for students who were unable to pursue their education in public institution. In early 1970s, there was a shift towards of roles and functions of private education system when the private education corporation started to focus more on pre-university courses. Adapt curriculums from United States, British, United Kingdom, Australia, India, Canada and International Baccalaureate
Source: http://emisportal.moe.gov.my/emis/emis2/emisportal2/doc/fckeditor/File/Quickfacts _2013/quickfacts2013.pdf Pre-school Nurseries Kindergarten Designed for children between the age of 4 to 6 for an education period of one to three years. Primary Private primary religious school Private primary school http://www.schoolmalaysia.com/school/list.php?type=23
Offer either primary schooling only (Standard One to Standard Six) or they may be a part of a larger institution that offers both primary and secondary schooling to the more affluent segment of the Malaysian Society. Secondary Private religious secondary school Private secondary schools Chinese private school http://www.schoolmalaysia.com/school/list.php?type=23B
Use an education structure that is independent of the national system, and students sit for examinations independent of the ones prescribed by the national curriculum. International School
Conduct foreign curriculum using English as the main medium and prepare students for external international examinations (e.g. IGCSE 'O' Level, GCE 'A' Levels, IB, Grade 1 to 12, etc.). Expatriate Schools
These are schools established specially for the foreign community working or doing business in Malaysia. The curriculum and type of language used are based on the requirements of the native country (e.g. Saudi Arabia, Indonesia, German, French, Taiwanese, Turkish, etc). Special Education
These schools accommodate pupils with severe visual or hearing impairment, or learning disabilities and provide academic and vocational education. Private Correspondenc e Schools Maktab Gaya Adabi Sekolah Gaya Pos Utama
Educational foundations built on the cornerstones of key learning skills, developed through practical experiences and opportunities. There 2 key stages Key Stage 1 Year 1 5 6 years of age Year 2 6 7 years of age Key Stage 2 Year 3 7 8 years of age Year 4 8 9 years of age Year 5 9 10 years of age Year 6 10 11 years of age Subjects offered:
English Physical Education Mathematics Music Science Art History Bahasa Malaysia Geography French Design Technology Information Communication Technology Mandarin Spanish
The Learning Support (LS) and English as an Additional Language (EAL) Unit provide support for children who require assistance in learning. Key Stage 1
Encourages each child to continue their development and maintain a fun, active, enquiry-based approach to learning. The International Primary Curriculum (IPC) provides a thematic context for teaching and learning, while the National Curriculum (UK) gives a firm set of standards in English and Mathematics.
Information Communication Technology (ICT) is central to the learning process, and it is used extensively across all areas of the curriculum. Classroom based learning, along with a broad co-curricular program and Education Outside the Classroom, ensures we provide a holistic education for all children.
The majority of learning takes place in the nurturing environment of the classroom, facilitated by the classroom teacher and assistant teachers. Specialist teachers support the teaching of Art, Design and Technology, Music, ICT, Physical Education and Modern Foreign Languages.
Bahasa Malaysia and Mandarin are the core languages in KS1; they help children develop a cultural understanding of Malaysia whilst also allowing them to converse in these local languages.
The Foundation subjects of Science, History and Geography are taught through the International Primary Curriculum (IPC) providing fun, stimulating and inspiring cross-curricular themes.
Each unit is based on a universally significant Central Idea that raises key questions for investigation. This enquiry-based approach enables students to acquire important subject skills and also develop their GIS Learner Skills as they strive to become effective Global Citizens.
Key Stage 2
Builds upon the strong foundations laid in the Early Years and Key Stage 1, preparing children for the next phase of their education.
The delivery of learning is stimulating, varied, engaging and fun. The thematic, enquiry-based IPC program continues in Key Stage 2 with a focus on honing the key subject skills in Science, History and Geography and developing the Learner Skills.
English is taught daily with a strong emphasis on the development of speaking, listening, reading and writing skills. The development of practical, mental and applied mathematics is achieved through Maths lessons. Learning in these two core subjects is based on the standards outlined in the National Curriculum (UK).
Additional Modern Foreign Languages are added to the curriculum in Key Stage 2. These include French and Spanish, as well as the option to continue studying Bahasa Malaysia and/or Mandarin.
Childrens progress is assessed throughout Key Stages 1 and 2 against standards from the United Kingdom in ensuring good understanding of their on-going progress, individual abilities and to ensure their future needs are met.
Homework is provided throughout the school. It is aimed at consolidating skills taught at school and encouraging families to play an active role in their childs education.
Curriculum that encompasses the total learning experiences of the students, both inside and outside of the classroom.
