THE STAR Tuesday 5 August 2014

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

The building
blocks of
education
Upscaling preschools
for future success.
StarSpecial
2 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
By ANUSHIA KANDASIVAM
I
N Malaysia, statutory education
begins at six years old. For many
Malaysians, however, schooling
begins at the age of four or ve.
This is informal schooling
preschool.
However, preschool is where
the child learns the absolute
basics the alphabet, numbers,
and more importantly, how to
socialise. It is where he begins
becoming independent from his
parents a slow process that takes
about a score of years and learns
how to live in the bigger world.
Preschool attendance in
Malaysia is not at the level the
government would like it to be. In
2007, Malaysia ranked No.151 in
preschool enrolment rates in the
world, far below the high-income
OECD (Organisation for Economic
Cooperation and Development)
countries average.
According to the Malaysia
Education Blueprint 2013-2025,
as at the end of 2011 about 77%
of children aged four to ve
were enrolled in some form of
preschool education. The target
the government has set is to drive
enrolments to 92% in registered
preschools by 2015, which means
an additional 3,500 classes to
accommodate almost 71,000 more
children.
One of the ultimate aims of
the Blueprint as well as of the
Government Transformation
Programme (GTP) is to improve
education outcomes so that they
match those of high-performing
education systems.
The government has identied
education as a major contributor
to the development of the nations
social and economic capital, as
stated in Prime Minister Datuk
Seri Najib Razaks foreword to
the Blueprint. This is the reason
behind the push to improve
preschool education and
enrolment in Malaysia.
The roots
Though Malaysias ranking in
terms of preschool enrolments
may seem dismal, it must be noted
that Finland, Norway, Denmark
and Canada, developed countries
with excellent education systems,
were all within 25 ranks of
Malaysia in 2007/2008.
Why then is Malaysias early
childhood education and care
(ECCE) system not performing as
well as those in these countries?
When it comes to formal
schooling, the age at which
Malaysian students start
primary school is similar to
that of many high-performing
education systems around the
world. In fact, Finland, one of
the best performing systems in
international assessments, starts
formal schooling (primary school)
at the age of seven.
It can be argued that children
are able to enter these high-
performing education systems
at a later age and even without
Providing a good
foundation for education
The government
has identified
education as a
major contributor
to the development
of the nations
social and
economic capital,
as stated in Prime
Minister Datuk
Seri Najib Razaks
foreword to the
Blueprint. This
is the reason
behind the push to
improve preschool
education and
enrolment in
Malaysia.
preschool experience and do well
because of the type of education
they receive as well as its high
quality. Back in Malaysia, the
government is taking steps to
improve the education system
and make it more holistic, which
will go a long way to improving
outcomes and bringing it up to
developed nation levels. One of the
most important components that
will make or break this plan is the
people who deliver the education
teachers.
As part of the National Policy
on Early Childhood Education,
the rst Entry Point Project (EPP)
of the governments Economic
Transformation Programme (ETP)
is scaling up private ECCE centres
so that enrolment is comparable to
that in developed nations. It builds
on the GTPs goal of improving
student outcomes.
EPP2 is improving ECCE
training. According to ETP
statistics, 93% of preschool
teachers do not possess any formal
qualication. EPP2 is therefore
focused on raising the standards
of ECCE teachers through training
and certication.
In order to achieve this, the ETP
has set up an ECCE Council under
EPP1 and a Consortium and ECCE
Training Hub under EPP2. The
Consortium consists of nine ECCE
training providers and is working
towards a target of 200,000
qualied ECCE professionals by
2020.
Proper training ensures
professionalism and that quality
standards are implemented
in the eld. The ECCE Council
was established to look into
issues concerning qualications,
standards and quality, including
eforts to promote them. The
Consortium works in tandem
with the Council to upgrade the
qualications and upskill the
in-service and pre-service ECCE
workforce, explains Emeritus
Prof Dr Muhamad Awang, vice-
chancellor of SEGi University. SEGi
Education Group is part of the
Consortium.
Firm foundations
It is obvious that teachers need
proper training, but training at the
ECCE level is often overlooked in
Malaysia.
It is often assumed that
this phase of education is not
as important as others because
the children will not have many
memories from this time in their
life. However, since the brain does
most of its developing during
these ages, that assumption is
incorrect, says Lauren Ellis, head
teacher at JoyKids International
Preschool.
Preschool covers the years of a
childs life when their brains are
developing at a rapid rate. Studies
have shown that 80% of brain
development occurs before the
age of three.
It is therefore important for
teachers to have proper ECCE
qualications so they can ofer
the most thorough, efective and
developmentally appropriate
learning environment for these
children, Ellis adds.
It is essential that this learning
environment is supportive and
open so that the child is able to
explore and learn at his own
pace and in his own way without
pressure to perform.
It may seem implausible that
parents and teachers put such
pressure on preschool students,
but in todays kiasu (must be the
best) culture, it does happen.
