BK - 01 July 2014

THE STAR Tuesday 1 July 2014
Healthy eating habits begin at home > 5 Putting learning into practice > 17
StarSpecial
New roads to
learning
Education in your neighbourhood.
2 BRIGHT KIDS StarSpecial, Tuesday 1 July 2014
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THE STAR Tuesday 21 January 2014
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The right MBA
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StarSpecial
THE STAR Tuesday 4 February 2014
ur body weight status > 3
Quality, affordable international education > 5
Unlocking
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BRIGHT KIDS
Buying newor used? > 8
Lifestyle options > 10
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
PROPERTY StarSpecial
THE STAR Thursday 30 January 2014
Rise of
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Expanding education
beyond the big city
By ANUSHIA KANDASIVAM
T
HERE will always be a
demand for education.
Learning happens every day,
of course, but the institutionalised
education offered by almost
every government in the world
is specically designed to mould
citizens into nation builders.
Malaysia is no different; as
part of the countrys bid to reach
developed nation status by 2020,
the Malaysian government has
opened the education arena to
foreign investment.
One of the main points of
reasoning behind this move is
the fact that a vibrant education
scene feeds the innovation
and development of ideas and
technologies in a country, which
contributes to its overall economic
progress.
There are several different
types of education available in
Malaysia public, private and
international being the most
common and traditionally,
patronage of each has been
distinct.
The children of expatriates or
those in the higher income bracket
are seen to attend international or
private schools.
In contrast, everyone else goes
to public school.
The country has evolved since
those days.
At this time, Malaysian society
has reached a point where even
urbanites in the middle income
bracket, realising that a well-
rounded and internationally
recognised education will give
their children more opportunities
in the globalised world, are
seeking alternatives to public
school education.
Demand for diversity
There are more and more
schools, especially international
schools, opening in Malaysia
every year, reecting this demand
and the demand for education
delivered in English.
The removal of the 40% quota
for Malaysian students enrolled
in an international school has
opened up the doors for more
Malaysian students to engage
with an international curriculum
and immerse themselves in
an international community,
says John Fancourt, principal of
Raesia International School
Puchong.
Malaysia has attracted
many students from overseas
and is a favourite destination to
study aboard. Such exposure to
internationalisation has given
the public much needed insight
into internationally recognised
curricula offered by international
schools here, adds Dr Lachman
Tarachand, CEO of UCSI
International School Springhill.
Internal expansion
This demand has not only
seen an increase in foreign
education investment into the
country (further encouraged
by the Malaysian governments
promotion of the country as a
preferred education destination in
the region) but also an expansion
of the education providers already
established in the country.
In a bid to capture market
share, these schools are locating
outside of saturated Kuala Lumpur
to satellite towns or government-
designated Education Hubs,
such as Bandar Springhill in > TURN TO PAGE 9
Negri Sembilan or the upcoming
Kuala Lumpur Education City,
a township that will host a
number of schools, colleges and
universities.
Another reason for locating
outside the big city is that there
are now more and more people
moving their families into the
new developing regions such
as Cyberjaya for jobs in large
companies or multinationals.
These jobs most probably come
with higher incomes, and perhaps
even the opportunity to relocate
overseas, leading families to seek
out internationally recognised
education for their children.
Locating a branch campus
in Cyberjaya did seem like a
hindrance at rst because the
number of families likely to choose
an international school resident
in Cyberjaya was relatively small.
The situation has now changed
as more and more employees and
owners of enterprises choosing to
locate in Cyberjaya have moved
their families in as well, explains
Dr Umasuthan Kaloo, director of
nance at elc International School.
As the development in KL gets
more saturated, even education
providers are shifting their
operation and activities out of KL.
Satellite towns and decentralised
business and industrial zones like
Puchong, Subang and Petaling
Jaya are very much developed
with many of the facilities and
opportunities KL has.
It is no longer a must for
families staying out of KL to travel
to KL for their daily activities.
Similarly, the very near future will
see more and more private and
international schools established
outside of KL, adds Fancourt.
A non-urban location is,
however, rarely an encumbrance
as parents and students are
usually willing to travel a little
further to obtain what they see as
a better education.
Being away from KL is
benecial to parents staying
outside the central KL area who
want to send their children to
a quality school. We provide a
convenience that will save them
time in trac every morning,
says Fancourt.
In fact, some schools have
established more than one campus
on the outskirts of KL. Raesia,
for example, has one campus
in Puchong and one in Kajang,
taking advantage of the rapid
development of these areas and
their growing need for quality
education.
Both areas have their own
target market and through our
research, our understanding of
parents thinking is that they
generally will not choose a school
that is more than 30 minutes
driving distance away, reveals
Fancourt.
Though it can be argued
that establishing campuses in
relatively close proximity dilutes
the brand or, in the wider context
of education providers, leads to
saturation in the areas outside the
big city, such wide availability of
quality education also means that
education providers are better
able to satisfy the needs of a
diverse market.
Boarding schools by their
nature may not have to concern
themselves about location as
much as a day school does, but the
environment the school is located
in still plays a large part in what it
can offer its students and its draw.
Being a boarding school, we
are in a unique location away
from the hustle and bustle of city
life. The Springhill campus in Port
Dickson is set up to provide a quiet
environment that is conducive
to learning as our curriculum
requires such surroundings.
The boarding facility means
parents are comfortable sending
their children away from the city
to study. Also, being near enough
to KL means students can go back
home during the weekend, says
Dr Tarachand.
Malaysian society
has reached a
point where even
urbanites in the
middle income
bracket, realising
that a well-rounded
and internationally
recognised
education will
give their children
more opportunities
in the globalised
world, are seeking
alternatives to
public school
education.
Hussein Zaid works hard to perfect his footballing technique at UCSI International School, Subang Jaya.
Moutamer Ashtar hopes to make the
most of his time in Malaysia before
contributing to his fathers business.
A home away from home
B
ORN in Yemen, Hussein
Zaid has been constantly on
the move with his parents
and grew up moving from one
international school to another.
After spending six years in
Saudi Arabia, Hussein came to
Malaysia and started studying at
UCSI International School, Subang
Jaya. He is currently in Year 10 of
the Cambridge IGCSE curriculum
and has had a good experience so
far.
Studying in Malaysia is great
and the people here are friendly
and helpful. Choosing the right
school was important and Im able
to focus on what I want to do at
UCSI, says Hussein.
Husseins focus is not just on
getting good grades, but also his
passion for football.
Blessed with nifty footwork,
Hussein has mastered the art
of stepovers, roulettes, robanas,
elasticos and pannas, which are
football skills that require precise
execution.
I am fascinated at how
Ronaldinho used to take on
multiple opponents at the same
time with his dribbles and tricks,
says the FC Barcelona fan.
Hussein launched his own
YouTube channel to share his
love of the game. Named amdiTV,
Hussein uses it to give tutorials
on executing football moves. The
channel has attracted more than
four million viewers.
Its great to inspire others in
something I love doing and some
have asked whether Id be keen to
play professionally, says Hussein.
Why not? Of course, I would
have to start somewhere and
the Malaysian league would be a
possibility after I nish my studies.
I know I will be starting a little
late in terms of age but having
a solid education is important.
Many things can happen in
sport, so having an education
will help, especially if injuries
prevent me from progressing in
a career in sports.
Hussein has enjoyed
interactions with UCSI teachers
from the United States, Britain
and Canada, among others.
He says, The teachers here
bring a wealth of experience
with them and I learn new ideas
each day. They go out of their way
to give students personalised
attention and encourage you to
come up with different points of
view.
For Husseins classmate,
Moutamer Ashtar, studying in an
international school away from
his home country of Syria, for the
rst time required time for him to
t in.
The community at UCSI
welcomed him and Moutamer
focused on achieving good grades.
He hopes to expand his fathers
textile business in Syria in the
future.
Having studied in an
international school as well, UCSI
principal Brendan Lanza identies
with the two students who have
come from far away countries.
A school should be a home
away from home and that is the
standard we set at UCSI. What
our foreign students go through
is really a life lesson and one
that emphasises the quality of
education, he says.
Highlighting the intellectual
rigour of the IGCSE curriculum,
Lanza explains that UCSI students
possess the right foundations
to advance to university, and
subsequently, their careers.
The presence of international
educators at the school brings
rich perspectives to its learning
environment.
