THE STAR Tuesday 3 June 2014

Enhancing students learning experiences > 4 Showcase of R.E.A.L artistic talent > 15
StarSpecial
Exploring
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A world of knowledge
to discover.
2 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
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MOTORING
StarSpecial
THE STAR Sunday 12 January 2014
Chinese NewYear
motoring guide
The best offers in town and the hottest cars available this year.
SOUTHERN
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Go wild and enjoy, kids!
T
HE outdoors is a natural
playground for children
and adults alike. It is a place
that presents children with
the opportunity for adventure,
discovery, imagination, and
deepens their connection with
the environment. Children can
learn a lot about the natural
world just by heading out to the
garden, beach or waterfall.
During this school break,
instead of just watching out
for their safety and well-being,
adult guardians who accompany
children to the outdoors can
make use of the occasion
to guide and teach children
valuable lessons in geography,
biology and physics, among
other things. Here are some
activities to do and phenomena
and questions that children may
encounter in the great outdoors.
How are waves formed?
Wind waves are surface waves that occur
on the surface of seas, lakes and rivers
resulting from wind blowing over a stretch
of fluid. They can range from small ripples
to waves more than 30m high.
What causes the changes
in sea levels?
The rise and fall of sea levels is
caused by gravitational forces of
the moon and sun as well as the
rotation of the Earth.
What is the count and diversity
of the population of the
creatures in the beach?
Mark an area about 10ft by 10ft and count
the number of individual creatures and
type of creatures in that small area of
the beach. You can also do the same in
another part of the beach, for example,
under a large group of rocks or boulders,
and then compare the results.
Why are leaves different
from each other?
Collect as many different leaves and
compare their shapes (oval, pointy,
thin and long), texture (waxy, hairy,
smooth), and how they are arranged
on the twigs (in spirals, in pairs or
one after the other).
How are rainbows formed? Are
the colours always arranged the
same way? Can you name all the
colours?
When a beam of sunlight reaches Earth, it
is seen as white. Sometimes, the beam of
light hits raindrops. If it hits the raindrops
at a certain angle, the sunbeam separates
into the colours that make up white light.
Each colour slows down at different
speeds when it enters the raindrop,
creating the rainbow.
Why does the sun appear to
move across the sky? How does
the suns position in the sky
affect the size of shadows?
The sun is stationed in the same position
and does not move at all. It appears to
move because of the Earths orbit around
the sun and the rotation of the Earth
on its own axis. At night, your location
on Earth faces away from the sun, and
therefore receives no light.
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 3
Savour the benefits
of wholegrains
W
HOLEGRAINS offer
many benets to adults
and children. A grain is
the edible portion of the seed
of a plant and it is made up of
three different parts the bran,
endosperm and germ.
Wholegrains are rich in
vitamins B (B1 and B2) and E,
minerals like magnesium, zinc and
selenium, dietary bres and plenty
of other phytochemicals that have
antioxidant properties.
Wholegrains can reduce the
risk of some chronic diseases.
This is why they are vital to your
familys diet.
Many grains that we consume
these days are processed and
rened.
Processed food removes
valuable outer layers like the
bran and germ, leaving only the
endosperm. It is carried out to give
the grain a ner texture and to
improve its shelf life.
However, when this process is
carried out, dietary bres, iron and
many B vitamins that are in the
bran and germ are also removed.
Most of the rice that we
consume today is either rened or
polished.
Some common types of
unrened wholegrains that we
come across regularly are:
l Unpolished (brown) rice
l Whole wheat
l Oats
l Corn
l Buckwheat
l Dehulled barley (not pearled
barley)
l Rye
Goodness of wholegrains
Research has shown the
numerous health benets
of wholegrains. In fact, high
consumption of wholegrains has
been known to reduce the risk of
several types of chronic diseases,
including cardiovascular disease,
type 2 diabetes and some types of
cancer.
Additionally, a diet that is rich
in wholegrains can improve your
overall gastrointestinal health as it
regulates the movement of stools,
preventing constipation.
Studies have also shown that
consuming wholegrains can
reduce the risk of obesity and
weight gain.
It is recommended that we
consume between four and eight
servings of rice and other cereal
products (preferably wholegrain)
and tubers daily.
Identifying wholegrain
products
Here are some tips to help you
to identify wholegrains products
the next time you do your
shopping:
l Look at the product name
for words like wholegrain,
wholemeal or whole before
It is easy to incorporate wholegrains into your daily diet. Wholegrains can reduce the risk of some chronic diseases. This is why they are vital
to your diet.
the name of the grain. Words like
softmeal, 7 grain, multi-grain
or enriched do not necessarily
mean the product is a wholegrain
product.
l Check the ingredient list and
make sure that wholegrain
is listed as an ingredient. For
example, whole-wheat our or
whole oats.
l Be aware of products that are
highlighted as having high bre
as this does not necessarily mean
that they are wholegrain foods.
For example, foods that contain
wheat bran or oat bran may be
high in dietary bre but they are
not wholegrain products as they
only have bran.
l Colours can often mislead us.
For example, brown-coloured
bread does not necessarily mean
that it is made of wholemeal our.
In fact, many wholegrain cereals
and wholegrain food products
have a lighter colour.
l Some products have a logo
on them that identies them as
wholegrain foods so keep an eye
out for this logo.
Wholegrains in your
diet
It is easy to incorporate
wholegrains into your everyday
dishes. Here are some tips to
help you achieve a wholesome
wholegrain diet.
l When cooking rice, choose to
mix white rice and brown rice
together.
l Choose wholegrain alternatives
for breads, biscuits and cereal
products.
l Use wholemeal our when
cooking or baking breads, muns
or cookies.
l Use wholegrains such as oats
and barley to thicken soups and
gravies instead of corn our.
l Coat chicken or sh with
wholegrain cereals, wholemeal
bread crumbs or oats.
Incorporating wholegrains is
an easy way to make your diet
healthier.
Start eating more wholegrains
for you and your family to start
reaping the many benets this
foodstuff has to offer.
Recipe
Ingredients:
6 ripe lady nger bananas
(pisang emas), mashed
125g unsalted butter, softened
2 (medium) eggs, lightly beaten
100g brown sugar
130g plain our
70g wholemeal our
1 teaspoon baking powder
1 teaspoon baking soda
30g cocoa powder
50ml low fat milk
50g walnut, chopped
30g raisins (optional)
1 teaspoon vanilla essence
(optional)
Banana chocolate
walnut wholesome muffins
Method:
Sift the our, wholemeal
our, baking powder, baking
soda and cocoa powder
together.
In a large bowl, cream butter
and sugar until light and uffy.
Beat in eggs, mashed
bananas, milk and vanilla
essence.
Use a large spoon to fold in
our mixture, walnuts and
raisin until everything is
combined well.
Spoon the mixture into
paper-lined mun tins until
two-thirds full.
Top the mixture with
additional chopped walnuts
and raisins if you wish.
Bake in an oven that is
preheated to 180C for about
20 minutes or until a toothpick
comes out clean when inserted
in the middle of the mun.