> TURN TO PAGE 3
StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 3
A wave of change
> FROM PAGE 2
Remedying this requires a paradigm
shift in the way the rakyat views education
even at the preschool level. The Ministry
of Education is already exploring new
pedagogical approaches that will provide a
more holistic curriculum for students and
improve delivery of the curriculum on the
part of teachers.
Even preschool teachers need to be
trained to function within this type of
system as opposed to the traditional
results-based system that is the norm in
Malaysia.
Children should be free to explore
and gain mastery of their world and ECCE
educators strike a balance to support and
guide childrens learning experiences by
enabling children to reach the next level of
ability without limiting their individual and
creative self-expression, says Annirudh
Gupta, chief executive ocer of Safari Kid,
a preschool in Kuala Lumpur.
Preschool teachers, assistants and
carers have one of the most important
responsibilities in any school, which is
to ensure the development of formative
skills, social, emotional and academic
development as well as provide for the
physical well-being of the children.
They also must be able to make many
parents rst experience at separation from
their children as pleasant as possible. Some
of the biggest demands a school can have
come from parents who need the help that
only professionals can give. It is not just
students who learn about going to school,
says John Fancourt, principal of Raesia
International School Puchong.
As it stands now, the majority of private
preschools do not have any minimum
qualication requirement for their teachers
and carers, which means that these
teachers do not have the skills to provide
their students with the environment
necessary for them to learn and grow in.
Preschools that have set criteria are
usually those attached to a primary school
or international preschools, where the
teachers are required to possess at least an
ECCE degree.
Finding people who meet the criteria is
sometimes dicult in Malaysia, especially
if the school does not cast its net overseas
or if it is a small school.
Some way yet to go
The efforts of the ECCE Council and
ECCE Consortium should change all this.
The Consortium has constructed a 10-year
ECCE Workforce Training Roadmap in
order to achieve the target number of ECCE
professionals by 2020.
A recent study conducted by SEGi
Universitys School of Education exploring
the current work conditions of the ECCE
workforce in the private sector in relation
to its qualications, working conditions
and readiness for professional development
found that 83% of respondents were keen
to further their studies up to the diploma
level.
However, it was also found that there
was a low take-up rate for the RM1,000
living allowance given out each year by
the government to in-service preschool
teachers pursuing ECCE programmes,
showing that more work is needed to
bring awareness to the governments
efforts in scaling up ECCE training and the
opportunities available in this industry.
The government has put in place
some strategies to encourage teachers
to further their studies to a minimum of
a diploma such as allowing admission
through recognition of prior learning
experiences and more exible modes of
study beyond conventional pathways.
But there is still an urgent need
to involve all stakeholders to assist in
promoting and creating awareness
of the importance of training
and professional development in
strengthening the ECCE profession, says
Dr Muhamad.
It seems there is quite a way to go
before the vision of high-quality
preschool education t for a high-
income nation becomes a reality
in Malaysia. But the process
is just starting, so all that is
left for the rakyat to do is
monitor and support it,
and hope.
Preschool teachers need
to be trained to function
within a more holistic
education system.
International school
hosts Open Day
THE Australian International School will
be holding an Open Day this Friday (Aug 8)
from 10am to 1pm.
The schools Open Days are the perfect
opportunity for prospective parents
and family members to experience life
at AISM and to get to know more about
an Australian primary and secondary
education.
Parents will be able to meet teachers
and listen to presentations delivered by
the principal and heads of school to learn
more about the schools philosophies, key
learning areas and the difference between
the Australian curriculum and others.
While parents attend the talks, younger
children will be treated to a storytelling
session and older children may opt to join a
science trial class.
The event also allows parents and family
members to see classes and teachers in
action during an interactive school tour. In
this school tour, parents will be allowed
to enter designated classrooms, explore
students work as well as speak to class
teachers and students about their learning.
The tour will demonstrate the 21st
century learning practised at AISM in
modern and open-concept classrooms
and exible learning spaces designed to
facilitate learning beyond the classroom
walls.
Parents will also visit AISMs performing
arts centre that has purpose-designed
rooms for dance, drama and music, an
amazing library and even a black box
theatre.
To register for the talks, school tour and
activities, please e-mail events@aism.edu.
my or call +603-8949 5000 (please mention
Open Day).
About AISM
THE Australian International School
Malaysia (AISM) is the only international
school in Malaysia that offers an
Australian curriculum. The Australian
curriculum offers seamless transition
into education pathways in Australia and
provides an international qualication
recognised by top universities around
the world.
Growing steadily over the years since
its inception in 2000, the school caters to
children from ages three (Nursery) to 18
(Year 12).
Located in a secure gated community
in Seri Kembangan, AISM is a short drive
from the Kuala Lumpur city centre. The
school houses its primary and secondary
school on one campus and has more
than 650 students represented by more
than 30 different nationalities.
n For more information, visit
www.aism.edu.my
Parents will be able to explore students work
as well as speak to class teachers and students
about their learning during the Open Day.