We want to groom the next
generation of global citizens
and will continue our efforts in
bringing the best international
educators in. Their presence
makes the school a melting pot
of culture and their invaluable
experience goes far in preparing
students for impactful lives, says
Lanza.
n For more information, visit
www.ucsiinternationalschool.edu.
my
StarSpecial, Tuesday 1 July 2014 BRIGHT KIDS 3
RAMADAN, which is the ninth month
of the Islamic calendar, is celebrated by
more than 1.5 billion Muslims worldwide.
Muslims observe the holy month by
fasting from the rst light of dawn until
the sun goes down.
For Muslims, it is important to
appreciate the reason behind fasting by
showing the intent in the fast.
Even if you are not a Muslim, you
can still fast during the holy month of
Ramadan, whether it is to practise self-
discipline, improve health or to simply
show solidarity.
It is the parents responsibility to
determine if a child is ready to fast. If the
child is ready, the parents must prepare
them for fasting without compromising
the childs health or fasting intentions.
As long as a child is in good health, the
child can be introduced to fasting during
Ramadan.
In fact, parents can get kids to start
as young as four or ve years old by
encouraging them to fast for a few hours
a day during Ramadan.
This allows them to start appreciating
the signicance of the holy month. When
a Muslim child reaches puberty, he is
expected to be able to full the complete
duration of the fast.
For many Muslim children, it is an
exciting stage in their lives to be old
enough to fast the full day because like
any adult activity, a full fast during
Ramadan is something that only the
adults do.
The concept of no food and drink
during daylight can be hard to swallow
as kids are not only physically weaker but
also physically more active than adults.
Additionally, children who have reached
puberty, where they experience a growth
spurt, may also nd fasting dicult
as they are more likely to eat more or
continuously munch on snacks.
> TURN TO PAGE 8
Teaching children
to observe Ramadan
Malaysian school hosts Aussie visitors
A
DELEGATION from the
Geelong Grammar School
(GGS), Australia, recently
visited the IGB International
School (IGBIS) in Sierramas and
Valencia.
Stephen Meek, principal of GGS,
and Anthony Bretherton, director
of community relations of GGS,
paid a visit to IGBIS during their
recent trip to Kuala Lumpur.
The visit included a tour of
IGBIS newly built campus and
its extensive facilities by Anne
Fowles, IGBIS head of school.
A top-ranked Australian
boarding school with a student
population of 1,500 in four
campuses, GGS humble beginning
dates back to 1855 with only 14
students in the Australian state of
Victoria.
Since then the school has
grown into the prestigious
education institution it is today.
In its 159 illustrious years, GGS
boasts a long list of distinguished
and prominent alumni, including
members of royalty, poets and
captains of industry.
Calling themselves the Old
Geelong Grammarians, notable
members include Prince Charles
of Wales, Sultan Zainal Abidin of
Terengganu, media tycoon Rupert
Murdoch and actress Portia De
Rossi.
Fowles, who is also the current
chairperson of the International
Baccalaureate Heads Council, said
that the visit by both Meek and
Bretherton is signicant as it is a
nostalgic reunion for some at IGB
International School.
We have alumni among our
IGBIS founders and directors
within the IGB Group so you could
say IGBIS has Geelong Grammar
Genes in its foundations.
She hopes that in the near
future IGBIS and GSS could
cooperate and mutually benet in
many areas.
Some of the GGS alumni at
IGBIS include Lister Hannah,
chairman of IGBIS, who was a
former student and principal of
GGS from 1995 to 1999; Mohamed
Tawk Ismail, a member of the
board of directors at IGBIS; and
Tan Boon Lee and Tan Boon Seng,
both directors of IGB Corporation
Berhad, the parent company of
IGBIS.
IGBIS offers the International
Baccalaureate (IB) Diploma
Programme for Grades 11 and 12.
It is one of 18 schools in
Malaysia to have been bestowed
IB World School status. IGBIS also
plans to implement cutting-edge
primary years and middle years
curricula soon.
IB World Schools provide an
active and holistic education path
from early years all the way to
pre-university and this experience
open doors and horizons to
students beyond the four walls of
the school.
With more than 3,806 IB World
Schools across the world, the IB
curriculum is one of the most
comprehensive curricula available.
It provides empowerment and
nurtures the academic and mental
well-being of students.
Already generating a great
deal of excitement among many
parents and prospective students,
IGBIS is located within an
impressive campus at Sierramas
and Valencia.
From left: Mohamed Tawfik Ismail, a member of the IGBIS board of directors; Anne
Fowles, IGBIS head of school; Stephen Meek, principal of Geelong Grammar School
(GGS); and Anthony Bretherton, director of community relations of GGS.
Visitors from the prestigious Geelong Grammar School were shown the facilities of
IGBIS new campus in Sierramas and Valencia.
IGBIS is scheduled to open
this August for its rst intake of
students.
As a premier IB World School,
IGBIS will bring the very best of
the IB curriculum to Malaysia
with a band of dedicated and
well-experienced educators from
across the globe.
The school also boasts
impressive state-of-the-art
facilities, which guarantee an
excellent academic experience for
students from ages three to 18.
www.igbis.edu.my
Plan your meals two to three days in advance or on a weekly basis to save time.
Recipe
Ingredients:
100g (1 cup) mixture of
wholegrains (brown rice, oat,
millet, buckwheat, barley and
rye), washed and drained in a
colander
Two litres of water
200g minced chicken breast
50g carrots, cut into 1cm cubes
100g potatoes, cut into 1cm
cubes
20g dried shiitake mushrooms,
soaked to soften and then cut into
1cm cubes
1 teaspoon salt
Condiments (optional):
2 stalks spring onions, chopped
3 tablespoons nely shredded
young ginger
3 tablespoons fried shallots
sesame oil, soy sauce, white
pepper to taste
Method:
Soak the washed wholegrains
for two to three hours before
cooking.
Place the grains and water in
a medium pot and bring to a
boil. Add in the minced chicken,
carrots, potatoes and mushroom
cubes and stir lightly.
Simmer on low heat until the
grains become soft (about one to
one and a half hours).
Add more water if the porridge
gets too thick. Stir constantly to
prevent it from sticking to the
pot.
Ladle the porridge into a bowl.
Sprinkle with chopped spring
onion, shredded ginger, fried
shallots, salt and white pepper.
Finally, drizzle with sesame oil
and soy sauce before serving.
Multigrain porridge with
minced chicken and vegetables
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
Healthy eating
habits begin at home
M
ANY parents understand
the importance of
providing their children
with a nutritious meal and what
better place to start than at home?
Meals prepared at home are
generally healthier and more
nutritious as you get to decide the
cooking method and choose the
ingredients that go into a dish.
Cooking at home is also a good
way to save money.
It is not easy to prepare
meals every day for your family,
especially when both parents have
full-time jobs. In this instance,
planning your food purchases and
meal preparation ahead of time
will help you out greatly.
To make this process less of a
chore, ensure that all your family
members are involved in the meal
preparation process.
Plan wisely
l Plan your meals two to three
days in advance or on a weekly
basis to save time.
l Ensure that different foods
from each group of the food
pyramid are incorporated into
your meals.
l Prepare different types of
dishes and use a variety of cooking
styles so that your family does not
get bored.
Shop smartly
l Prepare a grocery list based
on your menu and shop according
to the list.
l Buy fresh food instead of
processed food.
l Only pick up perishables such
as fresh food at the end of your
shopping trip.
l If you are buying processed
food, read the nutrition
information panel provided on
the food wrapping to determine
its nutritional content. Also
remember to check the expiry
date.
Prepare early
l Some ingredients such as
onions, chillies and garlic can be
chopped in advance and stored in
airtight containers in the fridge for
further convenient use.
l Prepare and freeze sauces
and stocks in advance. Also
remember to store them in
microwavable containers to
enable easy heating up.
l When cooking, start with
the ingredients or meals that take
the longest to cook. This way,
you can prepare other dishes
simultaneously while waiting for
another to nish.
Cook healthily
The way your food is prepared
determines how nutritious it is
as different cooking techniques
produce different results.
This also allows you to
experiment with different
ingredients that can give you
added benets or enhance the
avour of your dish.
Some cooking methods are
healthier than others, for example,
it is better to roast than deep
fry as deep frying will result in
meals that contain more fat due to
excessive oil use.
Below are some cooking
methods that you can try in order
to produce more wholesome
dishes.
l Stir-fry
This is a quick method
of cooking that retains the
nutritional value of the
ingredients and is a good method
to cook vegetables.
l Soups and stews
You can boil a chicken carcass
with vegetables to make a hearty
chicken soup. You can even add
rice or noodles to make it a one-
pot dish. Chicken porridge is
another healthy option to try.
