Bright Kids - 04 November 2014

THE STAR Tuesday 4 November 2014
StarSpecial
Balance
Education from a
new vantage.
Leading an active lifestyle > 4
Journey to excellence > 10
2 BRIGHT KIDS StarSpecial, Tuesday 4 November 2014
The serious business of play

By ANUSHIA KANDASIVAM
LAY-based learning is a
common enough part of
pedagogy nowadays that
most parents expect their childs
pre-school to offer it as part of
the curriculum. But how and to
what extent does play enhance
learning?
It is important to establish
the fact that play is not the most
important factor in a childs
social, emotional or academic
development, but a contributing
factor to overall development.
In fact, a study by the
University of Virginia published
in 2012 concluded that there was
not enough evidence to show that
pretend play is crucial to a childs
development, and that more and
better research was needed to
clarify the role of pretend play in a
childs development.
The same study goes on to state
that despite this, adult-centred
or teacher-centred instruction
as the alternative to a playful
approach in an education setting
is less positive for young children
than a more active, child-centred
approach.
Play-based activities
allow children to
explore and discover
their world.
This comprehensive
development is coveted by
Malaysian educators and
parents, but the local education
environment still requires a
certain amount of academic
performance.
Traditionally, a reasonably good
level of academic performance
throughout a students school
career is necessary to obtain
reputable and recognised higher
education qualifications and go on
to a successful career.
So the question is, can playbased learning enhance academic
performance?
The Malaysian education
system is undergoing a slow but
sure revamp to shift its focus
from the traditional assessmentbased rote-learning model to one
that, according to the Malaysia
Education Blueprint 2013-2025,
will emphasise the application of
knowledge and the development
of critical, creative and innovative
thinking skills.
But this does not preclude
academic performance. The
holistic development trope still
requires good school grades, albeit
arrived at from a different path
the development of thinking
and leadership skills and the
application of knowledge.
Everyones brain works
differently and hands-on learning
through play will be more
effective for some students than
others but will be of benefit to all.
Play helps young children
learn and develop through doing,
which is how they learn to think,
says Catriona Golden, Key Stage
1 Leader at Taylors International
Engagement
The activities offered by playbased learning are generally
designed with loose parameters
so that the child is allowed a free
choice of how to engage with the
learning material, peers and the
teacher.
This is essentially what play
is a free activity where the child
is able to make his or her own
choices instead of being told what
to do by an adult.
Historian Johan Huizinga in
his influential text on the study
of play defines play as an activity
that is not serious but at the
same time, one that absorbs the
player intensely and utterly.
This ability of play-based
learning to engage the interest
of young children is the key to its
success.
Play promotes situations
where an individual is motivated
to learn, is fully engaged and
invested in learning and brings
focused energy into the learning
environment, says Karen
McClymont, principal of Rafflesia
International School Kajang.
Through exploration and
play, children develop core
language skills, their emotions and
creativity are nurtured and social
and intellectual skills are securely
formulated, she continues.
Play allows children not only
to explore and discover their
world but also practise new ideas
and skills, take risks and solve
problems on their own or with
peers.
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Herein lies the dichotomy

between play and direct
instruction.
Malaysias evolving education
system and its economic
development aspirations demand
that the countrys students be
both knowledgeable about facts
and be creative and critical
thinkers. Logically, the answer is
to find a balance.
According to the training
team at Smart Reader Worldwide
Sdn Bhd, equal emphasis must
be given to both academic and
developmental learning.
It explains that academic
learning encompasses skills like
learning the alphabet, numbers
and science while developmental
learning is when a child is able to
reason, decide and question.
It goes on to state that in order
for a child to do well not just in
school but in life in general, she
must excel in both.
Parents tend to give more
importance to their childs
academics but need to realise
that play is crucial for the child
to excel both academically and
developmentally.
For bookings and further information, contact your advertising agency or the following:
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THE STAR Thursday 30 January 2014
-7
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which were unnecessary in the

conditions the second group was
operating in.
This can be seen as a parallel
to Malaysias own traditional
education system, where the
acquisition of knowledge does
not necessarily coincide with the
higher-order thinking skills that
the National Education Policy
states are necessary for the
development of the individual
student and the countrys
economy.
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Studies by the NAEYC Center
for Applied Research, a body
that researches early childhood
practice and policy, states that
both direct instruction and play
have important roles in highquality early childhood education
in terms of eventual academic
achievement.
This can be illustrated by
a study carried out by the
Massachusetts Institute of
Technology that compared the
behaviour of two groups of
children who were presented with
a novel toy.
The first group was shown the
toy and presented with a scenario
where the teacher discovered
as if by accident how a part of it
worked. The children were then
allowed to explore the toy without
explicit instruction, in a condition
similar to that of free play.
The second group was
presented with the toy, provided
direct instruction on how a part
of it worked and then left to play
with it.
The children from the first
group played with the toy longer
and discovered more of its other
features than the children in the
second group.
Through direct instruction,
the second group learned the
intended use of the toy and
though the first group ultimately
did so, their free play and
exploration enabled them to
discover additional uses of the toy
and its parts.
Though both groups learned
the use of the toy, the study
concluded that the first group
showed creativity and problemsolving skills, which their playbased learning allowed, but
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This kind of development is

not only important at the early
childhood level, but can benefit
the student throughout her
schooling journey onto tertiary
education and even as an adult in
the workforce.
Exploration and educational
discovery through play and
experimentation is an essential
part of the learning process and
makes a life-long impact.
It is a global challenge for
teachers to insert motivation
into learning through creating
opportunities for play and
exploration at every level,
enabling students to use intuition,
to become spontaneous, to be
risk-takers, to be analytical and
to question the world around
them so that they can achieve
breakthroughs in innovation and
creativity.
Students, therefore, become
responsible and accountable
learners who utilise their skills
to the fullest extent and who
aspire towards excellence in their
endeavours and in their daily
lives, says McClymont.
Indeed, the imagination and
creativity stimulated by play as a
young child can only continue to
develop as the child grows into
adulthood.
In the teenage years, play may
not have as much a developmental
impact on language or motor
skills as during early childhood,
but it still has a significant
impact on social and emotional
development.
More complex communication
skills are developed through
play, including negotiation skills,
and teens learn to observe the
different ways their peers think
and function, identify emotions in
others and empathise with them.
These skills leadership skills
are retained in the transition
into adulthood and coupled with
the ability to use the imagination
to develop creative new ideas are
an essential ingredient for overall
success in the long run.
Tim Brown, chief executive
officer and president of renowned
design company IDEO, who
frequently speaks about the value
of innovation, said in a 2008 TED
Talk about creativity and play in
the workplace that playfulness
can remove embarrassment
or reticence that impede
brainstorming and creative
expression.
While discipline and
seriousness about the task at
hand are still requirements of
the conventional employer, the
ability to think creatively that the
foundation of play-based learning
develops and, more importantly,
the ability to be playful that
breeds innovation, is what a
knowledge-based economy needs.
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StarSpecial, Tuesday 4 November 2014
T can be rather difficult to

get a teenager to read these
days, much less appreciate
the intricacy of language or
delicacy of prose. With an eye on
the alarming decline of English
proficiency among students,
the creative arts and literature
educators at Sunway International
School (SIS) decided action had
to be taken to rekindle and
propagate the love for literacy
through the most expressive and
liberating of ways a poetry slam.
A poetry slam is a competition
where poets perform individually
or in teams before an audience,
who also serve as judges. When
poetry was introduced at SIS last
year, the students were wary at
first.
But the organisers devised
ways to get them to warm up to
the idea, with live demonstrations
of poetry declaration by the
teachers, interactive workshops
with established poets from the
local arts scene and determined
recruitment into the SIS Poetry
Club.
These combined factors made
the inaugural SIS Poetry Slam
a well-received event. Held
among its internal community of
academic staff and the student
body, the audience and organisers
were profoundly impressed by the
messages and level of maturity
the self-penned poems depicted.
Issues such as self-image, social
issues and personal relationships
were not shied away from and
declaimed with genuine emotion
and fervour.
Spurred by the enthusiastic
response, the organisers decided
to extend the competition to
inter-school level. The 1st Annual
Inter-school Poetry Slam was
held in November last year with
participation from six other
international schools in the Klang
Valley. SIS participants were
The judges and participants

of the SIS Poetry Slam.
Poetry in motion
thrilled to bring home the Helios
trophy.
With the win, the spoken word
tradition at SIS was effectively
established.
During the 2nd Annual Interschool Poetry Slam competition
in September this year, SIS
cemented its position as a premier
poetry proponent by defending
the championship title for a
consecutive year.
This time, the competition had
expanded to include participation
from more international schools,
including The British International
School Kuala Lumpur, the Global
Indian International School, the
International School of Kuala
Lumpur and Tenby International
School.
The premise for the poetry
slam was to provide a creative
platform for students to express

themselves through the spoken
word. Along the way, the
participants and audience also
realised that important lessons
could be imparted through these
slams.
Students found the courage
to stand up and orate the point
that they wanted to convey,
which built their confidence and
determination to pursue their
goals.
Audience members learned
to view the topics presented
from alternative points of view,
broadening their horizons not just
in terms of the language but also
on the subject matter.
The annual slams have been
judged by heavyweights in
literature and academia. For this
years slam, national Malaysian
laureate Datuk Dr A. Samad Said

served on the panel of judges
alongside literary stalwarts
and distinguished personalities
including composer and educator
Az Samad, founder-member
of Five Arts Centre Chin San
Sooi, poet and educator Jamal
Raslan, producer-presenter of
BFM business radio station Lim
Soon Heng, poet and copywriter
at Creative Juice Kuala Lumpur
William Beale and senior
executive director of Sunway
Education Group Dr Elizabeth Lee.
With the growing success of
poetry slams as a vital language
and teaching platform, SIS hopes
to continue championing their
growth by winning the right to
host the slam yearly.
But of all the varied and
credible mediums available,
BRIGHT KIDS 3
why poetry?
Perhaps the students were
inspired by the words of Thomas
Gray, English poet and Cambridge
professor, who said Poetry is
thoughts that breathe and words
that burn.
Or perhaps it is the journey
to discover that exact word,
cadence or expression to emote
their deepest feelings, fears and
passions.
Perhaps poetry resonates with
them in a way no technological
application ever could, offering
solace, identity and meaning in a
world that places a premium on
speed and anonymity.
As SIS Grade 11 student and
frequent participant Muahammad
Faadhi Fauzi said: When I write
poetry, I enjoy the process the
most finding the right words,
translating my thoughts and
feelings to lines that paint a
picture or a song. Its incredible
how one word is all it takes to
move and change someone in the
audience. Thats just how powerful
poetry can be.
SIS now offers Academic
Scholarships for high achievers
enrolling into Grade 7 for the
January 2015 intake.
n For more information,
call 03-7491 8070 or visit
www.sis.sunway.edu.my
1st place winner Arshia Soltinarad

