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American Intercon School

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American Intercon School - A tropical learning climate surrounded by creativity

1. Please mention about the school and its mission/vision and various infrastructural facilities.

American Intercon School was founded by Oknha Dr. Mengly J. Quach on October 10, 2005.

Vision: American Intercon School (AIS) is a general education school accredited by the Ministry of Education, Youth and Sport with a Khmer-American curriculum from Kindergarten to Grade 12. The school is making great effort to ensure its refined quality, discipline and services so as to fully contribute to the development of the community and remain competitive on the international stage.

Mission: To achieve this vision, American Intercon School has been implementing a wide range of plans from elementary to high school, including environmental, general management, administration, teaching and learning outcomes. In addition to the classroom curriculum, there are competitions, sports, all disciplines, seminars, and programs for less fortunate students. There are laboratories, computer labs, home-economic rooms, especially the use of modern technology, giving students the opportunity to exchange experiences between students. AIS also works with related institutions responsible for organizing study-tour programs to introduce students to natural culture, history, factories, enterprises, handicrafts and agriculture.

The school provides students with a good, equitable curriculum that is up-to-date on all subject levels. In addition, the school also provides services such as transportation, health care, library, bookstore, cafeteria, convenience store and other services that facilitate student’s learning.

2. Kindly mention the competent teachers and staff of AIS and their role in the development of the school.

American Intercon School has a clear policy for all teachers who come to join the team of intelligent, skilled, clear and talented professionals who have worked hard to actively participate with teachers in achieving great quality of education in the Kingdom of Cambodia.

Factors that make American Intercon School successful:

· Competent leaders and well-structured school structure with a clear vision for education.

· The school provides comfort to teachers and staff.

· Teachers and staff have clear skills and high professional ethics.

· Teacher training linked to practice with adequate materials.

· Open and encourage teachers and staff to improve their skills on a regular basis.

· Conduct and participate in many charity events.

· Providing comprehensive educational services and many available services.

· Provision of competitive salary, accident insurance (NSFF, Forte 24 hours), health insurance (NSFF and MJQE), scholarship and many more.

· Teachers and staff are hard working, cooperative and friendly.

· No corruption, rigorous exams, accurate scores, fair level practical student ability

· The school is spacious to support overall development needs of students.

· Regular collaboration between parents and guardians of students.

3. Kindly describe the various courses offered by the school and their important features.

American Intercon School offers a rich education through the Khmer-American Curriculum from Kindergarten to Grade 12.

Pre-Kindergarten and Kindergarten

AIS provides education for students to acquire morality, physical development, memory, language balance and clear knowledge through various curricula such as social studies, pre-writing, pre-mathematics, songs, poems, stories, drawings, observation, English and educational games. In addition, there are extracurricular activities for young people, swimming lessons, life skills, creativity, study tours, sports activities, camping in order to encourage young people to enjoy reading by providing storybooks every week.

Elementary School

AIS provides education with a focus on integrating basic knowledge and include a child-friendly curriculum. Teachers have good teaching methods, experience and a high level of professional standards. Student counseling, health and medical services are available. In addition, AIS has modern learning environment with quality, discipline and service which encourage students to achieve knowledge, skills, creativity, living in dignity and ethics.

Junior High School (Grade 7 to Grade 9)

AIS provides education through hands-on experiments, study tours, research through a wide range of documents at all levels and specialties in libraries and on the Internet. AIS educates students to become disciplined students, responsible children, better friends and good citizens in accordance with the pillars of education; to have knowledge, experience, good morals and live together in harmony.

High School (Grade 10 to 12)

Below are some strategies which prepare high school students for college:

Motivate students at all levels to research online and through a wide range of documents in a large library equipped with state-of-the-art technology and facilities.

Inspire students to join competitions and participate in various social activities.

Students gain a clear knowledge of both science and social sciences to prepare for the general education degree and have the ability to continue to advance their skills and specialties in higher education.

Encourage students to develop themselves to become human resources full of ability, talent, morality and high social responsibility.

4. Please mention the steps being taken beyond the traditional curriculum to ensure overall development of the students.

The school has added extra curriculum, including:

· Life skills and elective courses with a wide range of options such as drawing, dance, music, poetry, home economics, handicrafts, physical education and sports such as karate-do, basketball, volleyball, baby football, table tennis, tennis, swimming and other sports.

· Computer courses with internet access, library full of documents for different levels and fields.

· There are research rooms, classrooms and labs equipped with modern and comfortable facilities.

· Teachers have a high level of professional standards, pedagogy and teaching experience linked to practical activities both in the classroom and outside the classroom, which makes students easy to understand, remember well and highly creative.

· Provide educational counseling, health and treatment services.

· Safe and comfortable transportation service.

· Study tour programs and training sessions.

· There are many competitions such as sports competitions and social activities, including charity events, fundraising events and more.

· Promote students’ ability to have courage, leadership, cooperation, ownership, seriousness, good health, solidarity, communication and experience.

· Encourage students to have sufficient ability in general knowledge, practical skills and English speaking skills.

5. What steps does the school take to motivate and develop the student’s interest towards education?

There is a clear and diverse curriculum, providing real and clear knowledge to students through educating students to become good students and better citizens in accordance with the pillars of education. In addition, the school is not only a nursery for students, the school is also a place to provide warmth to students by providing counseling for students with learning difficulties, especially those who are experiencing family problems and personal crises as well. The school has counselors who specialize in counseling to help weak students to improve and help solve problems for students who are experiencing problems of not feeling like coming to school to

continue their studies. At AIS, we have teachers who are highly qualified and creative in making their students enjoy learning.

6. How are you providing financial assistance to the students in need?

AIS provides financial assistance to less fortunate students who struggle to pay for tuition fees by offering scholarships. Besides financial support, the school also provides study materials until they graduate from high school and college through Mengly J. Quach Foundation established by Oknha Dr. Mengly J. Quach.

7. What are the career opportunities available for students after completing their courses at AIS?

The school generally has a policy that students from high school onwards or students who have completed 12th grade can apply for an internship at the school. Students who are still in school can work part-time and graduate students can work part-time or full-time to get first-hand experience before landing a proper job.

8. Please tell us about the school’s major awards/achievement, its accomplished alumni, remarkable collaborations, and major accreditations.

American Intercon School (AIS) has received awards and certificates of international standard from a number of institutions, including:

· 20th ASEAN Youth Day Award and 9th TAYO ASEAN Outstanding Organization Award 2014 in Bandar Seri Megavan, Brunei

· Outstanding Overseas Enterprise Award in Singapore

· Corporate Social Responsibility Award for Corporate Social Responsibility in Singapore

· Excellence Award 2018 in Cambodia

· Education Partnership Leadership Certificate in Hong Kong, China

American Intercon School Success 2005-2006 to present:

· Grade 9 students pass the lower secondary school diploma exam with a high percentage equal to 99% every year.

· Grade 12 students pass the high school diploma exam with a high percentage and many students get A grade every year.

· AIS students receive the Phnom Penh Student Sports Championship Award in all disciplines every year, as well as national, national and international student sports awards.

· 9th and 12th grade students received certificates of appreciation from the competition to select the best students in Phnom Penh and throughout the country.

· Winners and awards from national and international drawing competitions, math brainstorming competitions in various awards both domestically and abroad.

· Won awards and prizes at the National Children’s Music and Song Festival.

· Received commendation from the Department of Education, Youth and Sport of Phnom Penh for excellent work in school administration, environment and teaching techniques every year.

· Many AIS students have been selected by the Ministry of Education, Youth and Sport to represent the Kingdom of Cambodia, participate in many competitions and receive many awards and prizes in return.

9. Kindly elaborate the future plans of AIS.

In the future, AIS plans to establish more campuses in Sen Sok, Battambang, Toul Sangke, Chbar Ampov, Chamkar Doung, Siem Reap, Takeo and Kampong Cham.

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Malaysia’s 10 Best International Schools in 2020

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SSM-FC International

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SSM-FC International - Innovation and creativity thrive in an idyllic island environment

There are many ways you can make an impact on the world. But there is no greater impact that you can make than spreading education, and empowering people who will empower and teach people, who, in turn, will empower and teach more.

