THE STAR, TUESDAY 12 MARCH 2019
BRIGHT KIDS
Weighing the health risks
By SRIMAYEE SEN SARMA
ARYA Permana from West Java, Indonesia,
made headlines worldwide when he was
declared the world’s fattest boy. At 12 years
of age, Arya weighed 190.5kg, which left him
unable to move and do all the things that
most children his age did, such as going to
school and playing sports.
However, last year he was in the news for
all the right reasons, having shed his title
after following a strict health regimen that
included diet, exercise as well as weight loss
surgery.
Thankfully, Arya is much happier and
healthier now, but his story highlights a very
serious issue – child obesity.
According to the World Health
Organization, worldwide obesity has tripled
between 1975 and 2016. A scarier fact is that
41 million children under the age of five and
340 million children between the ages of five
and 19 were reported to be overweight or
obese in 2016.
Since obesity brings with it a plethora of
non-communicable diseases (NCDs), the
rising number of obese children are a
growing concern for all healthcare
organisations around the world.
Malaysia has a lot to be concerned about,
as the country has been bestowed the title of
most obese country in South-East Asia by
British medical journal The Lancet.
The National Health and Morbidity survey
2015 provides details of exactly how
worrying this problem is. According to the
survey, the number of people considered
overweight or obese had increased 80.7%
and 302%, respectively, in under two
decades. Approximately 12% of children
below 18 years in Malaysia are obese,
painting an even grimmer picture of the
future of Malaysia.
Consultant paediatrician and paediatric
endocrinologist at University of Malaya
Medical Centre Assoc Prof Dr Muhammad
Yazid Jalaludin raises a more pressing issue,
“Most children who remain obese in the first
decade of their lives go on to become obese
adults. It is not easy to lose weight and
become fit.
“There are numerous studies that can
show the consequences of obesity on overall
health. The risk of NCDs, such as diabetes,
cardiovascular diseases, fatty liver disease
increases many fold in people who are
obese.”
Facilitated learning helps kids be their own heroes
A TRULY student-led lesson is not
determined by the teacher. Rather, the
students have been taught to find their way
around the classroom and discover basic
resources for literacy support, stretch and
challenge tasks, other successful student
examples, assessment frameworks and
reliable allies to assist them. They develop an
appreciation for resources, help keep those
resources organised and share.
Students who are truly engaged and
animated become resourceful,
independently gathering and finding
materials that could work for their
personalised adventure. This then leads
them to navigate restrictions while
redrafting their storylines. These changes in
plot can slow the progress of an outcome,
but problem-solving and risk-taking can
become significantly heightened.
The teacher is in the background but
should never be thought of as lazy nor as the
villain. Everything has been meticulously
planned for facilitated learning. The teacher
So, what is Malaysia doing to combat this
problem?
Time to act
The Government introduced the
experimental intervention programme My
Body is Fit and Fabulous, or MyBFF@
School, a few years ago in selected primary
and secondary schools.
The programme was designed specifically
for overweight and obese children and had
three modules: physical activity, nutrition
and psychology. A collaborative effort by
the Health Ministry, Education Ministry and
University of Malaya, the primary objective
was to study the effectiveness of this
programme in combating child obesity
through intervention at school.
Another initiative that the Government
took was banning canteen operators in
public schools from selling food items that
have little or no positive nutritional value.
However, as Dr Yazid rightly points out,
“The Government can ban canteen
operators from selling unhealthy food, but
there are stalls outside the schools that offer
such food. How do you stop kids from
buying unhealthy food from such stalls?”
Marlborough College Malaysia head of
well-being, Izzy Nixon, offers an answer,
“Education is the most vital tool we have in
tackling child obesity. While all humans are
genetically hardwired to desire sugary,
calorie-dense foods, children, who have not
yet fully developed the rational part of their
brain that regulates hedonistic behaviours,
are more at risk of overconsumption and
binging on junk food.
“While the Government appears to
recognise the gravity of the issue, specific
has planned the brief, provided support
materials, set objectives, shown students
how to plan and checked their planning and
provided opportunities for feedback.
There are also the unseen elements that
have been established and nurtured over a
series of weeks, months or even years, such
as routine, behaviour management, setting
high expectations and creating a safe
learning environment in which students can
learn without procrastinating.
