Education Destination Malaysia: Guide to International & Private Schools (2020-2021 Edition)

Alumna Profile

Cheryl Kek Sze Lyn “Experience
everything! Always
Malaysia
21 years old put yourself out
Australian International there, whether it is
School Malaysia your studies or co-
2017 - 2018 curricular activities.”
SPM (9A+ 1A-),
Australian International
School Malaysia
ATAR 99.00

Current University What was the best thing about your school? What
important lessons did you learn in your school that
Bachelor of Environmental Engineering, National have helped you in your life?
University of Singapore
The best thing about my school was the way they
Tell us about the course/major you are pursuing. taught their students. I was constantly challenged
by thought-provoking concepts at AISM, which
I am currently majoring in Environmental Engineering cultivated my critical thinking skills and helped me in
at the National University of Singapore. I chose this my life, especially at university.
course as I believe the struggle for advancement
through development should not come at the If you could travel back in time, what is the one
expense of our world. thing that you would change when you were
a student?
What is your most memorable experience in school?
If I could travel back in time, one thing I would change
My most memorable experience in school was being when I was a student would be to truly immerse and
able to experience and learn about different cultures enjoy myself in every experience. We are all planners
right here in my home country, Malaysia. – always planning for the future, but sometimes we
forget to enjoy the present!
What were your favourite and least favourite
subjects in school, and why? What advice would you give to current students
of your alma mater?
My favourite subject in school was Software Design
and Development as it challenged my thinking and Experience everything! Always put yourself out there,
my approach to different problems. My least favourite whether it is your studies or co-curricular activities.
subject in school was Biology as I was probably not You don’t have to be the best or achieve the best
very inclined to content-heavy subjects! in everything you do because just by trying, you’re
already one step towards becoming a better you, and
What were your extracurricular activities? that is the best thing to gain! 

I was involved in the Duke of Edinburgh International
Award programme. With the guidance and support of
the school and staff at AISM, I managed to complete
the Adventurous Journey component for my Gold
Award.

68 www.EducationDestinationMalaysia.com

Types of Curricula

TYPES OF CURRICULA

International schools in Malaysia offer a wide array of
English-medium curricula for primary, secondary and pre-
university education. Students pursuing these programmes
may choose to continue their studies overseas. The
information provided here will help you decide which
curriculum is most suited to your child’s needs.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 69

Types of Curricula

Sarah Dr. Jessica Caren
Anderson Hale Ayika

Sarah Anderson, Secondary OVERVIEW OF
English Language Arts THE AMERICAN
Teacher, Dr. Jessica Hale, CURRICULUM
Middle and High School
Principal, and Caren Ayika,
Marketing Specialist at Oasis
International School - Kuala
Lumpur provide an overview
of the American Curriculum.

No two children are the same and often don’t the whole child, teachers ensure that the child’s
learn the same way. The American curriculum intellectual needs are met while also providing
uniquely values a personalised learning opportunities for social development, promoting
approach. In class, teachers strive to differentiate students’ physical health, and investing into students’
and scaffold instruction. Electives and after-school moral growth.
activities allow students to pursue subjects that
pique their interests and talents. Additionally, the Overall School Structure
teaching environment can often be adapted to
accommodate a student’s learning style. Typically, the academic year at American schools is
broken down into two semesters, each consisting
Whether at a school in the United States or at an of two quarters; formal reports are distributed
international school with an American curriculum, quarterly, and credits are earned each semester.
there are commonalities that guide instruction Students in the U.S. curriculum typically spend 13
which include the U.S. standards as well as a years of study from pre-Kindergarten to 12th grade.
holistic and personalised learning approach. Classes At all levels, English language, arts, math, science,
are rooted in content that aligns with standards, and social studies are core subjects. In addition, as
such as the Common Core State Standards or the part of having a holistic approach, schools provide
AERO Common Core Plus Standards for American opportunities for students to take classes in visual
international schools. Standards hold schools and performing arts, foreign languages, physical
accountable to challenge students academically, education, and technology.
encourage them to think critically and demonstrate
creativity, and, ultimately, make sure the students are Elementary School
well prepared to attend university.
Students who are around age four to 11 are in
Another important aspect of the American curriculum Kindergarten through 5th grade. These years are
is a holistic approach. By focusing on educating designed for the youngest students to build a strong
foundation of knowledge, critical thinking skills, and
leadership ability.

70 www.EducationDestinationMalaysia.com

Types of Curricula

1https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach

Middle School students in their application to universities and
assist with organising testing for the PSAT, SAT, ACT
Students who are typically age 11 to 14 are in 6th to — assessments that measure the knowledge and
8th grade. These three vital years, 6th to 8th grade, skills that students learn in high school and need for
equip students as they prepare for high school. academic success at university. American schools
Developed specifically for young adolescents, middle also often offer Advanced Placement (AP) courses
school builds on students’ content knowledge and to provide students with university-level academic
social skills. courses that give them an advantage when applying
to universities and for scholarships around the world.
High School
A Culture of Sports and Activities
Students who are about age 14 to 18 are in 9th
to 12th grade. Students work to complete a While academics are important, American schools
certain number of credits (based on the school’s also offer all students the chance to participate in
requirements) to earn a high school diploma and a variety of sports and activities that pique their
to be prepared for universities in English-speaking interests, develop skills, and extend learning beyond
countries around the world. the classroom walls. As part of a holistic approach,
sports and activities create opportunities for social
Assessment and Evaluation and physical growth, so all students can become
more well-rounded and better prepared for success
Another aspect that sets American education apart in the future. Through visual and performing art
is how students are graded in classes. Assessments activities, like music, chorus, and drama, students
that observe student progress daily are most have the opportunity to express themselves through
valuable for determining students’ understanding. various artistic media.
In a single week, teachers monitor student learning
in a variety of informal, low-pressure ways such as Why Choose the American Curriculum?
class discussions, group work, graphic organizers,
writing assignments, peer assessments, quizzes, The American curriculum offers the full package
reflections, and projects. These assessments to help every student become an educated, well-
allow teachers to quickly realise when students rounded graduate ready for university. It is integral
understand or are struggling. These assessments to have a curriculum that is aligned to standards and
also are used to create a learning portfolio which to have certified teachers who are trained in content,
encourages students to reflect on their strengths how to incorporate the standards into instruction,
and weaknesses. In fact, portfolios can even help how to personalise instruction to best meet all
students get into elite universities since many are students’ needs, and how to design a diverse range of
adopting a holistic admissions process to include assessments that show students’ progress.
a portfolio.1 Finally, parents have online access to
grades for all assessments, giving them a complete Equally important is having a holistic approach
picture of how their children are doing at any point through the implementation of courses, sports, and
during the school year. activities that nurture the whole child. Choosing a
school with the American curriculum allows children
Pathway to University to explore various interests, acquire critical thinking
skills, and gain the confidence needed to move
After completing all required credits, students forward in our ever-changing world!
earn a U.S. diploma that can take them to leading
universities around the world. Students are not alone For more information, visit www.ois.edu.my
in their journey to get a diploma. Throughout high
school, students have access to academic advising
and university counselling. These counsellors help

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 71

Types of Curricula

THE AUSTRALIAN
CURRICULUM

Liam King, Principal of Australian International
School Malaysia (AISM), shares his expertise
on the Australian Curriculum.