performing at the poetry slam.
HILDREN who lead active

lifestyles are more likely to
grow up to become physically
active adults.
Since many children these days
tend to lead sedentary lifestyles,
parents should encourage their
children to go outdoors and
engage in more physical activities.
Outside, children can engage
in various sports such as football,
badminton, running, basketball,
swimming and cycling.
Children can also get active
by doing chores and helping out
around the house.
Activities such as sweeping
the floor, taking out the garbage,
washing the dishes, washing the
porch, cooking and gardening can
help children become more active.
Also, instead of being driven
to their extra classes and tuition,
children should be encouraged
to walk or cycle if it is not too far
away.
While it is important to
encourage children to be involved
in sporting activities and other
types of physical activity, parents
should also actively reduce
inactivity in their children as well.
Physical inactivity should
be discouraged as it can
lead to obesity and chronic
health problems, including
cardiovascular disease. Common
sedentary activities that compete
for time with physical activities
include homework, playing
games on the computer, tablets,
smartphones, watching television
and surfing the Internet.
There are plenty of benefits to
physical activity. Here are some
examples:
l Helps achieve and maintain a
healthy weight
l Maintains and develops
flexibility
l Improves overall fitness
l Improves posture
l Increases cardiovascular
fitness
l Promotes healthy growth
of bones, muscles, ligaments and
tendons
l Improves balance and
coordination
l Develops greater ability to
physically relax and therefore,
Leading an active lifestyle

avoid complications of chronic
muscular tension such as
headaches or back aches
l Improves sleep
l Improves mental health such
as greater confidence
l Improves personal skills,
including cooperation and
leadership
l Enables making new friends
Getting children
to be active
It is recommended that
children and young people engage
in at least one hour of moderate
to vigorous-intensity physical
activity every day.
Children and young people
should not spend more than two
hours a day on their electronic
gadgets especially during the day.
Here are some of the ways that
parents can help their children
lead more active lifestyles:
l Lead by example parents
who are physically active will
encourage their children to follow
suit
l Ensure that family outings
include opportunities for physical
activity
l Encourage children to walk or
ride their bicycle for short trips to
school or to convenience stores
l Support your childs efforts in
sporting activities and attend their
competitions or matches so that
they are motivated to do more
l Set time limits on sedentary
activities such as playing
computer games, surfing the
Internet and watching television
l Work with your childs school
to encourage more participation in
sports and physical activities
Warming up
and cooling down
Before engaging in any
strenuous physical activity,
2.
children should be encouraged

to do warm-ups. When they are
done with their physical activity,
they should be encouraged to do
cool downs.
Benefits of warm-ups:
l Reduces the risk of injuries
l Increases the bodys
temperature and heart rate
l Increases the circulation of
oxygen-rich blood to the working
muscles
Chest, spine and

abdomen stretch
Benefits of cool downs:

l Decreases the heart rate to
normal levels
l Helps prevent muscle cramps,
pains or dizziness after the
activity
l Increases the blood and
oxygen flow to the whole body
Here are some examples of
warm-ups and cool downs that
children can do:
l Jogging
l Stationary marching
l Arm movements
l Star jumps
Each activity should be done for
at least 30 seconds for optimum
effect. Warm-ups and cool downs
also include stretching.
You should hold each stretch
for at least 20 seconds for it to
be effective. Here are some basic
stretches to do before and after
exercising:
Back and neck stretch
l Bend your head forward until
your chin touches your chest.
l Next, place your hands on
your hips and move your head to
look at the ceiling.
Chest, spine and abdomen
stretch
l Sit on a chair with both feet
flat on the floor.
l Without moving your hip,
turn slowly to the left with both
hands gripping the left side of
Calf and
hamstring
stretch
Thigh
stretch
Stretching exercises are good for both warm-ups and cool downs.
the chair.
l Repeat on the right.
Calf and hamstring stretch
l Sit on the floor, stretch out
your right leg and fold your left leg
inwards.
l Stretch out your arms and try
to touch your right foot.
l Repeat with your left leg.
Thigh stretch
l Stand on your right leg. Hold
on to a chair or a wall to balance
yourself.
Stationary
marching
3.
1.
Back and
neck stretch
Jogging
These are some examples of warm up and cool down activities.
Arm
movements
4.
Star jumps
l Hold on to your left ankle and

bend your left knee to the back.
l Ensure that you are standing
straight. Keep both knees and
thighs together.
l Repeat with your left leg.
About the Nestl Healthy

Kids Programme
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
Tuesday 4 November 2014
StarSpecial 5
PSOM College in Malaysia

(ECiM) opened in September
this year after undergoing
more than four years of planning
and construction.
The initial intake of 150
students and having more than
40 staff from the United Kingdom
has helped the college establish
an environment of academic and
co-curricular breadth within a
supportive boarding community
that lies at the heart of British
boarding education.
Martin George, ECiMs
headmaster, arrived in July after
serving more than five years as
the head of Durham School in the
UK.
He brings a wealth of
experience in boarding education
and is inspired by the vision
and ambition behind ECiMs
development. Here he talks about
some of the key features of ECiM.
l Curriculum The
curriculum at ECiM is based on
the English National Curriculum
from Early Years to Year 9, IGCSEs
in Years 10 and 11, and A-Levels in
the Sixth Form.
ECiM offers a broad curriculum
mix at A-Levels and IGCSE, with
more than 20 subjects already
being offered in the Sixth Form
and 11 at IGCSE (in addition to the
compulsory curriculum of English,
mathematics and science).
The lessons utilise modern
technology and involves an
interactive methodology with a
focus on student-led activities.
l Staff All the staff at ECiM
are UK-trained and most come
directly from UK boarding
schools. ECiM is committed to the
educational goals of the college
and recruits, trains and retains
Quality British education
ECiM is committed to the educational goals of the college and focuses on recruiting
high-quality and experienced staff members.
staff who have experience with
IGCSE and A-Levels teaching.
It can be said that ECiMs
excellent teaching faculty is one
of the outstanding features of the
college.
l Boarding The college aims
to be predominantly a boarding
school. Nearly 70% of the senior
school are already boarders
(weekly or full) and many day
pupils have experienced boarding
for a few days to get a feel of the
opportunities and benefits that
accrue from residing on campus.
Boarding gives students a
chance to learn how to live in a
community with new friends and
adhere to a set of values.
Students develop
independence, resilience,
communication skills, leadership
skills, problem-solving skills and
compassion within an atmosphere
of fun and fulfilment.
l Co-curricular There is an
impressive range of co-curricular
opportunities with more
underway.
ECiM places importance on
having challenging and varied
programmes in sport, music,
drama, adventurous training
as well as technology clubs and
arts societies to ensure academic
enrichment, all of which brings
benefits to students education.
ECiM students have played
ECiM fosters a boarding school environment that gives students a chance to learn
how to live in a community with new friends.
and won its first sports fixtures,
taken part in several in-house
competitions and made strong
community links through these
activities.
l Parents It is important that
parents feel that they are part of
the ECiM community, and not just
part of their childrens education
but as members of the ECiM
family.
Parents are welcomed at the
college anytime and the Friends
Society was established to
promote this sense of familiarity.
Staff members are available for
parents to talk to and senior staff
make themselves available every
Wednesday morning for informal
discussions in the relaxed

environment of the colleges coffee
bar.
ECiM started with a flourish
and its aspiration to provide the
best British boarding education in
Malaysia is one that is shared by
all stakeholders.
Places for the January
2015 intake are available and
registrations for the September
2015 intake are currently
on-going.
Visit the campus at Bandar
Enstek and see the college for
yourself.
n For more information, e-mail
registrar@epsomcollege.edu.my
Essential skills for teens leaving the nest

THERE comes a time when every
child has to leave the family home
to pursue a tertiary education,
take on a new job or just set out on
their own adventures in life.
As a teenager, you may have
become used to the sweet comfort
of being under your parents care.
However, leaving the nest sets
you up for real life responsibilities
as it is now up to you to make
decisions that will affect your life.
Here are a few skills that will aid
in your transition into adulthood:
Learning basic skills will

help when you start living
on your own.
time wisely by clarifying priorities

and being masterful at taking
actions based on intentions,
rather than becoming a slave to
the constant flow of events and
demands on time.
This skill should become
second nature if you want to
create a good balance in your dayto-day life.
Money is a great asset, and so is
time; mastering the management
of both is essential when living on
your own.
Basic housekeeping
Basic auto maintenance
Remember all those chores

your mother made you do? Well,
this is when that experience might
come in handy.
Whether you like it or not,
living on your own means
taking care of yourself and your
environment.
You should have basic
knowledge of cooking, cleaning,
and running household errands.
Learning how to cook small and
easy meals for yourself will help
to cut costs while maintaining a
healthier and fresher diet.
Cleaning includes knowing the
necessary appliances or tools to
use, doing the laundry and dishes,
and tidying your living space.
Sewing and ironing are also
basic skills that will help you along
the way.
Basic electrical and plumbing
knowledge will be of great aid
when there is a light bulb that
needs changing or a leaky tap.
All these domestic skills will
ensure things run smoothly under
your roof, so make sure you watch
Maintaining a car involves a

considerable amount of effort too.
Besides regularly pumping petrol
or checking and adding air to
tyres, you should also know how
to check water and black oil levels,
especially before long journeys.
It is advisable to service your
vehicle after every 5,000km
travelled to keep it running
smoothly.
Additionally, you should learn
to change a tyre or jump-start the
battery in case of emergencies.
Driving comes with its own
set of responsibilities too, so ask
your parents or older siblings for
pointers on how to maintain your
car.
Adapting to being out in the
real world alone can be tough,
especially with shifting priorities
when entering a new stage of life.
The key is to continue learning
to be self-sufficient because while
living independently can be lonely
and challenging, it is definitely
something you will gradually get
better at as time passes.
and learn from your parents.
Money management
Learning to manage your
money may seem like a daunting
and dreary task at first, but you
will soon realise being in control
of your life means taking charge of
your finances.
To start, download an
application on your smartphone
that can help you record and
keep track of your expenditure.
Spending responsibly includes
Whether you like it

or not, living on your
own means taking
care of yourself and
your environment.
Time management
differentiating luxuries and

necessities, avoiding debt and
saving up.
Whether you are receiving an
allowance or on a steady salary,
it is important to have a budget
You will find that making time

is a lot more feasible than finding
time, especially when large
portions of your days are spent
studying or working.
This includes managing your
of your expenses for the week or

month ahead.
Being financially stable will
make your life easier even with
changing expenditure and
priorities over the years.
StarSpecial 7
HEN students choose the

UCSI International School
in Subang Jaya to take
their A-Levels programme, they
will enjoy a programme that is
designed to match their individual
interest and abilities.
Currently, the school offers
programmes in pre-science,
pre-medicine, pre-law and prebusiness.
UCSI International School
in Subang Jaya continually
strives for academic excellence
and is dedicated to providing
its students with the highest
standards in education.
Courses at the school are
designed to equip students
with the skills to further their
education or enter the job market.
Students in the A-Levels
programme take four AS subjects
in the first year and progress with
three of these subjects to the
second year at the A2 level.
The A-Levels programme takes
two years to complete.
However, a student may decide
not to proceed to A2 and leave the
programme after completing the
AS level.
UCSI International School in
Subang Jaya offers the following
subjects:
l Pre-law/pre-business
Applied business (AS level)
Applied business (A2 level)
Accounting (AS level)
Accounting (A2 level)
Economics (AS level)
Economics (A2 level)
Mathematics (AS level)
Mathematics (A2 level)
l Pre-science/pre-medicine
Biology (AS level)
Biology (A2 level)
UCSI International School in Subang Jaya is dedicated to providing its students with
the highest standards in education.
At the UCSI International School in Subang Jaya, students will have the flexibility of
studying up to four different subjects in the A-Levels programme.
A strong foundation
in tertiary education