Remove the muns from
the oven and cool on wire
racks.
Serve the muns for
afternoon tea or breakfast
with milk, tea, coffee or hot
chocolate.
The Nestl Healthy Kids Programme is aimed at improving nutrition knowledge
and promoting active lifestyles among school 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
About the Nestl Healthy Kids Programme
4 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
Enhancing students
learning experiences
P
ARENTS looking at the
various educational
opportunities for their
children will nd the International
Baccalaureate (IB) programme an
excellent choice.
Some institutes may choose
to offer only the IB Diploma
Programme in the nal two years
as a pre-university course while
other IB World Schools offer up to
four IB programmes that provide a
connected educational experience
for students aged between three
and 18.
Linking all IB programmes is a
set of 10 attributes that are known
as the Learner Prole.
Introduced with the Primary
Years Programme (PYP) in the
1990s and adopted by all IB
programmes a decade later, the
attributes outline what IB learners
should strive to cultivate in an IB
education.
The attributes reect the IB
mission in action, which is to
develop internationally minded
people who recognise humanity
and the shared guardianship of
the planet. This in turn helps
create a better and more peaceful
world.
The Learner Prole has
been reviewed twice, with the
most recent being in 2002, by
collaborative teams of highly
respected international educators.
The current set of attributes
state that IB learners strive to
be balanced, knowledgeable,
reective, principled, open-
minded, caring, communicators,
risk-takers, inquirers and thinkers.
Each attribute also has a
description written from the
perspective of an IB learner, such
as this one for principled: We
act with integrity and honesty,
with a strong sense of fairness
and justice, and with respect
for the dignity and rights of
people everywhere. We take
responsibility for our actions and
their consequences.
Lennox Meldrum, secondary
school principal at IGB
International School, an IB World
School at Sierramas and Valencia
in Kuala Lumpur, says that
integrating the Learner Prole
attributes into teaching makes for
better learning experiences for
students.
Becoming a scientist involves
more than just being an inquirer
or knowledgeable about facts and
formulae, it also requires a student
to develop communication skills
and to be a risk-taker with some of
his ideas.
Our economics and music
teachers can both discuss how
the music industry operates
globally, linking the topic to
how the general public should
be principled when considering
downloading music from illegal
sites or buying pirated CDs.
Schools that offer IB
programmes build their units
of study with the Learner
Prole embedded into the
classroom experience.
IB teachers know that learning
is not simply a passive reception
of facts but rather, occurs when
experiences are connected to
real-life contexts and internalised
through thinking and reection
to extend knowledge, ideas and
skills.
Researchers have also found
that emotional intelligence is
a vital attribute for learning.
Students learn about themselves
through social engagement,
observation and following role
models.
By encouraging students to be
caring and balanced, the Learner
Prole helps to develop a stronger
emotional intelligence.
The Learner Prole also extends
to students learning outside of the
classroom, says Anne Fowles, head
of IGB International School.
Our subjects are only
one area where students are
exposed to the Learner Prole.
They also undertake service
learning that requires students
to be open-minded and caring,
and participation in sporting
teams and extracurricular
activities emphasise the need
to be balanced and be good
communicators.
Learning experiences do not
always need to lead to formalised
assessments, says Fowles.
An IB student is not only
intellectually challenged by
our academically rigorous
programmes but also has the
opportunity to develop the
attributes of an outstanding global
citizen.
University admissions
ocers often comment on how
well-balanced IB graduates are
both academically and socially.
Increasingly, universities seek
IB graduates as they have been
shown to successfully and quickly
adjust to life beyond school.
To see how the Learner
Prole is embedded in the IB
programmes, parents should
visit IGB International School and
discuss with its team of educators
how IGBs courses can prepare
students for success.
As a school offering the IB
programmes for students from
age three to 18, the Learners
Prole is deeply embedded in
all IGBs learning
experiences.
n For more
information, visit
www.igbis.edu.my
Lennox
Meldrum is
the secondary
school
principal at IGB
International
School.
Integrating the
Learner Profile
attributes
into teaching
makes for
better learning
experiences for
students.
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 5
Jeremie Wen-Jian Gan performing the comic ballet Copplia last year.
Being a straight-As student at Sri UCSI
School, Gans motto is to focus on the
task at hand whether it is dancing or
studying.
Dance with passion
S
RI UCSI school student
Jeremie Wen-Jian Gan was
only 15 years old when he
performed in The Bluebird solo for
a classical ballet competition last
year.
The Bluebird is one of the
most dazzling and dicult of the
international ballet repertoire.
Part of the famed Sleeping Beauty
ballet, it made its debut in 1890
to the music of Russian composer
Pyotr Ilyich Tchaikovsky.
Less challenging ballet roles
usually involve taking breathers in
the corner of the stage in between
sessions.
In The Bluebird, however, the
soloist is required to portray the
bird in ight and this involves
executing powerful jumps across
the stage.
During the Asian Grand Prix
competition in Hong Kong, Gan
took on another challenging solo,
the role of the farmer Colas in the
La Fille Mal Garde, which is one
of the most signicant of modern
ballets.
Gans determination and talent
caught the eye of the director of
the New Zealand School of Dance
(NZSD), Garry Trinder. Also the
president of the jury for the Asian
Grand Prix, Trinder awarded a
one-year dance scholarship to
three male participants of the
competition.
Gan was one of those awarded
with the dance scholarship, and
was the only Malaysian among
the three. He is currently learning
ballet from the best and making
Malaysia proud as he is meeting
the exacting standards of the
acclaimed NZSD.
In April this year, Gan
performed the role of Colas again.
His solo was part of the NZSDs
studio performance and he was
coached by NZSD graduate and
the former principal dancer and
ballet master of The Royal Danish
Ballet, Martin James.
Dancing around the world
It was Gans mother, who was
also his rst ballet teacher, who
suggested that he perform in
school to introduce ballet to his
friends.
Gan never felt like an outsider
because Sri UCSIs close-knit
community readily accepted him.
As the students do not have a
vast social hierarchy, juniors and
seniors mix around often and
soon the whole school knew of his
involvement in ballet.
Sri UCSI Schools support was
also crucial in helping him keep
up with his studies when he had
to travel for ballet competitions.
His travels included a week in
Australia and two months in
Japan.
An experience he remembers
was learning ballet in the city
of Nara, Japan, last year, which
also coincided with his Penilaian
Menengah Rendah (PMR)
examination year.
Since he was going to spend
the months of June and July in
Japan, with his PMR examinations
coming up in October, his teachers
compiled all the notes for the
lessons he would miss to help
him keep up with the lessons and
offered him their e-mail addresses.
Upon his return, Gan had extra
lessons to help him catch up. This
mainly involved revising past
year questions with the entire
class. The effort paid off and Gan
scored straight As for his PMR
examinations.
Gan attributes his quality
performances and academic
success to his mother, mainly
her support and advice to stay
focused.
When I am dancing, I dont
think about my schoolwork
I focus on dancing and vice-
versa, he says.
Gans journey was not always
smooth. He went through the
initial pains of progressing with
ballet and encountered a stage
when he wanted to quit.