Australian Education has a long tradition of and knowledge was seen to be important for the
innovation and as John Dewey, a famous exercise of power. It was important at that time
educational reformer has said: ‘If we teach across the British Empire for the curriculum to
today’s students as we taught yesterday’s, we rob be consistent whether you lived in Birmingham,
them of tomorrow.’ This sentiment has as much Barbados or Brisbane. However, times have changed
relevance today as it had when he wrote it in 1944. and in an era where knowledge is ubiquitous, parents
and educators must adapt to the needs of the new
Modern schooling has changed dramatically environment.
in the 21st century. Learning, teaching and the
environments in which they occur need to adapt to The 4 Key Pillars of Education
the modern world and equip students with the tools
and skills they need to prepare for a collaborative and The key for Australian educators is to recognise that
innovative workforce. Most parents were themselves education is no longer just about the dispensing of
taught in the old industrial model of schooling. knowledge. It is more than that and this concept is
Therefore, one of the challenges today is to equip enshrined in UNESCO’s four key pillars of education:
parents with the skills and knowledge to choose a • Learning to know
school that implements effective teaching practices • Learning to do
that encourage critical thinking, collaboration and • Learning to live together
problem-solving. • Learning to be

In the 1940’s the Australian Curriculum was modelled In the 21st century, it is vital that our children don’t
on the British Curriculum and at that time knowledge just learn content. A world-class contemporary
was scarce so there was a strong focus on content. education should prepare them for the challenging
In the post-war era, society was focused on control business of ‘being’ and that requires a whole new
way of looking at learning and teaching.

72 www.EducationDestinationMalaysia.com

Types of Curricula

Preparing for Dramatically Different A Flexible & Challenging Programme
Career Pathways
A second major component relates to the number
Recently the ‘Foundation of Young Australians’ of subjects that a student can study in his or her
conducted research in career pathways and the final two years of senior schooling. Universities
findings of their study were clear that the days of a have commended the HSC curriculum for ensuring
linear career (where we train up for one dream job, that students demonstrate skills and capabilities
climb the corporate ladder, and then stay there for 40 across at least five subjects and, most commonly
years before retiring with a golden watch) are done. six subjects, in the lead up to their first tertiary
Instead a new era has arrived where we are required placement.
to navigate our way through a career web. Young
people today can expect to have a portfolio of work — Australia has developed a flexible yet challenging
they could potentially have 17 different jobs over five curriculum that meets the needs of a mobile and
careers. In addition to this, the ‘Foundation of Young globally focused, multicultural community. It has
Australians’ are forecasting that by 2030 there will be been designed to be accessible to all students. The
a significant increase in demand for digital literacy, Australian Curriculum assumes that:
bilingual skills, critical thinking and creativity.
• each student can learn, and that the needs of every
A Rigorous and Holistic Programme student are important;

The Australian Curriculum is a rigorous and holistic • each student is entitled to knowledge,
programme for students from Foundation to Year understanding and skills that provide a foundation
10 who then go on to complete the New South for successful and lifelong learning;
Wales Higher School Certificate (HSC). The broad
curriculum provides students with opportunities to • high expectations should be set for each student;
explore their areas of interest and expertise, extend the needs and interests of students will vary, and
their knowledge and understanding, and excel in an that the curriculum will be adapted in ways that
internationally recognised Senior Certificate. The HSC respond to those needs and interests.
provides direct pathways to universities in Australia,
the United Kingdom, the United States, Canada, New Students who have experienced the Australian
Zealand and other countries around the world. Curriculum as well as one from another country, have
noted that the Australian Curriculum suits all styles
The Australian Curriculum allows students the of learners and really prepares them to be tertiary
freedom to think, to challenge, and to do. and life ready. They talk about the subject content as
well as the embedded skills development of General
Multiple Forms of Assessment Capabilities (see diagram below), Cross-curriculum
Priorities and the way that teachers allow students
In the final years of schooling a significant feature of to independently research and work in different ways
the Australian Curriculum is that students are given within the classrooms.
opportunities to be assessed in a range of ways other
than solely by external examinations. Assessment In essence, the Australian Curriculum is about
has two components: 50% of the overall grade comes preparing each child to be a competent and well-
from a final examination set
and marked in Australia, and functioning and communicating
the other 50% comes from adult as well as preparing them to
school-based assignments, take their place in tertiary study or in
examinations and projects. the workplace. That is, the learning
This caters for all students experiences in each subject at each
and enables them to year level not only develop skills for
maximise their grades, thus higher learning, they also foster the
opening up a greater range development of life skills, behaviours
of international tertiary and dispositions that will assist the
pathways. students to navigate a complex and
dynamic world.

The Australian Curriculum’s For more information,
Seven General Capabilities visit www.aism.edu.my

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 73

Types of Curricula

THE BRITISH
CURRICULUM

In this article, the British
International School of
Kuala Lumpur explains
what the British Curriculum
is all about.

British education encourages freedom of There are various core and compulsory subjects
thought and personal responsibility. Students depending on the school year, but many schools
are regularly invited to reflect on how their go beyond the standard requirements and teach
behaviour affects the world around them, to show complementary subjects.
initiative and to understand how they can make a
positive contribution to those living and working Children are also offered, and highly encouraged, to
in the community. Great emphasis is placed on take part in extracurricular activities to develop their
tolerance and respect towards others. Reference skills and interests outside of the classroom. Such
is made not only to British culture but also to many activities include learning to play an instrument,
other cultures from around the world. joining a sports team or picking up an additional
language.
The curriculum is forward looking and in constant
evolution. Frequent reviews ensure that new methods Structure and Stages
and teaching strategies are often implemented into
the curriculum, whilst maintaining the benefit of The National Curriculum is organised into blocks of
tradition. years called ‘Key Stages’ (KS) and at the end of each
Key Stage, the student will be formally assessed.

The British Curriculum — better known as the The Foundation Stage starts in the early years (ages
National Curriculum — is common to most schools in 2 to 5), where learning is play-based. Children acquire
England and Wales (Scotland, the third part of Great their first understanding of numeracy and literacy
Britain, has its own). The National Curriculum is a through active, playful activities. By the end of the
set of subjects and standards used by early years, early years, most children would have acquired
primary and secondary schools. basic reading and number skills and a grounding in a
second language.
There is a well-structured and coherent progression
to learning from early childhood all the way to In the primary school, KS1 (ages 5 to 7) and KS2
university entrance through various stages. The (ages 7 to 11), the focus is on learning good
curriculum leads to GCSE (at age 16) and A Level fundamental maths and English language skills.
examinations or IB Diploma (at age 18); qualifications Science, technology, humanities and art are covered
that are recognised by universities and employers as multi-disciplinary topics and through projects.
around the world. Within primary school, students may choose to sit
two national exams called SATS in Year 2 and Year 6.