Chemistry (AS level)

Chemistry (A2 level)
Physics (AS level)
Physics (A2 level)
Mathematics (AS level)
Mathematics (A2 level)
A-Levels entry requirements:

The number of subjects that
students take depends on how
well they have performed at the
IGCSE/SPM level.
Here are some guidelines for

students:
l Most students study four
subjects at the AS level. They will
need to pass at least four IGCSE
subjects at grade B or above and
at least two more at grade C or
above, including English.
l If students want to study five
AS level subjects, they will need
eight or more passes in IGCSE at
grade A or A*, including English.
l If students have five passes

in IGCSE subjects at grade C or
above, including English, they
may be able to study three AS
level subjects. This is based on an
interview with the principal and
academic coordinator.
l All students must have
achieved a grade C in both
mathematics and English at the
IGCSE/SPM level.
By taking the A-Levels
programme with UCSI

International School in Subang
Jaya, students will have the
flexibility of studying up to four
different subjects and receive
an internationally recognised
qualification that is recognised by
universities around the world.
n For more information, visit
www.ucsiinternationalschool.edu.
my/sj
Ready for school

THE Early Years Foundation Stage (EYFS) at
Nilai International School (NIS) is suitable
for children aged four and five.
The programme is designed to get
children ready for their first year in primary
school. From birth and throughout their
early years, NIS believes that childrens
learning experience should be happy, active,
exciting, fun and secure.
Using the United Kingdoms EYFS
framework, children access seven areas
of learning and development while
professionals engage children in activities
to help them develop new skills and
knowledge.
The programme informs how
children engage with other people and
their environment through playing and
exploring, active learning, creating and
critical thinking.
The EYFS curriculum focuses
on developing three prime areas
communication and language, physical
development and personal, social and
emotional development.
As children grow up, these prime
areas will help them develop skills in four
specific areas literacy, mathematics,
understanding the world and expressive
arts and design.
It is similar to primary and secondary
school curriculum but is also suitable for

young children. It is designed to be flexible
for staff to cater to childrens individual
needs and interests.
At the end of the EYFS, teachers complete
an assessment known as the EYFS Profile.
This assessment is carried out by the
teacher and is based on their observation of
students over a period of time.
This gives parents a chance to find out
how their child is doing and help teachers
decide if he needs extra guidance. EYFS
assessments inform parents about their
childs progress and early learning goals,
which children are expected to achieve by
the end of their year in Early Years.
NIS understands your childs individual
needs and tailors learning experiences to
meet these needs. The EYFS programme
is specialised to nurture and foster a good
start to education and lifelong learning,
ensuring that your child is ready for school.
NIS will be launching the EYFS
programme in January next year.
Parents are encouraged to attend the
official launch of the programme on Nov 13,
from 10am to 3pm.
n For more information, call 06-850 2188
or e-mail enquiry@nis.edu.my or visit
www.nis.edu.my
The lessons at
NIS encourage
children to have
a fun, happy and
exciting learning
experience.
Students at Lorna
Whiston enjoy
teacher-student
interactions
within small study
groups.
Building confidence
CONFIDENCE and language skills go handin-hand and most charismatic leaders are
often those who are confident and adept in
conveying their thoughts and visions.
Since 1980, Lorna Whiston has helped
students discover their voice and confidence
in mastering the English language through
interactive classes that involve listening,
speaking, reading and writing activities to
engage students.
Lorna Whiston offers a wide range of
English language courses that are approved
by the Malaysian Ministry of Education.
Catering to students aged four to 17,
the courses include English language
development and extension, public
speaking and speech and drama.
New students are assessed to ensure that
they are placed in the appropriate classes
based on their capabilities and skills.
All classes are taught by fully qualified
and dedicated teachers who are native
English speakers from Europe, North
America and Australia.

Mastering any language is a dynamic
process that requires a multi-faceted
approach to ensure students maintain their
momentum and interest in developing their
skills.
Students at Lorna Whiston enjoy teacherstudent interactions within small study
groups. Each class will only accommodate a
maximum of 12 students.
The centres are located in Taman Tun Dr
Ismail and Taman Melawati.
Each centre is fully equipped with
extensive libraries and the latest technology
to provide students with the right resources
that will inspire their creativity and selfexpression.
Lorna Whiston is currently open for 2015
enrolments.
n For more information, call
03-7727 1909 (TTDI) or
03-4147 3229 (Taman Melawati).
StarSpecial 9
MART Reader Education

Centre was first established in
1988 and began its journey to
great heights under the leadership
of its founders Datuk Sri Dr
Richard Ong and Datin Sri Datuk
Dr K.H. Wang.
Following the successful
expansion of its highly
acclaimed English programme
to the international arena, the
organisations name was changed
to Smart Reader Worldwide Sdn
Bhd in 1998.
Aided by the collective
experience of dedicated educators
and the thriving progress of the
Smart Reader English Programme,
the Smart Reader Kids concept
was launched in 1999.
Dubbed as every childs dream
school, this impressively unique,
imaginative and vibrant 21st
century child development centre
has become a household name in
Malaysia.
Endorsed by The Malaysia
Book of Records, Smart Reader
Worldwide Sdn Bhd was
accredited as the countrys largest
chain of child enrichment centres.
Other franchised programmes
were then introduced in 2000.
Since then, the organisation has
progressively developed into the
largest pre-school educational
franchise group in Malaysia.
The brilliant ideas that
encompass its early childhood
education programmes have
expanded extensively not
only within Malaysia, but also
internationally. It has more than
150 franchised centres located in
the Philippines, China, Thailand,
Brunei and parts of the Middle
East.
One of the key factors that
contribute to the continuous
success of the organisation is
quality.
Smart Reader Worldwide
places significant emphasis on
conducting extensive research
and development to ensure that
the programmes offered are
constantly upgraded.
Evolving centres
In 1999, Smart Reader
Worldwide set up its first
prototype centre. Since then, the
Journey to excellence
The Smart Reader Creative Methodology provides a strong foundation that will help
prepare young children for future life experiences.
growth of the franchise has been
phenomenal.
The franchise was launched in
Sabah and Sarawak and Peninsular
Malaysia in 2000, and has also
expanded internationally to the
Philippines, Thailand, Brunei,
China and parts of the Middle East.
To date, the organisation
has established more than 300
franchise centres locally and 150
abroad.
Recently, Smart Reader
Worldwide expanded its business
to Abu Dhabi and Dubai.
The Abu Dhabi centre is located
in Mohamed Bin Zayed City,
a rapidly emerging township
situated between the central
business district and the Dubai
centre in a luxuriously furnished
three-storey villa.
This project was part of the
The brilliant ideas

that encompass
Smart Reader
Worldwide Sdn
Bhds early
childhood education
have expanded
extensively not only
within Malaysia, but
also internationally,
having more than
150 franchised
centres located in
the Philippines,
China, Thailand,
Brunei and parts of
the Middle East.
One of the key
factors that
contribute to the
continuous success
of the organisation
is quality.
organisations foray into the
Middle Easts early childhood
education market.
is hopeful that it will be able
to establish and operate more
centres within the region, namely
Qatar and Oman, within the next
five years.
The success of the Smart
Reader Worldwide chain of
pre-school centres is largely
attributed to the Smart Reader
Creative Teaching Methodology.
This concept was founded by
Dr Wang and emphasises the
inclusion of fun and excitement in
the learning process.
Programme varieties
Chief executive officer Datuk Sri Dr Richard Ong (left) with the World
Entrepreneurial Leader Award and group executive director Datin Sri Datuk Dr K.H.
Wang with the Glory Award at the BIZZ Americas 2014.
As the leading provider of early

childhood education in Malaysia,
Smart Reader Worldwide has
produced top-quality and
Children pursuing the Smart Reader Kids Islamic Smart Tadris programme become
expressive, creative and imaginative individuals.
effective programmes conducted
in English.
The classic Smart Reader Kids
programme exposes children to
the English language from a very
young age and develops their
language proficiency and fluency.
This programme encourages
learning in a fun and creative
environment and has proven to be
effective for the children enrolled
in Smart Reader Kids.
In line with the organisations
successful mantra of putting
quality first, comprehensive
research and development is
constantly conducted to ensure
that the programmes offered are
current and relevant to suit the
present dynamic environment.
Smart Reader Kids has evolved
from being a classic programme
to becoming a variety of other
programmes that include Smart
Reader Kids Islamic and Smart
Reader Kids Mandarin Medium.
The Smart Reader Kids Islamic
uses the Smart Tadris product
and offers a comprehensive
curriculum for Muslim children
from as young as three years old.
This programme aims to
provide children with the
necessary skills to recite and
understand the Quran as well as
to practise being a good Muslim
from a young age.
The Smart Tadris programme
was developed by experienced
Al-Quran and Sunnah experts
from Masjid Negara and
the Department of Islamic
Development Malaysia, in
accordance with the National
Education Philosophy, Kurikulum
Standard Prasekolah Kebangsaan
(KSPK), Kurikulum Standard
Sekolah Rendah (KSSR), J-QAF and
JAKIM.
Besides that, Smart Reader
Worldwide also offers a
Mandarin-medium programme
for parents who want to prepare
their children for education in
Chinese primary schools.
The Smart Mandarin
programme comprises six
comprehensive levels based on its
Hanyu Pinyin approach.
Working parents with children
below the age of three may opt

to enrol their kids in the Smart
Reader Kids ++ programme to
enable their kids to experience a
school environment.
Smart Reader Kids ++ is an
extension of Smart Reader Kids
that provides an extra full or
half day care and education for
children.
New programmes
The organisation recently
launched two new programmes
for children enrolled at Smart
Reader Kids centres Smart
Reader Kids Intensive English and
Smart Funday.
The Smart Reader Kids
Intensive English programme
encourages children to develop
a greater understanding and
stronger comprehension of the
English language.
This helps them improve their
reading, writing, listening and
speaking skills as well. Using
an authentic English-speaking
learning environment, this
programme aims to develop the
childrens interest in the language.
It is designed to not only
improve language skills but
also build their confidence. The
children are kept motivated by a
stimulating, happy and supportive
environment.
The Smart Funplay programme
is specially designed for children
above the age of three.
Through interactions and
games with Bobo the Bear,
children are encouraged to
develop their imagination,
creativity and expression.
These fun and creative
activities allow each child
to develop their hand-eye
coordination, language and
cognitive skills.
Additional programmes are
presently being developed and
will be introduced in the Smart
Funplay programme in the future.
call 03-6279 5555 or 1300 885 555
or visit
www.smartreaderkids.edu.my
BRIGHT KIDS 11
Mastering the English language