4 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
A holistic preschool experience
U
CSI Preschool Centre in
Bandar Springhill is a new
school for children aged
between 18 months and ve years.
This centre operates in accordance
with the UCSI Child Development
Centre (UCSI-CDC) model.
The centre is committed to
providing students with a warm,
loving and positive environment
that enables them to learn
through integrated methods
and a wide variety of topics. The
centres goal is to create a learning
experience suited for each childs
abilities and needs.
Every day at the centre,
students conduct exploratory
study and implement the
teacher-guided, student-centred
teaching principles. The centre
holds rm to the belief that a
childs educational development
should be comprehensive, so it
ensures that both teachers and
students grow holistically.
The centres mission is not to
just provide a balanced academic
experience but also create an
environment for children to learn
to be citizens of the world.
To achieve this mission,
the centre ensures that in its
daily teaching and curriculum
development, character
development and a wide range
of cultural acceptance and
inclusion elements are included.
This approach helps promote the
social and emotional development
of each child. UCSI Preschool
Centre, Springhill is committed to
providing a diverse curriculum.
It uses a United Kingdom-based
curriculum that is combined with
international primary school
courses.
The purpose of this curriculum
is:
to enable students to gain
the knowledge, skills and
understanding they need to
understand the world around
them
for students to develop
personal skills
to help students develop an
international mindset
to give students a better way
of learning and encourage them to
become lifelong learners.
Every unit of the international
primary curriculum is based on
clear learning objectives. Before
a student begins any one unit,
the teachers will rst assess his
knowledge and ability.
This is to ensure that each
students needs are being met,
enabling them to play and learn
in an environment that develops
their talents freely.
The UCSI Preschool Centre,
Springhill is designed to
provide an environment that is
conducive to learning in order to
provide children a head start in
academic excellence and overall
development. The centre adopts
an integrative learning approach
UCSI Preschool Centres teachers (from left) Ella Tillar, Subhashini Pillay, Sarjit Kaur, Scott Tillar, Devakee Govindasamy and Aye
Aye Mar with some of their students during a Chinese New Year celebration earlier this year.
attention is also given to their
social, health, emotional growth
and food intake.
All of these have been
meticulously looked into by the
centres group of experts for
the overall well-being of every
student.
n Look out for the advertisement
in this StarSpecial.
using various student-focused
themes, projects and activities,
which are tailored to meet the
needs of each student.
At UCSI Preschool Centre,
Springhill there is constant
communication between the
teacher and the student and also
among the students themselves.
The students are also encouraged
to pursue their interests and
talents through creative,
independent thinking as well as
team work and responsibility.
Students are exposed to hands-
on, multi-sensory learning, which
incorporates a blend of teacher-
directed and child-directed
instructions and generated
learning experiences.
To ensure the well-rounded
development of students,
StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 5
Choose
your
snacks
wisely
I
T is important for us to eat three
main meals a day breakfast,
lunch and dinner. This is to
ensure that our body has enough
nutrients to supplement our day-
to-day activities. Sometimes, in
spite of consuming three meals a
day, you may still feel hungry in
between your main meals.
Consuming healthy snacks in
between main meals can help
satisfy your hunger in addition to
keeping your energy levels high
and your mind alert. You must
remember not to snack less than
two hours before your main meal
or you would risk spoiling your
appetite.
Below are some healthy snacks
that will help curb your hunger
pangs:
Wholegrain breakfast cereals
Cereal bars
Plain, high-bre crackers
Tau fu fah
Popia (not fried)
You can also choose to consume
beverages if you do not want
solids. When choosing beverages,
it is best to choose the ones with
low sugar content. Here are some
ready-to-drink beverages that are
also nutritious:
Milk
Soy milk
Malted or chocolate milk
drinks
Unsweetened fruit juices
Fruits are also excellent healthy
snack options. You can choose
from:
Fresh fruits, for example,
bananas, apples, guavas,
watermelon and papayas
Dried fruits, for example,
raisins, dates, cranberries and
gs
Here are some healthy snack
ideas for children to prepare with
their parents:
Oats with warm milk
Egg, tuna or cheese
sandwiches
Corn on the cob or in a cup
Occasional snacks
There are many snacks that
are high in fat, sugar or salt and
often we are tempted to have
them instead of healthier snacks.
You should remember that these
snacks should only be consumed
occasionally, for example, once
a month, as they are unhealthy.
Here are some examples of
unhealthy snacks:
Potato, yam, tapioca or prawn
crisps
Chinese crullers (you char
kuey)
Vadai
Banana fritters
Kuih such as kuih lapis,
doughnuts and tarts
Chocolates
There are many types of
healthy snacks to choose from if
you feel hungry in between your
meals.
You must, however, always
remember to snack in moderation.
Snacking rules
It is important to remember
that nutritious snacks should not
contribute to excessive calories.