74 www.EducationDestinationMalaysia.com

Types of Curricula

The curriculum in KS3 lower secondary (ages 11 to Organised games, outdoor pursuits and
14) is more subject-based and aims at building the extracurricular activities in general are recognised as
students’ ability to work independently and to think being important for learning life skills and building
critically. At this stage, the emphasis is on exposing character. Some activities are undertaken together
them to opportunities in a wide range of subjects with well-­known institutions, such as the Associated
so that they can start thinking about where their Board of the Royal Schools of Music or with the Duke
academic interests lie. of Edinburgh Award.

Upper secondary students in KS4 work towards The curriculum is suited to all students. It is broad
their GCSE examinations (ages 14 to 16) and A and recognises that pupils excel in different areas,
Level exams or IB diploma (ages 16 to 18). At GCSE, whether it is in maths, history, sports or drama.
students study English, Maths, Science plus an Students will be stretched and encouraged to thrive
additional four or five subjects from a selection. in areas they are good at, whilst being supported in
At A Level, students specialise further and choose those areas where they have not attained the required
three or four subjects from a range of options which level. Students are expected to play a big part in
they study in depth to a high level in preparation for their learning rather than waiting for the teacher to
university. tell them everything they need to know. Questioning,
researching and problem-solving are all required for
Why Choose a British Education? students to succeed at learning.

A British education is child-­centred and personalised. There is no doubt that Britain offers one of the best
Teachers often plan lessons with differentiated education systems in the world. British schools
outcomes, allowing for a range of achievements. continue to have a strong pull across the globe with
This enables them to match each lesson as closely thousands of international students arriving in the
as possible to individual needs whilst providing UK every year for this purpose. UK qualifications are
scope for pupils to be stretched academically. highly valued by universities and employers both in
The emphasis is on learning to think critically the UK and internationally, and the curriculum helps
and independently rather than simply learning students acquire the skills and knowledge they need
facts. Children are encouraged to gain a deeper for life beyond school.
understanding of the subject rather than simply
memorising what they have been told. For more information, please visit
www.britishschool.edu.my
British education is also associated with activities
that take place beyond the classroom.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 75

Types of Curricula

THE CAMBRIDGE
INTERNATIONAL
CURRICULUM

Dr. Ben Schmidt,
Regional Director
of Southeast Asia &
Pacific, Cambridge
Assessment International
Education, gives an overview
of the Cambridge International
Curriculum.

When planning an international education content to suit
for your child, you will be judging their students’
potential schools on a range of criteria, local needs and
including ethos, vision, location and facilities. But contexts – but
perhaps most important of all is the quality of the the aims and
teaching programmes used by the school, and the assessment
international reputation of the qualifications your objectives of the
child will be taking. syllabus are the
same worldwide.
Cambridge Pathway
Cambridge
In Malaysia, we work closely with over 160 schools to Primary starts
help deliver the best possible education to students.
Our Cambridge Pathway gives students a clear path learners on
for educational success from age five to 19. The four an exciting
stages of the Cambridge Pathway lead seamlessly educational journey. Typically for five to 11-year
from primary to secondary and pre-university years. olds, it develops young learners who are confident,
Each stage builds on the learners’ development from responsible, reflective, innovative and engaged —
the previous one, but can also be offered separately. these are the attributes of Cambridge learners.
This flexibility means that students can hop on and
off at any point along the way. The programme develops skills and understanding
in 10 subjects, including English, mathematics and
The flexibility and international nature of the science, and includes assessment that proves and
Cambridge International curriculum also means improves learning.
that students can begin their studies in one country
and complete them in another. What is taught in the In 2019 Cambridge International extended the
classroom won’t be exactly the same in each country programme by adding Art & Design, Digital Literacy,
— as schools have freedom to tailor the course Music and Physical Education to the curriculum.
The new subjects provide more opportunities to
develop creativity, expression and personal well-being
in a variety of ways. They continue to support the
development of the Cambridge learner attributes and
students will develop skills and understanding in each
subject area that help them to become more versatile
and effective learners.

76 www.EducationDestinationMalaysia.com

Types of Curricula

Cambridge together with independent learning and constructive
Lower thinking skills – abilities which, again, are highly
Secondary is valued, particularly by universities worldwide.
Cambridge International AS & A Levels are taught in
typically for over 150 countries, with over 575,000 subject entries
learners aged 11 per year.
to 14 and sets
clear learning Cambridge Global Perspectives™
objectives for the
first three years Cambridge Global Perspectives is a cross-curricular
of secondary course which encourages students to think critically
education. about a range of global issues. It helps schools
develop essential skills, such as creativity, research
Art & Design, and collaboration, which learners need for success
Digital Literacy, in higher education. It is available at every stage of
Music and Physical Education have recently the Cambridge Pathway, from Cambridge Primary
been added in the Cambridge Lower Secondary through to Cambridge Advanced.
programme as well, alongside the existing subjects –
English as a first or second language, mathematics, Opening Doors to Universities Worldwide
science, Cambridge Global Perspectives and ICT
Starters. The new subjects have been designed to be Last but not least, when considering an international
culturally sensitive and provide a wide foundation that education for your child, it is never too early to think
supports progression to more subjects at Cambridge about routes from school into higher education, and
Upper Secondary and to other educational systems. to assess the real value of the qualifications offered
by a school. Cambridge IGCSEs and International AS
Cambridge & A Levels have global recognition and value.
IGCSE is the
Every year, students use Cambridge International
most popular AS & A Levels to gain places at leading universities
international worldwide including in the UK, Ireland, USA, Canada,
qualification Australia, New Zealand, Malaysia, China, India,
around the world Singapore, Egypt, South Africa, The Netherlands,
for learners aged Germany and Spain. All UK universities accept
14 to 16 years. It Cambridge International AS & A Levels, and they
was developed are formally accepted by over 700 US universities,
over 30 years ago including all of the ‘Ivy League’ universities. In some
and is recognised places, such as the US and Canada, good grades can
by leading equal one full year of university course credit.
universities
and employers AT A GLANCE
worldwide. There are over 70 subjects available
at Cambridge IGCSE, including 30 languages, and • Cambridge International is part of the world-
schools can offer them in any combination. renowned University of Cambridge.

For students • Over 10,000 schools in 160 countries offer
aged 16 to 19, Cambridge programmes and qualifications.