About  SSM-FC

Shattuck  St-Mary’s Forest City International School in Malaysia (SSM-FC) offers an American Education to students right here in Southeast Asia.  Strategically located in Southern Malaysia, just minutes away from Singapore, the school creates an environment where children can thrive. This purpose-built campus includes learning spaces and resources that support the latest innovations in teaching and learning.  Like every building in Forest City, SSM-FC is adorned with vertical blooming gardens that create shade, cooling, and beauty.  Also, the green campus is adorned with multiple ground-level and rooftop gardens.

The one-size-fits-all education system that relies on rote learning and standardized tests has lost relevance in the information age. As we head into the Fourth Industrial Revolution, where mass-scale automation makes the learning of hard skills alone obsolete, it’s more important than ever for children to understand how to learn.

It’s been hard for many schools to keep pace with the breadth and speed of change. But SSM-FC has an edge. With over 160-years of academic rigor and innovation, informed by its parent school in Minnesota, as well as a holistic teaching philosophy, educators at SSM-FC are well-versed in 21st century skills and learning goals.

Vision and Mission

Our Mission

We are a global learning community that honors tradition while embracing innovation. By cultivating creative, independent thinking, we foster the transformation of our students to become citizens of integrity for an ever-changing world.

Our Vision

We aim to be a dynamic and diverse school community committed to excellence, integrity and innovation, here and beyond our campus. 

The Incredible Journey

On June 3, 1858, in a small rented building in Faribault, Minnesota, USA, The Rev. Dr. James Lloyd Breck established the Episcopal mission school and seminary from which Shattuck-St. Mary’s School has developed and prospered. When the school first opened, there were 45 young girls and boys and six divinity students, both Native American and white. Today, Shattuck-St. Mary’s in the USA is a coeducational boarding and day school that serves 500 students from 30 countries.

From the Leader’s Desk

“A knowledge-based curriculum that is taught via teacher-centered lectures and memorized by rote is usually a joyless educational experience and rarely helps students to much more than obtaining a top score on the next test.  SSM-FC offers a child-centered approach that embraces the latest research in inquiry based learning,” said Head of School, Dr. Gregg Maloberti.

“The love of learning comes only to those students who learn the skills to create their own understanding by learning to ask questions, by developing trust with classmates and teachers, and by having the chance to test their knowledge on an ongoing basis through projects and presentations rather than a single test on a given day.”

It’s an opinion backed by the leading educators of today. Howard Gardner, Professor at the Graduate School of Education at Harvard, said children learn using “multiple intelligences” while Elliott Eisner, Professor at Stanford University and a leading theorist in arts education, says: “The arts are natural to a childhood way of learning that is unlike the traditional verbal approaches alone.”

The Jewel in Crown: weCreate®

One SSM-FC feature that prioritises this progressive method of learning is the weCreate® program. As ingenuity in a fluid landscape becomes necessary, creativity is being recast as a prized and teachable skill.  Students can choose from a range of studios in the weCreate® Center.  Some will explore robotics or coding, while others might try animation or fashion design.

The weCreate® Center is not only a space but also a philosophy that stresses creativity, collaboration, and innovation. The weCreate® experience helps our students pursue their individual passions, and include studios which feature digital production (including video editing, animation and digital photography); fashion design (textiles); graphic design, e-design, and architecture; music editing and recording; robotics; woodwork, electronics, and engineering; in addition to a general craft area.

The weCreate® program provides something for everyone, from high tech equipment like digital printers and sophisticated software to screw drivers and sewing machines. Students have access to the tools and techniques they need to build models and prototypes, designed by imagination and created by passion.

In an IBM survey of 1,500 chief executives in 33 industries, creativity was the factor deemed to be most crucial to success. The World Economic Forum also lists it as one of the top ten skills workers need to benefit from the changes that will take place in the Fourth Industrial Revolution, which will bring about an avalanche of new products, technologies and working methods.

Every child should be able to let their creativity run free and succeed in their future careers, and SSM-FC intends to make this a reality for students through this program.

As a space and philosophy that stresses creativity, collaboration and innovation, the weCreate® program lets students at SSM-FC nurture their artistic and innovative side, which in turn makes them better learners. A truly international cohort of teachers – half of whom are American, the others from Bangladesh, Canada, France, Ireland, Nicaragua, Philippines, Uk, Ukraine and Malaysia – are native speakers of English experienced experts in the American curriculum, striving to inspire our students.

“Our school offers many unique features including the weCreate® program that invites students to tap their imagination, explore their creativity and develop innovative ideas and bring them to fruition,” said Dr Maloberti.

Beyond Traditional Learning

To create an inspiring environment, SSM-FC built a facility where students can dabble in everything from digital production and fashion design to robotics, electronics and engineering – all in a fun and playful setting. Actively learning and playing in such manner is an effective way to get students involved and capture their interest. It’s hard to argue for a better way for the budding film director, animator, fashion designer, engineer or innovator to pursue their passions.

“Our students explore their own creativity as a means of identifying and igniting their passion for learning. The process is different for every student, but the goal is the same for all: we want our students to be internally driven to discover their abilities and to fulfil their dreams,” said Head of School, Dr. Gregg Maloberti.

SSM-FC’s diversity is another important component in fostering innovation. With students coming from Malaysia, Singapore, Japan, Korea, Ukraine, Bangladesh, China, Vietnam, Philippines, Canada, and the USA, this is a truly international campus. It’s a unique environment where children learn to be responsible global citizens, but also cultivate something even more important: multiple perspectives.

By examining the world from multiple perspectives and accepting that there can be more than one right way to solve a problem, students learn that people from different cultures may think differently but can still work together.


Studying at an international school is one of the first steps in becoming a full participant in a global society. Students who live and learn in diverse communities as children have a unique opportunity to develop interpersonal and social skills that enable them to not only be successful in their own culture but also to move freely between the many cultures in the world. International schools cultivate opportunities for their students to develop the skills and dispositions to achieve a sense of global citizenship.

By examining the world from multiple perspectives and accepting that there can be more than one “right way” to solve a problem, international school students begin to understand that people from different cultures may think differently, but through cooperation, understanding, and open mindedness, people from different cultures who may not share the same values can work together. Students who can master these skills in their school days will become tomorrow’s innovators and leaders.

As Dr Maloberti explains, “Students who can master these skills in their school days will become tomorrow’s innovators and leaders.”

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Sri KDU International School

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Sri KDU International School : Learning Through Exploration and Discovery

1. Please mention about the school and its mission/vision and various infrastructural facilities.

Sri KDU Schools are more than just educational institutions. They are centres of development where students learn through exploration and discovery. Students move towards global citizenship through a range of local and international experiential learning opportunities. Students are empowered so that they may continue to grow beyond the classroom.

Sri KDU Schools consist of Sekolah Sri KDU which offers the Malaysian National Curriculum and Sri KDU International School where the National Curriculum of England and the International Baccalaureate Diploma Programme (IBDP) are taught. Our school mission is shared by all Sri KDU Schools: “Transforming Lives Through Education”.

At our international school, we also have a vision to create “Tomorrow Leaders – Here and Now!” as the school recognizes that students who graduate from our school will become the future leaders of Malaysia and globally, in any sphere they excel in. This starts in the classroom where our pedagogy “Learning Power Approach” encourages all students to lead their learning. We believe in a growth mindset which means that every student has the capability to achieve and to be a leader. Our purpose-built modern facilities on the 12-acre campus in Kota Damansara enable us to provide the best holistic education possible and to deliver on our mission and vision.

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

The most important person in the development of our school to date has been our founder Dato’ Teo Chiang Quan. It was his wish to contribute to the nation-building of Malaysia and his great foresight which led to the addition of an international school to the well-established group of educational institutions which were under the Paramount Education umbrella. He has been our guide and moral compass ensuring that the very best education is provided to all our learners until February 2020. Since then, Y.A.M. Tunku Ali Redhauddin Ibni Tuanku Muhriz of the Negeri Sembilan royal family has taken the helm as our chairman. He is also passionate about education, being Harvard and Cambridge educated himself, he wants to ensure that the quality of education in Sri KDU Schools continues to prepare our young people to join the best universities around the world.