Some teachers are armed with an
invisibility cloak and only appear when they
notice a student in distress, but, instead of
being directed, students are guided towards
the answers they already know. Learners
slowly build confidence in their own abilities
and learn to make links between existing
and new knowledge. They are given the
power to face their unwritten future in
work, rest and play.
However, there is even more we can be
doing to stimulate a creative young person.
For example, stop telling and start
efforts remain lacking. Changes such as
removing sugary items from the checkout
aisle in shops and clearly indicating the
nutritional value and serving sizes of foods is
key to increasing awareness and thus
beginning to confront the issue.”
Although an important cause of obesity,
food alone cannot be blamed. Another
accompanying factor is growing inactivity in
children, as pointed out by Dr Yazid, who is
also president of the Malaysian Paediatric
Association.
“High-calorie food is not always a bad
thing. However, you must ensure that the
amount of energy intake is equal to energy
output, which is not the case anymore, with
children binging on junk food but not getting
enough exercise,” says Dr Yazid.
Nixon agrees, “Because of a shift in the
way that children spend their leisure time
and an increase in screen usage and
sedentary behaviours, we also need to
educate both children and parents on the
importance of exercise and facilitating
children to be physically active as part of
their day.
“Only by educating children and parents
about the health hazards of obesity can we
aim to eradicate this problem.”
Responsibility of education
providers
According to Ng Yee Voon, dietician at a
private hospital and Malaysian Dietitians’
Association council member, this dual onus
of educating children and their parents
about obesity while also ensuring optimum
physical activity in children lies mostly on
schools, as that is where children spend a big
questioning. Stop hovering and give them
some space. Stop pressuring and help them
to negotiate their own targets. We can also
adjust our own expectations regarding
outcomes and realise that the process is
equally important. Lastly, stop leading,
but provide scaffolded opportunities
for students to be their own
heroes.
You are correct in thinking that
teachers and parents do not get
everything right. In those
instances, they must remember
they are merely human and learn
how to listen and empathise.
Sometimes, didactic learning
and teaching is necessary, but as
parents and teachers, we must
keep in mind to seek and
provide opportunities for
our students and children
for facilitated learning.
Sadly, I have not yet come
across a textbook that can
chunk of their time.
“In most public schools, children get to
play and run around for only 30 minutes a
day during recess, which is not enough. The
major part of the day is spent sitting in
classrooms. Private and international
schools offer more opportunity for playing
sports since they are mostly customer-driven
and most parents today understand the need
for these activities.
“The Government needs to do the same
with public schools and increase sports
facilities that would force children to be
more active physically.”
Nixon believes that it is impossible for
schools to tackle this problem alone and that
parents play an important role in reinforcing
this message in their children from an early
age.
“While many parents are fully aware of
the benefits and importance of promoting
physical activity and healthy eating, the
growing pressure on children to perform
academically and in other co-curricular
pursuits can lead to a shift in time
allowances away from sport and exercise.”
Health begins at home
According to Dr Yazid, many Asian parents
still believe that an overweight or obese
child signifies one who is well fed, and it is
difficult to convince them otherwise.
“Too often, we come across obese children
when they come to the clinic complaining of
medical issues such as shortness of breath,
which might have been caused by obesity in
the first place.
“The no-show rate is very high when the
parents of these children are advised to take
them for a full check-up and allow
professional intervention to reduce their
child’s body mass index.”
Parents need to understand the adverse
health consequences of obesity and practise
healthy lifestyles at home. Small things such
as packing a home-cooked lunch, cutting
down on screen time and pushing their
children to be more physically active can
have a huge impact in ensuring a healthy
weight.
Dr Yazid stresses, “The Government or
schools alone cannot be held responsible for
curbing the growth of child obesity in
Malaysia. We as a society must work
together to ensure a healthy future for our
children and our country.”
provide all the additional extras to give the
powers a hero needs! – By Nicole Goodwin,
head of fine arts at elc International
School
n For more information, visit
www.elc.edu.my
2 Bright Kids
EDUCATOR'S DESK
Get a feel before committing
CHOOSING a school for your
children is perhaps the most
important decision you will make
on their behalf. It is also one of the
most expensive decisions, whether
you are paying for private
education or the state is paying for
your child to attend a government
school. But how do you choose?