Cambridge • Cambridge IGCSE is the world’s most popular
International AS international qualification for 14 to 16-year-olds. It is
& A Levels are taught in over 150 countries.

ideal preparation • Cambridge International AS & A Levels are accepted
for university, by over 1,500 institutions worldwide, including all UK
higher education universities and over 700 universities in the US.
and the world
of work. They • Students can join the Cambridge Pathway at
develop a any stage, and easily transfer to a Cambridge
deep subject programme in another country.
understanding
(with 55 courses If you would like to learn more about how the
available) Cambridge Pathway could benefit your child, and to
find your nearest Cambridge school,
visit www.cambridgeinternational.org.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 77

HELPING YOUR CHILD STAND
OUT FROM THE CROWD AND FIND

THEIR PLACE IN THE WORLD

Cambridge International and The within their local community and It is available to all 14- to 24-year-
Duke of Edinburgh’s International experience adventure outside the olds and since its launch over 60
Award are working together to classroom. years ago it has inspired millions
offer your child the opportunity of young people to transform
to enhance learning both inside About Cambridge their lives. Doing the Award is
and outside the classroom. Both International a personal challenge and not
organisations believe that not all a competition against others;
learning happens in the classroom Cambridge International prepares it pushes young people to step
– in fact, some of life’s biggest school students for life, helping outside their comfort zone and
lessons can happen in the least them develop an informed recognise their achievements.
likely locations. curiosity and a lasting passion
for learning. We are part of The Award comprises three levels
By participating in the Award as the University of Cambridge. and four sections:
non-formal education alongside The Cambridge Pathway helps
the academic Cambridge students aged 5 to 19 years • Bronze – for those over 14 years old
programmes, your child will have develop thinking and learning skills • Silver – for those over 15 years old
the opportunity to step outside – ready to tackle the demands • Gold – for those over 16 years old.
their comfort zone and develop of tomorrow’s world, capable of
soft skills such as leadership, shaping a better world for the Participants complete all
teamwork and confidence through future. four sections at each level to
a holistic education. achieve their Award – Service,
About The Duke of Skills, Physical Recreation and
Helping to challenge Edinburgh’s Adventurous Journey. At Gold
young people International Award level, participants also complete a
residential project.
Through the Award, we are helping The Duke of Edinburgh’s
students to become confident, International Award is a global Learn more!
responsible, reflective, innovative non-formal education framework,
and engaged learners. We are which operates in more than 130 For more information visit
also creating opportunities countries and territories, helping to www.cambridgeinternational.org/
for your child to develop skills, inspire young people to dream big, intaward
get physically active, volunteer celebrate their achievements and
make a difference in their world.

“(At Straits International School) There are currently 23 students on The Duke of Edinburgh’s International
Award programme. We feel it is vital that students get a holistic education that goes beyond the classroom
and is based on healthy competition, while also celebrating everyone’s efforts to challenge themselves.”
Chris Terry, Head of Secondary at Straits International School, Malaysia

78 www.EducationDestinationMalaysia.com

Education ready.
University ready.
Work ready.
Ready for the world.

Cambridge International works with The Duke of
Edinburgh’s International Award to enhance learning
both inside and outside the classroom. We believe
that not all learning happens in the classroom – in fact,
some of life’s biggest lessons can happen in the least
likely locations.

To find out how we can help your child to be ready
for the world, visit
www.cambridgeinternational.org/intaward

Types of Curricula Simon
Milward,
WHAT IS AN Principal
INTERNATIONAL of the
BACCALAUREATE Elementary
(IB) CONTINUUM School of
SCHOOL? IGB International School
(IGBIS), gives an overview
of the IB Curriculum and
the characteristics of an
IB continuum school.

The International Baccalaureate is an 1) Learner Profile Attributes
organisation that offers four educational
programmes for a worldwide community of These are the 10 character attributes that we expect
schools. Its ‘aim is to develop internationally minded students to strive to develop both in and outside of
people who, recognising their common humanity school that contribute to making the world a more
and shared guardianship of the planet, help to create peaceful place. The students are expected to become
a better, more peaceful world’ (PYP The learning inquirers, thinkers, communicators, and risk takers
community, International Baccalaureate Organization and to be knowledgeable, principled, open-minded,
2018). caring, balanced and reflective.

Schools that embark on an IB journey have a rigorous 2) Approaches to Learning Skills
authorisation and evaluation process to work through
to ensure that the quality of the programmes offered These are sometimes referred to outside the IB
by the school are maintained and retained once community as ‘21st century skills’. The broad
authorisation has been granted. categorisation of these are Social skills, Thinking
skills, Communication skills, Self-Management skills
The Four IB Programmes and Research skills. These are further broken down
into sub skills that differ between the programmes.
The four programmes are age specific although there
are commonalities between the programmes. 3) Conceptually Driven

Primary Years Programme (PYP): 3–12- years-olds Units of inquiry across all of the IB programmes are
Middle Years Programme (MYP): 11–16-year-olds concept driven. Whilst the Diploma programme has
Diploma Programme (DP): 16–18-year-olds greater content this can be grouped conceptually.
Careers Programme (CP): 16–18-year-olds For example, in history students may inquire into
the concepts of peace and conflict, they would then
Schools have a choice which programmes that use examples in history of ‘wars’ (conflict) and the
they wish to offer depending on their individual underlying reasons behind these and how peace
circumstances and clientele. If they offer one came about.
programme like the Diploma they can state that
they are an IB World School. Other schools offer just 4) Inquiry-based
the Primary Years Programme (PYP) or any other
combination. Currently there is only one school Students are encouraged to ask questions, be curious
in Malaysia that offers all four IB programmes and to be active learners. The curriculum is designed
completing the full continuum. to be significant, engaging, challenging and relevant
to students.
Commonalities Within the 4 IB
Programmes 5) Independent Study Project at the End of
Programme
Within the four IB programmes there are
commonalities. At the end of each programme, students must
complete an independent study project. For the
PYP it is the PYP Exhibition, the MYP, the Personal
project and in DP the extended essay and in the CP,

80 www.EducationDestinationMalaysia.com

Types of Curricula

a reflective project. Throughout these study projects, Within the IB programmes (MYP/DP), students have

the students work with a mentor to help guide them a combination of coursework and exams that they

through this. All the projects highlight the use of take. The MYP has e-assessments whilst the DP has

‘21st century skills’, learner profile attributes and written exams.

knowledge to explore and solve real life problems.

Benefits of IB Programmes

6) Service Any student can embark on the journey of being

Students are expected to take action as a result of educated through the IB programmes. It is noticeable

their learning in the PYP. This may be something that students become much more confident and

small like changing their eating habits after inquiring willing to ask questions to gain greater insight into

into nutrition in the ‘Who we are’ unit or it could be their world. They make meaning, are curious, creative

more community related like raising awareness about and open-minded.

the dangers of smoking. In the MYP, DP and CP this

is more service oriented and could be assisting on The programmes equip the students of all ages in

a regular basis at a soup kitchen or being an active skills and attributes that help them become lifelong

member of the ‘race for life’ organising committee. learners capable of adapting and thriving in diverse

Transdisciplinary Themes and Global situations and conditions. Comments from students
Contexts who have completed their IB education are that they
are readily accepted into universities around the

Within all of the IB programmes there are knowledge world. Both students and parents have observed that

components, in the PYP and MYP the knowledge the programmes helped them think creatively to solve

component of the programmes are organised around problems at university and beyond as well as to start

transdisciplinary themes (PYP) and global contexts independent ventures and initiatives. Having greater

(MYP). awareness and appreciation of other cultures, being

internationally minded is a benefit of an IB education.