Taught curriculum that occurs within the classroom. Wider curriculum refers to opportunities for learning outside of the classroom including the co-curricular activities (CCA) program, the camps and trips program, Sports and Arts. The Student Welfare program provides a means to incorporate the reflective thinking and support that unify all the elements of the curriculum. Uses the International Primary Curriculum (IPC) and the National Curriculum of England and Wales (NC) to base its taught curriculum. Curriculum is designed to bring out the best in international students and to provide a high quality and broad education which enables students to move to any other English-speaking country fully equipped to succeed. Courses are designed to enable students to acquire important subject knowledge, understanding and skills and also to develop their Learner Skills as they strive to become effective Global Citizens.
Assessment An integral part of the taught curriculum programme, including assessment of class and homework. It is designed and used to: Support, motivate and encourage students ensuring that they make the best possible progress in their learning Support student ownership of their learning by engaging them in the continual evaluation of their leaning needs Provide feedback for students in a way that moves them forward Promote thinking and dialogue about learning between students, teachers and parents Gather feedback that inform teachers future planning for the needs of all learners Provide consistent and meaningful information about attainment and progress for the school, students and their parents
Courses are designed to meet the academic, personal and cultural needs of students and better equip them for future challenges, while creating enjoyable learning environments that inspire and motivate.
Year group Age Course of study Subjects studied Assessment overview 7 11-12 Based on UK National Curriculum Key Stage 3 Mathematics English Science (integrated)ICT 2 Languages student choicePEArt and DT on a 9 week rotation Music and Drama on a 6 week rotation
Geography and History on a termly rotation with combined enquiry in term 3
UK National Curriculum Levels (3-8) and sublevels (a,b,c) Regular formative and summative assessment including a minimum of 2 common assessments per term per subject
8 12-13 End of year assessments either examination or extended enquiry
9 13-14 Mathematics English Science (separate sciences- following IGCSE course)ICT (choice of discipline in term 2)2 Languages student choicePEArt and DT (choice of discipline for DT) on a 9 week rotation
Music and Drama on a 6 week rotation
UK National Curriculum Levels (3-8) and sublevels (a,b,c)IGCSE grades in Mathematics and ScienceRegular formative and summative assessment including a minimum of 2 common assessments per term per subjectEnd of year assessments either examination or extended enquiry Students follow the full range of subjects, which are linked to the National Curriculum of England and Wales but modified to create challenges appropriate for an international education.
Courses in Drama, Art, Music, Design Technology, ICT, PE, History and Geography are compulsory along with the core subjects of Math, English and Science that will continue up to age 16. They can also select two modern foreign languages chosen from Bahasa Malaysia, Mandarin, Spanish and French.
Taught by specialist teachers who will make full use of the schools wide- ranging specialist facilities. Class sizes average around 22 and in Languages, Math and English, classes are arranged so that students are taught in groups of similar ability. This enables all students to receive both the challenge and the support necessary for them to make the most effective progress and achieve their potential.
Students personal and social development from Years 7 to 9 is a key issue to be addressed. Individual mentoring is provided to students by their personal tutors. There is a structured program of camps that form an important part of the curriculum. These are designed to develop interpersonal and leadership skills, environmental awareness, independent learning and time management skills.
Intensive English program for students for whom English is not their first language in preparation for fully transferring students into the mainstream curriculum during Key Stage 3. The curriculum is designed to challenge students to develop independent learning skills and apply knowledge to real life situations.
They are expected to achieve a high level of fluency and literacy in English, to develop a sound grasp of mathematical concepts and to use ICT confidently in order to underpin their work in other subjects. Above all, as they progress through Key Stage 3, the child should become self- motivated, independent and an enquiring learner, ready to take on the challenge of IGCSE courses.
Ages 14 16 (Years 10 and 11) Year group Age Course of study Subjects studied Assessment overview 10 14-15 International IGCSE programme Core curriculum: English (Language & literature OR English as a second language) MathematicsScience (Co-ordinated or triple**) Global Awareness Project* *Unless in the Fast-track maths programme ** Triple science is counted as an option choice
IGCSE grades (A*-G)Regular formative and summative assessment including a minimum of 2 common assessments per term per subjectEnd of year internal examinations in June 11 15-16 IGCSE grades (A*-G)Regular formative and summative assessment including a minimum of 2 common assessments per term per subjectMock examinations in JanuaryFinal external examinations in May/June 12 16-17 International AS and A Level programme Core curriculum:GIS Diploma (Extended Project, and Community Sports Leadership Award)Four choices from: Art, Biology, Business Studies, Chemistry, Computer Studies, Drama, DT, Economics, Geography, History, IT*, Mandarin*, Music, Physics, PE*, Psychology, Sociology, Spanish
*Offered subject to demand AS/A2 grades (A*-E)Regular formative and summative assessment including a minimum of 2 common assessments per term per subject 13 17-18 Mock examinations in FebruaryFinal external examinations in May/June Students follow a full range of courses leading to International General Certificate of Secondary Education (IGCSE) Examinations. These examinations are the modern equivalent of O levels and are internationally recognized as the basis for further education and training.