For healthier soups and stews,
minimise the use of oil.
Stews are great ways to
incorporate vegetables like
carrots, celery and tomatoes into
your dish. The vegetables not
only add colour to your stew but
also provide plenty of nutritional
goodness. Stews can be prepared
with a slow cooker or by using a
crock pot over the stove.
l Steam
Steaming is a great way to
seal in the foods nutrients and
avours. As steamed dishes take
relatively longer to cook, you
should cut any sh, poultry and
meat into smaller pieces. Steaming
only requires a minimum amount
of oil and is one of the healthiest
methods of cooking.
l Bake
Adding vegetables to your
meat pies and casseroles will
add avour and nutrients to your
dish. To make it more desirable
to children, you can top off your
casseroles with cheese and
breadcrumbs.
l Roast
When you are roasting meat,
sh or poultry, remember not to
use too much oil. You can also
include vegetables in your roast
for a balanced meal.
l Grill
Grilling is a great way to cook
meat, poultry and sh using
minimum fat and oil. The heat
from the grill seals the avour
and nutrients in food, giving it an
exceptional taste.
Ultimately, preparing meals
in your own kitchen need not
be a chore. With a little thought,
planning and preparation, you
can enjoy a healthy and delicious
hassle-free meal with your family.
It is also a wonderful way to bring
the family together and helps you
save money along the way.
The scholarship programme at the Australian International School Malaysia
produces high achievers and admirable young students who have taken on
productive roles in the global community.
The Australian curriculum encourages
students to develop a number of
skills, including oral, presentation,
comprehensive reporting and writing
skills across a range of subjects.
Scholarships await deserving students
T
HE Australian International
School Malaysia (AISM) is
offering scholarships to
deserving Malaysian students
who are sitting for their Sijil
Pelajaran Malaysia (SPM) this year
to join the schools Year 11 and 12
matriculation programme.
The school is the only
international school that offers an
Australian curriculum that leads
to the internationally recognised
Higher School Certicate (HSC).
Students who have graduated
from AISM have gained entry into
top universities all around the
world.
The scholarship covers the cost
of the application fee, admissions
fee, tuition fees and technology
fees for both Year 11 and 12.
The award is given to
deserving students based on
their academic performance and
strong background in other school
activities, including leadership,
sport, arts and school community
involvement.
Preference is given to students
who would not have the
opportunity to attend and benet
from a school such as AISM.
AISM has been offering this
scholarship for the past seven
years and last year, it awarded
three full scholarships.
One of last years scholarship
recipients, Seo Yiie Lyn, is a high
achiever who intends to study
biology after completing the HSC.
I enjoy all the subjects I
have chosen and the different
types of assessment encouraged
throughout Year 11 and 12. The
Australian curriculum encourages
students to develop a number of
skills, including oral, presentation,
comprehensive reporting and
writing skills across a range of
subjects, which are very valuable
in life, she says.
One of the things that drew
me to AISM was its black box
theatre. It certainly is a unique
facility to have in a school, says
the drama enthusiast who has
won drama competitions locally
and has been instrumental in the
formation of a drama club in her
previous school in Malacca.
AISM has such an extensive
co-curricular programme and
studying here has given me the
opportunity to think out of the
box rather than just learn from
textbooks, Seo adds.
Another scholarship recipient,
Choo Khai Kern, has had diverse
learning opportunities. He
previously studied at a local
vernacular school, military
boarding school and is currently
at AISM.
Choo loves the fantastic
environment and exible learning
approach at AISM, as well as the
international exposure it provides.
It was easy for him to settle into
school with the help of friendly
and supportive teachers and
friends.
Being at AISM has broadened
my cultural understanding
and it has helped me prepare
for university. The HSC, which
is a two-year matriculation
programme, provides an ideal
timeframe for me to plan for my
future, says Choo.
Maverlyn Tan Yie Ning is awed
by the classroom set-up that has
tables and chairs placed in a group
setting to encourage collaboration
among students and teachers.
Learning is fun and enjoyable,
she says and has wasted no
time in pursuing her passion in
basketball at AISM. She has also
represented the state of Malacca
in netball competitions.
Every year, the scholarship
programme produces high
achievers and admirable young
students who have taken on
productive roles in the global
community.
Some have gone on to win
scholarships from top universities
in Australia, the United Kingdom
and Malaysia while others have
been assured their dream job even
before graduating through the
scholarships they have received.
AISM is indeed the pathway
to international excellence. Our
students have successfully entered
institutions all over the world
after completing their HSC, says
David Kilpatrick, principal of
AISM.
AISM is a member of the
Taylors Education Group and
it is the only international
school in Malaysia to offer an
Australian curriculum delivered
by Australian teachers to children
from ages three (Preparation) to
18 (Year 12).
n For more information,
call 03-8949 5000 or visit
www.aism.edu.my
An international
learning experience
I
N the fth Programme
for International Student
Assessment (PISA) under the
aegis of the Organisation for
Economic Co-operation and
Development (OECD), Canada
ranked rst in the world for
reading, mathematics and science
in the testing of 15 and 16-year-
old students from 65 English-
speaking countries.
Consistent top performance in
international rankings such as this
is evidence that Ontario-trained
teachers and the progressive
teaching and assessment
strategies employed in the Ontario
curriculum provide students with
a solid foundation in academic
preparation and promise for
future success.
Sunway International School
(SIS) is among one of the few
selected schools in the Asian
region to offer the esteemed
Ontario (Canada) Ministry of
Education Secondary School
curriculum.
In Malaysia, SIS offers the
middle school grades 7 and 8
through to the high school grades
of 9 to 11.
The school is inspected
annually by the Ontario Ministry
of Education and is authorised
to grant credits leading to the
Ontario Secondary School
Diploma (OSSD).
The OSSD is accepted as among
the most highly recognised
secondary school qualication
in the world and is welcomed by
top-tier universities worldwide.
The Ontario curriculum at
SIS is delivered by fully trained
and qualied Ontario teachers.
Additionally, SIS teachers are
certied annually by the Ontario
(Canada) College of Teachers,
which qualies teachers as
licensed to teach in Ontario school
systems.
The teachers practise a holistic
approach to education, enabling
students to examine different
routes to success based on their
individual unique strengths.
SIS teachers encourage students
to be inquisitive, independent
lifelong learners and above all,
to experience a fun-lled process
of learning.
In the Ontario Curriculum,
the unique approach to student
assessment and evaluation
directly inuences the variety of
teaching and learning strategies
implemented in the classroom.
The objective of assessment
and evaluation is to ascertain each
individual students capability and
subsequently, design a lesson plan
that establishes their strengths
and potential while developing
areas where the student needs
improvement.
Assessment is an on-going and
cumulative process, resulting
in a exible and comprehensive
learning experience for students
while awarding them ownership
for their performance and
development.
Final grades reect a 70-30 split
70% of the grade is determined
by work completed throughout
the course and 30% is determined
by nal evaluations.
The teaching and learning
experience at SIS makes strategic
use of the latest information
technology and tools.
High school students in grades
9 to 11 utilise individual laptops to
develop their skills of independent
study, analysis and research, while
online resources and multimedia
content are regular resources in
the students everyday life.
The WiFi-enabled SIS school
comprises air-conditioned
classrooms that are equipped
with interactive touch-screen
whiteboards, modern laboratories,
a spacious cafeteria, a multi-
purpose indoor gymnasium, a
resource centre stocked with wide
range of educational resources
and a nurses station.
n For more information, call
03-7491 8070 or visit
www.sis.sunway.edu.my
Technology-based learning is carried out at SIS by its Canadian-certified teachers. Continuous assessment encourages students to be more proactive and participative
in class.
While Rafflesia embraces technology for education, traditional methods such as
textbooks and personal attention are utilised in the teaching and learning process.
Creating for
a better world
R
AFFLESIA International and
Private Schools (Raesia)
prides itself on being
responsible for not just what its
students and children inherit, but
the world that the children will
inherit.
Raesia believes in shaping
the world that its students will
create for their sons and daughters
and how they will carry on the
traditions and values. This is
embodied and illustrated by the
schools motto Traditional Values
Global Vision.
As shapers of teaching and
learning, Raesia provides
a curriculum based on the
Cambridge International
Curriculum, where thinking is
valued and an inherent part of the
school culture.
The aim, through avenues
such as the International Primary
Curriculum, is to shape a learning
experience that connects ideas.
In consultation with students,
parents and the community,
Raesia encourages and allows
stakeholders to help shape
students learning experiences by
evaluating, assessing and listening
to the feedback that its learners
provide, be it formal, anecdotal or
collaborative.