PYP Transdisciplinary themes:

• Who we are For more information, please visit

• Where we are in place and time www.igbis.edu.my

• How we express ourselves

• How the world works

• How we organise ourselves About the writer
• Sharing the planet
Simon Milward is very experienced with the International

MYP Global contexts: Baccalaureate (IB) curriculum. He has been serving as
an IBEN (International Baccalaureate Educator Network)
• Identities and relationships contributor since 2007, conducting many IB workshops and
• Orientation in space and time assessing schools to see if they are qualified as an IB school.
• Personal and cultural expression He is currently the Principal of the elementary school of IGB
• Scientific and technical innovation International School (IGBIS), the only school in Malaysia which
• Globalisation and sustainability offers the full IB continuum programme.
• Fairness and development

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 81

Types of Curricula

UNDERSTANDING THE IGCSE
AND HOW TO PREPARE YOUR
CHILD FOR IT

Paul Kennedy, Deputy Principal, and Amali
de Silva, English Department Teacher, at
Sayfol International School provide some
helpful information on the IGCSE.

Paul Amali de
Kennedy Silva

Of course, every parent wants the best IGCSE provides students with a wide range of
education for their child. However, navigating subjects where they are encouraged to draw
through the many options available can be parallels and understand how areas of study are
confusing. Here in Malaysia, local parents must sort interconnected.
through a whole range of acronyms and possibilities.
Should we go SK to SMK with UPSR through to SPM What are the Benefits of IGCSE?
and then STPM? Or, perhaps, an SJK(C) or SJK(T)
might be best? Should we consider a private school? One of the key benefits of the IGCSE, apart from
And anyone considering a private school might ask, being a gateway to upper secondary and tertiary
what about IGCSE? Or maybe we should consider education, is that it provides students with an
the IB option from PYP and MYP through to DP? opportunity to explore a range of core and elective
Confused yet? Don’t be! The International General subjects quite comprehensively. The exam covers a
Certificate of Secondary Education (IGCSE) is a range of subjects that students will be able to explore
fantastic option for your child and offers a well- in detail throughout their course, which helps a great
rounded and meaningful education that will prepare deal when specialising in foundation level courses
them well for a bright future. that lead to diplomas and higher degrees.

What is IGCSE? What’s also quite rewarding about the IGCSE is that
it encourages ‘thinking outside the box’ or stepping
The IGCSE is the most popular international outside your comfort zone. Subject content is
qualification for 14 to 16-year-olds. It is offered sourced from all over the world and engages both
in around 10,000 schools in over 160 countries. the child’s academic and emotional intelligence. This
Students can choose from a range of over 70 is particularly invaluable in building character and
subjects and are allowed to take between five and 14 developing empathy among students.
subjects per sitting. But we don’t recommend more
than around eight! In addition, many universities worldwide require a
combination of IGCSEs and A Levels. For example,
One of the unique features of the IGCSE syllabus most US and Canadian universities require A Levels
is the fact that it is designed to encourage cultural and some subjects in IGCSE. There are, however,
awareness and adaptability to different cultures in some universities that accept students with just five
your local environment. A key difference between IGCSEs.
a local curriculum and the IGCSE is that students
get to experience each subject with more global What Subjects are Available?
relevance, allowing students to appreciate their
own environment and also experience regional and Students taking the IGCSE have a vast variety of
intercontinental versions. subjects to choose from. To begin with, IGCSE covers
the core subject areas quite comprehensively, with

82 www.EducationDestinationMalaysia.com

Types of Curricula

“The IGCSE is the most popular
international qualification for
14 to 16-year-olds. It is offered
in around 10,000 schools in
over 160 countries.”

moderation guidelines which require teachers to be
trained and updated regularly.

a range of options available in both Mathematics Assessment is focused on areas such as:
and English. If students find any of these areas - the understanding of subject content
challenging, they will be happy to know that exams - the application of knowledge in practical contexts
are designed to suit different learning styles and
aptitude in each area. as well as new environments
- intellectual autonomy
For example, there are both First Language and - how students adapt to change
Second Language options to be considered when - sensitivity and adaptability to a range of cultural
taking English as an IGCSE subject. Therefore,
students who are extremely confident in the language environments
and those who approach it as a second or additional
language can find a more suitable option too. Maths How Can Students Prepare for IGCSE?
and the more challenging Further Maths are also
available. All examining bodies (i.e. Cambridge, Edexcel, Oxford
AQA) provide very clear assessment objectives
Several elective subjects are available in Humanities, that make the preparation for the exam well-
such as Geography, History and Economics, and structured and easy to follow. A clear and thorough
there are over 70 language subjects to choose from. understanding of the assessment objectives ensures
a positive result.
If you are more inclined towards subjects such as
Art and Design, Sciences, Accounting, ICT, Music or Schools that prepare students for the IGCSE provide
Physical Education, you will be happy to know that both core subject knowledge and study skills required
recently these are becoming increasingly popular to perform well at the exam. It is important to
here in Malaysia. remember that subject knowledge and study skills
have to be developed side by side. It is useful to
How is IGCSE Assessed? enhance your subject knowledge with supplementary
sources such as videos and articles you can find
Assessment of IGCSE exams is carefully regulated online. The Internet is a valuable resource that
and moderated by the respective examination boards, has a wide range of audio-visual aids as well as
such as Cambridge or Edexcel. reading material that will help develop and enhance
knowledge in many areas.
Most subjects in the IGCSE are externally assessed
paper-based exams. Some subjects have coursework Exam skills can be improved with regular practice
components that are assessed internally and in timed conditions that help to artificially create an
moderated by an external examiner. The internally environment that trains you to perform well under
assessed examinations have to follow strict pressure.

That being said, choosing a range of subjects that
you enjoy learning about is a great first step on your
IGCSE journey.

For more information,
visit www.sayfol.edu.my

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 83

Teacher Profile

“I enjoy seeing that spark of curiosity
ignite in students’ eyes, those
moments of wonder and seeing
students surprise themselves with
what they can do, think and be.”

Dr. Maria Osowiecki

United Kingdom
The Alice Smith School
(Secondary Campus)
Principal

Subjects / Years Taught What do you like most about teaching?

History to Years 7 to 13 Teaching is a great privilege — not only do you get
to learn about and share with others the subjects
How long have you been teaching? you love on a daily basis, you also help young
people to flourish by creating a safe and supportive
16 years. environment in which they are able to grow, learn and
thrive. I enjoy seeing that spark of curiosity ignite in
Why did you become a teacher? students’ eyes, those moments of wonder and seeing
students surprise themselves with what they can do,
As an historian, I am deeply interested in people — think and be.
their stories, motivation and uniqueness. It was whilst
carrying out some undergraduate teaching during What is the best thing about teaching
my doctoral research that I discovered a real joy in at your school?
sharing my enthusiasm for History through teaching
and nurturing a love of learning in students. Alice Smith students and staff are extraordinary;
our teachers are innovative, collaborative and
Tell us about your own education journey. lead on learning; our students value being part
of a supportive community and are an absolute
History is my subject love and I was fortunate pleasure to teach. I frequently stand in admiration
enough to be able to study it at undergraduate and of the extensive range of interests so many of our
postgraduate degree level (University College London students pursue and how they balance this with a
and the University of Cambridge). I remained at commitment to their own learning. Finally, the care
Cambridge after completing my PhD in Medieval and support they give to each other in and outside of
History to train as a History teacher. lessons is demonstrative of our values of kindness,
respect, integrity, connectedness and resilience.
What is the most memorable moment
in your teaching career so far? Who or what inspires you?

