malaysia has, by far, been the best decision we have ever made throughout
our parenting journey. To experience, first-hand, his growth and
development from the school's tutelage, gave us a sense of reassurance and
comfort. We would like to thank the responsible school management,
supportive school staff and dedicated school teachers for constantly helping,
motivating and guiding the students through the rise and troughs of their
educational endeavors. Your commitment and hard-work towards the
children will never go unacknowledged and will always be remembered.

Clement Khoo
190

END OF YEAR
REFLECTION

191

End oEfndYofeYaearr RRefleecftiloen ction

In last year’s yearbook, I quoted the famous English Romantic poet Samuel
Taylor Coleridge’s line, ‘The darker the night, the brighter the stars.’ It seemed
apt at that time, yet, we could not have known how dark the night would be
and what still awaited us. For the first term, we seemed to continue in that
darkness though, by January, we got the sense that perhaps, just maybe, this
period of our lives was drawing to a close and we could begin to believe that

our lives were changing for the better.

Now, at the end of the year, we can look up and see how bright the stars are.
So soon we forget. The human spirit is infinitely adaptable. Yet, as we reflect
on this period of history - which we have navigated and traversed with cour-
age and resilience - we should remember. In my address to our graduating
students, I reminded them that never again should we take for granted the
freedom to walk in a park and enjoy a meal with our family in a restaurant.
On a personal note, I will never ever take for granted the chance to spend
time with family. I have lost three precious years with my own parents and I
cannot wait for them to spend time with their grandchildren this summer. If
we have learned anything, it is that technology enables us to connect and
maintain many things, but it cannot replace that time in a person’s company

- with a loved one, with a friend, with a teacher or student.

We now, though, look to the future and I am genuinely excited about the
coming academic year. We all deserve a rest over the summer, but there is
much to look forward to. In the Meet the Head session earlier this year, I
shared with parents our vision for the future and our determination to make
St. Joseph’s the best school in Malaysia. One of the ways that we are going to
achieve that is by giving our students much more exposure to opportunities

outside of school and we have exciting plans. Join me in choosing hope.

I want to end this year with a poem which I chose to read at our IBDP gradua-
tion. An ancient Sanskrit poem, I think it acknowledges the challenges but
also encourages us to reflect, be in the present and recognise the strength

we all have shown and will continue to show.

Look to this day: For yesterday is but a dream
For it is life, the very life of life. And tomorrow is only a vision;
And today well-lived, makes
In its brief course Yesterday a dream of happiness
Lie all the verities and realities of your And every tomorrow a vision of hope.
Look well therefore to this day;
existence. Such is the salutation to the ever-new
The bliss of growth,
The glory of action, dawn!
The splendour of achievement
Are but experiences of time.

Gary Cairns

Head of School

192



A school of the De La Salle Brothers

“Artists work on canvas, builders work on stone, even
doctors work on human bodies, but teachers work on human
souls, which will shine with them like stars for all eternity.”

St. John Baptist de Lasalle

ST JOSEPH’S INSTITUTION INTERNATIONAL SCHOOL MALAYSIA
(TROPICANA PJ CAMPUS)

No 1, Jalan PJU 3/13, 47410 Petaling Jaya, Selangor Darul Ehsan.
Tel: +603 8605 3605
Email: [email protected]

www.sji-international.edu.my

St Joseph’s Institution International School Malaysia

SJII Malaysia thesaints.sjiim

StJosephInstitutionInternationalMalaysia

*Front Cover Page: Kayden Chow (Year 8)