T
HE British Council has a long

shared history with Malaysia
through extensive cultural
and educational engagement with
Malaysian organisations.
To foster closer relationships
between the United Kingdom
and Malaysia, The British Council
has long been a leader for English
language learning in Malaysia.
It supports Malaysian children
in learning English by offering
courses that support them
throughout their education to
develop their fluency, accuracy
and confidence in communicating
with English speakers from
around the world.
The British Council offers highquality courses from pre-school
level (aged five to six) to uppersecondary level in preparing
for the Sijil Pelajaran Malaysia
exams, all taught by well trained,
professional teachers.
With three centres around
Malaysia, it gives Malaysian
children a head start in their
education, opening up future
opportunities in education and
employment at home and abroad.
Classes for pre-school children
help develop childrens awareness
of the sounds of British English,
focusing on how they differ from
sounds in Malaysian English so
that pupils are able to speak with
clear, universally understandable
pronunciation.
Pupils are also exposed to a
variety of words and grammar
in activities that support their
The highly interactive classes at The British Council help to maintain motivation in students to learn throughout their secondary
school years.
natural language learning
abilities and encourage them to
communicate freely through fun
and engaging activities.
Lower primary students
who need more support with
developing literacy skills have a
special course designed to help
them become confident readers
and to catch up with their peers.
After developing a strong
foundation for reading and
writing in pre-school classes,
primary pupils at The British
Council are challenged to develop
their language and thinking skills

through courses that further
develop their accuracy and
confidence in communicating in
English.
By integrating topics and skills
from other school subjects such
as mathematics and science, The
British Councils experienced and
well trained teachers provide
children the opportunity to
flourish as communicators in
English.
Secondary students are
challenged to expand their
knowledge on the use of the

English language, working
towards the goal of being a
proficient speaker who is capable
of entering tertiary studies and
confidently compete alongside
native English speakers.
The interactive classes engage
students and help them maintain
motivation to learn throughout
the challenging secondary school
years.
For parents who are looking to
give their children a head start for
the next school year, The British
Council offers a range of fun,

interactive and inspiring holiday
courses and workshops that run
during the school holidays.
Intensive courses are led by
experienced teachers at the
Penang and Damansara centres for
pre-school, primary and secondary
learners and support the
development of communication
skills. Intensive workshops at the
Damansara and Kuala Lumpur
centres provide primary and
secondary students the unique
chance to develop skills in
specific areas such as speech and
drama, writing skills and better
pronunciation.
The KL centre will also be
offering weekend courses for
pre-school and primary learners
specifically designed by its skilled
and experienced international
network of teachers.
A world-leading English
language teaching institution,
The British Council continues its
long-standing relationship with
Malaysians by offering its highquality courses to young learners.
It supports Malaysian children
in becoming confident, fluent,
internationally minded English
communicators who are able
to stand on the world stage and
forge closer ties with the United
Kingdom.
03-27181735 or visit
www.britishcouncil.my/english/
courses-holiday
Pursuing innovation and growth

Q
UALITY has been the

cornerstone of success for
the nations leading preschool education franchise Smart
Reader Worldwide.
To remain at the helm of the
industry, the organisation has
had to make impactful strides for
business growth and expansion.
Smart Reader Kids enters its
14th year of operations this year,
marking yet another year of
innovation and advancement.
Over the past two years,
innovation has been crucial
in determining global
competitiveness. While quality
and excellence are still a strong
emphasis, innovation has taken
centrestage in the drive to
promote growth.
If we are complacent, we may
lose our unique positioning in the
industry.
Complacency should never
be entertained and investing in
the development of innovative
products should be viewed as a
worthwhile risk as it is crucial to
business growth and profitability,
says Datuk Sri Dr Richard Ong,
chief executive officer of Smart
Reader Worldwide.
Group executive director of
Smart Reader Worldwide Datin Sri
Datuk Dr K.H. Wang asserts that
innovative ideas are born from
creativity.
What makes the Smart Reader
Kids programme stand out is the
Smart Reader Creative Teaching
Methodology on which it is based.
Creativity is an essential element,
being the first step in generating
new ideas to become a reality,
said Dr Wang.
The Smart Reader Creative
Teaching Methodology is the basis
on which the curriculum of Smart
Reader Kids, Smart Reader Kids
Islamic and Smart Reader Kids
Mandarin medium is based.
The Smart Reader Creative
Teaching Methodology is an
unconventional approach to
teaching that incorporates fun
and excitement in the learning
process.
Music is another essential
element in the creative teaching
process as it facilitates easy
learning.
A collection of about 30 music
CDs, produced solely by Smart
Reader Worldwide, are used to
complement the Smart Reader
in the classic Smart Reader Kids

programme and Smart Reader
Kids Islamic is an affirmation
that the organisation is on the
right track in addressing major
developmental issues in young
children.
The success of the various
programmes has also been noted
by international players in the
industry.
Greater influence
Datuk Sri Dr Richard Ong (fifth from left) with the minister of Domestic Trade, Co-Operatives & Consumerism, Datuk Sri
Hassan Malek (sixth from left) and chairman of the Malaysian Franchisee Association Datuk Mohd Latip Sarrugi (fourth from
left) together with the delegates from the Malaysian Franchisee Association on a visit to the new Smart Reader Kids centre in
Mohamed Bin Zayed City, Abu Dhabi, United Arab Emirates.
Muhyiddin Yassin lamented the
fact that many graduates from
Kids curriculum.
Malaysian public universities still
New programmes or products
lack English-speaking skills, even
are good for the franchise. In
though they are able to read and
the early childhood education
write reasonably well.
business, franchisees have to
This deterioration of literacy
be open to new ideas as these
skills has led Smart Reader
innovations will help develop the
Worldwide to feel the urgent need
business.
to address various skills in early
Not being able to accept
years learning to develop a strong
new ideas will result in lost
foundation in English.
opportunities, says Dr Wang.
The new products recently
Intensive English Programme
launched by Smart Reader
was designed with the objective
Worldwide include the Smart Fun
of strengthening skills such as
Play programme, the Smart Reader
vocabulary development, spelling,
Kids Intensive English Programme
reading, writing, communication
and Smart Reader Enrichment
and public speaking.
materials.
Last year saw the launch of
The Smart Fun Play programme
other innovative products, namely
is a delightful activity that engages
Smart Reader Kids Islamic and
children in various activities with
Smart Reader Kids (Mandarin
Bobo the Bear while the Smart
medium) as an extension of
Reader Enrichment materials,
the classic Smart Reader Kids
suitable for children aged five and
programme.
six, include five storybooks, six
Smart Reader Kids Islamic uses
knowledge books for vocabulary
DATUK SRI DR RICHARD ONG
Smart Tadris materials, a product
development, two colouring books
developed with the collaboration
and a board game set, which
of experienced Al-Quran and
was specially created for preare designed by Smart Reader
Sunnah experts from Masjid
schoolers to achieve a high level
Worldwide to enhance eyeNegara and Jakim.
of fluency and literacy in the
hand coordination and develop
English language before entering
cognitive skills.
believes that the strong support
formal schooling.
shown by parents and franchisees
Deputy Prime Minister Tan Sri
Intensive English Programme
Chief executive officer of Smart Reader Worldwide Datuk Sri Dr Richard Ong (third
from left) with Datuk Hasan Malek (first from left), minister of Domestic Trade,
Cooperative and Consumerism at Franchisee International Malaysia.
If we are
complacent, we
may lose our
unique positioning
in the industry.
Complacency
should never be
entertained and
investing in the
development of
innovative products
should be viewed as
a worthwhile risk
as it is crucial to
business growth and
profitability.
The students of Smart Reader Kids Taman Sri Hartamas with Datuk Abu Hassan
Din Al-Hafiz, honorary advisor to the Smart Reader Kids Islamic programme that
uses Smart Tadris materials.
Recent months have seen

global expansion for Smart Reader
Worldwide, having set up another
international Smart Reader Kids
centre in Abu Dhabi, United Arab
Emirates.
The Abu Dhabi centre currently
caters to local and expatriate
children, who make up a large
section of the population of the
United Arab Emirates.
The opening of the centre is
the initial stage of the companys
plans to gain a strong foothold
in the early childhood education
industry in the Middle East.
Plans are also underway to
expand into the markets of other
cities in the UAE as well as in
neighbouring countries such as
Oman and Qatar.
Places such as China, Taiwan
and Hong Kong are also seriously
considering introducing the
various programmes marketed by
Smart Reader Worldwide.
Branding and consumer
choices have also aided Smart
Reader Worldwide in maintaining
their lead in the early childhood
education industry in Malaysia.
Showcasing excellence
The more than a hundred
awards received over the last 10
years affirms the organisations
unique position in the market as
the leading pre-school education
franchise in the country.
It further etches Smart Reader
Worldwide into an affirmed
position of stability, quality and
success.
The programme is accepted
across the nation by students
and educators as an easy way of
mastering English language skills
based on phonics.
The main objective of Smart
Reader Worldwide is to enhance
the literacy levels of children in
Malaysia and around the world.
Every year, more than 6,000
children in Malaysia graduate
from Smart Reader Kids centres
and successfully enter formal
schooling at Primary One.
Close to 20,000 children attend
pre-school at Smart Reader Kids,
Smart Reader Kids Islamic, Smart
Reader Kids Mandarin medium
and Smart Reader Kids++.
Driving the organisation to
great heights are Dr Ong and Dr
Wang who introduced a winning
English programme to Malaysians
in the 1980s.
It later evolved into a franchised
child enrichment programme
that changed the landscape of
early childhood education in the
country.
cannot afford to rest on its laurels
just yet and its creative team
continues to diligently produce
innovative products.
EXUS International Schools

vision is for young people to
achieve academic success
and become globally responsible
citizens. It offers an international
curriculum that focuses on highly
interactive methods of teaching.
Nexus believes that
establishing, sustaining and
restoring good relationships
creates an effective learning
environment and students who
are internationally minded.
It is with this belief that the
school has embraced restorative
practices to nurture healthy
relationships while holding people
accountable for their actions.
For the past two years,
the Nexus Pastoral Team has
successfully incorporated
restorative practices such as
restorative-focused mediation
in response to any conflict or
difficulties between young people,
as well as their parents or school
community.
The main aim is to repair
the harm done by taking
responsibility, having time to
reflect and finding a solution as
compared to blame-focused and
punishment-driven methods.
This year, Nexus is introducing
restorative practices across
the school, which involves
an on-going daily practice of
respectful encounters and good
relationship development.
If a minor problem or conflict
arises, early resolution can be
achieved through informal
restorative chat in a formal small
group. No-blame classroom
conferences can be used for more
serious problems.
The staff can use the restorative
BRIGHT KIDS 13
Productive learning
through restorative practices
Parents at the Restorative Practices and Parenting workshop learned the benefits of restorative practices at school, home and
the community.
chat if needs arise. Basically, the
restorative chats contain the
following questions:
l What happened?
l Who has been affected?
How did it affect you?
l What could you have
done differently?
l What do you need to say or
do to fix things?
The aim of the approach is
for the whole school to develop
a common language of respect
while educating young people
in self-discipline, developing
individual social and emotional
competencies and most of all,
nurturing a positive culture and
an effective learning environment
for the whole school.
Nexus had the privilege to
invite Australian Dave Vinegrad

who is the director of Behaviour
Matters, a business dedicated to
assisting schools and organisations
to get the best out of what they
do, to assist the whole school
community in enhancing their
restorative practices.
He was at the school on Sept
15 and 16 and facilitated three
workshops for:
l School Leadership This
workshop explored the different
leadership styles that can drive
the Nexus learning community to
maintain restorative practices.
l Restorative Practices and
Parenting This presentation
focused on how the school can
support children to be the best
they can be. It also examined the
benefits of restorative language
and problem-solving at home, at
school and in the community.
l Whole School Staff Almost
100 teaching staff members
attended the workshop and it was
an opportunity for them to listen
to Vinegrads expertise and also
share their skills and knowledge of
restorative practices.
www.nexus.edu.my

Every year, the Private &
International School Fair
attracts plenty of people.
Fair offers
chance to explore
T
HE demand for international

education in Malaysia has
grown rapidly over the last
few years.
This can be attributed to the
use of English as the medium
of instruction and international
curricula that encourage critical
thinking and are holistic and
interactive.
In addition, international
schools have better facilities
and adopt the latest classroom
technology and management
systems to enhance the teaching
and learning experience.
An international education
offers students skills and
knowledge beyond the classroom
as extracurricular pursuits such as
music, drama, public speaking and
sports are encouraged.
Students are also given
opportunities to learn other
languages thus expanding their
perspective and developing them
to be global citizens.
In addition, international
schools adopt internationally
recognised and globally
benchmarked examinations,
which allow students to further
their studies or work abroad later.