To ensure that, here are some
rules to remember:
Snacks should be from either
one or two of the ve major food
groups or a combination of foods
from the ve food groups as
this will ensure the child eats a
balanced snack.
Snacks should be served in
appropriate serving sizes.
Snacks should not be served
too close to mealtimes as it may
spoil your appetite. Leave at least
a two-hour gap between snacks
and meals.
Snacks should complement
meals and not replace them.
Method:
Marinate the chicken
breasts with ingredients A
for about one to two hours or
leave them overnight in the
refrigerator.
Heat the olive oil in a
medium non-stick pan on
medium heat. Cook the
chicken breasts on each side
for about 10 minutes until
they are thoroughly cooked.
Then remove the breasts
from pan and leave them to
cool for 10 minutes. When
the chicken breasts are cool,
cut them into long strips.
Spread one tablespoon
of dressing on a tortilla
and then place the lettuce,
chicken strips, tomato cubes,
pea sprouts, avocado slices
and shredded cheese. Fold in
three sides of the tortilla and
then wrap it up neatly (with
the top open like a Japanese
hand-roll). Fasten the wrap
with a tooth pick.
Grill the wrap on a grill
pan before serving.
Tips:
You can add in other
ingredients such as grilled
mushrooms, capsicum and
cucumber strips.
For convenience, you
can also use any store-
bought salad dressing or
mayonnaise.
Recipe: Pan-grilled honey
chicken tortilla wraps
200g
boneless skinless chicken breasts
(1.5cm 2cm thick)
1 tablespoon (15ml) olive oil
4 (180g)
wholemeal/wholegrain large tortilla
wraps
4 pieces (100g) lettuce leaves
1 (90g) tomato, seeded and cut into small cubes
30g pea sprouts
1 (100g) avocado, cut into long slices (optional)
To sprinkle shredded cheese (optional)
Ingredients:
Marinade (Ingredients A):
Dressing (Ingredients B):
1 tablespoon (15ml) honey
1 tablespoon (15ml) lemon juice
A pinch of ground black pepper
A pinch of salt
4 tablespoons (60 g) low-fat plain yoghurt
A pinch of salt
A pinch of ground black pepper
2 tablespoons (30 g) low-fat mayonnaise
About the Nestl
Healthy Kids
Programme
THE Nestl Healthy Kids
Programme is aimed
at improving nutrition
knowledge and promoting
active lifestyles among
students aged between seven
and 17. It consists of two
modules a Primary School
Module called the Nestl
Healthy Kids Programme
and the Secondary School
Module called Program
Cara Hidup Sihat. Both
programmes are based on a
multi-partnership approach,
collaborating with national
health and educational
authorities such as Ministry
of Education, Nutrition
Society of Malaysia and
Universiti Putra Malaysia.
To learn more about the
Programme, visit www.
healthykids.org.my
Consuming a healthy snack is a great way to
curb your hunger pangs in between meals.
6 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
E
PSOM College in Malaysia
(ECiM) will open its
doors to its rst intake
of students next month. The
top-quality British school is
enrolling students aged three to
18 for nursery, prep, IGCSE and
A-Levels.
With a unique 150-year-old
UK education heritage, ECiM
is well prepared to continue
Epsoms strong track record of
rst-class British education and
higher education success. Its
rounded curriculum places equal
emphasis on academics, sports,
art, music, drama, character
building and leadership.
ECiMs 50-acre (20.2ha) state-
of-the-art campus is ready to
be the centre for ECiMs broad
curriculum and has been built
with unrivalled academic,
co-curricular and boarding
facilities. The rst phase of ECiMs
boarding programme will host
380 boys and girls.
ECiM is conducting student
assessments and hosting
campus tours for interested
parents and families. To make an
appointment, e-mail registrar@
epsomcollege.edu.my
n For more information, visit
new.epsomcollege.edu.my
New campus
for British school
The Arts and Performance Centre contains a 600-seat auditorium as
well as a recital hall that can house 300 people, music technology and
teaching rooms, and 20 music practice rooms.
The outdoor amphitheatre next to the Art & Design Technology
Centre.
An aerial view of ECiMs 50-acre state-of-the-art campus that has
been equipped with unrivalled academic, co-curricular and boarding
facilities.
An Astroturf football pitch built to FIFA standards. ECiM has two football fields, two
rugby pitches, one hockey field and a multi-purpose field for track and field sports
and cricket.
StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 7
Creating leaders
and team players
A
S modern technology
increasingly distances our
younger generation from
real-life interaction and activities,
it is imperative for schools and
other learning institutions to
foster unity and teamwork among
students. Grooming future leaders
with these intrinsic values is a
crucial process that should start
early.
Education beyond the
classroom
R.E.A.L Schools engages its
students in a wide range of
outdoor events and activities
every year via its dedicated
pastoral care department.
These cultivate team building
and leadership qualities and
promote a healthier, more active
student lifestyle as opposed to
a sedentary one. Among those
organised this year was the Youth
Leadership and Team Building
Camp that was held for R.E.A.L
Schools prefects and student
council members.