Meeting Rudi Oppenheimer — a Holocaust survivor Our students — every single day.
and former prisoner of Bergen-Belsen concentration
camp. Rudi and his two siblings narrowly survived What do you think is the biggest challenge
Bergen-Belsen and were evacuated on the ‘last for educators today?
train from Belsen’ in the dying days of World War
2. Rudi visited my former school at Bergen-Belsen We need to be mindful of the importance of a holistic
and spoke with students about his experience: such education for our students as we are preparing
opportunities to learn about deeply historical events them for a potentially very different job market than
from eyewitnesses are rare, moving and stay with you exists today and a planet that needs us to prioritise
for the rest of your life. sustainability.

84 www.EducationDestinationMalaysia.com

Student Profile

“I am particularly fond of Mathematics
and Physics because they always
give a great sense of achievement

and satisfaction whenever I come to
understand a difficult topic or a question.

Describe yourself in three words. Yap Shen Hwei

I believe that I am a persistent, inquisitive and an Malaysia
energetic challenge-seeker. 18 years old
Year 13
What is your favourite subject and why? Tenby Schools Ipoh

I enjoy all my A Level subjects (Biology, Physics, If you could change one thing about being a student
Chemistry and Mathematics). I am particularly at your school, what would it be?
fond of Mathematics and Physics because they
always give a great sense of achievement and The rapid development of properties around our
satisfaction whenever I come to understand a school means that more trees are being cut down
difficult topic or a question. I love diving deep into at an alarming rate. As a student at Tenby, I prefer to
Physics concepts and the world of numbers and be surrounded by nature and greenery.Though these
formulas. problems may not be within the school’s reach, Tenby
is constantly striving as an Eco-School to help create
I also love science, in particular Biology. Biology is a greener environment for us, and I am helping to
very content-filled, and it is very interesting. introduce school wide ‘Green” initiatives.

What kinds of extracurricular activities Describe your school in three words.
do you do and why?
Nurturing, Encouraging and Culturally- rich.
I have joined various types of ECAs ranging from
sports to the arts throughout my high school What do you hope to do when you finish school?
years. One of my favourite sports is basketball. I
enjoy basketball because it is a tactic and team I hope to get into my dream university and pursue
based sport that is both a leisure and competitive a bioengineering degree. I believe that this degree
activity. I have represented my district, Kinta Utara, would be a stepping stone for me to contribute to
in recent years. the mitigation of climate change and distresses of
people on a global scale. After my exams, I would
What opportunities has your school given you like to do some volunteer work and gain some work
that you would not have had otherwise? experience. Furthermore, I would like to pick up a new
hobby such as knitting and painting to revitalise my
Tenby’s multicultural environment has given me the energy after exams.
opportunity to widen my perspective of the world
and enhance my life experiences. What do you think is the biggest problem with the
world today? What can you do about it?
In addition to my leadership opportunities, Tenby
has awarded me an academic scholarship and the I strongly believe that the biggest problem in the
support I have received from the school’s teachers world today is conflict. Conflicts of interest cause
has been instrumental in my academic successes. disagreements and undesirable tensions between
I am extremely grateful for all these opportunities countries. There is also great conflict between the
that are preparing me for the future. corporate world and the environment, such as over-
deforestation which leads to global warming that
signifies the anger of our environment.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 85

Types of Curricula

WHAT IS THE INTERNATIONAL
MIDDLE YEARS CURRICULUM?

Therese Andrews, Head of International Curriculum
– Primary and Middle Years at Fieldwork Education,
explains everything there is to know about the
International Middle Years Curriculum (IMYC).

The International Middle Years Curriculum but also that they understand why they are learning
(IMYC) was launched in 2011 with the aim in this way. Units of learning are based around
to improve learning for students aged 11 to unique and abstract concepts called Big Ideas and
14 years old. It was designed to inspire students are designed to last for six weeks. The units of
and meet the unique needs of developing teenage learning contain learning activities and reflective
brains during a time when many, overwhelmed by journaling questions connecting subjects to the Big
the combination of the transition from Primary to Idea, so that students can continue to learn with
Secondary education and the changes in their bodies single subject teachers, within the boundaries of a
and brains, can become disengaged in their learning. Secondary School timetable, allowing students to
Spread across three age ranges: Milepost 1 (11-12 make connections between their subjects. There
years), Milepost 2 (12-13 years) and Milepost 3 (13- are 30 units of learning, with 10 per age group. We
14-year olds), the particular learning needs of each recommend that schools select six units to use
age has been researched and taken into account. over each school year and teachers can use helpful
online tools for yearly planning to ensure all learning
Philosophy of the objectives are met.
Middle Years Curriculum
International Mindedness,
The philosophy of the IMYC is constructed around Entry and Exit Points
three essential concepts:
• The Learning Goals for the IMYC seek to encourage The International Mindedness Learning Goals are
the holistic development of learners, with three unique to the IMYC and help students continue the
categories of Learning Goals being defined: move towards an increasingly sophisticated national,
‘Personal’; ‘International’; and ‘Subject’ Learning international, global and intercultural perspective and
Goals. develop a sense of International Mindedness. The
• Rigorous and deep learning is represented by distinct way in which students are introduced to a
different types of learning. These types of learning unit of learning is also unique to the IMYC with the
have been defined by Fieldwork Education under the use of Entry Points. At the very beginning of each
categories of Knowledge, Skills and Understanding. unit, students will enjoy an exciting event or activity
The IMYC is designed to address each of these types that creates a memorable Entry Point. The aim of
for learners. the Entry Point is to get students thinking about, and
• The IMYC Learning Process outlines the route engaged with, the learning that’s to follow.
to be taken through a unit. The stages are defined
as the ‘Entry Point’; ‘Knowledge Harvest’; ‘Learning
Activities’; ‘Reflective Journaling’ and ‘Exit Point’. The
IMYC consist of a diverse range of exciting, engaging
and globally relevant units of learning, which are
designed around the IMYC Learning Process.

Learning Activities Connect Subjects
to Big Ideas

The IMYC has been developed around the latest
neuroscientific research on how the adolescent
brain learns. It is important that students don’t just
experience the structure and process of the IMYC,

86 www.EducationDestinationMalaysia.com

Types of Curricula

This is then followed at the end of the learning
process by an Exit Point. During the final week of
each unit, teachers and students come together
for an extended period of time in a final formal
opportunity for students to demonstrate the
understanding that they have developed through
a project that they have conceived, designed and
produced. The hard work is in the thinking and
planning that is at the heart of the Exit Point.