With increasing options
for education in private and
international schools in the
country, there is a need for a
fair that brings together leading
private and international schools
under one roof so that expatriate
and Malaysian parents can
find out more about the study
opportunities available at these
schools.
With this in mind, Mint
Communications initiated the
first Private & International
School Fair in Kuala Lumpur in
2012.
The upcoming fair on Nov 8
and 9 will be its fourth fair in
Kuala Lumpur.
The fair will be held at the Mid
Valley Exhibition Centre, from
11am to 6pm.
There will be more than
60 international schools, preschools, learning centres, and preuniversity programme providers.
This fair will also showcase
overseas international schools
from the United Kingdom,
Australia and Japan.
In addition to contests for
children, there will be talks on

various topics for parents, from
choosing a pre-school to the
advantages of boarding on both
days of the fair.
On Saturday, Dr Lee Shen-Li
will give a talk titled Which is the
best pre-school for my child, and
Ng Kim Huat from the Cambridge
International Examinations will
be speaking on the Cambridge
curriculum.
International education
consultant, Santhi Latha will
be speaking on national versus
international curriculum, which
will be repeated on Sunday.
According to Nickie Yew,
co-owner and director of Mint
Communications, We are
happy to have the support of the
Malaysia International Schools
Parents Support Group whose
speakers will be sharing their
experience on what to look for in
an international school on both
days.
www.PrivateInternationalSchoolFair.
com or e-mail enquiry@mintcommunications.asia
The 4th Private & International School Fair Kuala Lumpur is a great opportunity for parents who are considering international
education for their children to find out more about the options available in this niche segment.
Finding the best option

DUE to incentives and policy
changes by the Malaysian
government made in recent
years in an attempt to liberalise
the education industry, there
has been an increasing number
of schools offering a widening
range of curricula.
To properly understand and
compare curricula options
for their children, parents
must first understand what a
curriculum encapsulates and
how it affects a childs learning.
Generally, a curriculum is
a planned interaction with
students through instructional
content and methodology,
which also includes evaluation
processes.
Within the Malaysian
international school context,
there is an expanding range of
curricula offerings.
The International
Baccalaureate
programme
The International
Baccalaureate (IB) programme
works holistically within
global contexts and explores
significant content that
encourages students to become
active, compassionate, lifelong
learners.
IB programmes focus on
teaching students how to
learn, helping students interact
effectively within different
learning environments and
encouraging them to value
learning as an essential and
integral part of their everyday
lives.
Through the interplay of
asking, doing and thinking
activities, this constructivist
approach leads to open,
democratic classrooms.
The International
Primary Curriculum
Nickie Yew, co-owner and director of

Mint Communications Sdn Bhd.
To properly
understand
and compare
curricula
options for their
children, parents
must first
understand what
a curriculum
encapsulates
and how it
affects a childs
learning. Within
the Malaysian
international
school context,
there is an
expanding range
of curricula
offerings.
The International Primary

Curriculum (IPC) on the other
hand, has more than 130
different thematic units of
learning, which are all childfriendly, modern-day topics
that enable young children to
find relevance through their
learning of sciences and the
arts.
For example, in the IPC
chocolate unit, the history
component allows children
to explore the discovery of
chocolate, the period it was
discovered, the motivation for
discovery and the changing
attitude to chocolate through
the ages.
In the geography component,
they look at the countries that
grow cacao and how particular
locations have been affected by
its production. They study the
links between countries that
grow cacao and countries that
produce chocolate.
In the art component,
children look at how chocolate
is sold and how packaging is
designed.
In the science component,
children study the energy
values found in foodstuffs and
explore the effects of heating
and cooling.
co-owner and director of Mint

Communications Sdn Bhd,
which organises the Private &
International School Fairs, The
above are just two examples
of the many curricula options
available in Malaysia.
Parents can find out more
about the different curricula
available by speaking to
principals and head teachers at
our next fair.
This coming fair on Nov 8
will mark the fourth Private and
International School Fair Kuala
Lumpur, which will be our
biggest fair by far.
In addition to the IB and
IPC, other curriculum options
include American, Australian,
British, Canadian, Cambridge
and Indian.
A major advantage of
visiting the fair is that parents
will be able to meet school
representatives, including
principals and teachers.
This will allow them to
compare schools and curricula
to find a suitable school for their
children.
In addition, there will be
experienced speakers who will
address important topics in
various talks scheduled on both
days. Admission is free.
Discover more

call 03-7986 0070 or visit
www.pisf.asia
According to Nickie Yew,
AYLORS International School

Puchong (TISPC) moved into
its newly completed building
last month and is all set to receive
its first cohort of students in
January next year.
Paul Rogers, principal of Taylors
International School, Puchong,
gives an insight to the teaching
and learning methods in the new
international school.
A rewarding experience
become reliable, independent and
positive citizens.
Different ways of learning
Teaching philosophies
At TISPC, we believe in the
concept of lifelong learning and
that both adults and children learn
new things every day.
We maintain that learning
should be a rewarding and
enjoyable experience for everyone.
In short, it should be fun.
Values for students

Through our teaching, we equip
children with the necessary skills,
knowledge and understanding to
make informed choices about the
important things in their lives.
We believe that appropriate
teaching and learning experiences
help children lead happy and
rewarding lives.
The core values that Taylors
Education Group upholds is key to
this process.
We believe in respecting
and caring for each other,
being dedicated to a culture of
excellence, having openness in
our communication, acting with
integrity, being passionate in what
we do and creating an enjoyable
environment.
These values not only permeate
our curriculum, but are also
practised by the schools staff in
BRIGHT KIDS 15
Taylors International School Puchong will receive its first cohort of students in
January 2015.
everything they do.
These values also play a
key part in our emphasis on
character building at TISPC and
is a cornerstone in our teaching
pedagogy.
Character building is not
only embedded in subjects
throughout our curriculum but
also entrenched in so many
other areas of school life.
Through our teaching, we aim
to follow these TISPC values by:
l Enabling children to
become confident, resourceful,
enquiring and independent
learners.
l Fostering childrens self-
esteem and helping them build

positive relationships with other
people.
l Developing childrens selfrespect, encouraging them to
understand the ideas, attitudes
and values of others and teaching
them to respect other peoples
feelings.
l Showing respect for a diverse
range of cultures and promoting
positive attitudes towards
other people.
l Enabling children to
understand their community and
help them feel valued by being
part of it.
l Helping children grow to
Another fundamental element

of our teaching and learning is
the strong belief that people learn
better when taught in varying
ways.
At TISPC, we provide a rich and
varied learning environment that
allows children to develop their
skills and abilities to their full
potential.
Teachers understand that
children learn more appropriately
when teachers know whether
their students are predominantly
visual, aural or kinaesthetic
learners.
To disregard this when
educating children would be akin
to taking the education of the
children in our care lightly.
Curriculum
How does the curriculum we
choose influence the teaching
and learning in the school? When
choosing a curriculum, a school is
making a statement of intent.
In reality, there are less
differences between the various
curricula that schools employ in
terms of knowledge and skills
being taught than we often
imagine and more disparities
in terms of concepts, attitudes,
application and styles of learning.
For example, while all curricula

want to teach children how to
add up numbers, the National
Curriculum for England and
Wales stresses learning as many
strategies as possible to do this
with the understanding that
different children can be more
successful when using varying
techniques to approach their
learning.
In choosing the National
Curriculum, TISPC has made a
conscious decision to utilise a
curriculum that emphasises the
differences in children rather than
the similarities.
It is a curriculum that
celebrates diversity and varied
teaching and learning, and aims to
promote pupils spiritual, moral,
social and cultural development.
While taking the best from
such a renowned curriculum,
Taylors is also adding and
incorporating its teaching of
three languages (English, Bahasa
Malaysia and Mandarin) as well as
our celebration and understanding
of what is the best of East and
West.
While incorporating Taylors
strong core values into this
syllabus I have no doubts that we
will be providing the best model
of success for children from the
moment we open our doors in
January.
www.pc.tis.edu.my
Awarding excellence and commitment

T
HE Franchisee Awards Nite

is an annual Oscar-like event
organised by leading early
childhood education franchise
organisation Smart Reader
Worldwide.
It is a night to honour and
recognise high-performing
franchisees who have constantly
kept up their enrolment numbers.
This years event witnessed
Sylvia Lim, who operates Smart
Reader Kids and Smart Reader Kids
Junior centres located in Chong
Hin Garden, Kuching, being voted
Franchisee of the Year 2014.
Apart from this honour, Lim
also bagged the Diamond and
Gold awards for her Smart Reader
Kids and Smart Reader Kids Junior
centres respectively.
Another highlight of the event
was the naming of the Emerging
Franchisee of the Year 2014, which
was Alias Ayob, who also bagged
the Platinum award for Smart
Reader Kids (Taman Sri Bahagia,
Kangar) and New Impressive
award for Smart Reader Kids (Jalan
Arau-Kodiang, Arau).
High-achieving franchisees
received their accolades during
the Franchisee Awards Nite held at
the Royale Chulan Hotel in Kuala
Lumpur recently.
A total of 122 centres from
Sabah and Sarawak and Peninsular
Malaysia became proud recipients
of various awards.
Of the 122 awards, the Diamond
category is the most significant
as every year the number of
recipients for this category
increases by about 20%.
This year, 26 centres were
bestowed the distinction of the
Diamond Award.
Seven centres were given the
distinct honour of being named
recipients for the New Impressive
award.
Additionally, six centres were
conferred Most Supportive
Franchisees of 2014. This award
was presented to centres that
unconditionally supported
the various corporate social
responsibility events organised by
the franchisor.
Bringing joy to children