At the camp, students were
enlightened by discussions
on topics such as Seven basic
values for leadership and Public
speaking for youngsters.
The overall aim was to further
develop and equip students with
universal values such as leadership
skills and teamwork through
various indoor and outdoor
activities that are educational and
enjoyable at the same time.
Participants became united
and discovered that by working
together they could achieve
amazing results.
Overall, the camp provided
them with fun-lled and
challenging opportunities within a
safe and positive environment.
The students had fun with
their peers while learning to
be responsible individuals. This
typies the schools continuous
effort in inculcating character
building, one of the ve R.E.A.L
pillars of life, among its students.
T.E.A.M: Together everyone
achieves more
The debate on whether
leadership skills are a result of
nature or nurture may continue
but nurturing leaders in nature
was the activity that a group
of prefects, class monitors and
assistant monitors embarked on in
the prefects leadership camp.
This annual event, held at Kem
Nur Lembah Pangsun in Selangor,
saw a total of 96 students
participate in an entertaining,
educational excursion.
The objectives of the camp
were not only to instill leadership
and teamwork but also to increase
participants self-discipline and
condence as leaders. They learnt
that leaders are not there just to
lead but also to serve.
Among the activities conducted
were an ice-breaking session,
group presentation, marching,
ying fox, obstacle challenge, rock
climbing, treasure hunt and jungle
trekking to a waterfall.
Overall, it was a genuinely
benecial experience for R.E.A.L
Schools young, budding leaders
who learnt a thing or two from
these camps that would set them
up to become future outstanding
leaders. The invaluable knowledge
and exposure gained are in line
with a core belief in the R.E.A.L
educational philosophy learning
beyond books and the classroom
environment.
The value of R.E.A.L
education
These camps provide
immensely enriching experiences
for students as they acquire new
skills, knowledge, self-condence
and independence. R.E.A.L rmly
believes that school is not just a
place for studying and achieving
good grades but also an avenue to
empower students via activities
that stimulate self-development
and discovery, says Jothy
Gunasaigaran, head of pastoral
care for R.E.A.L International
School in Cheras.
We also believe that the
role of a teacher involves more
than just delivering academic
lessons and completing a course
syllabus. It also covers pastoral
care and responsibility towards
the students well-being, she
continues. R.E.A.L Schools Open
Day will be held on Aug 9 at all
three of its campuses in Cheras,
Shah Alam and Johor Baru.
n For further enquiries, call
03-9021 3601 (Suria Campus,
Cheras), 03-7842 3228 (Cahaya
Campus, Shah Alam) or 07-386
4468 (Cahaya Campus, Johor), or
visit www.realschools.edu.my
The Youth Leadership and Team Building Camp saw a total of 96 students
participate in an entertaining and educational excursion.
8 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
Celebrating
differences
S
UNWAY International School
(SIS) embraces and creates
a receptive and balanced
environment that combines
a keen sense of nationalism
with a broader appreciation for
international culture in every
aspect of student life.
The highly interactive learning
environment at SIS encourages
students to discover different
cultures and backgrounds through
a myriad of ways.
From examining familial
structures across different
societies in humanities to
comparing various struggles
for independence in history, SIS
students are exposed to a wide
range of subjects relating to
culture.
Students engage in lessons
through lively debates and
insightful discussions. The
outcome of their learning is
evident through carefully
analysed assignments and
presentations that reect a
level of maturity from the
mutually benecial exchange of
information.
In addition to their reference
books, students also absorb
cultural nuances from a rich pool
of more than 20 nationalities
During Canada Day and
National Day, themes for dress-
down day are closely linked to
patriotism. Students are permitted
to forego their school uniforms
on these days to dress up in a
traditional dress or in the colours
of the national ag.
These activities encourage
students to show off their national
pride by wearing their traditional
attire while enabling them to
demonstrate their love for their
country and respect for their
country of origin.
On the social side, cultural
celebrations rank among the
most anticipated activities in
the student calendar. Staff and
students get to experience
different customs, unique
entertainment and decorations
while enjoying festive delicacies.
The Ramadan breaking of fast
and Chinese Lunar New Year
feasts are regular traditions that
are celebrated at SIS.
Recently, students celebrated
Chuseok, the Korean
Thanksgiving Day. Festivities
such as these involve students of
various origins share in the merry-
making and experiencing the
celebrations rst-hand.
The learning that students
receive from these experiences
endows them with a sustained
sense of appreciation and
acceptance for their differences
while nding common traits that
unite them.
By respecting others, having
self-value and honouring ideas
and opinions, these students
exemplify the schools values and
create a learning community that
is respectful, caring and inclusive.
n For more information, visit
www.sis.sunway.edu.my
to play and interact together in
an atmosphere of harmony and
mutual respect.