However, his passion for the art
prevailed and today his ultimate
aim is to be the artistic director of
a ballet company.
Having travelled to several
countries in his pursuit of ballet
has also exposed him to a range
of practices by ballet dancers,
including arriving an hour earlier
for lessons and leaving an hour
later after wiping down the studio.
Gan has come a long way
since he was taught to point his
toes. He has gained learning
experience from some of the best
ballet teachers in New Zealand
and continues to make leaps and
bounds in realising his ballet
ambition.
n For more information on Sri
UCSI School, call 03-5637 7108 or
visit www.sriucsi.edu.my
6 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
Besides academic benefits, extra-curricular activities can also impact students
personal development in a number of ways.
Nurturing well-rounded students
T
HESE days most schools pride
themselves on broad activity
programmes that are aimed
at developing students beyond the
formal classroom, mainly through
co-curricular programmes or
extra-curricular programmes.
The difference between the two
is that a co-curricular programme
is considered of equal value to a
schools academic programme. It
is often a compulsory programme,
included in the school fees and
takes place during school hours.
The selections commonly
include sports, the arts, music
as well as clubs and societies.
They generally aim to enhance
childrens school experience and
help them gain valuable skills and
knowledge.
Extra-curricular activities
(ECA), on the other hand, tend to
be optional, require additional
cost and take place out of school
hours.
Outside providers may be
hired to teach these sessions and
increase the number of activities
and the depth to which they are
taught.
A students choice of
co-curricular options inuences
their college applications as
institutions often look at the
depth of students involvement
in these ECAs, which should
be in-depth, show students
development and perseverance
and be relevant to their future
area of study at university.
Besides academic benets,
ECAs can also impact students
personal development in a
number of ways.
Hence, schools should actively
assist parents in helping children
achieve a healthy lifestyle by
offering a daily co-curricular
programme that is fun, active
and developmental, in addition
to active playtimes and regular
physical education or sports
lessons.
Through these activities,
students will develop good habits
such as being on time for practice,
wearing the right uniform,
organising equipment and be
reliable and trustworthy.
The teacher and a good
learning environment helps model
the child into a well-rounded
person and facilitates interactions
outside the classroom, as teachers
and students would have learned
to have greater respect for
each other and be able to work
together.
Life skills can also be fostered
through a well-structured and
creative co-curricular programme.
These can include culinary skills,
the arts, rst aid and other skills
with long-term benets.
The key is giving children
access to relevant clubs and
activities so that they can develop
their interest over time and enable
deeper learning.
Parents need to look out
for clubs that children will be
interested in for a long time
rather than forcing them to take
a different one each term. The
activities may become their
hobbies, which offer enjoyment
and socialisation, and team skills
that are fostered through sports
and group events.
What makes a good
co-curricular programme?
The facilities offered by a
school reect on its capability to
offer a broad, rich co-curricular
programme for all students.
These can include theatre, music
departments, multiple sports
pitches and design studios,
which can offer students an
in-depth learning experience.
Parents should also nd out how
accessible these facilities are for
students.
Staff quality is also a factor
important in having a successful
co-curricular programme.
Parents should enquire on the
staffs qualications and teaching
experience and how much time
they contribute to the programme.
Also consider the schools
budgeting for co-curricular
programmes and ensure that
there is proper funding and
resources for the activities
involved.
Timing is also an important
factor to ensure students have
enough time for co-curricular
or ECA activities and that the
programmes are central to the
vision of the institution.
Overall, co-curricular
programmes that are taught
by experienced staff and given
generous time allocations and
good funding can greatly impact
students development and
ambitions, allowing them to enjoy
school and increase their self-
esteem.
Epsom College in Malaysia
believes in developing students
beyond the formal classroom.
n For more information, visit
new.epsomcollege.edu.com
Schools should offer a daily co-curricular programme.
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 7
Safari Kid provides a balanced and structured preschool environment that allows children to thrive and flourish while preparing
them for a dynamic and fast changing world.
International preschool
franchise comes to Malaysia
S
AFARI Kid Asia, part of the
American-based Safari Kid,
had its rst open house
from April 25 to 27, bringing its
unique educational philosophies
and successful programmes to
Malaysia.
According to Aniruddh Gupta,
chief executive ocer of Safari Kid
Asia, the preschools new location
in Kuala Lumpur is a big step into
Asia for Safari Kid.
Fresh off establishing a centre
in Hong Kong, this move into
South-East Asia is an exciting
one for us. With a brand new
campus and a vibrant curriculum
supplemented by activities
designed to build motor skills
and stimulate the childs mind,
we are set to bring new life to the
Malaysian education scene, he
says.
Seventy per cent of the parents
who attended the rst open
house have already enrolled their
children into the preschool.
Founded in California in 2005
by Shy Mudakavi, Safari Kid
has educated more than 4,000
children across 17 locations
worldwide.
The preschool has developed
a curriculum that integrates
best international practices
in early childhood education
with its own mathematics and
literacy curriculum, and so
provides preschoolers with a
comprehensive and structured
learning model.
Incorporating the best practices
from the Montessori and Steiner
systems of early education, Safari
Kid uses the highly successful
emergent curriculum approach to
teach children.
While its customisation
method recognises that each
child is unique and learns at
their own pace, the accelerated
learning model enables
children to read by the age of
three and write and do mental
mathematics by the age of ve.
The Safari Kid learning
programme also focuses on
interpersonal, social and
public speaking skills to instil
condence and help children
develop social and emotional
skills.
The main focus of Safari Kids
preschool curriculum is to help
children attain key milestones in
cognition, motor development,
socio-emotional achievements
and language skills.
For parents in Asia who are
looking for a balanced and
structured preschool environment
for their children, Safari Kid
provides the ideal environment
that allows every child to thrive
and ourish while preparing for a
dynamic and fast-changing world.
Parents who attended the
open house shared that there are
many early childhood centres
in Malaysia but there is no
competition for quality.
Finding a preschool that
provides a comprehensive
education for their children can be
a stressful process for parents.
The opening in April was a
celebration of the joyful spirit
behind our learning processes
here at Safari Kid and it gave us
the opportunity to share this with
the parents, adds Gupta.
Mudakavi, who is the president
and group chief executive ocer
of Safari Kid, was also present to
support the Malaysian team.
According to her, some parents
who visited the open house shared
similar requirements as parents in
the United States. She is condent
that Safari Kid will grow fast in
Malaysia.
Safari Kid will host its third
open house from June 6 to 8.
Parents can learn more about
Safari Kids programme and meet
the team at the learning centre.
Safari Kid is also offering a 30%
discount on fees.
The open house in Bangsar,
Kuala Lumpur, will feature fun
and educational activities and
parents are encouraged to bring
their children along to explore the
campus.
n For more information, visit
www.safarikidasia.com
8 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
By ANUSHIA KANDASIVAM
M
ALAYSIA is fortunate to
have a rich education
environment that
supports several curricula the
national curriculum and several
international curricula.