Most of the CSR events
organised by the franchisor were
to enable less fortunate children
to celebrate and enjoy festive
celebrations such as Chinese New
Year, Hari Raya Aidilfitri, Deepavali
and Christmas.
invites about 200 children from
orphanages and homes to a
Datin Sri Datuk Dr K.H. Wang, group executive

director and Datuk Sri Dr Richard Ong, chief
executive officer of Smart Reader Worldwide
together with the children of Smart Reader Kids
at Floria Putrajaya 2014.
celebration filled with food,

goodies, lion dances and giving of
ang pow packets.
Group executive director of
Smart Reader Worldwide, Datin
Sri Datuk Dr K.H. Wang says, As
our business is centred around
children, most of our CSR projects
are focused on children. We bring
them out of the orphanages to
our headquarters and give them a
chance to enjoy the festive season.
They have a right to be happy.
The Chinese New Year CSR
project earlier this year gave
children the chance to witness lion
and dragon dance performances
and the Hari Raya Aidilfitri
celebrations this year was also a
special occasion for many.
In collaboration with Hospital
Kuala Lumpur (HKL), 100 children
diagnosed with terminal or longterm illnesses were asked what
their wishes were.
fulfilled these childrens wishes,
which brought joy to them as they
received desired items, including
electronic tablets, bicycles,
branded clothing, disposable
diapers and food items.
Scholarship opportunities
Besides the festive joy that
Smart Reader Worldwide brings
to children, the organisation also
(Left to right) Suzie Ong, vice president of APECP, Kevan Ong, executive
director of Smart Reader Worldwide and Datin Sri Datuk Dr K.H. Wang, group
executive director of Smart Reader Worldwide, with one of the patients at
Hospital Kuala Lumpur.
offers pre-school scholarships

to underprivileged children
under the banner of the National
One Child One Hope Education
Scholarship Programme.
In collaboration with
Yayasan Tuanku Syed Putra,
underprivileged children in
the state of Perlis are offered
scholarships to study at Smart
Reader Kids centres in the state.
This year the scholarship
amount handed to the Yayasan
was worth RM138, 000.
This is the sixth year that the
scholarships are offered to less
fortunate children in Perlis. This
year, the scholarships will enable
25 less-fortunate children to
pursue high-quality pre-school
education.
The children will undertake a
full years study at Smart Reader
Kids Taman Sri Bahagia, Kangar,
Perlis or Smart Reader Kids Jalan
Arau-Kodiang, Arau, Perlis.
Other states in Sabah and
Sarawak and Peninsular Malaysia
are also playing host to less
fortunate children under the
scholarship programme.
The scholarships are also
extended to children taking the
Smart Tadris programme from
among the 100 Smart Reader
Kids Islamic centres nationwide
that offer the Smart Tadris
programme.
In conjunction with the One
Child One Hope scholarship
presentation early this year in
Arau, the Raja Muda of Perlis,
Tuanku Syed Faizuddin Putra
Ibni Tuanku Syed Sirajuddin
Jamalullail expressed his concern
on the importance of providing
comprehensive early childhood
education to children in their
early years.
He also urged early childhood
education operators to emphasise
providing positive learning
experiences.
Tuanku Syed Faizuddin Putra
is also the royal patron of the
Smart Tadris programme, which
is conducted in Smart Reader Kids
Islamic centres.
The scholarship programme
was established in line with the

CSR initiative of Smart Reader
Worldwide and the Association
of Professional Early Childhood
Providers (APECP) Malaysia
to provide high-quality early
childhood education to less
fortunate children while they are
still in their formative years.
Since its inception in 2009,
the scholarship programme has
enabled more than 300 lessfortunate children to experience
high-quality early childhood
education.
APECP was founded in
December 2007 to provide
a platform to share ideas,
innovation and new research in
Early Childhood Education.
The Raja Puan Muda of Perlis,
Tuanku Lailatul Shahreen Akashah
Khalil currently serves as its royal
patron.
Besides providing the
opportunity for children to receive
high-quality early childhood
education, the scholarship
programme has also eased the
financial burden of families.
Showcasing creativity and

confidence
Children who are exposed to
the Smart Reader Kids programme
exude great confidence, are
expressive, articulate and able to
reason well.

has given children numerous
opportunities to perform on stage
to build confidence.
The three main highlights for
this year include performances
in conjunction with the opening
ceremonies of Floria Putrajaya and
Franchise International Malaysia
2014 and also the Malaysian
Franchisee Associations awards
night.
In June this year, Smart Reader
Worldwide showcased a beautiful
floral display with the theme
Every Childs Dream Garden
during the Floria Putrajaya 2014
exhibition.
The elaborate garden display
was inspired by the Smart Reader
creative teaching and learning
environment. The opening
ceremony, officiated by the Yang
di-Pertuan Agong, Tuanku Abdul
Halim Muadzam Shah, saw
children from Smart Reader Kids
Putra Point, Bandar Baru Nilai,
Precinct 8 Putrajaya and Smart
Reader Kids Precinct 15 Putrajaya
dazzling the audience with their
performances titled Let Me Be the
Light and Magic.
Both songs are original
compositions of Smart Reader
Worldwide.
Apart from stage performances,
the children of Smart Reader
Kids participate in story-telling
competitions, spelling challenges,
talent searches and also vie to be
the Smart Reader Kid of the Year.
This year, for the first time,
organised a tri-lingual storytelling competition.
Five and six-year-olds
presented stories in English,
Bahasa Malaysia and Mandarin,
much to the delight of judges and
the audience.
To instil the spirit of patriotism
in young children, the CSR
Merdeka event had children
from Smart Reader Kids centres
throughout Malaysia placing their
thumbprints on a huge Malaysian
flag in the various colours of the
flag. The flag displays more than
20,000 thumbprints of young
children.
The exposure to varied
experiences in a young childs life
opens up the mind to creative
reasoning and problem-solving.
Hundreds of thousands of
children have passed through
the doors of Smart Reader Kids
centres. This generation will go on
to becoming future leaders of the
nation and beyond.
www.smartreader.edu.my
The Malaysian flag decorated with more than 20,000 thumbprints of the children of
Smart Reader Kids throughout Malaysia.
BRIGHT KIDS 17
Keeping clean and healthy

A
S children grow into

teenagers, their hormone
levels go through a shift
their height, size and shape
change and their reproductive
system matures.
As a childs body changes, his
or her personal hygiene needs will
need to change too.
It is vital that a child has good
hygiene habits during his or her
childhood years as this will serve
as a foundation for good hygiene
habits in his or her teenage years.
Good hygiene is important
in staying healthy. For example,
when you wash your hands
before eating and after using the
restroom, you effectively fight off
germs.
Good hygiene is also a good
confidence booster. Teenagers
who are clean and healthy, wear
clean clothes and smell good will
naturally fit in better with the
people around them.
Here are some tips for
teenagers to maintain good
hygiene practices:
l Take regular showers
Ensure that you take showers at
least twice a day, preferably once
in the morning and another in the
evening.
During the teenage years, your
sweat and oil glands tend to work
more and your body chemicals
start to smell different.
Wash yourself thoroughly with
soap as it will help kill the bacteria
day, especially your socks and

underwear, as they can be smelly
and unpleasant after prolonged
use.
It is important to
maintain good oral
hygiene as you grow
older.
l Wash your hair regularly

Unkempt hair is unpleasant to
look at and greasy while dirty hair
often smells unpleasant.
During puberty, your hair and
scalp can become more oily. It is
therefore important for you to
wash your hair at least every other
day to keep it clean and smelling
fresh.
l Wash your hands regularly
Most of the infections that we
get are caused by germs on our
hands.
To stay healthy, wash your
hands often, especially after
using the toilet, before handling
or eating food, after handling
animals and when you are around
someone who has a cough or a
cold.
that causes body odour.

l Use deodorants and
antiperspirants Deodorants
and antiperspirants help dry up
your sweat glands and mask any
unpleasant smells.
Regular use of deodorants and
antiperspirants will keep you

smelling fresh throughout the day.
l Always use clean clothes
As your sweat glands work
overtime during the teenage
years, it is advisable for you
to change your clothes every
l Taking care of acne The

overproduction of oil causes acne
and it is a common problem in
teenagers.
Many teenagers go through
anxiety and insecurities when
they are plagued with acne.
As we touch our face between
2,000 and 4,000 times a day, we
tend to spread bacteria across our
faces. This is especially worse for
teenagers.
Always wash your hands and

avoid touching your face as much
as possible. Also, get yourself a
good skincare product to keep
your face clean and maintain good,
healthy skin.
As everyone has a different skin
type, you should test out a few
products and find one that works
best on your skin.
l Good oral hygiene As you
grow, it is important to maintain
the oral hygiene that you were
taught as a child. Brush your teeth
twice a day once when you wake
up and again before you go to bed.
Also remember to floss once a
day and schedule regular visits to
your dentist. Good oral hygiene
will help keep bad breath, gum
problems and tooth decay at bay.
Wash your hands often to

keep germs at bay.
Instilling a passion for learning

S
INCE its inception more

than 20 years ago, Q-dees
has grown from strength to
strength, becoming one of the
most recognisable names in early
childhood development and preschool education in Malaysia.
With more than 140 centres
nationwide, Q-dees pre-schools
holistic educational experience
has been acclaimed for providing
cutting-edge programmes that
are highly effective in instilling a
passion for learning, moral values
and igniting a strong sense of
curiosity in young minds.
Staying true to its ethos, Q-dees
pre-school programmes are funfilled and conducted in a stimulating
and dynamic environment and
taught by dedicated and loving
teachers.
The programmes are distinctive
and integrate the latest in teaching
methodologies and technology to
deliver lessons that are unique to
the Q-dees experience.
There are three programmes
that are incorporated into the preschool syllabus Fliptec, Beamind
Fun-filled learning awaits at Q-Dees with its cutting-edge pre-school programmes.