Research in the United Kingdom
suggests that parents selecting a
private school for their child only
visit two institutions. Presumably, a
lot of online research is done prior
to these visits and more schools are
considered at this stage, but two
does not seem like enough to me.
However many you choose to
visit, how do you know what to
look for? What should be
important?
To start with, I think it is vital to
begin the selection process early.
Make sure you give yourself
enough time to properly consider
your options. In this regard, a good
first step, once you have received a
copy of the prospectus and checked
out the website, is to attend an
open day.
Most international schools,
including Kolej Tuanku Ja’afar
(KTJ), hold open days. These can be
a good opportunity to get a feel for
a school without having to commit
to the pressure of an individual
tour and a detailed conversation
with admissions staff.
But be warned: open days come
in many guises and you need to
know what type you are
experiencing. The spectrum
includes everything, from the open
day where the school runs as
normal, to the all-singing, all-
dancing open day that looks
nothing like a normal school day
and bewilders the staff and
students with the
sudden influx of
Dr Glenn Moodie
Principal of KTJ
additional resources and
excitement.
Do not be fooled by the latter; it
could be a million miles away from
the actual day-to-day experience of
a student.
As I suggested above, you will
want to ensure that you have read
the prospectus and website prior to
attending the open day. This is
important research and can help
you shape some
questions.
Open days allow parents to better understand the inner workings of a
school.
You should also ask lots of
searching and difficult questions.
This is the best way to see beyond
the facade and image that a school
is trying to project on its open day.
One of the best things to do is to
ask the same question to different
people. Did you get a similar
answer? Also, speak to the
students. You can expect them to be
much more honest than the staff.
What do they think of the school?
What are their experiences? What
do they think are the best and
worst things about the school?
At the end of the day, however,
be prepared for the fact that you
will have to make up your mind
based on the “feel” of the school.
Don’t be put off by this. This is just
a recognition that you understand
schools are more about people than
buildings or data.
A school may have a state-of-the-
THE STAR, TUESDAY 12 MARCH 2019
art science building or excellent
examination results, but is your
child going to be happy there? Is
the school going to help your child
thrive?
If you get a good feel from a
school’s open day, the next stage is
to go back and see the school on a
normal working day. Every
international school will provide
individualised tours for parents
and the opportunity to discuss, in
detail, what the school offers.
At KTJ, we welcome prospective
parents asking our staff and
students difficult and searching
questions. Please visit us on our
open day this Saturday. I have no
doubt you will be pleased with our
answers.
n For more information on KTJ,
call 06-758 2995 or email
registrar@ktj.edu.my
THE STAR, TUESDAY 12 MARCH 2019
New hope for
kids with ASD
AUTISM is a disorder of neural
development, characterised by impaired
social development, communication,
emotion regulation and restricted,
repetitive behaviours. Early signs of Autism
Spectrum Disorder (ASD) would usually be
detected between the ages of two and six.
Common prevalent symptoms are not
fearing danger, either being too sensitive or
not sensitive at all to pain, avoiding eye
contact, difficulty expressing a need or
want, unusual fears, difficulty interacting
with others, repeated body movement such
as hand flapping or rocking, unusual
responses to people, attachments to objects,
and resistance to changes in routine. They
may experience sensitivities in the five
senses of sight, hearing, touch, taste and
smell.
In conjunction with various interventions
to rehabilitate patients with ASD, Dr Paula
Weerkamp-Bartholomeus, who has
extensive experience in psychology and
special education and rehabilitation,
developed and pioneered ReAttach Therapy.
A new therapeutic intervention based on
John Bowlby’s attachment theory, ReAttach
Therapy can be of great importance for
people with ASD.
This is concluded from the continuous
practical research by Dr Weerkamp-
Bartholomeus into the advantages that can
be reached for people with Asperger’s
syndrome, pervasive developmental
disorder-not otherwise specified (PDD-NOS),
ASD, mental disability and autism using
ReAttach Therapy.