This unique mix means that
Malaysians have the opportunity
for different kinds of education,
which in turn means that
the rakyat is now made up of
people who come from various
educational backgrounds and
have distinct ways of thinking.
This diversity of the mind is
essential in nation building, which
is the main aim of the national
curriculum.
Malaysia is a developing
country, and in order to reach its
goal of attaining high-income
developed nation status by 2020,
it needs as much manpower and
brainpower as possible.
Just as Malaysia needs people
who are able to look far ahead
into the nations future, at the
same time it needs those who are
capable of looking outward and
seeing and understanding where
Malaysia stands in relation to the
rest of the world.
Education drives
economic growth
The much discussed Malaysia
Education Blueprint 2013-2025
is part of this aspiration to move
forward in global society and
Education that elevates the country
economy. In the foreword to
the Blueprint, Prime Minister
Datuk Seri Najib Razak says
that education is the driver of
economic growth.
The main aim of the Blueprint
is to transform the countrys
education landscape into one
that can support the education
of nation builders who are
competitive in the global
environment.
This need for young minds
that are dedicated to Malaysias
future and international in
outlook means that the national
curriculum has to move away
from its traditional system of
rote learning and regurgitation,
which is the intended direction of
the Blueprint.
Also in the foreword, Minister
of Education Tan Sri Muhyiddin
Yassin says: In order to compete
with the best in the world, our
education system must develop
young Malaysians who are
knowledgeable, think critically
and creatively, have leadership
skills and are able to communicate
with the rest of the world.
Just as importantly, our
students must be imbued with
values, ethics and a sense of
nationhood, enabling them
to make the right choices for
themselves, their families and the
country....
Transforming the system
One way the Blueprint is
implementing this change is
through the new PBS system
(Penilaian Berasaskan Sekolah)
that was fully implemented this
year.
The PBS-based third form
examination, Pentaksiran
Berasaskan Sekolah Menegah
Rendah, started this year. The PBS
system will be applied to UPSR
level grades by 2016.
This system shifts the focus
away from the centralised
examination system to school-
based assessments as a means
to eliminate the need for content
recall and spotting questions in
major examinations and introduce
higher-order thinking skills to
students.
The plan is that by 2016, 80%
of exam questions for the UPSR
exam, 80% of questions for the
Form 3 central assessment, 75% of
questions for SPM core subjects
and 50% of questions for SPM
elective subjects will be higher-
order thinking questions.
To this end, enquiry-based
learning and co-curricular
activities that are aimed at
developing students capacity to
think creatively and critically are
already included in the national
curriculum.
Teachers have been directed to
move away from rote learning and
instead aim at increasing students
participation, real-life experience,
teamwork, and problem-
solving and analytic skills, thus
encouraging students to learn
about the wider world beyond
the school gates and beyond our
shores, says Julia Woo Sow Fun,
principal of Sri UCSI Primary
School.
With the high-stakes
centralised PMR examination
removed from the equation,
schools are given more autonomy
to adjust the syllabus of certain
subjects to include topics that
are more practically relevant and
have a global perspective, adds
Tan See Miin, principal of Sri UCSI
Secondary School.
Complementing
curricula
The fact that higher order
thinking skills the ability
to think critically and apply
knowledge gained in the
classroom to various situations,
even new ones have been
lacking in the education of
Malaysian youth is a familiar topic
of discussion so this revision to the
national curriculum has long been
desired, especially since the arrival
of international curricula into
the country has put the national
curriculum up for comparison
against the former.
> TURN TO PAGE 9
Diversity is essential in nation building, which is the main aim of the national
curriculum.
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 9
NATIONAL curriculum versus
international curricular this
comparison has also brought
to the fore the lack of global
perspective in the national
curriculum: by their very nature,
international curricula are
global in outlook while including
components especially tailored to
their host countries.
This aspect of international
curricula, along with their more
holistic teaching methods, can
be adapted and used to elevate
the national curriculum and local
educators.
In fact, the success of the
decentralised examination system
and the Blueprints plans as a
whole is very much dependant on
teachers skills.
A study by the Ministry of
Education conducted as part of
the research for the Blueprint
on teaching methods in local
public schools found that 50%
of lessons observed (out of 125
lessons across 41 schools) were
delivered unsatisfactorily in that
they did not suciently engage
students and were more focused
on achieving surface-level content
understanding for assessment
purposes rather than true
understanding for critical analysis
and application.
Teaching methods should
be more interactive than is
traditionally seen in Malaysia. The
lecture-based style still leaves
out three main components:
the How?, the Why? and
> FROM PAGE 8
Evolving the national curriculum for future success
the opportunity for students to
share their ideas openly in order
to see if they can derive new
interpretations and a deeper
understanding of what they learn,
says Brendan Mehdi Lanza, head
of operations of UCSI Schools in
Subang.
Training and support for
teachers from the government
and their respective schools
is therefore very important,
says Kang Wai Kee, principal of
Raesia Private School, adding
that the government should raise
the standards of teaching and
widen the curriculum to include
more international focus.
In 2007, the government
raised the pre-service training
qualication for primary school
teachers from a diploma to a
bachelors degree, matching
the existing requirements for
secondary school teachers.
This saw 31% of teachers
possessing at least a bachelors
degree in 2010.
However, the government
has realised that this gain is still
insucient for the purposes
of transforming the education
system the way it wants to and so,
through the Blueprint, is planning
to revamp the teacher training
system to include elements found
in teacher training programmes
that supply the worlds top
performing education systems.
This includes components such
as placements, increased hours of
practicum, ongoing professional
development and improved
working conditions.
High aspirations
The Blueprint intends to elevate
Malaysia to the top third of
countries in terms of performance
in international assessments
as measured by outcomes in
TIMSS (Trends in International
Mathematics and Science
Study) and PISA (Programme
for International Student
Assessment, a global assessment
of mathematics, reading and
science abilities conducted by
the Organisation for Economic
Cooperation and Development)
within the next 15 years.
As of the last PISA report in
2012, Malaysia scored below the
average of countries within the
OECD for all three components
and is ranked at in the bottom
third of the survey.
If the educational reforms
already implemented are
successful, Malaysia should show
a signicant improvement in the
next PISA report, due out next
year, as hoped for by the Ministry
of Education.
The ultimate aim of the
Blueprint is to provide all
Malaysian children with the
opportunity to attain an excellent
education that is uniquely
Malaysian and comparable to the
best international systems.
With the best practices of
already successful international
curricula readily observable in the
Malaysian education environment,
there should be no lack of tools to
achieve this aspiration.
In 2007, the
government
raised the pre-
service training
qualification for
primary school
teachers from
a diploma to
a bachelors
degree, matching
the existing
requirements for
secondary school
teachers.
This saw 31%
of teachers
possessing
at least a
bachelors
degree in 2010.
Developing
higher order
thinking skills
will be essential
in future
curricula.
10 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
Students at NIS are preparing to stage
the schools first musical under the
guidance of the English teacher, Nirmala
Naidu (left).
About 30 students of various ages will be taking part in a musical production of Pocahontas.