3. Kindly describe about the various courses offered by the school and their salient features.

At Sri KDU International School (SKIS), we offer the National Curriculum of England from Year 1 to Year 9 with some adaptations to ensure we nurture “Malaysian Hearts” as well as

“Global Minds”. This provides the learners with a broad and balanced curriculum which would allow them to transfer to the UK or any British international school around the world if the need arose. For Key Stage 4 students, we offer a full range of IGCSE courses, all from the Cambridge examinations board which allow our students to gain the Cambridge International Certificate of Education (ICE). Our Pre-University offer for the Sixth Form is the International Baccalaureate Programme (IBDP); we are an IBO world school accredited to offer this course. We offer IBDP as it is the best preparation for entry into elite universities around the world.

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

We strongly believe in holistic education. So we make a wide range of opportunities available to our students in sport, the performing arts and academic enrichment programmes. We are members of the Federation of British International School in Asia (FOBISIA) and offer the Duke of Edinburgh International Award.

5. What steps does the school take to motivate and develop the students’ interest towards education?

The best way to motivate students in learning is to ensure that they experience success both academically and in any other talents and interests, they have. From Year 1 onwards, our teaching ensures that children experience success but also challenges which ensure that they become resilient learners. We also make sure that all students have the opportunity to be included in the enrichment programmes on offer to nurture their talents.

6. How are you providing financial assistance to the students in need?

There are Sri KDU scholarships offered each year for those below a certain financial threshold who demonstrate that they would benefit from the education on offer at SKIS. Scholarships are also offered to the highest performing students in Year 11 in order to follow the IBDP in our school. These are based on academic performance rather than financial need.

7. What are the career opportunities available to the students after completion of their courses?

Students graduating from Year 13 go on to study a wide range of courses in the most prestigious universities around the world including medicine, dentistry, law, engineering, Philosophy, Politics & Economics (PPE), Business Management, the Arts such as fine art, dance, music.

Students graduating from Year 11 usually follow A level courses at excellent schools in Malaysia or the UK. A smaller number take up Foundation Degrees in universities in Malaysia or the UK. Students at SKIS are well-prepared to be life-long learners and to follow any career path they wish.

8. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

We are accredited by the Education Development Trust (a UK inspection body) using the International School Quality Mark (ISQM). In February 2017, we were the first school in Malaysia to achieve ISQM Gold, with an outstanding grade in every section of the award. In January 2020, we were shortlisted for the Community Initiative Award by the International Schools Award of ISC Research. This award is open to international schools around the world, with hundreds of applications received. We were one of only five shortlisted and the only school in Malaysia to achieve this, enabling us to attend the prestigious award ceremony in London. It felt like being nominated for an Oscar!

9. Kindly elaborate about the future plans of the school in the same.

In February 2021, we will be re-accredited and are aiming to be awarded BSO (British Schools Overseas) status which indicates that we have met the standards of the Department for Education in the UK as judged by the Ofsted inspection standards. We are making submissions for the new round of International School Awards in the categories of Innovation in Digital Learning and Ethical Values Education.

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Westlake International School

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Westlake International School: Transforming Minds and Lives Through Excellence

1. Please mention about the school and its mission/vision and various infrastructural facilities.

Vision: Westlake International School’s vision is to transform minds and change lives in the pursuit of excellence as a responsive, relational and reflective school

Our mission is to provide the B.E.S.T education experience through:

· Boarding that develops independence, integrity and emotional intelligence

· Excellent and holistic Education

· Sports that builds determination discipline

· Recognising and nurturing Talents

Facilities

20 acre integrated school with on-campus boarding facilities with full security that provides a safe and secure environment.

Boarding facilities: Single room air-conditioned room with attached bathroom, spacious chill-out area, boarding sickbay.

School Facilities: Multi-Purpose Hall (MPH), auditorium, courtyard, cafeteria

Academic Facilities: science laboratory, 2-story library

Fine Arts Centre: Dance room, music room and symphony room

Sports Facilities: 3 sports field, courtyard, swimming pool, 3 basketball court, 2 tennis court, gym

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

Mr Hew Fen Yee, Founder and Executive Director

Mr Hew is a civil engineer by profession and is the managing director of the Huges Group which is involved in property development. He upholds the belief of old saying: “Train a child in the way he should go; when he is old he will not turn from it”. He hopes Westlake International School will be recognised not only for academic excellence but also for the positive impact it has on the lives of its students.

Ms Hew Fee Voon, Founder and CEO

Having been educated abroad since the age of 10, Ms Hew knows the importance that parents’ place on quality wholesome education. She was trained as a chartered accountant in the UK and spent 5 years in the corporate finance sector, before joining the family business. Now a mother of 3 kids, she is excited that she can contribute towards the education of not only her kids but the community as a whole. She hopes that Westlake International School can contribute to impact lives and prepare students to be a positive influence on their country.

3. Kindly describe about the various courses offered by the school and their salient features.

Westlake International School (WIS) is an affordable British curriculum school with purpose-built boarding facilities located in Kampar, Perak. Students here are nurtured to their fullest potential through the B.E.S.T. (Boarding, Education, Sports, Talents) experience. The anchor of teaching at Westlake International School is based on 21st Century Learning. Student outcomes are defined in terms of skills, knowledge and expertise needed to succeed in the work and life in the 21st Century. Our focus for the classroom is to develop the 4C’s of 21st Century Learning; Creativity, Collaboration, Communication and Critical Thinking.

Breakdown by Key Stages:

Key Stage 1 (Early Years, Year 1, Year 2): The focus in KS1 is to provide students with rich and authentic learning experience through a rigorous curriculum. It is an approach that allows students to be actively engaged in learning while developing fundamental personal social skills and environmental awareness.

Key Stage 2 (Year 3, Year 4, Year 5, Year 6): Learning in KS2 expands with subjects that allow students to try out their ideas and learn by experience. There is a consistent focus in the classroom on sharing ideas, communicating confidently and collaborating in teams. Students are provided with a range of active, challenging and engaging learning opportunities that allow them to develop the core traits of a Cambridge learner.

Key Stage 3 (Year 7, Year 8, Year 9): In secondary school, a broad and balanced curriculum provides the basis to develop a range of essential critical thinking skills, knowledge of key concepts and an aptitude for continuous learning. Students are challenged to investigate and respond to complex questions, problems and themes through Problem Based Learning tasks. There is an increasing focus on social-emotional wellness and decision making skills to develop resilience when meeting new challenges.

Key Stage 4 (Year 10, Year 11): In KS4, the focus pivots to preparation for IGCSE examination. High expectations and the pursuit of excellence underpin our approach to learning at this level. The curriculum at KS4 prepares our students to be critical, creative and independent thinkers. Students are supported in these crucial years through tailored learning plans and targeted intervention.

A Level Programme

The Westlake A Level Programme is specialised and focused on STEM curriculum. Our range of A Level subjects provides the opportunity for our students to select the best fit according to their own abilities and admission into the top universities of their choice.

Foundation in English Programme

We have established a Foundation in English programme to help students with poor command in English improve their English before they integrate into the main school. This programme improves the students’ reading, writing, speaking, listening, grammar and vocabulary. In every lesson, there are clear objectives that contribute to overall progress. Teachers will provide

feedback and guidance to help the students to be more confident and fluent when communicating in English.

Apart of our Co-Curriculum Activities (CCA) programme we also run Extra Curricular Activities (ECA) programme whereby external coaches come in to teach lessons. Students are offered classes such as ballet, Wing Chun, Taekwondo, piano, violin, drum, and swimming.

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

Students are given the appropriate care needed for them to fully utilize every potential.

One of the ways we do it is through Character and Career Coaching (CCC). The CCC is purposeful in its design to help students develop interpersonal and intrapersonal skills, explore their passions and build critical life skills. It provides the basis of personal growth and development to ensure a holistic, balanced educational experience.

Through the CCC, the cream of the crop are then chosen to be in the High Achievers Programme prepares Year 10 students by supporting them with regards to scholarship applications and admission to top universities. The programme is designed around AESE; Academic, Extra Curricular, Super Curricular and Enrichment. It aims to assist students to create a balanced portfolio of academic excellence that reflects their interests. Scholarships such as the OIC scholarship programme and Leap internship programme gives our students a better insight on preparing to enter top universities and to work in their preferred industry.