A noteworthy aspect of ReAttach is the
Bright Kids 3
fact that positive changes are made in
several developmental areas of this
pervasive developmental disorder at the
same time. It has garnered positive
measurable changes in patients on the
Autism Treatment Evaluation Checklist,
which has been recognised by the Autism
Research Institute in the United States.
What makes Dr Weerkamp-
Bartholomeus’ Reattach Therapy effective
is its method of intervention that requires
proximity, distance, touch, voice and
emotional expression. Additionally, it is
easy to teach to newly trained
professionals. This allows practitioners to
practise effectively without needing to
attend months, if not years, of intensive
training.
Dr Weerkamp-Bartholomeus will be
coming to Malaysia for the first time as a
keynote speaker at the Autistic Spectrum
Disorder Conference, to be held on Mar 23
and 24. She will also train and certify
psychologists, counsellors, psychiatrists
and child therapists involved in ReAttach
Therapy at the post-conference workshop,
to be held from Mar 25 to 27. The
conference is cohosted by the
International Psychology Centre and
Malaysian Association for Psychotherapy.
This article is brought to you by the
International Psychology Centre.
n For more information on the Autistic
Spectrum Disorder Conference 2019, call
03-2727 7434, email info@psychology.com.
my or visit www.counselingmalaysia.com
4 Bright Kids
Permaisuri Johor Raja Zarith Sofiah (left) at the Lee Hai Peng Exhibition.
Royal support
for fundraiser
YAYASAN Warisan Johor was the venue for a
special event on Feb 21 that marked the
launch of Marlborough College Malaysia’s
plans to raise funds to provide placements
for Malaysian children in this prestigious
school in Iskandar Puteri.
Attendees were honoured by the presence
of Permaisuri Johor Raja Zarith Sofiah
Almarhum Sultan Idris Shah at the
exhibition and sale of several works of art by
the late Lee Hai Peng, an artist of
considerable renown in Johor.
This exhibition was made possible thanks
to the generosity of Datin Jennia Wong @
Lee Poh Ling, daughter of the artist, who had
kindly agreed to donate half of the proceeds
to Marlborough College Malaysia for it to
start a dedicated bursary fund. The event
also showcased art from several talented
pupils of the school.
THE STAR, TUESDAY 12 MARCH 2019
Master of the school Alan Stevens
comments, “We know that a quality
education from Marlborough is life-
changing for individuals, but bursary
provision can transform whole
communities. We are deeply indebted to
the Wong family for their generosity in
donating proceeds from the artwork sales
to Marlborough for this purpose.
“We are also extremely honoured by Raja
Zarith Sofiah’s patronage of the exhibition
and her support for our goal of making a
Marlborough education accessible to
families who could not otherwise consider
it. I would like to thank those who attended
and made generous contributions to this
cause.”
n For more information, call 07-560 2200 or
visit www.marlboroughcollegemalaysia.org
THE STAR, TUESDAY 12 MARCH 2019 Bright Kids 5

Build a love for learning

MALAYSIA’S education policy has gone
through some big changes in the past few
years. One such change is the switch from
Kurikulum Bersepadu Sekolah Rendah to
Kurikulum Standard Sekolah Rendah (KSSR)
in the primary school system in 2011.
KSSR focuses more on teaching higher-
order thinking skills (HOTS) than lower-
order thinking skills (LOTS). While LOTS lead Eye Level’s learning
students to memorise concepts, HOTS train approach can help your
them to synthesise and analyse information child gain proficiency in
and knowledge to solve problems and make mathematics and English
decisions. by developing the kind
Students need to be equipped with HOTS of skills needed to
for life after school. This is particularly true become critical thinkers
today where analytical, critical and creative and lifelong learners.
minds are more in demand than ever before.
Eye Level is an enrichment programme
developed by Daekyo, a leading education
service provider that was founded in 1976 in
South Korea.
To help students become problem solvers,
critical thinkers and lifelong learners, Eye
Level has come up with a robust, research-
based curricula that serve as a model
throughout the world. The Eye Level
curricula help students learn LOTS and
HOTS and apply these skills in and outside
school.
Eye Level Math trains students to use
LOTS and HOTS throughout its 32 levels.