Foundation and Q-dees Love to
Life.
Each programme focuses
on specific areas to provide a
holistic educational approach that
empowers young minds and builds
a solid foundation upon which
children can exponentially grow

from.
These programmes have been
specifically formulated through
innovative and dynamic research,
globally benchmarked and
spearheaded by Q-dees research
and development centre at

Cyberjaya.
These revolutionary preschool programmes are a result
of time and effort dedicated to
one objective, which is to boost
childrens holistic development
during their vital formative
years.
Fliptec utilises the Focus
Learning Imaginative Play
technology, which is highly
effective for stimulating
learning, concentration, recall
and understanding.
Beamind Foundation is
uniquely designed to stimulate
intelligence by empowering
creative and logical thinking
as well as enhancing language
proficiency.
Q-dees Love to Life is a
programme that aspires to
nurture and promote the
understanding of love, kindness
and other essential moral
values.
Customised and highly
effective teaching tools have
been developed to make
learning activities such
as songs, dance, animation,
rhymes, poetry and stories
fun and engaging.
This enables greater learning
every day and a higher rate
of absorption, improved
attentiveness and an enhanced
ability to apply lessons that they
learned in the classroom to the
real world.
Trilingual mastery
The ability to communicate
articulately is one of the most
essential soft skills sought after
today.
Mastering more than one
language is also essential not
only because we live among
different cultures and languages
in Malaysia but also because
of the effects of globalisation
on societal, cultural and
community interactions.
Children who are able to
converse fluently in multiple
languages often tend to develop
better social skills, excel in
their studies, exude more
confidence and discover more
opportunities.
Q-Dees Fliptec@Q and
Beamind Foundation
programmes are geared to help
students master English, Bahasa
Malaysia and Mandarin.
The lessons promote
proficiency through practice.
Students will be equipped with
speaking, reading, writing and
listening skills in preparation
for school entry.
Empowerment through
innovation
Letting children experience
technology first-hand at an
early age will also enhance their
learning skills.
As children tend to have
shorter attention spans, the
inclusion of visuals and audio
into lessons through distinct
and exclusive multimedia
facilities and animation will
engage children and promote
amplified interaction during
each lesson.
By employing a combination
of new teaching and
technologically advanced tools
in the classroom, challenging
topics such as mathematics and
science are made more easily
understandable.
Thus, mastery of it is
accelerated while alleviating the
distress levels experienced by
children in coping with these
subjects.
Reading made better

e-Reader is a distinct
programme offering under
the Beamind Foundation
programme.
It has been successful in
instilling a reading culture in
children from as young as three
years old.
e-Reader books are
developed meticulously and
graded with a controlled
vocabulary to maximise word
identification and fluency.
In addition to the hardcopy
books, students are also able
to access these readers online
while at home to foster a
passion for independent reading
while also enabling parents
to participate in their childs
reading session.
The online version is also
packed with animation to
further stimulate childrens
senses as well as give them
access to a virtual teacher with
native pronunciation for one-toone mentoring.
Over the years, Q-dees
pre-schools around Malaysia
have seen more than 200,000
students pass through its doors.
Its commitment to children
has never been stronger and it
continues to strive to deliver
the best, meeting international
standards of education while
also nurturing values that
empower lifelong education.
call 1700 815 077 or visit
www.q-dees.com
The lessons at Q-dees promote language proficiency through practice.
Successful students
in the making
R
AFFLESIA seeks to be the school of

choice with international recognition
in all its campuses. It aims to provide
a strong foundation for its students to
develop lifelong learning and life skills and
competencies. Quality education with a
global vision combined with traditional
values, experiential learning, delivered by
qualified and experienced and caring staff is
central to Rafflesias aims and practices.
These same principles and philosophies
apply to both Rafflesia campuses, which are
in 16 Sierra Puchong and Kajang 2.
At Rafflesia, students are encouraged
to take risks with their learning and to
question the world around them in an
exploratory, interactive and engaging
manner, while being supported in a safe
and exciting learning environment.
Students, teachers and parents
work together as a community within
a framework of fairness and shared
traditional values.
The academic curricula is holistic and
Nurturing well-rounded students is important.
student-centred to nurture and prepare

students to be internationally aware and
equipped with essential life skills.
The international curricula is provided
through the Cambridge International
Examinations in readiness for the IGCSE. It
is matched with the integrated, thematic
learning provided through the International
Primary Curriculum at the primary and
early years, and provides the canvas for
articulate, independent and investigative
learners who are eager to engage with and
make their own impact and contribution to
the world.
The curriculum at Rafflesia is
designed to support a developmental
and student-centred approach where
teaching for understanding is coupled
with opportunities for students to develop
artistic, cultural, sporting, creative, outdoor
and leadership skills. It also provides the
direction, counsel, resource and support
needed for students to be successful.
In addition to the schools robust and
dynamic curriculum is the philosophy
and practical application of Assessment
For Learning, which is central to students
understanding their own learning,
strengths and attributes. This also allows
students to play an active role in their own
short and long-term educational targetsetting.
Rafflesias Open Day will be on Nov 15 in
16 Sierra Puchong and Kajang 2 campuses.
www.rafflesia.edu.my
BRIGHT KIDS 19
Making reading fun

MORRIS Allen English values the
importance of reading in its English
enrichment classes.
During every lesson, native Englishspeaking teachers nurture students love
and enthusiasm for learning English with
an interactive approach supported by
carefully-selected books.
Every lesson at Morris Allen involves
reading and sharing books as well as
discussions about them, which help develop
students comprehension of English.
Morris Allens three-step approach
to reading reading to, reading with
and reading by are effective in helping
students develop their English skills.
l Reading to: Provides children with
models for good English grammar. In each
lesson, native English-speaking teachers
spend time reading to students of all levels,
from nursery to secondary.
The interaction involved in this activity
enriches the experience of reading for
students.
l Reading with: Students get the chance
to read with their teacher and peers during
lessons, affording opportunities for studentteacher interactions, which help students
develop their vocabulary and grammar.
There is also more fun involved when
parents and children take turns to read
parts of a book.
l Reading by: Becoming independent
readers encourages students love for
English. This is why children need to read
books of a suitable level.
Children also respond well to praise from
parents when they read because it makes
the reading activity more fun.
At Morris Allen English, teachers do more
than just teach children how to read.
Incorporating English language skills
with a theme-based interactive learning
approach makes learning fun for all levels.
Student-teacher interactions are encouraged in

lessons at Morris Allen to better develop childrens
language skills.
Classes are available from nursery level
to Form 5.
Students of Morris Allen perform well in
English classes at school and have grown in
their confidence as a result of attending its
enrichment classes.
A full range of holiday courses will
be offered during the first two weeks of
December.
This will be a good time to encourage
your child to keep the momentum of
learning going during the long year-end
break.
03-7726 7656 (Centrepoint) or
03-5611 9296 (Empire Gallery) or
visit www.morrisallen-malaysia.com
Developing critical thinking skills

E
YE Level (formerly known

as E.nopi), a leading child
enrichment programme in
Malaysia, recently held the Eye
Level Testimonial Contest to
encourage parents to share their
thoughts on their childrens
journey with Eye Level.
Young Joong Kang, chairman
of Eye Level says, Whatever life
you are living now, it is essential
to give yourself a chance to
perform at your top capacity.
And that chance derives from
learning.
Eye Level is proud to share
the journey and the experience
of some parents.
Gaining plenty of
confidence
(From left) Chin Wei Kee, Samantha Soon and Sabrina Soon have studied at Eye Level since they were five years old.
Parents name:
Chin Lee Foon
Students names:
Sabrina Soon, nine years
old, Chin Wei Kee, nine
years old and Samantha
Soon, eight years old
My husband and I wanted
to give our children a head
start in their early years. We
had been scouting around
for learning centres and we
were quite happy when we
found Eye Level, which offers
holistic learning programmes in
mathematics.
Our two girls, Sabrina and
Samantha and my nine-year-old
niece Chin Wei Kee have been
with Eye Level, Kajang Prima
since they were five years old.
The programme has
taught them to be capable of
completing their class work
within a session. This has
allowed them to be more
focused in achieving a task and
ultimately, a long-term goal.
It offers not just arithmetic
but also a critical thinking
syllabus, which I value most as
conceptual thinking is vital in
problem-solving.
I want them to develop their
conceptual thinking at an early
age so that they are better able
to handle lifes challenges.
As our children progressed
through the years to higher
Wendy Peak says her son Jian Kai

has developed in his mathematical
ability and critical thinking skills since
joining Eye Level.
It offers not
just arithmetic
but also a
critical thinking
syllabus, which
I value most
as conceptual
thinking is vital in
problem-solving.
CHIN LEE FOON
levels within the Eye Level
syllabus, they learned to
overcome difficulties in learning
new techniques and concepts.
They now understand that
the learning process takes time
and they will make mistakes but
they can still enjoy the process
and eventually be proficient.
I can see our children getting
more confident in the rest of the
subjects as they excel in their
mathematics in school.
As working parents, we take
turns driving our children to
their twice-weekly classes. It is
a decision and commitment we
have made to our children.
Through Eye Level, they are
now good at self-learning and
problem-solving and this will
definitely help them achieve
more in life.
At the top of the class

Parents Name:
Wendy Peak
Students Name:
Wong Jian Kai,
nine years old
When my son Jian Kai was
four years old, my husband and
I decided to enrol him in the Eye
Level Math programme at the
Aman Suria centre.
We looked at several other
programmes and finally settled
on Eye Levels programme,
which we found to be most
suitable and comprehensive.
Today Jian Kai is nine years
old and he has been following
the programme for the last five
years.
Over the years, we
have witnessed our sons
remarkable development in his
mathematical ability and critical
thinking skills. This year, our
son emerged top in his class and
we are happy and proud of him.
We give due credit to Sandra
Yip, head of the centre and
her team of dedicated and
committed teachers.
Teaching young children is
no easy task and their patience,
motivation and care has
greatly contributed to our sons
achievement.
We are grateful to them and
are pleased to have made the
right decision in sending our
son to Eye Level.
We would certainly
encourage other parents to send
their young children for this
programme. Once again, a big
thank you to everyone at the
Eye Level Aman Suria centre.
www.myeyelevel.com
HE teenage or young adult

genre is a thriving one and
you will be able to find books
that relate to your personal taste
and interest.
Nevertheless, there are some
books that qualify as classics
they are must-reads as a transition
from childrens literature to
greater themes and plots.
If you are looking at a lot
of time indoors these school
holidays, pick one of these books
up and let your imagination
transport you to foreign lands and
different times.
Let your imagination run free

Zusak (2005)
l The Knife of
Never Letting Go by
Patrick Ness (2008)
l My Sisters
Keeper by Jodi Picoult
(2005)
Ages: 13 to 14
l Lord of the Flies by William
Golding (1954)
l The Diary of a Young Girl by
Anne Frank (1947)
l To Kill a Mockingbird by
Harper Lee (1960)
Harper Lees masterpiece
became an instant bestseller and
critical success following its 1960
publication and went on to win
the Pulitzer Prize in 1961.
This moving novel will make
readers question the very nature
of human behaviour with its
themes of love, innocence and
kindness.
It tackles significant issues in
society with appropriate humour
and warmth, which makes it more
palatable for younger readers too.
Although written in light of
racism in America, the values in
this novel transcend the borders
of country or culture to teach
important lessons of tolerance and
understanding.
What makes this novel timeless
is that it has proven to be relevant
BRIGHT KIDS 21
in different periods and contexts

in history despite being set in the
Great Depression.
The protagonist is a lawyer,
Atticus Finch, who is portrayed as
a person who knows right from
wrong as opposed to someone
who simply lives by the law.
His attitude in tackling the
issues of that time can be used as
a guide in facing current ones. For
example, while the main struggle
in To Kill a Mockingbird was one
against racism and cruelty, the
reader can easily relate it to gender
equality efforts today.
Most importantly, it serves as
a reminder that no matter how
much the world changes around
us, the things that make us human
remain the same.
Ages: 15 to 16
l The Book Thief by Markus
Jodi Picoults
unique contemporary
narratives have a
way of making the
reader think while
also stirring their
emotions, and My
Sisters Keeper is a
prime example of
this.
The unconventional method of
storytelling employed by Picoult
offers a first-hand view into the
thoughts and situations of various
important characters, which
help the reader come to a more
comprehensive understanding of
the complete story.
The sisters in this book, Anna
and Kate, have a difficult yet
loving relationship.
Anna was designed by her
parents to be a perfect DNA match
for her older sister Kate, who is
terminally ill with a rare form of
leukaemia.
Anna lives her whole life as
Kates donor, until it is decided
that she will donate a kidney.
Thirteen-year-old Anna refuses
and files a lawsuit to be medically
emancipated from her parents,
claiming the rights to her own
body after an entire childhood of