Boarding in Westlake is one of the key elements for students’ development as with the right guidance, students are allowed to pick up life skills that prepare them to be an independent individual. Students have the opportunity to participate in extracurricular activities as their after school programme rather than spending their time on gadgets. The school also provides academic coaching, assertive mentoring, progress meeting with academic heads, sports and talents skills are part of our boarding framework.

The Duke of Edinburgh programme exposes the students to the global awareness of the value of non-educational skills such as resilience, problem-solving, improving self-esteem, building confidence and many more.

Education in WIS is centred to drive excellence, as well as knowledge and skills that are needed in the 21 Century. Our core subjects are English, Mathematics and the Sciences. Each subject is tackled with a different approach such as using phonics and authentic texts are used to build knowledge of the English language.

The early years in primary education are crucial as the students are nurtured and given the right guidance for progressive development. Understanding that each student learns and copes differently, we use the 9 Problem Solving Strategies for Mathematics such as look for important words in the question, look for a pattern, use a table or chart and so on. Many of our students are able to participate in international Olympiads such as the ICAS Mathematics, and Kangaroo Math Competition.

Meanwhile, we use the Inquiry-based Learning approach for the sciences as we want the students to get hands-on experience. Inquiry-based learning adopts an investigative approach to teaching and learning where the students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, think creatively and use their intuition.

WIS invests heavily in its sports programme as a commitment to a balanced education that teaches perseverance, teamwork and confidence. We have weekly House Sports Rotation with 20 different sports. With the Talent ID and Development programme, each student are given the chance to exhibit their potential and skills that can further be developed with the right guidance.

WIS recognizes that all students have different Talents. It is crucial to foster an environment where they can explore and develop their talents fully.

5. What steps does the school take to motivate and develop the students’ interest towards education?

Here at Westlake, we designed a boarding framework that ensures the wellbeing of our students with a holistic approach of balancing between academic and extracurricular activities through programmes such as assertive mentoring, academic coaching, life skills, character development and sports coaching.

The Cambridge Global Perspectives curriculum provides the foundation of our Humanities programme as it gives the students the opportunity to develop transferable skills such as critical thinking, problem-solving, research, communication and collaboration that they need to be successful at school, in university and their future careers. These innovative and stimulating skills-based programmes place academic study in a practical, real-world context.

Students work together to solve real-world problems through active inquiry-based learning. This exposes them to develop problem-solving skills, whilst developing creative and critical thinking which is aligned with 21st Century learning. We have also integrated STEM learning journeys into our curriculum which provides the students with the opportunity to link classroom learning with scientific concepts. Numerous studies have shown that learning outside the classroom has significantly increased factual knowledge and conceptual understanding.

Our A Level students are provided with professional mentoring, internship programme, and Morrisby career profiling to strengthen their portfolio. As a part of the career guidance programme, CAT4 is integrated whereby a student’s cognitive ability is tested to assess their ability in verbal, non-verbal, quantitative and spatial reasoning. Moreover, Morissby professional partnership provides students with interactive career and planning tools to help the students with what is best suited for them to achieve their goals.

6. How are you providing financial assistance to the students in need?

In Westlake, scholarships are provided based on the academic results and students’ participation in extracurricular activities. Scholarships that are available at Westlake are the Tan Sri Hew Excellence Scholarship, Governors Scholarship and Westlake Talent Scholarship.

7. What are the career opportunities available to the students after completion of their courses?

Westlake has university placement over track record. Our students are at world-renowned universities such as Nanyang Technological University (NTU), University of Birmingham, University of Manchester, National University of Singapore (NUS), Yale University, Royal Melbourne Institute of Technology (RMIT), Dalhousie University and many more. Our students have broad career opportunities and able to secure jobs in big companies having to enter top universities.

8. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

We are awarded 5 stars by SKIPS Kementerian Pendidikan Malaysia. In 2019, Westlake International School was the only international school in Perak to receive ‘Top in the World’ in the Cambridge Outstanding Learner Awards for Mathematics.

In June 2020, our students made us proud by putting us first in Malaysia among the 10 schools that were competing in the Education Perfect (EP) Humanities; our student achieved an excellent result and obtained the top Elite Award. In the EP Science Championship series, our students gained Emerald, silver and merit awards. The LEO club of WIS made us proud by receiving outstanding and merit awards organized by Lions Club International in district level.

Our major collaboration with tertiary institutions Universiti Teknologi PETRONAS (UTP) and Universiti Tunku Abdul Rahman (UTAR) provides an opportunity for our secondary and A Level students to engage in scientific research in world-class laboratories. Students experience simulations under a controlled environment with the guidance of field expert. They are given the opportunity to do an internship with these universities. This enables students to have increased self-esteem and become more engaged in education. Our students’ achievements have placed Westlake among the top schools in Perak and Malaysia with their strong track records of IGCSE and A Level results.

9. Kindly elaborate about the future plans of the school in the same.

As a premier boarding school, WIS delivers excellence in education at an affordable price. Our founder and CEO of Westlake International School, Ms. Hew Fee Voon is set to transform the school to be the best boarding school in Malaysia where boarders get to join our academic coaching programme and embark on a range of extracurricular activities that are relevant to enter top tier universities in the UK, US and other countries.

With the UTAR hospital being ready in a few years’ time, there will be an influx of medical professional and their families. WIS will be the top choice for their children’s education because of its excellence in holistic and wholesome education. With a strong foundation, she is confident that the school will grow strength to strength and WIS will continue to produce students who are confident, competent, compassionate and responsible global citizens.

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Pan-American School

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Pan-American School: Nurturing Global Citizens of Tomorrow

1. Please mention about the school and its mission/vision and various infrastructural facilities.

Pan-American School is the first IB continuum school offering the International Baccalaureate (IB) Diploma Programme (DP), Middle Years Programme (MYP) and Primary Years Programme (PYP) in Costa Rica. Our school mission, vision, and philosophy and our staff’s commitment are aimed at graduating well-rounded, responsible global citizens who are equipped with the skills and passion to make a positive impact in the world around them. Our educational program is based on core values which are essential in facing today’s challenges.

Since opening in 1971, we are known as one of the most prestigious mid-sized institutions providing fully bilingual English-Spanish education in Costa Rica. As well as being authorized to offer the IB Diploma Programme, we are approved for awarding diplomas by the Ministry of Education and have received international accreditation by the New England Association of Schools and Colleges (NEASC) of the United States. We partner with a range of national and international associations to provide for the widest range of opportunities for our students and staff, including the Association of American Schools of Central America (AASCA), la Asociación de Colegios del Bachillerato Internacional de Costa Rica (ASOBITICO), Association of Private Education Schools (ACEP), and the National Association of Independent Schools (NAIS).

Through the use of cutting edge technology and close contact with our environment, as well as direct involvement in service learning projects, our students are able to develop a sensitive and critical awareness of the world.

Our medium size (approximately 600 students) and our low 1:6 teacher to student ratio allows us to provide individualized attention and focus on building confident students with leadership skills. Our graduates leave prepared to successfully pursue higher studies in national and international colleges and universities.

Our campus was designed by a world-renowned architect to harmonize with the natural beauty of our setting and provide an ideal environment for learning. As the school grows, additional buildings of the Master Plan are constructed to accommodate our needs.

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

Our beloved “Mister” visited the school and was a Board member until his last breath. He passed on Saturday, May 2nd, 2020. He is remembered as a great friend of students, always ensuring that all the principles that formed the school in 1971 are still the basis for our educational program.

3. Kindly describe about the various courses offered by the school and their salient features.

Pan-American School runs the IB Continuum of education, with students in Early Years and Primary undertaking the Primary Years Programme (PYP); students in Grades 5-10 undertaking the Middle Years Programme (MYP); and students in Grades 11 and 12 taking the Diploma Programme (DP).

IB programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development.

Within the overarching framework of an IB education, we have developed and tailored our curriculum to ensure that it meets a wide variety of needs as well. Our team have aligned our curriculum with both the requirements of the IB programmes, the Ministry of Education of Costa Rica (MEP), and incorporated a range of international standards and benchmarks in different subject areas (such as Common Core and the Next Generation Science Standards) to ensure that our offering meets a wide range of interests and needs, and prepares students for success in both Costa Rica and internationally.