For instance, SIS teachers
replicated the Canada 2010 Winter
Olympic Games held in Vancouver
at school, not only to enhance
athleticism and exemplary
sportsmanship, but also to provide
students an opportunity to
experience the passion and pride
of being a host nation for a major
sporting event.
Similarly, other examples of
nationalism are cultivated through
Remembrance Day assemblies and
student activities such as dress-
down themed days and school-
wide cultural celebrations.
Every November on
Remembrance Day, students and
staff gather to pay homage to
the men and women who gave
their lives as soldiers in wars and
conicts all over the world.
represented in the student
population.
The SIS community is enriched
by its Canadian teachers,
local administrative staff and
students from across the world,
including Venezuela, Argentina,
Morocco, Oman, Ukraine, Russia,
Turkmenistan, Kyrgyzstan,
Nepal, the United Kingdom, the
United States, France, Germany,
Luxembourg and Taiwan.
SIS teachers incorporate this
philosophy beyond the classroom
as well, encouraging students
A student dressed in the traditional
Malay attire for SIS Raya theme day.
Students performing
during Remembrance
Day last year.
StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 9
A truly international education
I
GB International School (IGBIS)
is a premier Early Years to grade
12 international school that is
scheduled to open on Aug 18.
Situated at Sierramas and
Valencia, in the north-west of
Kuala Lumpur, IGBIS is an IB
World School authorised for
the International Baccalaureate
Diploma Programme for grades
11 and 12. IGBIS also plans on
implementing cutting-edge
primary years and middle years
curricula.
In an inclusive learning
community, students will
receive a challenging, caring and
holistic education. IGBIS team of
internationally experienced IB
educators are trained to deliver
an integrated, 21st century
curriculum, empowering its
students to be lifelong learners
who aim to make a positive
contribution to the global society.
IGBIS and the IB
In order to prepare students
to live in this fast-changing,
increasingly complex and more
interdependent global community,
and to give real substance to the
critical goal of becoming lifelong
learners, IGBIS believes that best
practice in education achieves the
best results.
It has therefore, selected the
highly regarded International
Baccalaureate Programme for this
Teachers at IGBIS are highly qualified and internationally experienced in delivering the IB Programme.
new school.
The IB programmes help
develop the intellectual, personal,
emotional and social skills that
students need to live, learn and
work in a rapidly globalising
world.
As a university preparation,
it is highly valued by leading
universities worldwide.
IGBIS rmly believes one
of the most important factors
that determines the quality
of education for all children is
the teacher. With that in mind,
the IGBIS leadership team has
conducted an international
search to hire highly qualied
and internationally experienced
teachers who are IB trained.
IGBIS will offer various
programmes focusing on sports,
the visual and performing arts,
languages, outdoor education and
service learning.
The school will have an
established digital platform,
including the latest laptop and
touch-enabled devices, and will
comprehensively incorporate
information technology to
enhance the quality of teaching
and learning.
To support the commitment of
IGBIS in delivering an exceptional
world-class education, the school
boasts state-of-the-art facilities.
Along with well-conceived
classrooms and laboratories, the
facilities include art, dance and
drama studios, music practice
rooms and a 540-seat theatre.
The schools impressive sports
facilities include an indoor
gymnasium that houses three
full-sized basketball courts, a
tness and weight training centre,
an articially turfed football eld
surrounded by a 400m, eight-lane
athletics track, two swimming
pools (50m Olympic-size and a
25m learn-to-swim) and tennis
courts.
There is also a split-level
covered parking lot with spaces
for 500 vehicles. Student drop-off
and pick-up zones are located in a
secure and safe environment.
In keeping with its focus of
developing a community of
learners, facilities have been
designed to provide easy access
for use by parents or the broader
community without disrupting
the operation of the school.
Location
IGBIS is located in a pleasant
residential neighbourhood only
14km from the city centre.
The area is connected by the
North Klang Valley Expressway,
Lebuhraya Damansara Puchong
and Middle Ring Road 2.
The campus is close to the
railway station for the KTM
Komuters Rawang-Seremban
Route and the future MRT station
in Sungai Buloh.
n For more information, call
03-6145 4688, e-mail enquiries@
igbis.edu.my or visit
www.igbis.edu.my
10 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
Preschool welcomes new teachers
E
ACH child is unique and
has a different learning
curve and this is why Safari
Kid customises its curriculum
to t each childs needs. An
emergent curriculum that focuses
on a strong teacher-student
partnership enables students
to guide their own learning. To
deliver this curriculum, Safari Kid
selects the nest educators from
a global pool to work with the
children at its Bangsar outlet.
Recently, Safari Kid welcomed
Katherine Pisowicz from the
United States and Dianne Brown
and Lizzie Johnson from the
United Kingdom to the Safari Kid
family in Malaysia.
Brown has more than 33 years
of experience in early education
and childcare. She has a Higher
National Certicate in early
education and childcare and a
degree in childhood practice from
Edinburgh University, Scotland.