being her sisters keeper.
In typical Picoult fashion, there
is a surprise twist ending which
pulls the whole story together
while making you tear up at the
same time.
As a reader, your
understanding of the situation
and compassion for the characters
may evolve greatly as you come to
see the complexity of this novel.
It drives the reader to question
the extents of filial responsibility
and sisterly love.
My Sisters Keeper also brings
up themes of adolescence, selfimage and independence, which
will also make you wonder about
the purpose of existence.
Ages: 17 to 18
l Looking for Alaska by John
Green (2005)
l The Perks of Being a
Wallflower by Stephen Chbosky
(1999)
l The Catcher in the Rye by J.D.
Salinger (1951)
Told from a first-person
perspective of the iconic
protagonist Holden Caulfield,
Salingers most popular
contribution to the young adult
genre is a coming-of-age story of
rebellion and self-discovery.
The narrative style makes
it more relatable, and the
consistent use of colloquialisms
and profanity are far from selfindulgent as they help develop the
character and story.
The language and strong
themes presented in this novel
make it more suitable for older
teenagers.
The crazy and strange Caulfield
is amusing to say the least, and
despite being a teenager in the
1950s, is not much different from a
rebellious teenager today.
The Catcher in the Rye explores
prevalent young adult themes
such as identity and independence
while putting forth messages of
hope and self-belief.
Caulfield stumbles upon
various misadventures, as a
typical rebel would, encountering
nightlife, alcohol and sex.
Readers warm up to him as
they are constantly presented
with the view of the world from
his eyes.
While this book is certainly for
slightly more mature readers, it
is a classic that you should read
at some point of your teenage life
- adults might not have the same
tolerance and understanding for
Caulfields insolence.
It is surprising, delightful and
emotional in all the right ways,
and given the pace at which lives
of young people are evolving
today, there must be something
truly magical in this novel for it
to still be relevant to the same
demographic more than 60 years
later.
Fun and fascinating experiments

G
OT some free time these

school holidays and looking
for something interesting to
do? Then why not try conducting
an experiment at home?
Experimenting with
different materials in different
environments and observing their
reactions is not only fun, it also
helps you learn about physics,
chemistry and the way the world
works.
You get to produce fascinating
and sometimes surprising results,
and possibly getting messy in the
name of science.
Here are some fun experiments
to try.
Vinegar volcano
You will need:
Baking soda
Vinegar
Liquid dishwashing soap
Red and yellow food colouring
(optional)
A small container
A volcano you can make one
out of papier-mache or you can
use a mound of sand or earth
Instructions:
1. Find a space outdoors (or if
you are doing this indoors, be
prepared to clean up)
2. Put the container into the top
of the volcano
3. Put two teaspoons of baking
soda into the container
4. Add about a teaspoon of
dishwashing soap
5. Add a few drops each of the
food colouring
6. Add about an ounce of
vinegar, stand back and watch
the eruption
How it works:
The baking soda (sodium
bicarbonate) reacts with the
acidic vinegar (acetic acid) to form
carbon dioxide. Once formed,
carbon dioxide tries to escape
quickly.
The dishwashing liquid traps
the bubbles of gas, forming lava.
Gasses and molten lava flow out of
a real volcano in much the same
way.
You can also add more baking
soda and vinegar to have more
eruptions.
Ask yourself:
1. Is the amount of fizz affected
by the amount of baking soda or
vinegar you add?
2. Does the temperature of
the vinegar affect how fast the
volcano erupts?
3. What can be added to the
lava to slow down its flow and
make it more like real lava?
Make an electromagnet
You will need:
A large iron nail (about 8cm)
About one metre of plasticcoated copper wire
A D-size battery
Discover the
wonders
of science
through simple
experiments
this holiday.
Some paper clips

Instructions:
1. Wrap the wire around the
nail, leaving about 20cm loose
at both ends. Try not to overlap
the wire when winding it
around the nail.
2. Ask an adult to help you
remove about 2.5cm of the
plastic coating from both ends
of the wire. Attach each end to
a different end of the battery.
You can tape the wire to the
battery, but be careful as the
wire can get very hot.
3. You will now have an
electromagnet. Try picking up
the paper clips or any other
metal object with it.
They only attain magnetic

properties when electricity is
flowing through them.
The electricity flows through
the wire and arranges the
molecules in the nail so that they
are attracted to certain metals.
How it works:
Electromagnets run on
electricity and can be turned on
and off.
Bending light
Ask yourself:
1. Does the thickness or length
of the nail affect the strength of
the electromagnet?
2. Does the thickness of the
wire affect the strength of the
electromagnet?
3. Does the number of times
you wrap the wire around the
nail affect the strength of the
electromagnet?
You will need:

A strong torchlight
An empty drink can

Instructions:
1. Ask an adult to poke a hole at
the side of the empty can near
the bottom with a strong sharp
pencil. Make sure any sharp
edges are pushed into the can
so that your fingers are safe.
2. Fill the can with water,
holding your finger over the
hole. Turn off the lights and
stand over a sink.
3. Shine the light from the torch
through the hole at the top of
the can and take your finger off
the small hole at the bottom
4. You will see a beam of light
where the stream of water lands
How it works:
The light from the torch bends
and follows the water out of the
hole in the can. This is because the
insides of the can and the surface
of the stream of water act like
mirrors to reflect the light.
The light bounces around inside
the stream of water and follows it
where it flows.
Ask yourself:
1. Will the beam of light still
flow out with the water if you
are using a plastic container?
2. Does the strength of the light
from the torch affect whether
or not the beam flows out with
the water?
3. Does the size of the can affect
the strength of the beam of light
flowing out with the water?
Well balanced child
IFTEEN-year-old Fikrie (not his real

name) was an excellent student but
he was quiet and did not attempt to
communicate with other students.
He would not take the initiative to start
a conversation and would keep his answers
brief when replying others. During these
brief conversations he would also maintain
minimal eye contact.
At home he would sit quietly to have his
meal and then go straight back up to his
room to read or study. Fikries mother Sarah
(not her real name) always stressed on the
importance of academic success but became
worried by Fikries imbalanced behaviour.
Sarah and her husband David began to
worry about Fikrie and decided to seek
professional consultation with ChildPsych,
Centre for Children and Adolescences
Psychology of the International Psychology
Centre.
Psychology assessments revealed that
Fikrie had a high IQ but low intelligence
in other areas. Children and adults have
multiple intelligences.
According to Howard Gardner, an
American developmental psychologist from
Harvard University, the multiple intelligences
need to be developed from young for
the child to develop into a well balanced
invidivual.
Research shows that children with low
multiple intelligence are more prone to
psychological disorders such as depression,
anxiety and low self-esteem.
Fikrie scored critically low in a number of
the intelligences tests. His parents requested
the ChildPsych team of child psychologists
to intervene and reverse Fikries low multiple
intelligences before it became too late for
him.
The child psychologist team at ChildPsych
put together a multiple intelligence therapy
programme for Fikrie, which included an

intrapersonal enhancement programme,
interpersonal enhancement programme,
nature intelligence development
programme, and physical intelligence
development programme.
Fikrie also enrolled in ChildPsychs
Rainforest Natural Multiple Intelligence
Camp (RANIC camp), where he learnt to
develop his various multiple intelligence
skills in a fun and engaging environment.
After the multiple intelligences
programmes, activities and the RANIC
camp, Sarah and David found that Fikrie
transformed into a well balanced child, who
engages in lively interactions with many
people.
This article is contributed by ChildPsych,
Centre for Children and Adolescences
Psychology of International Psychology
Centres team of psychologist and
psychonutritional therapists.
n For more information, call 03-2727 7434,
e-mail info@psychology.com.my or visit
www.malaysiapsychology.com or
www.malaysianpsychology.wordpress.com
At CEFL, students are given

a chance to learn and
develop skills in reading and
public speaking.
Preparing for the road ahead

CAMBRIDGE English For Life (CEFL) offers
a range of holiday programmes for various
school-going age groups Little Phonics
Explorer, Interactive Reading and Public
Speaking.
Exploring sounds
Little Phonics Explorer is designed for
learners between the ages of four and six.
It explores the world of phonics in
an exciting and enjoyable manner using
stories, music and movement as well as
games and crafts.
It endeavours to instill a love for the
written word in the early years and is an
introductory tool for learning phonics and
early writing skills.
It will also serve as a springboard to
learning English for young learners.
The joy of reading
The multiple intelligences.
BRIGHT KIDS 23
Interactive Reading is a programme

that caters to children in three age groups,
namely ages six to eight, eight to 10 and 10
to 12.
It engages students and nurtures an
understanding of the joys and benefits

that reading can provide through utilising
a blend of popular culture, science and
classical literature in classes.
Drawing inspiration from classic
childrens titles, each level provides learners
with the skills and ability to identify
the cross-curricular relevance, which
encourages them to think outside the box.
Speaking up
Public Speaking is a programme that
caters to learners aged 12 to 15 and 16 to 18.
This multimedia programme is designed
to introduce and develop the skills required
for effective public speaking.
Through the use of audio and video
materials combined with interactive group
work, it covers areas such as preparation
and planning, confidence, vocalisation, body
language, and facial expressions.
It also equips learners with the tools to
conduct effective self-evaluation as well as
the ability to offer constructive criticism.
www.cambridgeforlife.org
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THE STAR Tuesday 4 November 2014

Leading an active lifestyle > 4

Journey to excellence > 10

2 BRIGHT KIDS StarSpecial, Tuesday 4 November 2014

The serious business of play

THE STAR Sunday

Supplement Team Email: supp@thestar.com.

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This kind of development is

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T can be rather difficult to

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platform for students to express

laureate Datuk Dr A. Samad Said

1st place winner Arshia Soltinarad

4 BRIGHT KIDS StarSpecial, Tuesday 4 November 2014

HILDREN who lead active

Leading an active lifestyle

children should be encouraged

Chest, spine and

Benefits of cool downs:

These are some examples of warm up and cool down activities.

l Hold on to your left ankle and

About the Nestl Healthy

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PSOM College in Malaysia

Quality British education

discussions in the relaxed

Essential skills for teens leaving the nest

Learning basic skills will

time wisely by clarifying priorities

Basic auto maintenance

Remember all those chores

Maintaining a car involves a

and learn from your parents.

Whether you like it

differentiating luxuries and

You will find that making time

of your expenses for the week or

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HEN students choose the

Chemistry (AS level)

A-Levels entry requirements:

Here are some guidelines for

l If students have five passes

programme with UCSI

Ready for school

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America and Australia.

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MART Reader Education

The brilliant ideas

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