Taking their talent to the stage
M
ANY parents opt for an
international education to
expose their children to
a holistic education that places
emphasis on soft skills and extra-
curricular activities.
At Nilai International School
(NIS), this includes lessons and
activities in areas such as drama
and music as well as a host of
sporting activities.
This is to give the students a
well-rounded education to shape
them into condent and multi-
faceted individuals.
At the moment, NIS students
are busy preparing for the schools
rst ever musical under the
guidance of the English teacher
Nirmala Naidu. About 30 students
of various ages will be taking
part in a musical production of
Pocahontas.
Nirmala says that initially many
students were shy and reserved
but soon warmed up to the idea of
performing on stage.
While many of the students
will be on stage, a number of
them will be taking charge of
equally important tasks such as
stage production and preparing
the props and costumes for the
show. These activities help create
students who are well-rounded as
they learn to work, rehearse and
perform as a group.
Students taking part in the
musical are between 10 and 16
years old (Years 5 to 10). The
younger students are more playful
and require more direction.
However, they are the more
natural performers as they do not
seem to be as self-conscious or
have the same inhibitions as the
older students.
It is not all fun and games as
the students are working hard
at memorising their lines and
rehearsing at least thrice a week.
Learning their lines and
practising their songs and
dance routines require patience,
discipline and focus.
These are the key lessons that
they will take from this project.
Apart from studying the
internationally recognised IGCSE
syllabus, students get undivided
attention from teachers and staff
throughout their time at NIS.
One of the benets of an
international school education is
the small class size.
Students at NIS receive their
teachers undivided attention and
the small classes (each class at
NIS does not exceed 15 students)
allow the teachers to adjust their
instruction methods to suit each
childs needs.
As NIS opened its doors in 2011,
it is still a fairly new institution
and students benet from having
brand new state-of-the-art
facilities with more being added
every semester.
Apart from the drama club,
students will also be exposed
to a variety of extra-curricular
activities such as martial arts,
swimming and music lessons.
Parents no longer need
to drive their students from
one tuition centre to another.
NIS has everything under one
roof. Here, they are assured a
quality education as well as the
opportunity to participate in
various co-curricular activities,
says Nirmala.
NIS also offers boarding
facilities for children aged 11
and above. Boarding students
are under strict supervision
of housemasters and
housemistresses who ensure that
they complete their homework
and carry out their required
revision daily.
n For more information on NIS,
call 06-850 2188 or visit
www.nis.edu.my
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 11
Sunway International School (SIS) provides many opportunities for parent-teacher
engagement and discussion.
SIS aims to provide social and
educational benefits to its students.
The vital role of
parent engagement
SUNWAY International School
(SIS) is privileged to have an
involved and vibrant parent
community that actively engages
with and contributes to the
school.
SIS has long practised a three-
prong strategy that advocates
tripartite cooperation between
the students, parents and the
school as crucial for a students
development, academically and
socially.
Plenty of opportunities are
made available for parents
to participate in, contribute
actively to and partner with the
schools representatives and
their continual efforts to support
students growth.
Early in the start of every
semester, the administration
department organises a Meet-
The-Teachers Night, a dedicated
session to introduce parents to the
schools educators.
These sessions provide an
inside look into some of the
activities and signicant events
planned for the year.
During the sessions, a complete
list of all SIS personnels e-mail
addresses is distributed.
This is among one of the
schools initiatives to provide a
platform for open, easily accessible
and prompt communication
between the school management
team and the SIS community.
To further support the
importance of consistent
communication, parents and
guardians are kept abreast of
the developments in the school
through a monthly e-mail report.
A more comprehensive SIS
newsletter is published every
quarter of the year and available
for download on the schools
website.
Additionally, parents have
access to the schools online
course management system
through password-protected,
individually assigned login
accounts.
This software is a powerful tool
for parents to monitor their childs
academic progress as it enables
teachers to provide feedback on
the students assessments, update
daily assignments and reports,
and share learning resources with
students and parents.
This is further supported by
the signicant parent-teacher
interviews, personalised one-on-
one meetings between parents
and teachers to discuss the
students progress and plan steps
for further improvement at the
mid-semester stage.
This checkpoint is pivotal in a
students school life as it provides
both parents and students an
indication of the students position
in the curriculums accumulative
evaluation. On the lighter side, SIS
also hosts monthly breakfast and
high tea get-togethers for parents.
These social gatherings aim
to foster closer relationships
between parents and the
school stakeholders. These
informal gatherings feature
light refreshments and casual
conversation between attendants.
Each session is assigned a
particular topic for discussion and
the session is usually capped with
a presentation by a staff member
on the selected topic.
Periodically, parents are also
rewarded with special event
invitations as a token of the
schools appreciation.
The school organises and
monitors for events that would be
relevant to parents interests, and
extends invitations to these for
parents as SIS guests.
So far, SIS parents have
attended motivational speaker
Nick Vujicics presentation,
musical recitals, middle school
graduation ceremonies, science
fairs and talent showcases, among
others.
SIS parents appreciate and
understand that their support
both at home and at school
plays a vital role in their childs
development.
The school supplements parent
engagement through a variety
of planned activities, both social
and educational, to engender
signicant benets to students,
parents and the school.
n For more information, call
03-7491 8070 or visit
www.sis.sunway.edu.my
Learning to score an A in life
SUPERCAMP is a highly engaging
enrichment programme that inspires
students to excel, believe in themselves
and in their ability to succeed. It
empowers them with learning and life
skills they need to thrive in all areas of
their lives.
With more than 65,000 graduates from
more than 85 countries, SuperCamp is
a worldwide leader of academic and life
skills programmes for students. Here are
the top ve reasons to attend SuperCamp:
l Develop lifelong leadership
skills
The ability to lead is a fundamental part
of academic condence and personal
success. Students will discover their
strengths as a leader and how to thrive in
a team-based environment.
l Raise grades
Along with new condence and increased
motivation, students learn a combination
of study strategies, time management
and test-taking skills that they can apply
in any academic situation. Students also
discover their personal learning styles
and ways to apply this knowledge to give
them an edge in their studies.
l Increase condence and improve
relationships
SuperCamp provides students with the
awareness and tools to courageously
overcome their personal insecurities,
fear and doubts. Students use specic
communication models to convey
needs, frustrations and opinions in a
positive manner. Also, SuperCamps life
skills curriculum plays a pivotal role in
improving a students relationship with
people important in his or her life.
l Master problem-solving and
goal-setting
Independent thought and creative
problem-solving skills are integral to
success, along with setting goals that
reect ones personal values and beliefs.
SuperCamp teaches students the basics of
lateral and outcome thinking and ways to
better organise ones life.
l Take responsibility and ownership
One of the most important steps
along the road to adulthood is taking
responsibility for ones own life. At
SuperCamp, students realise the lifelong
benet of working outside their comfort
zone and learn to take ownership of
their actions, ultimately leading them to
success.
SuperCamp is committed to provide
each student with the necessary skills
and mindset to bring out the best in
them.
n For more information, call 03-6203
0525, e-mail camp@supercamp.com.my
or visit www.supercamp.com.my
SuperCamp is a worldwide leader of academic and life skills programmes for students.