Raesia also highly values the
opportunities that technology
affords and sees it as an important
tool to its students learning
processes.
The teachers at Raesia
strive to teach its students and
community that health and
well-being go hand-in-hand with
education.
An active and healthy lifestyle
is a fundamental predecessor to
success emotionally, socially and
academically.
The various sporting and
co-curricular activities at the
school support the aims to build
lifelong learners as well-rounded
characters always prevail over
narrow skills inventories.
Most importantly, Raesias
aim is to build relationships as
learners, as a model and basis for
future relationships.
John Fancourt, Raesias
principal is happy to share his
education philosophy with
parents, who are invited to tour
the campus.
03-8953 9088 or 03-8741 7099
or visit www.raesia.edu.my
> FROM PAGE 3
Here are a few tips to ensure
that fasting for children will
not be daunting.
l Wake up for sahur
Most Muslims take a pre-
fast meal before dawn, called
sahur. This is an important meal,
especially for young children, as
it will set them up for the next
12 to 13 hours without any food
or drink.
Because sahur is before dawn,
children will be required to
wake up a little earlier than they
usually do, which is another
consideration for parents as
children may need to go to
bed slightly earlier the night
before to ensure that they have
sucient hours of rest.
l Keep busy with mental
activities
During the day, children
should keep themselves busy
with activities as the day
progresses, especially as the
hunger and thirst start to kick in.
It is best that children avoid
heavy physical activities as
this may set off the hunger
and thirst much earlier but
they should also not resort to
unproductive activities like
watching television or playing
video games.
In school, children can spend
recess by reading books in the
library or completing their
homework.
During the weekends,
children can ll their time with
household chores or decorating
the house for the upcoming
Aidiltri celebrations.
l Abstain from anything
malicious
Besides refraining from food
and drinks, Muslims also abstain
from confrontation, temptation
and gossiping during Ramadan.
Children can learn to be nicer
and kinder to each other during
this period, especially those who
are still in their roughhousing
years.
l Break fast with dates and
water
As daylight begins to fade,
Muslims await the call to
perform the Maghrib prayers.
After the call of prayer is
heard, they may break fast, also
called iftar before performing
the prayers. Most will rst take
dried dates, which provides
sugar for energy, and water,
which quenches their thirst.
While some schools cut
short the school hours during
Ramadan, some children may
still have evening classes to
attend. In such case, consider
packing a container of dates and
a bottle of water for iftar.
After breaking fast, it is
common to have a moderate
evening meal. Eat a modest
amount to keep with the
meanings of Ramadan in other
words, the meal should not be a
banquet.
Fasting for children
> FROM PAGE 2
Give your family a super boost
FINDING it hard to burn the midnight oil
or getting enough energy for the day? If
you have not thought about how your food
intake may be affecting your health, it is
time to think again.
You might be surprised at how much a
good diet can boost your health, make you
feel more energetic and put you in a better
mood.
On top of that, you can lose weight and
boost your immunity to combat diseases
during exam periods. Instead of taking
supplements to gain these health benets,
learn how superfoods can do this for you.
Superfoods are a category of foods that
are natural, low in calories and packed
with nutrients. They are superior sources
of antioxidants and nutrients and are made
available in most local supermarkets.
Here is a list of superfoods you could try
including in your diet:
l Leafy greens
Green superfoods have high
concentrations of digestible nutrients,
fat burning compounds, vitamins and
minerals as well as proteins and protective
photo-chemicals that help build muscles
and tissues, aid digestion and protect you
from diseases.
Examples of leafy greens are kai lan,
spinach and lettuce, which you can easily
include in an omelette for lunch or a
green smoothie. These offer good doses of
vitamins A, C, K, folate, potassium, calcium
and iron, which play important roles in
maintaining cardiovascular and bone
health.
If you are an active individual who takes
part in sports and outdoor activities, leafy
greens will ensure you have the energy
and strength to keep up with physical
activities and combat infections.
l Fruits
Blueberries and goji berries are good
choices of fruit superfoods. Blueberries are
packed with antioxidants, potassium and
vitamin C.
Goji berries also offer high amounts of
vitamin C as well as vitamins A, B1, B2, B6
and E and protein.
Antioxidants are important in
strengthening the bodys immune system
to ght harmful free radicals produced by
the body as a result of external factors such
as pollution, cigarette smoke and radiation.
If you are planning on burning the
midnight oil for late night studies or
last minute homework, then consider
making yourself a berry smoothie and
include either blueberries or goji berries
in your drink to harness the much needed
nutrients.
l Nuts
Walnuts contain omega-3, important
minerals and vitamin E that encourage
the protection of your brain and decrease
the chance or slow down the onset of
Alzheimers and Parkinsons disease.
Pistachios offer a good combination of
protein, bre and unsaturated fats. They
are rich in soluble bres and phytosterols,
which are natural plant compounds that
are proven to lower total and LDL (bad)
cholesterol levels.
So instead of snacking on unhealthy
foods such as potato chips or biscuits while
youre studying, have a packet of these nuts
by your side.
l Chocolate
Good news for chocolate lovers:
chocolate contains antioxidants that
help boost the bodys immune system to
prevent cell damage, degenerative diseases
and cancer.
It also elevates mood, improves blood
ow and lowers blood pressure.
However, your choice of chocolate and
its amount will determine the amount of
health benets you receive. Choose dark
chocolate with a high percentage of cocoa
content to maximise the antioxidant
power of chocolate.
It is important to control your
consumption of chocolate to ensure you
do not overdo the calorie intake. You may
have it twice a week either as a snack or
something to include in a healthy dessert
or smoothie during your study breaks.
Instead of taking
supplements to
gain these health
benefits, learn
how superfoods
can do this for
you.
Fulfilling needs and expectations
Though Malaysian schools enrolment
operate on a catchment system, where
students from a certain area are
channelled into a school in that particular
area, many parents and students choose
to go to other schools that have better
facilities or a different curriculum and can
thus offer better opportunities.
In todays world physical boundaries
have shrunk and parents dont mind their
children going out of their suburb to gain
education and exposure that they may
not be able to get in their own suburb,
says Dr Taramchand, adding that as there
are several different curricula options
available in Malaysia now, parents will
certainly choose what they feel is the best
school for their child even if it is some
distance away.
This trend has certainly served private
and international schools well, leading
to more new ones being established and,
according to Fancourt, to existing schools
improving themselves to meet market
expectations.
According to the trends we see
currently, very soon we will see each
school having its own market in each
locality, which will mean parents have
increased choices in schools near them,
he says.
If public schools are to get in on
this trend, parallel investment into the
national education system is needed.
Currently, one of the main reasons
that international or private schools
are gaining popularity is that many
Malaysians have lost condence in the
national education system and so those
who have the means and opportunity
to take advantage of alternatives do not
hesitate to do so.
Malaysias vision for its education
system, according to the Malaysia
Education Blueprint 2013-2025, is for
all students to have the opportunity
to attain an excellent education that is
uniquely Malaysian and comparable to
high-performing education systems.
The Blueprint goes on to state that
achieving this vision will require the
national education system to start
improvements that will push it towards
better performance as benchmarked
against international standards.
But there is a ne balance to be met
in implementation and sustainability,
where investment into several different
yet correlating areas teaching,
infrastructure and technology not least
among them is required.
Sustainability in education at primary
and secondary levels depends on a
combination of economic and pedagogical
factors.
Clearly, superior performance in one
without corresponding performance
in the other is not sustainable, says Dr
Kaloo.
As it stands now, international and
private schools are lling a gap in
education supply.
However, if Malaysia is to sustain the
hope of creating visionaries who can lead
the country forward in the future, a level
playing eld for all Malaysian students
is needed, and the national system can
certainly learn from the bullish nature
of its international counterparts in the
country.
Malaysia aims to
benchmark its
education system
against international
standards.
Light Fusion, the R.E.A.L Schools team at the Firtst Lego League comptition, used crtical and creative thinking in their presentation.
Building blocks of active learning
B
ENJAMIN Franklin said Tell
me and I forget, teach me
and I may remember, involve
me and I learn. This certainly
holds true for R.E.A.L Schools
and its unique Lego and Robotics
education.
Tapping into technology and its
many tools, this innovative R.E.A.L
initiative offers hours of learning,
fun and development.
The many educational benets
of Lego and robotics are why it is
due to be incorporated into R.E.A.L
Schools curriculum next year and
become a full-edged class in its
Cheras and Shah Alam campuses.