All students follow courses in English Language and Literature, Mathematics, Science and PE. In addition, students choose a range of subjects suited to their individual aspirations and abilities.
There is a detailed options program in year 9, including taster lessons and individualized support to help students make the best decisions for them.
Careers education and advice form part of the PSHE program and students take part in a work experience program following the completion of IGCSE examinations.
Students who show the necessary characteristics of reliability and commitment have the opportunity to become school prefects and contribute to many aspects of the school community that will help build their resilience, leadership and collaborative skills.
Divided into four programs
The IB Primary Years Program (PYP), for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside and may be taught in any language. The PYP curriculum documents are in English, French and Spanish but schools can still teach the program in other languages.
The IB Middle Years Program (MYP) , for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers. The curriculum documents are in English, French, Spanish and Chinese but this does not prevent schools teaching program in any other language. However, if schools require the grades of their students to be validated by the IB, then, sufficient student work must be produced in English, French, Spanish or Chinese.
The IB Diploma Program, for students aged 16 to 19, is an academically challenging and balanced program of education with final examinations that prepares students for success at university and beyond. The Diploma Program may be taught in English, French or Spanish. The IB publishes Diploma Program curriculum documents and produces examination papers in English, French and Spanish. Schools must therefore choose at least one of these languages as the language of instruction in the school.
The IB Career-related Certificate, for students aged 16 to 19, is the newest offering from the IB. The IBCC incorporates the vision and educational principles of the IB Programs into a unique offering specifically designed for students who wish to engage in career-related learning.
Programmes School name PYP MYP DP Cempaka International Ladies College Persiaran Timur Satu, Bandar Enstek, Negeri Sembilan, Seremban Cempaka School No 19, Jalan Setiabakti 1, Damansara Heights, Kuala Lumpur Fairview International School - Wangsa Maju Campus Lot 4178, Jalan 1/27D, Section 6, Wangsa Maju, Kuala Lumpur Fairview International School Johor Kompleks Mutiara Johor Land, Jalan Bukit Mutiara, Bandar Dato Onn, Johor Bahru, Johor Fairview International School Penang 10 A Persiaran Bukit Jambul, Penang Fairview International School Subang 2A,JalanP Industrial Park,, Subang jaya,, Kuala Lumpur IGB International School Jalan Sierramas Utama, Sungai Buloh, Kuala Lumpur, Selangor International School of Kuala Lumpur PO Box 12645, Kuala Lumpur MARA College Banting Bukit Changgang, Banting, Selangor Mara College Seremban Jalan Aminuddin Baki, Seremban, Negeri Sembilan Mont'Kiara International School 22 Jalan Kiara, Kuala Lumpur Nexus International School, Putrajaya No 1 Jalan Diplomatik, Presint 15, Putrajaya Sri KDU International School Sekolah Menengah Sri KDU, No5 Jalan Teknologi 2/1, Daerah Petaling, Selangor Darul Ehsan Taylor's College Sri Hartamas G1 Ground Floor, No. 62 Jalan Sri Hartamas 1, Sri Hartamas The International School of Penang (Uplands) Jalan Sungai Satu, Batu Feringgi, Penang The Malay College Kuala Kangsar Jalan Tun Abdul Razak, Kuala Kangsar, Perak Preparing students to be active participants in a lifelong journey of learning. There are three parts of curriculum; written, taught and assessed curriculum.
A curriculum framework designed for students aged 3 to 12. Focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
It is defined by six trans-disciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry-based learning.
The PYP is flexible enough to accommodate the demands of most national or local curriculums and provides the best preparation for students to engage in the IB MYP.
The Written Curriculum The six trans-disciplinary themes provide opportunity to incorporate local and global issues into the curriculum and effectively allow students to step up beyond the confines of learning within subject areas. Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet
Students inquire into, and learn about, these globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular trans-disciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. These inquiries are substantial, in- depth and usually last for several weeks.
There are six subject areas in the PYParts; language; mathematics; physical, social and personal education; science; and, social studies. These subject areas provide students with knowledge, skills, and concepts which students can explore to understand the interconnected nature of the subject areas and the trans-disciplinary themes.
Since these ideas relate to the world beyond the school, students see their relevance and connect with it in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education.
All students involves an in-depth exploration of an important idea, and that the teacher will collect evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.