12 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
Right environment builds IQ
I
VAN (not his real name) is
a 14-year-old boy who had
performed well in primary
school.
However, his academic
performance began dropping
gradually in lower secondary
school and he scored lower grades
than his classmates in last years
nal exam.
The problem went on for some
time and caused him a lot of stress
and emotional pain. He was often
ridiculed by his peers at school
and constantly teased.
Despite his efforts to read
and revise his schoolwork, he
could not seem to improve in his
studies. His mother, Fang (not her
real name), then realised that Ivan
was revising less and less and
isolating himself.
When she approached him for
a face-to-face discussion, Ivan
avoided her and refused to talk
about his academic performance.
The unfriendly environment he
experienced at school discouraged
him from seeking help to improve
in his studies.
His mother became worried for
him as Ivan appeared to become
increasingly disappointed and
depressed because of his poor
academic performance.
Fang decided to get Ivan a
psychoeducational assessment
from a professional child
psychologist at ChildPsych, the
Child Psychology division of the
International Psychology Centre
(IPC).
Assessing the issue
The child psychoeducational
assessment involved an initial
interview with Fang to review
Ivans developmental history in
the hope of identifying the cause
of his problem.
The interview revealed that
Ivans parents had neglected his
enquiries about his environment
from a young age, mainly because
Fang was busy and his father had
been away from home a lot.
There were many times
when Fang would get irritated
by questions Ivan asked out of
curiosity such as Which country
is the most populated?, How do
plants breathe?, and How do sh
swim in water?.
He was commonly told to stop
asking and to do his homework or
watch television instead.
Ivan eventually got more
discouraged and stopped asking,
which killed his curiosity and
caused a drop in his IQ.
Discouraging questions
causes low IQ
Apart from the interview
session, the child psychologist also
conducted various internationally
validated psychometric tests to
further diagnose Ivans problem.
This included the Wechsler
Intelligence Scale for Children
(WISC-IV) fourth edition, and the
Stanford Binet Intelligence Scales
(BINET) fth edition to determine
his IQ and learning ability. The
assessment revealed that Ivan had
a low IQ.
Ivan went through a
psychotherapy programme
to enhance his IQ. It involved
various activities related to asking
logical why questions. Research
showed that reasoning is closely
allied with other domains of
enquiry in psychology.
According to Dr David Lohman
and Dr Joni Lakin, psychologists
from the University of Iowa,
reasoning, problem-solving
and decision-making represent
different but overlapping aspects
of human intelligence.
This therapeutic programme
was specially designed to develop
and improve a childs IQ. It also
increases childrens knowledge,
vocabulary, and comprehension
abilities.
IQ and intelligence are not
xed entities and can be improved
with the right psychoeducational
environment that encourages
IQ-related, logical- and
information-based questions.
It is never too late to help your
child increase his IQ but it is
recommended to start as early as
possible.
n For more information, call the
International Psychology Center
Sdn Bhd at 03-2727 7434, or visit
www.malaysiapsychology.com
Asking questions from a young
age is an important factor in
building childrens IQ.
Morris Allen English believes in giving students the freedom to express themselves and explore the
English language in a fun setting.
Learning English effectively
IMPROVING ones level of English is one
thing but mastering this global language
through an effective, fun and interactive
manner requires an effective method and
Morris Allen English has the trusted and
proven method to achieve this.
A reputable English enrichment
centre with more than 20 years of
experience, Morris Allen English believes
in encouraging students to have fun with
learning as they are taught in a non-drilling
environment that is conducive for effective
learning.
Besides having qualied and native
English-speaking teachers, Morris Allen
English stands out among other schools
with its teaching method that focuses
on four major areas of a childs language
development listening, speaking, reading
and writing.
In each area, students are guided on
their listening comprehension, reading
interest, oral skills and writing skills,
among other aspects. Morris Allen English
believes in giving students the freedom to
express themselves and explore the English
language in a fun setting.
Apart from their regular programmes,
Morris Allen English also runs short courses
that students can participate in to further
improve on specic areas such as a creative
writing course, phonics, vocabulary and
grammar, which are offered to primary
school-goers in addition to their regular
lessons.
For students who want to overcome
presentation anxieties, Morris Allen English
offers the speech and drama short course,
which develops students self-condence
via active participation in speaking and
listening activities.
In this course, students focus on
improving pronunciation, participate in
oral reading, class discussions and various
role-playing activities.
n For more details, call
03-7726 7656 (Centrepoint centre) or
03-5611 9296 (Empire centre) or visit
www.morrisallen-malaysia.com
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 13
Kerry Brown, AISMs head of the Early Learning Centre, will talk about the Australian Early Years Learning
Framework during the Open Week
Discovering the
Australian option
T
HE growing number of international
schools in Malaysia, especially in the
Klang Valley, provides various options
for parents in choosing their childrens
preschool, primary and secondary
education.
Parents have to consider the different
types of curriculum offered by international
schools as well as their qualications,
facilities and teaching methodology.
With so many options at hand, it can be
a daunting task to choose the right school
for your child and ensure that your nancial
investment is a wise one.
From June 9 to 13, parents can learn
more about what an international education
has to offer at the Australian International
School Malaysias Open Week that will be
held from 10am to 1pm.
The school will be organising a series
of talks delivered by its experienced
Australian teachers along with other
interactive activities such as storytelling,
science trial classes, classroom exhibitions,
student performances and a school tour.
One of the talks organised during the
event is IB, A-Levels or the Australian
Higher School Certicate (HSC)?, which
will be delivered by the schools careers
and pathway planning advisor Christopher
Broadbent.
Parents often choose a school based on
what they can see such as the facilities or
teachers rather than the curriculum and
qualications offered, says Broadbent.
Broadbent explains that students who
wish to do their tertiary studies overseas
do not necessarily have to study the same
curriculum as their chosen country.
Students from AISM have gained entry
into top universities in the United Kingdom,
the United States, Australia and many other
parts of the world. Therefore, we would
like to show parents how we compare to
other curricula and how our teaching and
learning are different, he says.
The Open Week will also include a talk
catered towards parents whose children are
in early years.
It features the head of the early learning
centre Kerry Brown, a distinguished
childrens book author, who will speak
about the teaching and learning approach
adopted at AISM for this age group.
Learning needs to be both meaningful
and fun. For this reason, the Early Learning
Centre at AISM uses a combination of the
Australian Early Years Learning Framework
(AEYLF) and the Reggio Emilia philosophy
to ensure that children are actively involved
in their learning.
Play-based explorations ensure
that children are able to make real-life
connections with their learning, says
Brown.
The Open Week will also feature
presentations delivered by the principal and
heads of school, from which parents can
learn more about the schools philosophies
and key learning areas. While parents
attend the talks, a storytelling session will
be carried out for younger children and a
science trial class for older children.
An interactive school tour will also be
held where parents can enter designated
classrooms, explore students work and
speak to teachers and students as well
as see the AISMs performing arts centre,
which includes purpose-designed rooms for
performing arts, a library and a black-box
theatre.