Currently, the programme
is an extracurricular option for
R.E.A.Ls national secondary and
international schools, although it
is already a subject for the national
primary students.
Building functioning robotic
models is a tangible way to
develop students critical and
creative-thinking abilities, as
well as to instil greater interest in
subjects such as mathematics and
science and technology.
Under the guidance and
tutelage of dedicated teachers,
students are not only taught
but inspired to come up with
their own ideas and solutions to
problems presented to them.
This ability to think through
and solve problems strategically
is not only applicable to scientic
elds but relevant to many other
professional areas as well.
An example of this was during
the latest edition of the annual,
nationwide First Lego League (FLL)
competition.
Teams were presented with a
challenge to tackle the devastating
effects of natural disasters such
as storms, earthquakes and
tsunamis.
The team from R.E.A.L Schools,
nicknamed Light Fusion, chose
ood mitigation and water
diversion techniques as a means
to ght oods.
Their ingenious solution was
to create a reactive system with
sensors that measure water ow
in drains and provide real-time
information to the system.
This allows the system to
automatically divert excessive
water using generator pumps to
prevent or minimise damage to
lives and properties.
The engaging, practical
learning approach in Lego and
robotics is in line with R.E.A.L
Schools educational approach of
Results Enhancing through Active
Learning.
In R.E.A.L schools, results are
more than just academics.
They are simply outcomes from
which students learn to improve
via the process of logical and
analytical reasoning.
This active learning mindset
involves teaching students how
to learn (active) as opposed to
what to learn (reactive). They
are taught how to independently
seek answers and ask why to
everything.
By sparking their sense of
curiosity and wonder, students
are spurred to be more actively
involved in their own lifelong
learning process.
Lego and robotics education
is an ideal avenue for students to
inculcate these active learning
practices as it involves various
hands-on activities, such as
designing, building, programming
and watching their creations come
to life.
The programming aspect of
Lego and robotics, for example,
where a programme is written
on a PC and then transferred to a
Mindstorm robot, also provides
students the additional benet of
acquiring vital computer skills.
n For more information call
03-9021 3601 (Suria Campus,
Cheras), 03-7842 3228
(Cahaya Campus, Shah Alam),
07-386 4468 (Cahaya Campus,
Johor) or visit
www.realschools.edu.my
Traditional
British
boarding
experience in
Malaysia

E
PSOM College in Malaysia
is a highly esteemed
co-educational British
day and boarding school for
students aged three to 18.
Epsom College, established in
1855, will be opening the doors
of its rst overseas campus in
Bandar Enstek this September.
The campus is located south
of Kuala Lumpur, 15 minutes
away from the Kuala Lumpur
International Airport.
Utilising the Cambridge
International Examination
(CIE) syllabus, Epsom College
in Malaysia (ECiM) will be
bringing along 150 years
of educational brilliance
to Malaysia, boasting an
impressive 84% consistency on
A-Levels grades of A*, A or B.
The consistent grades
are a result of well-qualied
and experienced teachers
who inuence the students
educational development.
ECiM will continue Epsom
UKs tradition of offering full or
weekly boarding to its students.
The option of full or
weekly boarding emulates the
residential system of our schools
in the UK. Weekly boarding is
the more popular choice as it
provides sucient space and
time to be independent but
allows students to meet up with
their family over the weekend,
says Jane Smith, ECiMs head of
prep school.
Epsom College believes that
having a balance between
academic excellence and a well-
rounded co-curriculum brings
out a students full potential.
House events such as
barbecues, inter-house
competitions, movie nights or
trips to the beach can encourage
students to socialise with one
another, says Smith.
Boarders will have the
opportunity to engage in many
co-curricular activities such
as sports matches and cultural
events on a daily basis after
classes to add some fun to their
daily routines.
On the weekends, full
boarders get to go on trips to
Kuala Lumpur and give back to
the community through charity
work.
ECiM will be split into two
schools prep school for Year
1 to Year 6 students, and senior
school for Year 7 to Year 13
students.
The curriculum in prep
school aims to instill self-belief
in students and help develop an
individualistic way of thinking.
Besides science and
humanities studies, ECiM offers
subjects such as literacy, drama,
cultural studies and art to
develop the understanding and
appreciation of culture in its
students.
In senior school, students
are exposed to a wide variety
of well-balanced curricular
programmes that aim to
broaden their experiences and
knowledge in preparation for
life in university and work.
In Year 10 and Year 11,
students take subjects leading
up to their IGCSEs (O-Levels)
and in Year 12 and Year 13,
also known as the sixth form,
students work towards their
A-Levels.
Student in the boarding
programme will be provided
with rst-rate pastoral care.
Boarders will be placed in six
boarding houses.
Each house is monitored
by a Housemaster or a
Housemistress (HMM) and an
Assistant HMM.
A sanatorium with a full-
time nurse along with a doctor
who comes in every day will
provide students with 24 hours
medical attention. The school
also has its own Muslim prayer
room and an amphitheatre.
ECiM is equipped with the
nest facilities and equipment
to provide boarders with
comfort similar to home.
Standardised primary
schools in Malaysia are
often unable to provide the
same sporting and academic
equipment and facilities
available at secondary schools.
However, at Epsom College,
prep school students share the
same equipment and facilities
as the senior school students.
ECiM has world-class
in-campus facilities that include
AstroTurf football elds, two
rugby pitches, three squash
courts, a sports hall with 10
badminton courts, a swimming
pool, two basketball courts and
a tness centre.
The school also has wireless
Internet, a 650-seat theatre, 80
classrooms, recording studios
and a recital hall.
n For more information on
ECiM and admissions, visit
new.epsomcollege.edu.my
Epsom College believes that having a balance between academic excellence and a well-rounded co-curriculum brings out a
students full potential.
(619106-W)
*Visit www.myeyelevel.com for more information
Prize:
USD 10,000 &
Korea Trip
Joy of learning through play
J
OYKIDS International
Preschool, located in Bukit
Utama, Petaling Jaya, places
emphasis on play-based learning
and the holistic development of
the child.
The preschool uses the
Montessori approach incorporated
with the Thematic approach in
its syllabus. The hands-on and
act-on activities provided by these
approaches such as the music
movement and arts and crafts
modules along with physical
classes such as gymnastics and
swimming encourage well-
rounded development.
Additionally, the Montessori
materials and educational toys
used by JoyKids are designed to
promote creativity as children
begin with foundational, concrete
lessons and progress towards
more abstract ideas.
According to Lydia Wong,
principal of JoyKids, the
preschool also addresses
childrens emotional and social
development by teaching self-
help, communication and social
skills, active and healthy lifestyles
and allowing them to discover
their interests in learning.
Students learn about grace
and courtesy, respecting others,
independence and how to solve
problems on their own. They also
learn practical life skills such as
putting toys away after playing
with them, mopping up spills and
cleaning after themselves.
JoyKids strives to stimulate a
childs interests and unlock the
learning potential in every student
while creating a mindset that is
open to new possibilities. The
preschools experienced faculty
and staff are committed to provide
an excellent support system for
students.
Learning is enhanced
by a carefully planned,
developmentally appropriate
curriculum with clearly dened
learning objectives for different
age groups and English language
prociency levels.
All teachers at JoyKids have
Montessori or early childhood
education training and the
preschool provides regular
in-house training for its teachers.
JoyKids also maintains a low
student-teacher ratio.
We want our students to
be independent, eager to learn,
creative, emotionally well-
rounded, active and healthy.
We believe that these qualities
will help them become well-
balanced individuals through an
integrated learning process that
gives them a higher self-esteem.
We understand that the character
of children is important as well
as their academics. We also
emphasise the process, not just
the end results. We encourage
children to try many things and
want them to develop a lifelong
love for learning, says Jane Goh,
director of JoyKids.
JoyKids provides a range of
after-school activities (ASAs) for
its students to facilitate further
development though a range of
pastimes and pursuits. Students
can take part in various activities,
including ballet, kids yoga,
modern dance, music, football,
tennis and golf.
We have spacious playgrounds
and comprehensive sporting
facilities that can support these
ASAs. The ASAs encourage
children to express and enjoy
Providing food
for the less fortunate
THE streets of Kuala Lumpur
are usually bustling with
people going from one place
to another. However, in this
rush, many fail to see the
homeless and the poor who
are left alone on the streets,
almost unseen, unheard and
uncared for.
To do my part in caring for
these people, I volunteered
at the Kechara Soup Kitchen
located along Jalan Imbi.