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

Each semester a schedule of classes and clubs is offered after the regular school day according to student and parent interests and requests. These include artistic, gastronomic, sports, and intellectual activities for students at each grade level.

5. What steps does the school take to motivate and develop the students’ interest towards education?

Secondary School students start the day with a Fitness Program, in which students choose the activity that best suits their interests and needs. After a break for changing into the school uniform and having a snack, students are able to start their academic day with more energy and focus.

Our student life is varied and encourages student input in the school’s decision-making processes. We encourage involvement in the Student Council and National Honor Society. Both organizations carry out activities that encourage service and school spirit, and contribute to integration within generations.

Pan-American School has a staff of professional psychologists and learning specialists that support and offer guidance to students for their social, emotional and academic development through specialized services that provide information, intervention, and coordination of community educational resources.

6. How are you providing financial assistance to the students in need?

Pan-American School is supported by the Fundación PASaporte para la Educación, which provides for a number of annual scholarships recognizing student excellence in the areas of academics and sports.

7. What are the career opportunities available to the students after completion of their courses?

Pan-American High School fulfills its mission of forming well-rounded bilingual individuals thanks to our integrated approach that includes the curriculum, student life, and support services. Our goal is for our young people to achieve their potential not only intellectually, but also artistically, athletically, and morally, so that they may lead responsible and fulfilling lives as citizens of an increasingly globalized world. After completing Middle School, students enter High School (grades 9-12). The IB Diploma program is offered in years 11 and 12. Pan-American School is proud to be the only school in Costa Rica in which all students can opt for three certificates: the International Baccalaureate (IB) Diploma, the U.S. High School Diploma, and the National Bachillerato en Educación Media diploma.

Theory is combined with practice through research skills, state-of-the-art technology, reflection in the sciences, critical reading and thinking, and oral and written communication – essential to success in college and their chosen professions. Field trips, laboratory work, individual and group inquiry are essential components of this process.

8. Other than traditional occupations, what other career field options are available for them?

Each semester a schedule of classes and clubs is offered after the regular school day according to student and parent interests and requests. These include artistic, gastronomic, sports, and intellectual activities for students at each grade level.

9. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

Pan-American School is accredited by the New England Association of Schools and Colleges (NEASC), and certified by the Ministry of Education of Costa Rica. It is also authorized by the International Baccalaureate Organization as the first school in Costa Rica to offer the International Baccalaureate continuum of education, made up of the Primary Years Programme, Middle Years Programme and Diploma Programme.

Pan-American School is a member of the Association of American Schools of Central America (AASCA), the Association of Private Education Schools (ACEP) in Costa Rica , the National Association of Independent Schools (NAIS), and the Asociación de Colegios del Bachillerato Internacional de Costa Rica (ASOBITICO).

As a NEASC accredited school, Pan-American School demonstrates its ongoing achievement of, and commitment to, the highest international standards of professional performance and school governance. With a long-standing and committed governing body, Pan-American School has been able to engage in long-term strategic planning thanks to its foundation of stability and continuity over time.

Graduates of Pan-American School have been accepted in more than 60 distinguished colleges and universities around the world including Costa Rica, USA, Australia, Mexico, Asia, Europe, etc.

10. Kindly elaborate about the future plans of the school in the same.

Since 2015, our strategic plan at Pan-American School has been guided by four pillars which provide the basis for current and future plans. These four pillars are:

●Pillar 1: Curriculum and Instruction

●Pillar 2: Values, Ecology, and Service

●Pillar 3: Technology, Innovation, and Investigation.

●Pillar 4: Sports, Health and Wellness

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TIDE Academy

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TIDE Academy - Total Immersion through a Dynamic Education

Education can be incorporated easily into any lifestyle – sometimes it just takes a little flexibility, and that flexibility is what TIDE is all about. TIDE is a schooling program for students with interests that expand beyond a conventional academic structure. While a traditional, five-days-a-week school program works well for some students, TIDE caters to students with interests outside of the classroom, who need to incorporate their traveling, training, and internships in their life.

Inception Story

TIDE Academy was established in 2011 in Tamarindo, Costa Rica with a mission to provide a personal and flexible education to each child. Their educational philosophy is that each child learns differently and should be celebrated. As educators it is necessary to have the flexibility to work and commend each child’s learning style and pace. They want each student to succeed to the best of his or her ability. They pride themselves in challenging students while simultaneously engaging students in vigorous academic work.

They have a physical school in Tamarindo, they serve up to 64 students in grade K-12. They also have developed flexible online courses for enrolled students. Their online program, TIDE Abroad, works with students year-round, or if they are away from TIDE Academy for a semester or less.

From the Leader’s Desk

As the principal of TIDE Academy, Chelsea Lisaius has contributed immensely to the its success. Chelsea’s parents run a theatre company centered in science education, which has always evoked a passion for STEM fields and education. In 2008 Chelsea received a Bachelor of Arts in Geoscience and a Bachelor of Science in Exercise Science at Skidmore College in Saratoga Springs, New York. While working at another private school, Chelsea realized that students were being penalized for pursuing priorities outside of education. Addressing the needs of all students formed the mission of TIDE: to provide a personal and student-centered education. She is truly grateful that the idea and mission has helped and joined so many families, friends, and students together. Over the past ten years the school has grown from a population of three to 70 students, all while maintaining a consistent mission and vision.

Another top contributor to TIDE academy is the Assistant Director, Mr. Adam Daniel. Adam works in the areas of child behavior, curriculum development, and academic standards. His contribution to the academy has focus on overseeing the academic path of each student, providing insight on classroom development, and creating personalized curriculum for students.

TIDE remains aware of each child’s academic levels and social wellness by maintaining small class sizes. They follow a 1:8 teacher student ratio concepts which allow their students to work at their own pace; moving ahead when they understand a topic and working more attentively when a child is working to mastering a topic.

TIDE Academy uses the New York Standards of Education with the Common Core Curriculum. Being based in the heart of a Spanish-speaking country, the school has incorporated Spanish-based courses at every grade level: Civicas, Estudios Sociales, Costa Rican History and Cultura.

Diversified Curriculum and Facilities

“We offer every student core classes for the first half of the day. This includes Language Arts, Math, Science, Spanish, Culturas and Civicas, and Social Studies taught at each student’s pace for student-centered learning.” -Chelsea Lisaius

TIDE’s Elective program (offered everyday day after the academic courses) provides four different electives each day to each grade, including: Art, Graphic Design, French, Cooking, Coding, Ocean Awareness, Surf Analysis, Spanish, Gardening and more.

TIDE also offers both a Surf Academy and Dance Academy. These programs are offered outside of the school hours. Students who choose to surf or dance meet multiple times a week before and after school to fit with students’ schedules.

High school students also have the opportunity to get their diving certificate and participate in a diving trip each year. Students may join the competitive surf team which plays against other schools around the country.

TIDE believes that students should be an active part of their surrounding community. They has hosted beach clean-ups, picking up over 20 pounds of trash on the local beaches last year. They also work with a local program called, Costa Rica Makes Me Happy (CRMMH). With CRMMH they have help create a local recycling program and helped them build several sustainable houses for the local community. TIDE wants students to know that education is important, but it is not in isolation of the rest of their lives.

Proclaiming Holistic Development

TIDE Academy believes that the primary motivational tool for students is creating an environment where students feel safe, involved, supported and confident in their learning. Their small class sizes and overall small student population allow teachers to be personally involved in every student’s learning and help in providing them support in their academic interests. They pride ourselves on building personal respectful relationships with all of their students which in turn cultivates comfortable, enthusiastic working environments which promote student involvement.

Within units and lessons, TIDE Academy integrates inquiry, project and place-based strategies when applicable. They focus on developing units with exciting hooks, using differentiated instruction and allowing students the opportunity to show their learning multiple ways to maximize their interest towards topics. In these ways they strive to create space for students to become more involved and interest in learning.

Awards and Accreditations

TIDE Academy has a partnership with North Atlantic Regional High School in Auburn, Maine. Northern Atlantic Regional High School is accredited with Middle States Schools and Colleges. This accreditation is available for grades 9-12. In addition, TIDE is recognized by the NCAA and has students planning on completing at the National Collegiate Student level. TIDE has also been recognized as one of the Top 10 Leading International Schools in Costa Rica by Exelligent Magazine.