The tour will demonstrate the 21st
century learning practice of AISM, which
features modern and open-concept
classrooms and exible learning spaces
designed to facilitate learning beyond the
classroom.
n To register for the talks, school tour or
activities, call 03-8949 5000 or e-mail
events@aism.edu.my
Christopher Broadbent, AISM teacher and Pathway
Planning Advisor, will talk about the differences in
the Australian curriculum as compared to IB and
A-Levels.
14 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
New branch, new opportunities
T
HE British Council has
opened a new branch,
bringing its popular
English language courses
closer to residents and working
professionals in Selangor.
British Council Mutiara
Damansara is the rst British
Council branch housed inside
a shopping mall. The 540sq m
facility is located on the second
oor of The Curve.
The Mutiara Damansara
branch is scheduled to deliver
the same English courses
provided in the Kuala Lumpur
branch with programmes for
children aged from ve to 17 and
communicative English courses in
the evenings for young adults and
professionals.
The British Council English
courses, which are taken by more
than 5,000 students every term
in the city centre branch, provide
a distinctive, holistic approach to
language learning.
Lessons for preschool to
upper secondary children help
them reach their potential while
building their condence in
speaking English.
A rich variety of interactive
activities prepare them to use
English in real life and also
The new British Council branch in Mutiara Damansara offers classes for both
children and adults.
Proficiency in English
THE need to master English
is undisputed and education
authorities continue to
explore ways in which English
standards in schools can be
improved.
Reinforcement through
tutorials is not only important
to raise prociency levels but
also for the change it produces
in the mindset of students
who start to think in English.
This leads to more effective
communication and more
effective learning.
With close to 60 centres
nationwide, Cambridge
English For Life (CEFL) is one
of the leading providers of
quality English language
courses in Malaysia.
Courses at CEFL lead to
the prestigious University of
Cambridge English Language
Assessment examinations,
which are conducted
worldwide and recognised
throughout the world as a
valid measure of a candidates
English language prociency.
The examinations test all
four language skills: reading,
writing, listening and speaking
to provide a comprehensive
assessment of a candidates
ability. To prepare for these
exams, students must be given
the opportunity to develop
each skill and at CEFL, courses
have been designed to do
precisely that.
Classes are small and
interactive. Students are
encouraged to participate,
with group work and fun
activities being an integral
part of each lesson.
Students are given
placement tests to ensure they
start at a level appropriate to
their prociency.
They can then progress
level by level to reach a
standard that will serve them
well in terms of entry to
college or university.
CEFL has a wide range
of courses for students
of all ages: preschool,
primary and secondary
levels, and for adults, there
are Conversational and
Business English courses. All
CEFL centres are open for
registration.
n For more information, visit
www.cambridgeforlife.org
CEFL has a wide range of courses for students of all ages.
support their school work.
A typical lesson may include
acting out a story, singing a song,
preparing a group presentation
or solving a problem. The lessons
are conducted in English so
children soon nd themselves
using the language with ease. This
activity-oriented, communicative
approach is underpinned by
solid grammar instruction and
vocabulary development.
Students at the new branch in
Mutiara Damansara will be able to
enjoy a state-of-the-art learning
environment. Every classroom has
an interactive whiteboard that is
linked to British Councils English
language learning websites,
teacher-generated digital
materials and a range of listening
and reading resources.
British Council teachers are
all qualied to teach English as a
foreign language and bring with
them a wealth of experience to
the classroom, which enables
them to motivate learners and
encourage active involvement in
the learning.
They understand the need
to build trusting relationships
with every child to ensure an
enjoyable and supportive learning
environment for their students.
The British Council prides itself
on its commitment to training
and developing its teaching staff,
enabling them to constantly
improve and discover new ways of
engaging with students.
Another positive aspect of the
learning experience at the British
Council is regular opportunities
for parents to get involved
in their childrens learning.
Frequent workshops help parents
understand how they can best
support the English language
learning that goes on in the
classroom.
One example is when parents
are taught to review vocabulary
after the lesson or to use word
games to help children memorise
new words and their spelling.
Every child receives a term
progress report and parent
meetings provide a scope for
individual consultations.
In addition, there are many
communication channels to help
busy parents keep up-to-date with
new events and special activities
at the British Council.
The new teaching centres
location at The Curve will be
advantageous to parents. They will
be able to drop their children off
and then enjoy a couple of hours
shopping or relaxing in a coffee
shop.
As the centre will run English
courses for adults as well, its
strategic location at The Curve
offers many advantages for those
wanting to study after work hours
or after university classes.
n For more information, call
03-2723 7900 or visit
www.britishcouncil.my
StarSpecial, Tuesday 3 June 2014 BRIGHT KIDS 15
Showcase of R.E.A.L
artistic talent
T
HE Metamorphosis Art Exhibition
held at R.E.A.L Schools, Suria Campus
in Cheras was a signicant event that
provided a platform for budding artists to
hone their talents while raising funds for
charity through the sale of its paintings.
The exhibition took place last week at the
schools purpose-built art gallery and lived
up to its aim to showcase students works
of art to the public and expand the schools
impressive portfolio.
The name of the exhibition,
Metamorphosis, was taken from the
biological term that encompasses the
physical process of growth from birth to
adulthood, which involves different stages
of life.
The name was, therefore, a tting
metaphor to signify students growth and
the ongoing journey that develops their
artistic prowess from novice to expert.
The exhibition featured 45 art pieces by
12 students, including a few contributed
by external guest artists. The medium of
choice for the paintings was acrylic and 30%
of the proceeds generated from the sale
were donated to selected welfare homes
and orphanages in Selangor.
Organised and driven by students and
teachers of the schools dedicated arts and
design programme, the inaugural exhibition
met its two main objectives raising funds
for a noble, charitable cause and creating
valuable opportunities for young, aspiring
artists to display their creations to a large
audience.
Fanning the flames of interest
in art
R.E.A.L Schools unique and innovative
arts and design programme serves to
provide additional classes to students who
have an interest and passion in art. There
are three modules under this programme
ne art, graphic design and fashion design.
The various events and activities
that are organised by the school such
The Metamorphosis Art Exhibition was aimed to raise funds for a noble, charitable cause and create
valuable opportunities for young, aspiring artists to display their creations to a large audience.
as Metamorphosis also succeeded in
promoting the programme further as
seen by the highly encouraging response
from students.
As a result, the number of students who
have joined the programme has grown to
220.
According to the schools head of
programme Mohd Farid Yusoff, These
focused initiatives are meant to support
students with everything they need from
teaching to tools and facilities in order
to bring their artistic talents, interests and
abilities to a higher level.
More importantly, the programme
enables the school to identify students with
potential who can take centre stage
in large-scale events.
Inspiring students to greater
heights
Among the guest artists who appeared
at the event was the Special Jury Award
winner of the 2012 Rasa Alam Exhibition,
Suzlee Ibrahim, who featured two of her
works Rhythm of Colour and Orange Space.