The Kechara Soup Kitchen
has been serving the poor in
Malaysia for many years. They
do not give money to the poor
but instead provide them
with food and water.
I became involved with
this charity because my
mother introduced it to me
and it was a subdivision of my
Buddhist centre, Kechara.
The work entails bringing
food to various parts of Kuala
Lumpur, ensuring that most,
if not all, of the homeless
are provided with food and
drinks. We also provide
counselling, medical care
and clothing, should these be
necessary.
By doing this, we are not
only giving them hope but we
are also earning their trust.
By earning their trust, we can
rehabilitate them and provide
them with job opportunities.
We do not wish to allow them
to remain as outcasts and
we do not want to see them
continue living on the streets.
As a Malaysian, are you
willing to allow fellow
Malaysians suffer and starve
on the streets? As human
beings, we should unite and
help those who have been
stricken by hard times by
feeding them and helping
them nd their place in
society. You too can do your
part for the marginalised by
volunteering at soup kitchens.
By Sean Wang
n Sean Wang is a Year 10
student at elc International
School.
Sean Wang (third from left) and other volunteers from the Kechara Soup
Kitchen provide the homeless with food and water.
themselves while doing
something new and are a great
way for children to interact with
others from different age groups.
Co-curricular activities can
promote creativity, condence,
independence and a sense of
responsibility, says Wong.
JoyKids International Preschool
accepts students aged from 18
months to six years.
www.joykids.my
At JoyKids, children learn through various hands-on activities.
165
Educating future global leaders
N
EXUS International School
Putrajaya (NISP) is the rst
international boarding
school located on a purpose-
built campus in Presint 15, the
diplomatic enclave in Putrajaya.
Set in spacious grounds,
NISP offers a peaceful but well-
equipped environment for
learning that is only a 30-minute
drive from KL Sentral.
World-class teachers
and facilities
The NISP campus includes
expansive sports elds, a
25m swimming pool, an air-
conditioned gym, specialised art,
music, lm and drama studios,
modern science laboratories, a
well-stocked library and theatre
that can seat 450 people. The
boarding house at Nexus is well
known for its ve-star facilities
and quality of care.
NISP has a team of highly
qualied international educators
who deliver a well-balanced
curricula based on the best
standards incorporating the best
educational practices.
Inclusive education
As we now live in a greatly
connected world, students have
more choices and greater access
to information, schools and
education. In the past few years,
schools have had to become
exible and adaptive to meet
the increasingly diverse needs of
modern learners.
NISP prides itself on its
personalised and high-quality
teaching and learning. Students
are not selected based on their
academic ability but are assessed
in the English language and
interviewed to ensure that they
are able to cope with the demands
of the schools curriculum and
benet from it.
With approximately 710
students at present, the overall
teacher-to-student ratio is around
1:8.
The school also employs
learning and language specialists
who provide support to learners
both within and outside the
classroom.
Curriculum
NISP follows rigorous
internationally recognised
curriculum to help learners
achieve their maximum potential.
In its primary school, NISP has
chosen the International Primary
Curriculum (IPC).
In its secondary school,
learners sit for the International
GCSE examinations in Year 11 and
then go on to study for the two-
year International Baccalaureate
Diploma.
Technology in learning
To prepare learners for todays
interconnected world, ICT is fully
integrated into the curriculum.
Early Years children use iPads
and the primary school provides
laptops in trolleys for class use.
Learners from Year 5 onwards
have their own Macbook
Pros. NISP has an extensive
infrastructure and several ICT
technical and teaching staff who
support the integration of ICT in its
curriculum.
NISP is a global-minded
learning community that nurtures
and supports every childs
emotional, physical, creative and
intellectual needs.
Alongside academic success,
NISP places emphasis on
developing personal skills and
considers character development
as core to an individuals success
both in and out of school.
NISP strives to create in its
school an inviting place where
respect and values are balanced
against academic rigour.
At NISP, learners are
encouraged to realise their
potential and to respect their own
worth as well as that of others.
The purpose statement of NISP
is to educate the youth of the
world to take their place as leaders
in the global community.
Its promise is to treat everyone
as gifted and talented individuals
and to foster those talents and
gifts through careful mentorship
and guidance.
Affiliations
NISP is a member of the Council
of International Schools (CIS) and
an approved Assessment and
Qualications Alliance (AQA)
and Cambridge International
Examinations (CIE) Centre. The
school is also part of the Taylors
Education Group.
www.nexus.edu.my
Nexus International School Putrajaya prides itself on its personalised and
high-quality teaching and learning.
Since starting at Eye Level, Keefe Low
Feng Kee has shown great progress and
has become more independent when
doing his homework.
Making good progress
E
YE Level (formerly known as
E.nopi) is one of the leading
child enrichment programmes
in Malaysia.
It recently held the Eye Level
Testimonial Contest to encourage
parents to share their thoughts on
their childrens journey with Eye
Level.
It is essential to give yourself a
chance to perform at your highest
capacity. And that chance derives
from learning, says Young Joong
Kang, chairman of Eye Level.
Eye Level shares the journey and
the experience of one of its parents.
As a working mum, I have to
juggle between my work, chores at
home and my family.
Initially, I was a bit apprehensive
about sending Keefe for additional
classes at the age of ve.
So I spoke to a number of people,
carried out some research and I
found that there are many centres
that provide enrichment classes for
children.
Parent: Shirley Sia Sie Mei
Student: Keefe Low Feng Kee
Period of study: 2 years 6 months
Mastering the art
of self-expression
MANY people fear presenting
in front of a crowd. Yet, parents
know that being able to
communicate well is crucial to
success in the modern world,
for both adults and children.
There are many people who
excel at school and then go
on to do well in life because
they are able to voice their
thoughts and ideas effectively.
They do so in clear, creative
and interesting ways, and
know how to co-operate and
build positive interpersonal
relationships with others.
A highly effective way
to develop childrens verbal
communication skills is
through speech and drama
classes. Speech and drama
programmes enable children
to explore their imagination
and discover the art of
self-expression.
They also stimulate
childrens innate creativity and
their ability to communicate
their ideas, which has a
positive impact on their
approach to other school
subjects. Even shy children
quickly gain condence to
speak when encouraged by a
caring teacher and when given
the right opportunities.
A good speech and drama
programme is ideal for
building a childs character,
regardless of age. Whether the
child is learning how to read
a poem, putting on a puppet
show or voicing creative
opinions, he will learn and
exercise important values,
including the ability to be a
good listener, to show empathy
and to take turns.
Our exciting speech
and drama programmes
help students develop their
communication, language,
speech and presentation
skills in an enjoyable way.
These stimulating classes also
enable children to acquire
both condence and creativity.
These skills are vital for them
to excel in school, and later on,
at work, says Lorna Whiston,
director of the Lorna Whiston
(Malaysia and Singapore) Study
Centres.
Since 1980, Pusat Bahasa
Inggeris Lorna Whiston has
helped students discover
their voice and develop their
condence in the English
language. With small-sized
classes taught by native
English-speaking teachers,
these programmes help
students develop their
English language skills in an
interactive and practical study
environment.
Pusat Bahasa Inggeris
Lorna Whiston offers a wide
range of age-specic courses
that have been approved by
the Malaysian Ministry of
Education. On top of speech
and drama courses for children
aged between four and 18,
courses include English as an
Additional Language (EAL),
Language Development,
Language Extension and Public
Speaking.
03-7727 1909 (TTDI)/03-4147
3229 (Taman Melawati) or visit
www.lornawhiston.com.my
A speech and drama class is an effective way to develop a childs verbal
communication skills.
Developing childrens communication, language, speech and presentation
skills will prove important not just in school but socially too.
After months of research, I
decided to go with Eye Level
because the worksheets are
colourful and interesting for a
young child.
In addition, I like the use of
apparatus to teach concepts. I
brought Keefe to an Eye Level
learning centre for an assessment
test and had a lengthy conversation
with the instructor to understand
how the programme works, which
gave me a clear picture of how the
Eye Level programmes work.
Keefe began Eye Level English
at Level 1, Basic Thinking Math at
Level 1 and Critical Thinking Math
at Level 2.
He attends classes twice a week
and he progresses at his own pace.
He enjoys being the centre of
attention among his instructors,
who closely monitor him and
provide guidance when he needs it.
I could not be happier with the
progress he has made in the time he
has been with Eye Level.
He has shown great progress
and has become more independent
when doing his homework.
Now, after two years, his English
has progressed to Level 3, Basic
Thinking Math to Level 7 and
Critical Thinking Math to Level 8.