TIDE Academy is continually working with schools from the United States to ensure students have the credentials needed to graduate and attend university in the United States, Costa Rica, and Europe.

TIDE graduates have come from all over the world; they take pride in their pursuit of their dreams. Several students continue their professional surfing careers, representing Costa Rican in the ISA World Surf games as well as compete in the WSL series. This year TIDE had a student earn their pilot license and graduate in the same year. Other graduates have continued their studies in medicine, business, and education.

Advocating Rightful Education

TIDE assists between 8-10 local children per year with financial aid assistance, on a case-by-case basis. They strive to provide scholarships to local students; In the past 3 years, $30,000 of financial aid was directed to local students.

TIDE Academy is always trying to contribute to the community, and knows it will not thrive without support from Tamarindo. Financial aid is written into our budget because having well-rounded students that want to be in the classroom is the epitome of TIDE Academy.

When a student attends TIDE, the directors aim try to help them choose a path that fits their lifestyle as well has his or her future goals. TIDE try to support their graduates by helping them find local internships in the field they are interested in while they are still at TIDE. Students have completed internships at: local veterinarian clinics, architect firms, law firms, organic markets, and local fashion designers.

It is well-known that Tamarindo is a surfer’s paradise. TIDE designate time for surfing, encourage students to join the surf team, and since TIDE was established we have graduated

more professional surfers than any other institution in the area. Our unique class schedule allows the students to train and travel without falling behind on their schoolwork.

In tandem with becoming a professional surfer, we teach our students about the environment and bio-diversity. We want TIDE students to be stewards of our beaches.

Future Plans

TIDE Academy will continue to provide personalized learning tailored to students needs and family’s lifestyles. They understand that not everyone has the same perspective on education, and are continually striving to better accommodate and adapt to personalize individual’s education.

They hope to continually involve more experiential learning experiences, include service learning and off campus learning experiences. They will continually grow the school’s resources, materials, and facility to provide the most meaningful education experience.

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Australian International School Malaysia

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Australian International School Malaysia : Education Through Exploration and Visible Learning

1. Please mention about the school and its mission/vision and various infrastructural facilities.

Australian International School Malaysia (AISM) was founded in the year 2000 and aims to deliver excellent Australian education through exploration and Visible Learning, ensuring every student reaches their potential and excels in their chosen academic pathway.

 

Our purpose is to educate the youth of the world to take their place as leaders in the global community. Our mission is to be the best Australian International School in the world through Visible Learning and delivering a Holistic education.

 

Our school is well-equipped with modern and flexible learning spaces for 21st-century learning including interactive whiteboards, iPads, and the latest teaching technology. We also have a Design & Technology workshop which houses a computer design suite with high-level resources and technologies. Our Careers and Senior Study centre enables senior students to study collaboratively or work independently. There is great emphasis on AISM’s Performing Arts centre which consists of purpose-designed rooms for dance, drama, and music, including a black box theatre as Creative and Performing Arts is a significant part of the Australian Curriculum and the culture at AISM.

 

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

In 2007, AISM secured its future by becoming a part of the Taylor’s Education Group. Taylor’s illustrious heritage has cemented AISM’s reputation as one of the most prestigious education institutions in Malaysia. What sets our school apart from other private international schools is that Taylor’s Schools has expertise in every aspect of education from managing to acquiring, branding, rebranding, and growing schools, as well as constructing new facilities on its campuses to accommodate changing needs and educational developments.

 

Their expertise has guided the school in developing a 21st-century campus. One notable development is the construction of our new Junior School building. In addition to this, with their guidance, AISM was accredited as the World’s First Visible Learning School.

 

3. Kindly describe about the various courses offered by the school and their salient features.

Visible Learning is an evidence-based approach to teaching and learning developed by Professor John Hattie of the University of Melbourne, based on the largest aggregation of meta-research ever in education.

The learning for Pre-schoolers in AISM’s Early Learning Centre is both meaningful and fun, using a combination of the Australian Early Years Learning Framework (AEYLF) and the Reggio Emilia philosophy. Play-based explorations ensure that children can make real-life connections with their learning.

Junior Students are taught to love learning through Inquiry learning based on strong skill acquisition and high academic rigour. The Australian curriculum is based on a strong numeracy and literacy program that complements key subjects of Science, History, and Geography. Students then have specialist changes for PDHPE,  the Arts, and Languages. Technology is a key focus in a 1-to-1 iPad program and the development of strong problem-solving skills.

 

Middle and Senior Students are coached to research and analyse information and use critical and creative thinking skills as a basis of their learning. Senior Students are prepared for further specialisation in the Higher School Certificate, which is equivalent to the A-Levels or IB Diploma, and able to be used across the world for University entrance. Apart from the core subjects such as English, Science, Languages, and Performing Arts, AISM also offers Accelerated Mathematics and Mandarin from Year 6 onwards for our Gifted and Talented students. Our students also study a mandatory Technology program as part of their STEM education at AISM, working with Design, Plant, Food and Information & Communication Technologies. Instead of merely focusing on Physical Education (PE), the Australian curriculum offers Personal Development, Health and Physical Education (PDHPE). PDHPE develops the knowledge, understanding, skills and attitudes important for students in terms of their own and others’ health, safety and wellbeing.

 

Pre-University Students

 

At AISM, students can complete up to 13 years of compulsory schooling, which culminates in the internationally recognised New South Wales Higher School Certificate (HSC) with the 50% internal assessment and 50% external examination approach. The HSC is an internationally recognised qualification that has enabled our students to apply to universities RIGHT ACROSS the world!

 

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

Outdoor education and excursions, or field trips, are an important part of the Australian curriculum. In Junior School, each class attends a minimum of one excursion per term that directly links to an area of study to bring the learning alive. Our students have visited various locations in Malaysia including the beach area of Port Dickson, Negeri Sembilan, and Lumut, Perak, to small towns in Melaka and Seremban. The focus of Middle and Senior School camps is dependent on the year level and is an integral part of the curriculum and wellbeing program. Our older students not only visit locations within Malaysia but also have trips to different parts of Australia such as Sydney and Western Australia.

 

Our approach to student wellbeing is based on the School’s RECIPE values. We have enhanced this program through our Mindfulness program which is based on the Smiling Minds Program and a growth mindset. Our school offers over 70 co-curricular activities designed to help our students explore their potential, their passions and explore new adventures as well as to coach them for academic, sporting, or performing arts excellence.

 

5. What steps does the school take to motivate and develop the students’ interest towards education?

 

AISM embeds the Visible Learning philosophy of students’ agency over their learning. Learners are taught skills and concepts and then given opportunities to engage in broader aspects of the topic, they follow their passions and problem solve – real problems. Throughout their learning between Junior and Middle Senior School, students are encouraged to connect to real-life situations and are further supported by numerous leadership opportunities to build on their skills to make a difference in the world. The AISM community of students, staff, and parents cultivates a positive vibe in students learning and an environment conducive to students’ love of learning.

 

6. How are you providing financial assistance to the students in need?

 

We offer full scholarships to Malaysian citizens who will enter Year 11 and continue to Year 12 at which time they will complete the Higher School Certificate. This scholarship covers 100% of the cost of discount of Admissions Fee and Tuition Fees for the entire duration of schooling at AISM from year of entry.

 

7. Other than traditional occupations, what other career field options are available for them?

There is no doubt that the types of careers our young people will have in the future will be very different from those of their parents. It is very possible that the types of jobs they will do in 10 or 15 years time may not even have been invented yet. Traditional occupations are in a state of flux as automation and information technology bring significant disruption to the workplace. In this fluid and unpredictable future, it is essential that students are equipped with the skills to succeed and an Australian education is ideally suited to prepare our young people for careers in the 21st century. Employers are increasingly looking for workers who are flexible and creative with strong communication skills and an ability to collaborate easily with others.

We are fortunate at AISM to offer our senior students the NSW Higher School Certificate (HSC) as their pre-university qualification. HSC offers students the opportunity to study more subjects than most other education systems. This means that students can continue to hone their broad skill-set into their final years of school. English is a mandatory part of the HSC, ensuring that our students can express themselves with confidence at a sophisticated level. The HSC also offers opportunities for students to take specialist subjects such as Legal Studies or Software Design Development (SDD) providing pathways to specific university courses. The HSC is recognised and respected in universities around the world, providing students with an excellent launching pad for higher education.