Unique Forms of Assessment

The learning focus of the IMYC means that in terms
of assessment, the school can assess knowledge
and understanding in a way that works for them in
their unique contexts. However, our Assessment
for Learning Programme ensures that schools are
supported in the assessment of skills and provides
rubrics and learning advice for teachers to use with
their learners in the classroom through the Learning
Process. This helps teachers to track and record
students’ learning through Beginning, Developing
and Mastering for every age group. The International
Middle Years Curriculum encourages learners to think
both from a subject or discipline perspective as well
as from a broader perspective in terms of how each
subject connects to abstract, overarching concepts.
Learners enjoy the process of learning especially the
Entry and Exit Points!

A Perfect Final Step

The IMYC is an ideal curriculum for any student.
Rigorous learning experiences motivate students to
learn more and on a deeper level, whilst also giving
them a sense of personal accomplishment when they
overcome a learning challenge. The IMYC has been
written to support teachers in improving learning for
their students in different contexts.

IMYC is the perfect final step along the international
curricular journey. Schools have the opportunity
to utilise the International Early Years Curriculum
(IEYC): a holistic enquiry and play-based approach
that engages the learner and captures their curiosity.
Learners are then able to progress to the International
Primary Curriculum (IPC): a comprehensive, thematic
and creative curriculum, with a clear process of
learning and specific learning goals for every subject,
leading seamlessly onto learning as a teenager
with the IMYC. As students develop and understand
the way in which they learn on an individual level,
they will have already learnt valuable strategies
that will benefit them as they head into their formal
examination years and onto higher education.

For more information, visit
www.fieldworkeducation.com

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 87

IMPROVING LEARNING
AROUND THE WORLD WITH

FIELDWORK EDUCATION

Fieldwork Education has been Capturing Curiosity Laying a Foundation
improving learning in classrooms in Early Years in Primary
and school communities for
more than 30 years through our In recent years there has been As children reach ‘formal’
range of international curriculum a global movement towards education, it’s our job to provide
solutions and professional improving the quality and them with the necessary structure
learning programmes. We strongly provision of early years education. that will allow them to excel as
believe in focusing on the whole As a result, early childhood they progress to secondary school,
student and that we need to be education is now viewed as a whilst keeping them excited and
just as concerned about the types contributing factor to long-term engaged in their learning.
of children we are developing and social and economic gains.
how they are learning, as we are The International Primary
with what they are learning. The International Early Years Curriculum (IPC) focuses on
Curriculum (IEYC) recognises developing knowledge, skills and
Our three international curriculums global best practice in early understanding of subjects set
were each developed around the childhood education and the within child-friendly, thematic
unique developmental needs of developmental needs of 2- 5- units of work that are creative
the children in each age group, and year-olds. It supports learning and challenging for children of all
they continue to grow in popularity through holistic enquiry and abilities.
worldwide as schools increasingly play-based approaches covering
look to go beyond subject teaching all curriculum areas including Since launching 20 years ago,
by introducing personal goals – personal, social and emotional the IPC has been embraced
attributes that will ensure every development. and delivered in over 1,000
student is prepared for their roles schools worldwide. In addition
as global citizens. What children want to learn can to helping children develop a
be endless at this age and this global awareness and a sense of
type of natural curiosity has themselves and community, each
already started long before a child unit includes specific tasks related
enters school. As educators, we to ‘International Mindedness’ as
must look for ways to capture a subject in its own right, and
children’s natural curiosity also encourages all units to be
and shape their exploration in taught from both a host and home
meaningful contexts at the start country perspective. This allows
of their educational journey. children to feel both a connection
to where they are currently living
and their home country.

88 www.EducationDestinationMalaysia.com

Preparing for the Future help strengthen new connections Enabling Our Global
in Secondary and to ensure that the existing Learning Community
knowledge and skills are not lost
The transition from primary to or pruned. Just as we encourage
secondary can be a challenging collaboration between children
time for students. We want to Learning with the IMYC follows in classes, we encourage
inspire them at a time when units based around a concept collaboration between our
they are overwhelmed by this - the ‘Big idea’. Students link member schools. Our member
transition. On top of the changes their learning across different schools benefit from being
happening, students may be at subjects through the Big Idea, part of a larger, global learning
risk of becoming disengaged in considering what they’re learning community by sharing best
their learning. from personal, interpersonal and practices and resources with each
global perspectives. This process, other, and often reaching out to
Our International Middle Years which takes into account findings other schools when planning a
Curriculum (IMYC) has been from neuroscience and cognitive unit to further connect the idea
specifically designed to support psychology, helps students to international mindedness in
students during this crucial time. become engaged and active their classrooms. We facilitate
The adolescent brain is at a learners preparing them well for this through webinars, regional
stage of specialising and pruning the next stage of their learning – events, interactive online courses,
connections in a ‘use it or lose it’ iGCSE/GCSE, A Levels/IB Diploma e-learning resources and our
fashion. It is vital for students to and onwards. online pinboard where schools
make meaning of their learning to can share and connect.

Empowering leaders, personal reflection, group
Leadership Teams discussions and forward planning.
The ILMP Senior Leaders
We offer leadership development comprises five modules over a
that is designed to inspire staff single calendar year. Completing
and transform schools into the ILMP develops leadership
learning-focused environments. capacity through a blended
Our International Leadership and learning approach that includes
Management Programs (ILMP) residential, online and experiential
are professional development learning.
courses for practitioners designed
to have an impact on improving Find out more about our
student learning in schools. International Curriculums and
Leadership programmes at
The ILMP Middle Leaders is www.fieldworkeducation.com
a face-to-face program that
combines input from the session

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 89

Types of Curricula

THE ONTARIO
CURRICULUM

Heath Danielle Heath Kondro, Principal at Sunway International
Kondro Snyder School, Sunway City; and Danielle Snyder,
Deputy Principal at Sunway International
School, Sunway Iskandar; discuss the unique
features of the Ontario Curriculum.