Other notable guest artists include Abd
Halim Hassan, Simon Onn and Hazrah
Ngah. The exhibition also featured the
participation of several personalities from
the local art scene, namely printmaker
Faizal Suhif, and ne artists Dzul Aq,
Halijah Hamzah and Zaidah Abdullah.
Their attendance brought vigour to the
event, where they shared their experience
and expertise with promising students.
In turn, students had the opportunity to
tap into the guests invaluable insight and
be inspired by their achievements.
For these students, getting to exhibit
their work to the public for the rst time in
a formal setting was an achievement that
brought them self-satisfaction.
This would hopefully help motivate
them to continue painting and taking their
passion and interest in ne art to the next
level.
n For further enquiries, call R.E.A.L Schools
at 03-9021 3601 (Suria Campus, Cheras),
03-7842 3228 (Cahaya Campus, Shah Alam)
or visit www.realschools.edu.my
Tips for spring cleaning
TAKE advantage of this holiday period to
get your children to organise and clean
their rooms before the next school term.
A messy room can affect their mood and
thought processes, especially if they are
trying to do their homework.
Ideally they should be encouraged to
clean their room regularly to avoid having
to deal with a large mess after a few
weeks of neglect.
Cleaning and organising are not the
rst thing children would like to do
during the school holidays so to make the
most of this opportunity, consider how
you can go about encouraging your child
to clean their rooms.
Here is a list of ideas you could try out.
Incentivise
l If your children receive pocket money,
tell them they will only receive it after
they have organised their space. Or even
better, hide it among their things such as
clothes or toys and turn spring cleaning
into a treasure hunt.
l To make it even more interesting,
assign each child (if you have more than
one) different colours and ask them to
put away as many of those particularly
coloured objects as quick as they can.
Playing some music during the
activity will also stir up a more exciting
mood.
Use a checklist
l Depending on how much work needs
to be done, it is a good idea to draw up
a checklist to keep track of what they
have done. Every task, no matter how
big or small, can go onto the list where
they can tick it off to give themselves the
satisfaction of completing a task.
l To get the ball rolling, start them off
with easy tasks such as organising their
desks or clearing their wardrobes. Then
progress to the harder tasks, perhaps even
throwing in an incentive or two.
Donate or throw it away
l The best thing to keep in mind while
spring cleaning is to throw, recycle or
donate anything that your children have
not used in more than a year. Examples
of things that can be donated are
clothes, shoes, toys, books and reusable
containers.
l Once you have decided on what to keep,
throw or give away, separate everything
into piles. Stationery and books can be
placed in the same box or container and
shoes can be arranged neatly according
to occasion. This segregating method can
be applied to most things in the house as
well.
l It is highly recommended to get plastic
boxes of the same size so they can be
stacked neatly in storage. On top of that,
zip-lock bags to store smaller items
are useful to keep things neat and tidy.
You could label these zip-lock bags and
boxes to make it easier to identify their
contents.
l During the clean-up, children will nd
things that have gotten dusty due to
underuse. So before starting the clean up
and to prevent a bout of sneezes, use
anti-bacterial wipes or a wet cloth to
wipe surfaces and anything that appears
dusty.
Clean weekly
l Setting aside an hour or two a week
to clean up and organise is the best way
to maintain the cleanliness of childrens
space. This is the way to go if you are
not the type to clean regularly. It would
be easier, however, to stick to a once-a-
week schedule to avoid an accumulation
of unused items. This will instil good
habit in children to be consistent in their
actions and give them more time for work
and play.
16 BRIGHT KIDS StarSpecial, Tuesday 3 June 2014
Kuchai Entrepreneurs Park 011-12286618
Bukit Jelutong 03-7845 9584
016-7703 944
017-6152213
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Taman Cheras
Kajang Prima
Learning from industry professionals
S
EGi College Subang Jayas
Early Childhood Care and
Education (ECCE) students
were recently given an insight into
the ever-changing early childcare
industry by two renowned
experts.
Datin Radziah Mohd Daud and
Dr Irene Leow Kim Choo, who
pioneered ECCE as a professional
career in Malaysia, shared their
experience at a talk at the campus.
Quality education is crucial
in the early years of a childs life.
Several years ago, it was common
for daycare and ECCE centres to
enlist helpers who did not possess
the necessary paper qualications
to teach or care for young
children.
Radziah began by sharing her
30-year journey in the world of
ECCE. She was a qualied nurse
and worked in hospitals in Alor
Star before she went to work
in London. Upon her return to
Malaysia, she worked at the
National Family Planning Board
where she was tasked to establish
childcare centres.
Radziah then left the board
to establish her own home-
based playgroup to be closer
to her family. After much
encouragement, she opened a
larger school and devoted her
time and efforts to raising the
standards of ECCE.
Her hard work was recognised
by the government and she was
instrumental in setting up various
preschools in Putrajaya, Kuala
Lumpur and Kuching. She also
assisted in establishing daycare
centres for several government-
linked companies and the School
in Hospital programmes.
Recently, the SEGi University
Group appointed Radziah as
its industry advisor for ECCE
programmes.
At a recent Segian talk, Radziah
shared stories of her extraordinary
journey and reminded students
that the ECCE eld is one that
guarantees satisfaction beyond
monetary gain, and that one
cannot be in the eld without
passion for children.
Dr Irene Leow then shared
her experience as a professional
ECCE teacher. She has 26 years
of experience in the ECCE eld
as the principal and operator of
the Seri Mawar Childcare and
Development Centre in Ampang,
Selangor.
Dr Leow is a certied trainer
for childcare programmes
under the Welfare Department
and Association of Registered
Childcare Providers Malaysia
(ARCPM). She is also a member
of the Professional Certication
Board of the ECCE and has been a
part-time lecturer at SEGi College
Subang Jaya since 2004.
Dr Leow explained the latest
scientic ndings that reveal early
experiences as being important for
the development of a childs brain.
Quality ECCE can help reduce
the rate of school dropouts and
crime rates in later years, while
poor early childcare and education
can create irreversible harm.
As a result of these ndings, the
government is now raising the bar
for ECCE standards.
By 2020, all preschools in
Malaysia will have to adhere
to national quality standards,
including a rule that every
teacher must have the minimum
academic qualication of a
diploma.
Dr Leow emphasised that
a professional has to be not
only knowledgeable but also
competent in his or her job.
The person embodies all
professional ethics and strives for
continuous professional growth
by constantly learning and
improving, in addition to speaking
and dressing well. Dr Leow added
that professionals such as doctors,
lawyers and engineers are
members of professional boards.
As such, there will be an
ECCE Council for professionals
by 2017 to ensure standards are
adhered to and only those who
are qualied will provide ECCE
services.
Radziah and Dr Leow also
reminded students that ECCE
teachers play crucial roles in
the community and that these
professionals are blessed in so
many other ways when they
invest in the lives of young
children.
n For more information, call
03-6145 1777 or 1800 887 344,
e-mail askme@segi.edu.my or
visit www.segi.edu.my
Datin Radziah (left) and Dr Irene Leow are respected industry leaders in the ECCE field and are working together to educate the
next generation of ECCE leaders.