 

8. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

Our accreditations from regional and international organisations demonstrate our dedication to a culture of excellence. We are assessed regularly for educational performance, to ensure that our rigorous curriculum meets the needs of our students as well as international standards.

AISM is the first certified institution in the world using the Visible Learning approach for its teachers and students, alongside the Australian curriculum.

 Other notable AISM accreditations and memberships include five-star excellence by the Ministry of Education (MoE), Council of International Schools (CIS), New South Wales Education Standards Authority (NESA), and membership of the Australian International Schools Association (AISA).

 

 

9. Kindly elaborate about the future plans of the school in the same.

In the next few years, we will be looking to establish partnerships with key organisations to help develop our students further. We plan to develop weekly community sports opportunities and develop alternative pathways so students can build on their sense of belonging to a community that helps them thrive and achieve their goals.

 

We will use the uniqueness of the Australian curriculum to prepare young learners to be future well-rounded global citizens and create a direct pathway to Australian universities for students to further their studies.

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The Alice Smith International School

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The Alice Smith International School - Excellence in Learning Through Nurturing, Inspiring and Enriching

1. Please mention about the school and its mission/vision and various infrastructural facilities.

 

Alice Smith School was the first British international school in Malaysia and the only British international school in Kuala Lumpur which is ‘not for profit’.

 

With two stunning campuses, Primary and Secondary, providing world-class facilities and an abundance of green, open spaces, we are passionate about the difference we make and proud of our excellent reputation in providing an outstanding and thriving all-round education based on the British curriculum for 3 to 18 year olds.

 

Our Mission

To provide an outstanding British education for a successful international future

 

Our Vision

To lead the pursuit of excellence in learning through nurturing, inspiring and enriching the lives and characters of young people.

 

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

 

The school was started in 1946 by Alice Fairfield-Smith at her home in Jalan Eaton, Kuala Lumpur at the end of the Second World War. A biology graduate from Harvard University and an experienced teacher, Alice Smith only had a handful of expatriate children then, including her own daughter, Lindsey. Alice Smith’s founding ethos of wanting to provide a high quality education for expatriate families living in Kuala Lumpur is still as relevant today as it was almost 75 years ago when the school first began.

 

3. Kindly describe about the various courses offered by the school and their salient features.

The primary curriculum is divided into 3 stages:

Foundation Stage

The Alice Smith Early Years Curriculum follows the skills and directives set out in the English National Curriculum. In the Foundation Stage, students will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.

 

We aim to create a treasure-house of wonder and joy for curious young minds.

 

Key Stage 1 (Years 1 and 2)

In Key Stage 1 (Years 1 and 2), your child will experience free flow classrooms and play areas enabling them to select the activities planned by our teachers that interest and stimulate them the most. Your child will develop skills more quickly by engaging them in this way than in a formal class setting.

 

Key Stage 2

In Years 3 to 6, our flexible, well planned cross-curricular units encourage students to make sense of their learning by creating links between subjects and the real world. Learning initiated by student questions is encouraged, celebrated, tracked and recorded as part of the connected and authentic learning process.

 

Planning is based on the teacher’s reflections and their knowledge of your child. Content is not fixed each year which allows for a genuine connection with our ever changing student body and current affairs around the world.

 

Secondary Curriculum

Our secondary curriculum comprises English, mathematics, science and technology, sport, languages and the arts reflecting the very best of British education, enhanced and enriched by our international context. Our students are encouraged to become proficient lifelong learners through the explicit development of our KLASS learner attributes – – Happy and Healthy, Respectful, Community Minded, Independent Learners, Communicators and Problem Solvers.

 

Our curriculum is structured into three distinct phases: Key Stage 3 (Years 7 to 9), Key Stage 4 (Years 10 and 11) and Key Stage 5 (Sixth Form) and follows the National Curriculum for England through to (I)GCSE and A Level.

 

Key Stage 3 (11-14 years old)

In Key Stage 3, your child will build upon knowledge and understanding gained during their early education whilst developing their proficiency in a wide range of subjects through the acquisition of key learning skills. They will study 14 different subjects including English, maths, science and two modern foreign languages.

 

Key Stage 4 (14-16)

In Key Stage 4, your child will learn English, mathematics, science and a modern foreign language whilst also specialising in subject areas which reflect their interests, strengths and aspirations. This stage culminates in (I)GCSE examinations.

 

Students have the option between 9 and 11 (I)GCSEs depending upon their learning preferences (via combined core and additional mathematics plus triple science). Alongside the academic subjects your child will continue to receive physical education lessons and participate in our Personal, Social, Health and Economic (PSHE) programme, ACHIEVE.

 

Key Stage 5 (Age 16-18)

Our Sixth Form offers your child the opportunity to achieve their academic potential with a choice of over 24 A Level subjects and the option of completing the Extended Project Qualification (EPQ), as well as a variety of enrichment activities (including leadership, service and physical activity).

 

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

Across the school there are over 100 activities to choose from each term. Not every activity is open to every age group but there is more than enough to satisfy everyone’s tastes and interests.

 

In addition the service learning dimension of our enrichment programme encourages students to work constructively with others and build communication skills. Our students work on projects both here in Kuala Lumpur, with organisations such as the UNHCR, and throughout the region.

 

5. What steps does the school take to motivate and develop the students’ interest towards education?

The Student Support Programme (SSP) is a scheme that allows our older students to help other students in their academic studies. The scheme involves volunteers from Year 12 and 13 offering support to students in the lower year groups in a subject of their choice. These choices are then matched with teachers’ requests for support in their subjects. Students involved attend regular training at which support strategies and feedback from teachers are given.

 

6. How are you providing financial assistance to the students in need?

As a not-for-profit institution funded solely by parent fees, the school ensures that all financial resources are invested in providing the highest quality of education possible for its students, as well as supporting the wider community.

Each year, the school offers full KLASS Scholarships and partial Reach for the Stars Scholarships for deserving students.

The KLASS scholarship is a full scholarship with the underlying aim to benefit high achieving post-SPM Malaysian students with limited financial means. Scholars are expected to push themselves in all aspects of learning, attain high levels of excellence in both academic and non-academic fields and become a fully integrated member of our school community.

Reach for the Stars scholarships are partial scholarships and can be awarded up to 50% off fees. Reach for the Stars scholarships are awarded on academic or talent merit.

Applications are welcome from students who excel in their academics or excel in music, performing arts or sport. Interested scholars will need to show strong academic performance and be an outstanding model student. This scholarship is awarded for both (I)GCSE and A level programmes.

 

7. What are the career opportunities available to the students after completion of their courses?

At Alice Smith, we have made Higher Education Counselling provision a core part of our Sixth Form package with the focus being on finding what American counsellors call the ‘right fit’ university for each student.

 

We look at their academic ability, professional objectives, extracurricular interests and even personality traits to help guide students to the right university for them.

 

At Alice Smith, we take great pride in our ability to give the best possible advice on university and other post school options. However, it is clear that the accelerated pace of change we see in the workforce is now filtering down to universities; so we will be working very hard over the next few years to make sure we keep up with this rate of change.

 

8. Other than traditional occupations, what other career field options are available for them?

With a wide range of A Level subjects offered at the school, our students have gone on to careers or courses in Medicine, Dentistry, Research, Genetics, Pathology, Physiotherapy, Sports Science, Physiology, Optometry, Law, Psychology, Pharmacology, Forensic Science, Agriculture, English, Engineering, Accountancy and many others.

 

 

9. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

 

The Alice Smith School is an accredited member of the Council of British International Schools (COBIS) and a founding member of the Federation of British International Schools in Asia (FOBISIA). Additionally it is a member of the Independent Schools Council (ISC), the East Asia Regional Council of Schools (EARCOS) and the Council of International Schools (CIS).

We are thrilled to be recently shortlisted for an award in The International Independent Schools of the Year category. The Independent Schools of the Year awards launched in 2018 celebrate the success stories of schools and their students across the independent education sector in the UK and British schools overseas.