Sunway International School (SIS), at both exciting, research-based, and leading edge curriculum
Sunway City and Sunway lskandar campus, for both children and parents. It is designed to
are the only schools in Malaysia that offer the provide children with a foundation to start Grade 1
Ontario (Canada) Curriculum. with an engaging, inquiry and play-based learning
programme.
SIS Sunway City is inspected annually by the Ontario
Ministry of Education and authorised to grant High Elementary School (Grades 1 to 8)
School credits leading to the Ontario Secondary
School Diploma (OSSO), a widely recognised From Grade 1 to 6, the programme focuses on
programme accepted by top-tier universities building a base that will help to identify each student’s
worldwide. potential. The programme balances academic rigour
with a strong emphasis on literacy, numeracy, and
The Canadian education system has been learning skills which serve as a foundation for all
consistently ranked tops in the English-speaking other academic achievement and lifelong success.
world in the Programme for International Student Students also discover more about themselves and
Assessment (PISA) 2018 survey by the Organisation begin to establish their self-identity as learners.
for Economic Co-operation and Development (OECD).
Canada’s public education system is clearly one of At Grades 7 and 8, the programme focuses on
the best in the world. The survey conducted every preparing students for a smooth transition from
three years measures 15 to 16 year-old students Elementary to High School. Students are exposed to
from 79 countries in science, mathematics, and fun and fruitful learning through a student­-centred
reading. approach. They are expected to participate actively
in class and to explore issues and ideas with growing
In fact, a study produced by The Economist confidence.
Intelligence Unit in 2017, ‘Worldwide Educating for
the Future Index’ ranked Canada second in the world The four core subjects at the Elementary level are
in terms of preparing students for the future. Math, English, the Arts, and Social Studies. Students
are also exposed to the richness of the rotary
A holistic approach to education is used to enable subjects including Healthy Active Living, Second
students to fully develop their potential using the Languages, and Science & Technology.
best pathways for academic and overall success.
SIS students are encouraged to be inquisitive, High School (Grades 9 to 12)
independent lifelong learners and, above all, to enjoy
learning. The Grades 9 - 12 programme is designed to educate
the students as a whole by equipping them with 21st
Overall Structure Century Learning Skills. There is increased academic
rigour in Grades 9 and 10 to build a strong academic
The curriculum begins with two years of foundation in diverse subjects. Grades 11 and 12 are
Kindergarten, eight years of Elementary and four more specialised and prepare students for university
years of High School. education with in-depth coverage of concepts
in all disciplines. The emphasis is on projects,
Kindergarten assignments, field trips, and independent and group
work. Students develop analytical, communication,
The two -year Ontario Kindergarten programme is an organisational and research skills in the process.

90 www.EducationDestinationMalaysia.com

Types of Curricula

To graduate and receive the Ontario Secondary Assessment and Evaluation
School Diploma, students must successfully
complete 30 credits, the Ontario Secondary School The approach to student assessment and evaluation
Literacy test, and a minimum of 40 hours of is unique and has a significant impact on the variety
community service. of teaching and learning strategies implemented
in the classroom. Assessment is an ongoing
The High School programme is offered as semester- process rather than an event at the end of the
based where students will study and focus on four year. Information is gathered through a variety of
credit subjects each semester. It also serves as means, including formal and informal observations,
preparation for colleges and universities where the discussions, learning conversations, questioning,
semester­based programme is common. conferences, homework, tasks done in groups,
demonstrations, projects, peer and self­-assessments,
For close to 30 years, the Canadian programme self-reflections, tests, and more. This wide array of
at Sunway College and International School has assessment practices permits a more complete
produced more than 7,000 graduates who have understanding of student progress and helps in the
been accepted into over 140 major English-medium preparation of the next steps.
universities around the world such as University
of Toronto, University of Melbourne, King’s College Final grades reflect a 70-30 split — 70% of the grade
London, New York University, and more. is determined by work completed throughout the
course and 30% by final evaluations.
Core Values
“Assessment FOR learning” happens each day in
The Ontario Curriculum seeks to transform the
learners of today into the leaders of tomorrow by class. Teachers provide students with descriptive
fostering the development of ‘six Cs’: feedback and coaching for improvement which
provides the basis for what students need to do next.
• Character Education: Honesty, self-regulation and
responsibility, perseverance, empathy for others, “Assessment AS learning” - Students develop their
self-­confidence, personal health and well-being,
career and life skills. capacity to be independent learners, learn about
themselves and become aware of how they learn i.e.
• Citizenship: Global knowledge, sensitivity to and they become metacognitive.
respect for other cultures, active involvement in
addressing issues of human and environmental “Assessment OF learning” is the result statement of
sustainability.
the final mark found on each student’s report card.
• Communication: Effective communication orally,
in writing and with a variety of digital tools and Overall, students develop as critical thinkers, problem
listening skills. solvers, lifelong learners, global citizens and confident
leaders of tomorrow.
• Critical thinking and problem solving: In the design
and management of projects, and decision-making. Entering its 13th year, Sunway International School
has emerged as a top choice among parents for
• Collaboration: Ability to work in teams, to learn from international school education in Malaysia.
and contribute to the learning of others and engage
in social networking with diverse others. For more information,
visit www.sis.sunway.edu.my
• Creativity and imagination: Economic and social
entrepreneurial skills, willingness to consider and
pursue novel ideas, and leadership for action.

EDUCATION DESTINATION MALAYSIA: Guide to International & Private Schools 91

Student Profile

Teioh Nuan Ning “The school has
helped pique my
Malaysia interest in poetry,
14 years old when my English
Year 9 teacher believed in me
HELP International to take part in a poetry
School slam despite my lack
of experience.”

Describe yourself in three words. In Music, I am always having fun performing in
ensembles for various occasions. I also had the
Artistically inclined teacher. opportunity to perform as violin soloist with an
orchestra from outside of school, ie. collaboration
What is your favourite subject and why? with the orchestra from UPM.

My favourite subjects are History and English. I think If you could change one thing about being a student
I particularly enjoy English because I enjoy analysing at your school, what would it be?
and reading in between the lines of different authors,
inferring what vocabulary used in different contexts I would encourage students to take more initiative in
means, as well as putting my own words to paper. organising and participating in activities such as the
I’m especially fond of History thanks to the way arts, speech, creative writing, poetry, debate, music,
that it is taught by my history teachers in the past, maths and more.
often making the subject engaging through narrative
lectures and adding interactive elements into an Describe your school in three words.
otherwise bland subject.
Vibrant, energetic, technologically savvy.
What kinds of extracurricular activities
do you do and why? What do you hope to do when you finish school?

I play the violin, debate and I’m involved in the spoken When I finish school, I hope to pursue a career in
word community in KL. relation to the creative arts, or have a job that has the
opportunity to interact and help others.
What opportunities has your school given you
that you would not have had otherwise? What do you think is the biggest problem with the
world today? What can you do about it?
The school has helped pique my interest in poetry,
when my English teacher believed in me to take part I think the biggest problem with the world today is
in a poetry slam despite my lack of experience. apathy. People know the problems exist, and they
know what must be done, but it is either too much
Another inspiring journey was the World Scholar’s work, or not in their best economic interests to solve
Cup, where through teachers’ initiative and guidance, the problems. People like Greta Thunberg are on the
I achieved my dream to go to Yale University in the US right track, using their influence as a way to pressure
for the Tournament of Champions at the age of 13. political leaders into taking action.

92 www.EducationDestinationMalaysia.com

RafflesAmericanSchool is a fully accredited K-12 Find out more at
boarding and day school offering world-class American
education. We are a learning community composed of www.Raffles-American-School.edu.my
qualified and dedicated academic faculty that empower
students to learn at the highest academic standards. [email protected]
Built in 2015, our state of the art 46-acre campus
features unparalleled facilities and the only
privately-owned planetarium theater in Southeast Asia.

Jalan Raffles, 79050 Iskandar Puteri, Johor +607 509 8750