The Taught Curriculum The written curriculum in action and is part of what the continuum of IB program calls the approaches to teaching (ATT). Reinforces the pedagogy of authentic learning that is inquiry-based and conceptually driven. The program is committed to structured, purposeful inquiry that engages students actively in their own learning. Teachers help students construct meaning. The taught curriculum also touches on the approaches to learning (ATL) to develop self- regulated (self-managed, self directed, independent) learners through skill based, process focused teaching. The deliberate use of ATT strategies and ATL reinforces a holistic experience that not only addresses students cognitive development, but their social, emotional and physical well being.
The Assessed Curriculum Identifies what students know, understand, can do and value at different stages in the teaching and learning process. The direct link between assessment and the teaching and learning process means that they must function purposefully together. Assessing the result of inquiry as well as the process of inquiry are important objectives of the program.
The principal purposes of assessment in the PYP are to: provide feedback to students, parents and teachers determine what the student knows and understands about the world inform and differentiate teaching and learning monitor student progress in the development of the IB learner profile attributes monitor the effectiveness of the program. Essentially, there are two types of assessment in the PYP, each of which has a specific function. Formative assessment Embedded in the teaching and learning process and therefore occurs in the daily routine of a classroom. It aims to support students to become better learners and helps teachers to plan the next stage of learning. Summative assessment Occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate what they have learned in a new context. It aims to give teachers, students and parents clear, evidence-based insight into students' understanding at a particular moment in time. All assessment is carried out internally by teachers within the school. The IB does not set examinations nor does it moderate grades in the PYP.
When assessing the process of inquiry, teachers consider whether: the nature of the students inquiries develop over time; whether they are, in fact, asking questions of more depth, which are likely to enhance their learning substantially the students are becoming aware that real problems require solutions based on the integration of knowledge that spans and connects several subject areas the students are mastering skills and accumulating a comprehensive knowledge base in order to conduct their inquiries successfully and find solutions to problems the students demonstrate both independence and an ability to work collaboratively.
Consideration of these points allows teachers to plan for effective teaching and learning opportunities that give students a chance to develop their inquiries further.
Exhibition - Students who are in their final year of the program are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers.
Consists of eight subject groups integrated through five interactive areas providing global contexts for learning. Students are required to study at least two languages (as part of their multilingual profile), humanities, sciences, mathematics, arts, physical education and technology. In their final year, students will also undertake an independent personal project to demonstrate the development of their skills and understanding.
The MYPs core features five contexts for learning that provide powerful opportunities to engage in the study of issues that affect students today. Using a common language, teachers organize the curriculum through the following areas of interaction: Approaches to learning (ATL) represents learning skills that students will develop and apply during the program and beyond. Community and service considers how students can learn about their place within communities and be motivated to act in new contexts. Health and social education is designed to help students identify and develop skills that will enable them to function as effective members of societies. They also learn about how they are changing and how to make informed decisions that relate to their welfare. Environments explores how humans interact with the world at large and the parts we play in our virtual, natural and built environments. Human ingenuity deals with the way in which human minds have influenced the world and considers the consequences of human thought and action. Assistant teachers should be made available to help teachers facilitate the classroom. Controlling the size of the classroom by providing more classes for a form. Extensive use of Information Communication Technology (ICT). The foundation subjects of Science, History and Geography in our education system can adapt their cross-curricular themes that are fun, stimulating and inspiring. Change the arrangement for the Languages, Math and English classes so that students are taught in groups of similar ability. This enables all students to receive both the challenge and the support necessary for them to make the most effective progress and achieve their potential. We also can adapt their taster lessons and individualized support and provide students with detailed options program in Form 3, including to helping students to make the best decisions for them.
1. Module introduced in private schools so successful in creating a world-class program to be adapted and used as a guide in the daily supervision of the government schools. 2. Produce students who are more efficient and competitive. 3. Public higher education institutions can not meet the demand of students studying in institutions of higher learning (complementary to government schools) 4. Create a more liberal educational process and democracy. 5. Provide better learning facilities and world- class. 6. Competition among private institutions have their own. 7. Offer more courses oriented to the needs of their job even more sensitive to the needs of students and society. 8. Offer more courses oriented to the needs of job. http://www.schoolmalaysia.com/jps/index.p hp http://www.moe.gov.my/v/profil- jabatan?div=24 http://www.schoolmalaysia.com/resources/g ovn_private_education.php https://www.gardenschool.edu.my/primary/c urriculum/ http://www.ibo.org/pyp/ http://www.schoolmalaysia.com/school/inde x.php
(Vienna Circle Institute Library 1) John Watkins (auth.), George Kampis, Ladislav Kvasz, Michael Stöltzner (eds.)-Appraising Lakatos_ Mathematics, Methodology, and the Man-Springer Netherlands (2002)