Other notable achievements include being shortlisted for the TES International School of the Year Award in 2015, the British International School Awards (BISA) 2018 and Relocate Awards 2018. The school was also shortlisted in two categories for the International School Awards 2019, winning the Pastoral Initiative category. The awards recognise and celebrate excellence in educational practice in international schools worldwide.

10. Kindly elaborate about the future plans of the school in the same.

The school has an overall long term Master Plan with regards to its buildings and facilities. The latest phase was completed in November 2018 and consisted of extensions and refurbishments to the Humanities, Library, Sixth Form and Indoor sports blocks with over 6,000 square metres of new space at the Secondary Campus. This followed the expansion of the sports facilities, including the addition of an IAAF certified running track in 2016 and the Jubilee Centre, which houses our Students Canteen, Parent Deli and various office spaces at our Primary Campus was completed in 2015.

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Dalat International School – Sculpting Future-Ready Intellectuals

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Dalat International School - Sculpting Future-Ready Intellectuals

Overview/Mission/Vision

Dalat International School, founded in 1929 in Dalat, Vietnam, is an American Pre-K-grade 12 school on the island of Penang in the northern region of the West Malaysia peninsula. The school relocated to Penang in 1971 to continue its mission to provide an education for life founded on a Biblical worldview. Dalat now educates more than 700 students from Malaysia and 25+ countries worldwide, and maintains an outstanding boarding program for students in grades 6-12 whose families may live and work outside of Penang. Dalat International School is the only school outside of the United States to achieve exemplary accreditation from the Association of Christian Schools International, and is fully accredited by the Western Association of Schools and Colleges.

All Dalat students participate in service outreach, helping to demonstrate and model greater understanding and commitment to Servant Leadership. Students entering Dalat must have a good grasp of the English language before being admitted so that they can be successful in the rigorous academic environment. If financial aid is required for a student to attend Dalat International School, the family’s needs will be evaluated on a case-by- case basis.

Dalat employs a professional workforce comprised primarily of American-educated teachers and administrators. The American teaching pedagogy accomplishes goals to prepare students for higher education, serve their communities, and to contribute to the workforce. In recent years, Dalat International School has grown at a pace like no other time in its 90-year history, the largest percentage of growth represented by native Malaysian students who now make up nearly one-third of the student body.

Dalat maintains strong relationships with the families of students by hosting parent and family events, providing parents’ access to campus, and engaging an active Parent-Teacher Organization to support children and teachers. A commitment to excellent communication with families on all levels, including a world-class website and social media presence (www.dalat.org), is a hallmark of Dalat’s administration.

Facilities

Dalat implemented a campus development plan that has dramatically transformed the beautiful tropical seaside campus. The school was enhanced and strengthened for the future as new purpose-built, multi-story buildings replaced aging and obsolete structures. First to be completed in 2016 was the Center for the Arts, Sciences, Technology, and Learning Education (CASTLE), which includes a large library, science and technology classrooms, computer labs, and student services. In 2017, Dalat completed a new boarding facility called the Lighthouse, housing three separate dormitories for up to 48 students. The third and largest building, the Harbor, includes high school classrooms, administrative offices, a 500-seat auditorium, and accompanying

parking areas. The newest building, The Galley, a cafeteria with a second-story multi-purpose recreation space, will be completed by January of 2021. These new buildings are added to existing single-level Elementary classrooms that surround a courtyard with a playground, a multi-level Middle School building, playing fields, and a large gym.

School Leadership

An active Board of Governors comprised of parents, alumni, and community members oversees Dalat International School. Dalat alumnus and Head of School Karl Steinkamp, and Deputy Head of School Shawna Wood manage daily operations. Three principals (high school, middle school and elementary school) lead their respective divisions.

Strategic Plan

Dalat’s Board of Governors and school leadership are entering the fourth year of a school-wide Strategic Plan that drives the school’s vision for the future. Four primary outcome objectives were identified, including 1.) Authentic Transformation, 2.) Innovative Learners, 3.) Passionate Personnel, and 4.) Intentional Community. Dalat aims to promote authentic community engagement, and attract and develop exceptional Christ-centered educators. Additionally, we will foster spiritual growth, create relevant and innovative learning experiences, and inspire students to have a Biblical and global perspective in order to influence their world.

Academics

Dalat’s American education curriculum and instruction provides a broad basis in general education and a strong preparation for entry into university systems worldwide. All students are given ample opportunities within the curricula and through daily extra-curricular programs to explore and develop a variety of interests and skills. In addition to the basic school day, Dalat offers an added optional extended curriculum in each division giving students topics of personal interest to explore.

All grade levels benefit from an active and engaged team of Guidance Counselors who provide academic and personal assistance, as well as a Learning Supports team who aid students that need extra help with learning. Dalat assists advanced English language learners with an English as an Additional Language program.

A deeper dive into Dalat’s American school curricula can be found at https://www.dalat.org/web/curriculum-archive/main-2/.

● Elementary (Preschool – grade 4)

Elementary students are inspired to do their best, think creatively and critically, and to work cooperatively with their peers. Life skills development is important, as they learn to be respectful, responsible, helpful, and safe citizens. As a school, we value holistic education, character development, differentiated instruction, and active learning. In addition to core subjects, students in grades K-4 study music and art, Bible, and physical education.

● Middle School (grades 5-8)

The Middle School years are some of the most formative in the life of a student. Grades 5-8 are key years where students learn to develop healthy relationships with peers, begin to explore diverse interests, and develop skills and habits that will serve them throughout their lives. At Dalat, our goal in these years is to guide Middle Schoolers through the maturing transformation from childhood through their teens and beyond. Middle School students at Dalat receive a well-rounded education, studying core subjects of English, Mathematics, History and Science, plus a wide variety of other subjects to explore. All Middle School students take band, physical education, Bible and art classes, and may take additional electives. Our goal is to present students with quality educational experiences in a diverse array of focus areas.

● High School (grades 9-12)

Dalat’s high school curriculum provides 24 units of credit over four years, culminating in the American high school diploma. The curriculum and instruction provide a broad basis in general education and a strong preparation for university systems worldwide, but that is only the start of the broad array of learning provided to Dalat students. Students may also choose to study Mandarin or Spanish languages.

Dalat kicks off a partnership with Grand Canyon University in the 2020–21 school year to provide qualified high school students enrollment in college courses prior to graduation. GCU offers more than 200 undergraduate and graduate degree programs that are accepted by the vast majority of American colleges. All of these programs challenge high school students with classes and activities to prepare them for post-secondary education in any field they wish to pursue.

Dalat is growing a mission-driven regional outreach program for high school students called IMPACT, designed to introduce and model best practices in 21st century American and Christian outreach. Integrating outreach efforts with organizations already working throughout Southeast Asia gives students life-impacting outcomes, alongside a sense of belonging and contribution.

Boarding & Residence Life

The Dalat boarding community is a home away from home for families who want their students to grow in nurtured independence. Living in the dorms is a great way to make new friends and

learn life skills while living in a supportive and encouraging environment. The home-like atmosphere helps students feel comfortable, secure and well cared for.

Our dorms are family-style, which means each dorm includes both genders and a variety of ages (grades 6 to 12). This creates a close-knit family atmosphere, fosters healthy relationships between dorm students of different ages, and allows siblings to live together in the same dorm. Dorm family-bonding opportunities help students make lasting connections and grow a sense of belonging. Activities from birthday parties, special outings and activities, family devotions and cooking, to service projects, Christmas parties, and an annual dorm retreat make dorm life special. Parents traveling to Penang short-term can stay in with their children in a family apartment.

Available to students in grades 9-12, Life Prep families may choose one-quarter or one-semester options for their students to live in the dorms while developing practical skills guided by adult dorm parents.

Community Service & Leadership Development

All Dalat students engage in active service projects, outreach efforts, and volunteer opportunities throughout the school year to learn team building, how to care for those less fortunate, and ways to impact their communities and the world for good.

Student Care and Share volunteers learn the value of service working throughout the island of Penang and on the mainland with refugees, at orphanages, in local schools and in small rural villages.

Dalat students are encouraged to apply for and serve in leadership positions. American governance models enable students to run and be elected by and serve their classmates by making key decisions through a democratic process. They are guided by advising teachers in every division, with more extensive leadership opportunities available during the high school years.