I am grateful to the instructors
at Eye Level for the guidance and
patience provided to him.
I believe he will be well-
equipped when he moves forward
to a new chapter in his life when he
starts primary school next year.
www.myeyelevel.com
CEFL programmes incorporate rules within themed contexts to allow students
to produce meaningful communication.
Focusing
on four
language skills
T
HE 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, it is
also for the change it produces
in the mindset of students
who start to think in English,
which leads to effective
communication and learning.
With these considerations
in mind, Cambridge English For
Life (CEFL) language centres are
geared up for student intakes at
any time of the year.
For this reason many CEFL
centres now offer a June intake,
with some centres offering
intakes all year round.
With close to 60 centres
nationwide, CEFL is one of the
leading providers of quality
English language courses in
Malaysia.
Its courses 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 the CEFL courses have
been designed to do precisely
that.
Classes are small and
interactive. Students are
encouraged to be participative,
with group work and fun
activities being an integral part
of each lesson.
At CEFL, parents get the
opportunity to see their
children develop English
language prociency with
internationally recognised
qualications available at
every level. Children are given
placement tests so that they will
start at a level appropriate to
their prociency.
They can then progress level
by level to reach a standard,
which will serve them well in
entry to colleges or universities,
or to the workplace where
more and more employers are
realising the importance of
English prociency.
CEFL has programmes at a
wide range of levels, including
courses for children of all ages
pre-school, primary and
secondary levels.
n For more information on CEFL
programmes, visit
www.cambridgeforlife.org
Greeting cards from the heart
WHY dont you set aside some time in the next few
weeks to make some Hari Raya greeting cards for
your family and friends? These days many people opt
to send greetings via e-mails, WhatsApp and e-cards.
Greeting cards are becoming a rarity so why not
surprise them with a homemade one? Your family
and friends will surely be delighted to receive these
homemade cards in their post box.
Here are some of the items you will need:
This is how you make your card:
A tube of glue. Coloured pens
or markers.
A pair of
scissors.
A piece of
coloured
card, sheets
of coloured
paper,
corrugated
paper or felt.
l Fold your coloured card in half and put it aside.
l On your coloured paper, draw Raya motifs (ketupat,
a mosque, a kampung house) with your coloured
pens. You can add as many details to your drawing as
you wish. You can also use different types of paper for
different motifs to create different textures.
l Once you are done with your motifs, cut them out
carefully with the scissors.
l Arrange the motifs on the front half of your folded
card paper any way you please. Once you are happy
with what your card looks like, you can proceed to
glue the motifs to the card paper. You can then write
your greetings with the coloured pens both on the
front and inside of the card. Your card is now ready to
be sent out to your friends and family.
A little help with your greeting cards:
If you do not want to use hand-drawn designs
on your card, you can opt to use design sites on
the Internet for your card design. There are many
websites that will allow you to custom-make your
cards.
From the shape of the card right down to the font,
you are free to choose the themes and colours that
best suit your design aesthetics.
Once you have designed your card to your liking,
some websites may offer to print and deliver your
cards for a nominal fee. Alternatively, save your
design in a thumb drive and get it printed at your
nearest print shop.
If you choose to do this, you can be more involved
in the printing process.
You can see the card being printed right before
your eyes and even add more features to your card
such as a shiny nish on a picture before the nal
production.
Choosing the right preschool
D
ECIDING on a childs rst
structured environment is
one of the many important
choices a parent makes.
Each prospective preschool
is evaluated on variables at
differing levels of importance
and sometimes there is value in
comparing the different aspects
of a preschool that draws each
parent to it.
Lara Hassan, a stay-at-home
mum, shares her experience of
looking for a preschool for her
two-year-old daughter Jenna.
I had been looking in Subang
Jaya for a good place for Jenna but
I couldnt nd one that I liked.
I wanted Jenna to have a fun
experience so that she could learn
naturally, rather than feel like
it was an obligation. To me, the
priority was that shed socialise
and learn to be independent, she
explains.
Lara then found Safari Kid
in Bangsar to be the perfect
preschool for Jenna.
I didnt mean to send Jenna
to Bangsar for preschool, it was
a coincidence. We walked in on
the day of the open house and
Jenna liked it very much. It is also
important to me that Jenna is in
a preschool that reects good
values, shares Lara.
Lara says that she feels
connected with the school
community.
I talk to all the teachers at the
school and every day when Jenna
comes home, she tells me what
she did at school.
Jigna Doshi, principal of the
Safari Kid preschool, says that
safety is of utmost importance in
Safari Kid.
Being an international
preschool with many campuses
globally, there is a certain level of
adherence to safety standards.
Weve childproofed the
building and the grounds and
there are appropriate barriers to
staircases and the pool, she says
adding that her teachers are also
trained in rst aid.
www.safarikidasia.com
Safari Kid began in Silicon Valley, California, in 2005. It began with just one
child but now boasts close to 2,500 children in its various centres across
the world. Through tested and adaptive teaching techniques, Safari Kid has
become a leader in innovative education in the United States.
Safari Kid is now a truly international establishment with schools in the
United States, Canada, India, Malaysia and Hong Kong. Safari Kids success
is largely attributed to its programmes and members of staff who are
passionate about teaching.
Its newest location in Kuala Lumpur is a big step into Asia for Safari Kid.
Fresh from establishing its preschool in Hong Kong, this move into South-
East Asia is an exciting one for the preschool. The new campus and vibrant
curriculum at Safari Kid is supplemented by activities that are designed to
build motor skills and stimulate a childs mind.
About Safari Kid
Children have a fun learning experience at Safari Kid.
Safety at Safari
Kid is of utmost
importance.
DECE students recall games they had played as children and later organised several games that the DECE students could modify
to enable children with special needs to participate in them.
Putting learning into practice
S
EGi University Group is one of
the leading providers of the
Diploma in Early Childhood
Education (DECE) programme in
the country.
The programme aims to
develop students with knowledge
and understanding in the care
and education of young children
by incorporating common core
values of early childhood and
childcare.
Graduates of DECE can opt to
further their education with a
Bachelors in Education (Hons)
specialising in early childhood
education and obtain a dual
degree from SEGi University and
the University of St Mark & St
John, United Kingdom.
Students from the diploma
programme will be granted
exemptions and will be able to
start in the second year of the
programme.
Just as children learn through
discovery, SEGi strongly
emphasises practicum sessions to
enable DECE students to be more
prepared when they start working
with children.
Students are sent to
kindergartens and childcare
centres so that they can observe
what and how children learn.
This enables the DECE students
to translate what they have
learnt into practice by making
suggestions on how to make
further improvements in teaching
the children.
There are also innovative
lessons to further boost the
learning experience for DECE
students.
Recently, Anne Subashini
Sivanathan from the British
Council conducted a session titled
Play for All to raise awareness of
the rights of children to play under
Article 31 of Unicefs Convention
on the Rights of the Child.
This provision highlights the
fact that all children have the right
to relax and play and to join in
a wide range of cultural, artistic
and recreational activities. For
the purpose of this session, the
spotlight was on children with
special needs.
Anne had the DECE students
recall games they had played
as children and later organised
several games that the DECE
students could modify to enable
children with special needs to
participate in them.
03-6145 1777, 1800 887 344
or visit www.segi.edu.my
Just as children
learn through
discovery,
SEGi strongly
emphasises
practicum
sessions to enable
DECE students to
be more prepared
when they start
working with
children.
Ensuring your child gets enough sleep
T
HE importance of a good
nights sleep should not be
underestimated. We should
be getting the full benet of a
good nights sleep, which has even
greater effect during the early
years of our life.
A child at nursery or reception
age usually requires 10 to 12
hours of uninterrupted sleep each
night. Early Years recommends
that children go to bed no later
than 7.30pm to achieve this
amount of sleep.
It is important that children get
a good nights sleep and feel well
rested when they awake.
This would help them get the
best out of school. Furthermore,
waking up a tired child each
morning is a dicult prospect.
Your child is getting the right
amount of sleep if they:
l Can fall asleep within 15
minutes to 30 minutes.
l Wake up naturally when they
need to and do not require you to
pester them to get up.
l Are awake and alert during the
day and do not require a nap.
Check with your childs teacher
on whether your child is staying
alert and awake during school
hours. Overall, if your child
falls asleep and wakes up easily
without getting tired during the
day, then they are likely getting
enough sleep.