Over the past decade she has
worked in government nursery
schools within Scotland. She has
also taught early years in Australia
and New Zealand. Brown believes
that a childs active and creative
participation in a social context
is the most important basis for
learning.
Pisowicz, who is from Illinois,
previously worked as a lead
teacher at MapleBear Canada
Global Schools in Beijing, China.
She graduated cum laude from
Safari Kids teachers enable students to gain the confidence to succeed.
Beloit College, having studied
elementary education and
Japanese for four years in various
settings. She also has received a
licence in middle childhood to
early adolescence education.
In her work, Pisowicz has
played the role of special
education aide and has experience
in conducting after school
programmes in the US. She
looks forward to working in an
environment where students
unique talents are nurtured and
encouraged.
Johnson is from Bath, England,
and will be joining Safari Kid as
an assistant teacher. She holds a
degree in early childhood studies
and has more than eight years of
experience as a nursery school
practitioner in the UK.
Most recently, she held the post
of senior early years practitioner
at the Sure Starts Childrens Centre
Tanzania.
Johnson has also focused on
special educational needs and
believes in enabling children to be
condent in their own abilities,
maximise their potential and
encourage them to realise their
strengths, talents and capabilities.
The Safari Kid family also
welcomed Ivy Zhan as its
Mandarin teacher and Ravin
Shadaan as a class teacher.
Zhan is a passionate early
childhood educator and native
Mandarin speaker from Shenzhen,
China. Her experience and
developed skills in early child
care and nurturing will be helpful
in her position as Safari Kids
Mandarin teacher.
She graduated with a
concentration in English
education, child pedagogy and
psychology from the Guangdong
University of Foreign Studies.
Zhan comes to Safari Kid from
the Global Eagle School of
International Studies in Shenzhen.
Shadaan has a degree in
psychology from Upper Iowa USA
University with a focus in child
development. She is a trained
professional in early childhood
education and has more than
11 years of experience of teaching
in the UK, Canada and Malaysia.
She also has experience
working with children with
special educational needs. She
believes that children should be
free to explore and gain mastery
of their world and that adults
should merely support and guide
childrens learning experiences
by enabling children to reach to
the next level of ability without
limiting their individual and
creative self-expression.
These Safari Kid teachers were
specically chosen for their vast
experience and training. Safari
Kid encourages all its teachers
and parents to get to know each
other in the hope that the entire
Safari Kid community can come
together to give every child an
achievement-oriented, customised
and proven learning journey. This
will allow the child to ourish,
develop communication and
collaboration skills and gain the
condence required to succeed in
a fast-changing world.
n For more information, visit
www.safarikidasia.com
StarSpecial, Tuesday 5 August 2014 BRIGHT KIDS 11
A chance to tell your story
C
AMBRIDGE English for Life
(CEFL) helps students develop
the four key language skills:
reading accessing and
assimilating ideas via written stimuli,
listening accessing and
assimilating ideas via aural stimuli,
speaking producing functional
spoken language,
writing producing ideas in a
written form.
As we gain more information we
develop sets of language skills that
enable us to comprehend what we
have learned and communicate it to
others.
For most of us, our rst application
of this skillset is through songs and
stories.
This year, CEFL is giving
Malaysians aged between six and 11
the opportunity to demonstrate their
storytelling skills. Entrants can go
to the website and select one of the
stories posted there.
Entrants then need to send CEFL
their own rewritten version of that
story. For example, the story could be
retold from the point of view of the
villain. The point of the competition
is to encourage children to use their
imagination and be creative. The
competition has two age groups (six
to eight and nine to 11).
These submissions will be
whittled down to 50 for each age
Cambridge English For Life strongly believes that reading is an important tool of
communication that allows children to develop their understanding and social skills.
Mastering the
English language
NILAI International School (NIS)
has appointed a veteran English
teacher to oversee its English
Prociency Programme.
Frederick Tan has almost ve
decades of teaching experience
and says that with the small
number of students in each
class, it is possible to tailor
the lessons according to each
individual.
I have plenty of experience
teaching students in the remove
classes in public schools and I
know how to raise the English
prociency levels of students,
says Tan.
At NIS, the great thing is
that the teachers know how
to help students who are in
need of extra guidance in
learning English. NIS students
are taught to be comfortable
with the language and to use it
condently, knowledgeably and
uently.
Special classes are held
for students with almost
no exposure to the English
language. At the moment,
these classes are primarily for
international students who are
mostly from China. However,
local students can join these
classes if there is a need.
As I said, teachers here
tailor the lessons and exercises
according to individual needs.
So if a local student needs some
extra tutoring to get up to
speed, we will design a course
specically for each student.
Stressing the importance of
English, Tan says that without
a rm grasp of the English
language, a young adult
entering the working world
will nd it tough to negotiate,
communicate or even have
a friendly conversation. This
would put such a person at a
serious disadvantage.
He also says that those who
do not take the effort to master
English at a younger age will
struggle during their tertiary
education as many periodicals,
textbooks and websites are in
English.