If you answer yes to the
following questions, then it is Being well-rested is important in a childs early stages of life.
likely your child is sleep-deprived:
l Does your child fall asleep in the
car almost every time you drive
them?
l Do you have to wake your child
up almost every morning?
l Does your child seem overly
tired, irritable, aggressive, over-
emotional, hyperactive or have
trouble focusing and thinking
during the day?
Sleep is essential to a childs
well-being. The link between a
childs lack of sleep and his or her
behaviour is not always obvious.
Sleep-deprived children have
more trouble controlling their
emotions.
The part of the brain that
controls our actions and response
to feelings is affected greatly by a
lack of sleep.
Not getting enough sleep can
lead to all kinds of problems such
Children who have sufficient sleep will stay awake and alert during school hours.
as behaviour problems, attention
problems and not performing well
in school.
When adults are tired, they
either become grumpy or have
low energy but children become
hyper, disagreeable and display
extreme behaviours.
Here are a few ways to help
your child ease into a good nights
sleep:
l Include a winding-down period
in the routine before bedtime.
l Stick to a specic bedtime and
prompt your child to sleep half an
hour and 10 minutes beforehand.
l Allow your child to choose
which pyjamas to wear or a
stuffed toy to hold.
l Read a favourite book together
either the full story or a chapter
of a book.
l Consider playing soft and
soothing music.
l Tuck your child into bed snugly
to give them a feeling of security.
l Repeat the same steps every
night to create a routine. Children
of this age respond best to
established routines.
l At the end of the routine, switch
the lights off and let your child fall
asleep.
- By Sue Horne
n Sue Horne is the Head of Early
Years of Garden International
School.
Gan says that music lessons should cultivate and nurture childrens interest in music.
Hitting the right notes
T
HESE days many parents
enrol their children in a host
of extracurricular activities.
This oftentimes results in children
getting tired or bored of the never
ending cycle of classes.
This is particularly true with
music lessons where children
repeatedly practise playing an
instrument that they do not enjoy.
The extra examinations related
to these lessons only add to their
already hectic schedules making
this extracurricular activity a
chore.
However, this is not the case at
Nilai International School (NIS).
The schools music room is a place
of laughter and enjoyment and is
indicative of the fun that is being
experienced inside.
Inside the room, a group of
Year 1 students are learning the
fundamentals of music notation
through interactive games and a
variety of percussion instruments.
NIS music room is also
equipped with a piano, a dozen
keyboards, an electric drum
set, an acoustic guitar as well
as bongos, tambourines and
glockenspiels.
The music teacher, Deborah
Gan, says that the main aim
of the music lesson, especially
for the younger children, is for
them to have fun. The classes are
structured, according to the IGCSE
syllabus, to cultivate and nurture
young childrens interest in music.
Younger children, who begin
music lessons at three years
old in the Early Years preschool
programme, are exempted from
examinations for the music
lessons but will be graded
internally by the music teacher.
Their grading is based on
their interaction, behaviour and
aptitude in class, and parents will
receive periodic updates on their
childrens progress.
Students from Year 6 onwards
are required to sit for internal
examinations and the evaluation
will be reected in their overall
grades.
Students who opt to take up
music from Year 9 onwards will
prepare for the IGCSE music
examinations, where they will be
tested on their musical knowledge
and ability.
The latter will encompass a
recorded performance that will
be sent to invigilators abroad for
grading.
Students will also be required
to write their own compositions.
Countless benefits
The learning experience should
be fun and the new school song
that was written by NIS students,
with arrangements by Gan, can
attest to this.
The school also has a music
club, which further encourages
students to nurture their musical
talents as it hosts various
activities, including jam sessions,
band practices and concerts. So
far, the music club has performed
two recitals during the Chinese
New Year and Christmas
festivities.
According to Gan, students at
NIS gain many benets from being
exposed to music lessons.
The younger children have an
outlet for musical fun in addition
to learning new skill sets.
Meanwhile, older children
develop a sense of discipline as all
aspects of music require patience,
practice and perseverance.
These values will also positively
impact their attitude towards
their studies in other subjects.
Many students are seen
practising and rehearsing in the
music room after their lessons
have ended and this is a clear
indication that they are enjoying
themselves and are feeling the
music being taught.
www.nis.edu.my
Measuring a childs progress
WE often think of education as a linear
progression. Students go from primary
to secondary and then to tertiary. There
is something satisfying about this
systematic movement from A to Z. And
that is as it should be.
Kids feel motivated when they
have clear milestones. We all want our
progress to be clearly quantied and
measured: we want to mark each stage
of improvement.
The problem, though, is that a
childs education rarely ts into a one-
dimensional, linear pattern. The reality
is much more complicated than that. In
fact, we have to question what we even
mean by the word progress.
Consider Child X: he might be getting
better at scoring in school exams,
but he is also becoming less and less
inquisitive he is no longer questioning
and interpreting what he has learnt. Has
Child X really made good progress?
Progress in one area can often mask
or even cause deciencies in other areas.
Thus, kids with the best spoken English
do not necessarily make the best writers.
On the contrary, some of these kids
feel that they can coast along on their
superior language abilities and shy
away from the hard work of picking up
complex structuring and thinking skills.
In their rst few years of school, it
might seem like they are improving,
purely because they nd each years
exams to be quite easy. However, later on,
when they are called upon to write more
thoughtful essays, it will quickly become
apparent that they have been stagnating
in certain key areas.
Blind spots occur when a whole group
of children is forced to work towards
achieving pre-ordained, inexible goals.
These children, with their different
learning styles and different interests, are
expected to conform to a single standard.
The truth is that educational growth
rarely proceeds along a straight line.
Cosmotots-iqd, an IQ development
and educational foundation that provides
supplementary education for children,
tries to move beyond this linear view
of education. Its central belief is that
each child has an unlimited potential
for intellectual growth. There is always
something new to discover, there are
always new skills to learn, and there are
always new directions to pursue.
Cosmotots mentors ensure that every
student is treated as an individual.
Mentors tailor each lesson to each class
and they work on a range of different
skills within each class. This personalised
approach means that children are able
to move beyond limited, strict divisions
between levels.
www.cosmotots.com
Cosmotots mentors ensure that every student is
treated as an individual.
Research made easy
C
ARRYING out research is a
great way to nd answers
and expand your knowledge.
Though it can sometimes be
boring and tedious, you can
always make it fun and interesting
with minimal hassle.
Here are some simple steps to
help you get the most out of your
research and hopefully, help you
with your studies.
Identify the subject
or topic
Write down your topic in a
notebook if you have to. When
researching, look for materials
that relate to your subject or topic.
For example, if you need to nd
out who the rst emperor of China
was, then you will need to nd
materials relating to world history.
Map it out
The next thing to do is to create
a mind map on the topic of your
research.
Put your main topic in the
middle of your map and branch
out with sub-topics that closely
relate to the main topic.
For example, if your main topic
is of pollution, your sub-topics
could include the many causes of
pollution.
Making a mind map can help
you carry out your research more
thoroughly without straying from
the main topic.
Start your research
Now comes the part where you
actually start researching. Begin
your research the old-fashioned
way by using textbooks. Your
school library is a good place to
start.
If you are unable to nd the
book you are looking for, you can
then go to the public library and
try your luck there.
Spend time reading these
books but remember to stay on
course with the help of your mind
map.
You can also borrow books
from the library and spend more
time reading them at home. It
would be best to not make any
markings in the books as they are
public property.
If you need the information
from a particular page, you can
either scan or photocopy it. Write
down any points you nd useful
and then highlight the best ones.
You can broaden your area of
research by using the Internet.
List down some keywords that
you think might be relevant to
your topic as this will prevent you
from getting overwhelmed by the
amount of information that your
search will generate.
Always make sure you use
credible websites and cite your
sources. You should never copy
and paste information from
websites.
It is also important that you
do not get sidetracked by other
sites such as YouTube or Facebook.
Instead, focus on completing your
research before doing anything
else.
Find new and interesting
approaches
If at any point you feel
disinterested in your topic,
you should try other research
methods. Interviewing people
who are experts in the subject is
a good way of getting the right
information.
Prepare questions that are
relevant to your topic and
schedule an appointment with
your interviewee.
You can also interview
someone with a group of friends
who are also researching the
similar topic.
Remember to be polite when
approaching someone and never
force someone to do an interview
if they do not want to.
Complete your report
Once your research is complete,
compile all the information you
have. If you have to write an essay
on the topic, all the information is
now at your ngertips.
Submit your completed work
to your teacher and celebrate a job
well done.
Begin your research the old-fashioned way by using textbooks. Your school library is a good place to start.

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