Tan says that many of the
techniques he used to teach
vernacular students work with
students at NIS.
For instance, in the younger
age groups, each class may
contain students from all over
the world and with differing
levels of English prociency.
Therefore, the English lessons
will start from a very basic
level. Those who understand
the words can help those who
do not. It will continue until
the class reaches a comfortable
equilibrium.
For older children, there are
assessments to help determine
how good they are with the
language and whether they
require extra lessons in the
form of the English Prociency
Programme.
Tan advises parents to
inculcate a love of reading in
their children. This will help
them in improving their English
levels.
He also recognises that
using mobile devices hamper
development as it is a solitary
activity. He rmly believes the
lack of social interaction affects
a childs ability to communicate
effectively and condently.
Get them to read from an
early age and this will give
them a solid grounding. If your
child is unwilling to give up his
tablet for a book, try getting
him to read interesting articles
online. But whatever the level
your childs English may be, I
am condent that the teachers
at NIS have the know-how to
get them reading and writing at
a higher level fairly quickly.
n For more information, call
06-850 2188 or visit
www.nis.edu.my
Frederick Tan has more than five decades of experience in teaching English.
group, who will then be invited
to tell their stories in person to a
team of CEFL judges.
Eight nalists will be selected
for each age group. The nalists
will then have to improvise their
storytelling method based on a
set of stimuli given to them on
the day of the nals. The prizes
include laptops, scholarships for
a CEFL English programme and a
RM500 Junior Savers Account with
CIMB.
CEFL is encouraging
contestants to demonstrate their
prociency in all four of the
language skills areas.
CEFLs English language courses
are designed to achieve two
major objectives. The rst is to
raise course participants level of
prociency in the language and
provide the skills to communicate
effectively.
The second objective is to
prepare the learners for the
Cambridge English Language
Assessment examinations,
offering them the opportunity
to obtain an internationally
recognised English language
qualication.
n For more information call
03-7883 0912 or visit
www.cambridgeforlife.org
C
OSMOTOTS-iqd has been
providing high-quality
supplementary education to
Malaysian children for more than
30 years. Its main service is to
help students become thoroughly
literate and uent in English.
Additionally, it works
on stimulating its students
intellectual curiosity, developing
their critical thinking skills,
cultivating their public-speaking
abilities and building their
independence and discipline.
At Cosmotots-iqd, teachers
are called mentors because
they are not only required to
transmit knowledge but also to
inspire and to impart particular
values. Cosmotots-iqd insists on
keeping its mentors to the highest
standards.
Cosmotots-iqd mentors
are expected to have a keen
awareness of their classroom
environments.
They are consistently asked
to generate and evaluate new
approaches to old problems and
make the best of their available
resources.
Mentors at Cosmotots-iqd are
trained to have a good sense of
judgment, which is about making
12 BRIGHT KIDS StarSpecial, Tuesday 5 August 2014
Teaching kids
how to spend wisely
LEARNING how to manage
money is one of the most
important things kids should
learn in life. There are many
ways to teach your kids about
managing money wisely.
Here are some ideas that
you could try:
As a parent, you need
to be wise with money to
inuence your kids to start
saving.
Instead of just telling them
to save, be disciplined with
your money as children will
likely observe your actions
more than they listen to you.
Help your children identify
their needs and desires.
Having to buy something they
want with their own money
will teach them to appreciate
the value of money.
By training your kids to
manage their needs and
wants, they will learn about
whether or not it is necessary
for them to spend money on
certain items.
Teach kids how to keep
aside money for emergencies
in places such as their school
bags or pencil cases.
Regardless of how unlikely
you think an emergency
situation may come up, the
important practice to be
prepared for any situation will
be inculcated in them.
You should encourage
your child to set goals as this
pushes them to strive for what
they want. For example, if they
want to purchase an expensive
toy or a concert ticket, they
should save and pay for it
themselves.
What starts out as a desire,
coupled with focus, may just
be the thing that teaches
your child responsibility and
independence.
The best
mentoring practices
Students at Cosmotots-iqd will experience a stimulating study environment that
develops their critical-thinking skills and builds their independence and discipline.
nuanced decisions, analysing
specic situations and responding
to them in the most effective way.
Mentors are provided with
lesson plans based on time-
tested ideas and methods but are
encouraged to tailor each lesson
to the needs of their individual
students.
Mentors at Cosmotots-iqd
are given the necessary support
to make informed, result-based
decisions. All mentors work
together as part of a team and are
called on to contribute a range of
different solutions to each others
problems.
Besides that, senior mentors
communicate clear, quantiable
goals to everyone. This way,
decisions are always geared
towards effective problem-
solving.
The priority at Cosmotots-iqd
has always been to create a robust
mentoring culture. This is one
of the reasons that has helped
Cosmotots-iqd stay at the top of
its game.
n For more information, visit
www.cosmotots.com