First, students master Basic Thinking Math
by practising addition, subtraction,
multiplication and division. They then learn
Critical Thinking Math, dealing with
situation-based questions. To understand the
concepts of Basic Thinking Math, students
need to use LOTS. Afterwards, they need to
develop HOTS to apply those basic concepts variety of texts, including literary works. to be competitive professionals. Throughout the SDL process, students learn
in Critical Thinking Math. This way, they feel more comfortable in Because KSSR emphasises HOTS, to take initiative and responsibility. Such
Eye Level English first helps students dealing with cognitively challenging students will be encouraged to practise behaviour is more closely linked to HOTS
develop LOTS by following instructions to questions and ideas. these skills in school. Consequently, schools rather than LOTS.
learn basic language skills through phonics Carrying out linguistic and cognitive will have to change their methodologies of Build your child’s love for learning with
and oral fluency exercises. After gaining a exercises that are systematically organised teaching and evaluation. Eye Level’s SDL programmes.
basic level of competency in English, throughout 14 levels, students gradually To develop HOTS, students must become
students continue to follow guided become more proficient in English. Eye more independent, confident and active in n For more information, call 1300 880 909,
instructions to develop HOTS. Level English, which helps students develop learning, organising and using their visit an Eye Level learning centre or www.
At this level, they practise reading and LOTS and HOTS, not only helps them in knowledge and skills. This idea is myeyelevel.com to find out how Eye Level
writing. To improve their reading school but also lays a strong foundation for compatible with Self-Directed Learning can help your child excel in mathematics
comprehension, students learn to analyse a their future career, thus encouraging them (SDL) – the primary approach of Eye Level. and English.
6 Bright Kids
Utilising technology in lessons
IN today’s fast-changing world,
educational institutions need to
integrate technology in education
to prepare students for the future.
Sunway International School (SIS),
the only school in Malaysia to offer
the Canadian (Ontario) School
Curriculum, has a clear vision and
mission to incorporate and apply
technology as an educational tool.
SIS believes that technology
performs an important and strong
role in supporting learning in all
areas and across all subjects. As
such, starting from Grade 8
onwards, SIS students are required
to have and use a personal laptop
computer for their daily lessons.
Easing communication
At SIS, students use online
learning platforms designed for
teachers and students to share
ideas and information with each
other. This paperless platform
enables teachers to create classes,
post and collect assignments,
organise and collaborate on ideas
and view work online.
Students can keep track of
deadlines, instantly receive
feedback on their work and
respond to that feedback quickly
and efficiently.
Teachers, students and parents
are also connected virtually via
this platform. SIS teachers can
invite parents to the “online
classroom” and share important
information related to their
children’s assignments and
expectations. Parents will regularly
receive automated email outlines
of the students’ work, class
announcements and activities. This
online platform allows for open
communication, and parents are
encouraged to reach out to their
children’s teachers.
Effective learning tool
The quick advancement of
information and communication
technology has led to more
opportunities to reinforce the
learning framework. SIS teachers
use digital tools and applications to
upgrade their lessons delivery,
empower their students to dive
further into class assignments and
facilitate easier access to
information.
There are many additional
resources for lesson delivery that
are readily available online at no
cost, such as Geddit and Kahoot!.
Students love using these
applications because they cater to
their tastes and preferences but
are also geared towards keeping
them organised. This allows them
to better connect with their lessons,
which leads to better
understanding of the content as
well. The tools also help teachers
with monitoring their students’
progress.
Other teaching aids used by the
teachers include quizzes, games
and simulations and videos.
SIS provides Wi-Fi access for all
students, and all 34 of its
classrooms and five laboratories
are equipped with interactive
whiteboards. SIS teachers spend
numerous hours in expert
development to guarantee these
technologies are incorporated into
the curriculum.
By bringing technology into
classrooms, students are prepared
for a seamless progression into
university and the workforce.
No more dull days
Traditional passive classes have
long gone from SIS. The flipped
classroom concept reverses the
traditional “in-class” environment
by delivering instructional content
outside of the classroom. Students
study topics at home and come to
class ready to share their
understanding of it, work on
assignments, or even use the class
time to discuss and ask questions.
SIS teachers have found that the
students benefit from the flipped
model. Homework is increasingly
open and fun, and class time is
more captivating. Instead of
standing at the front of the class
conversing with students, this
method allows the teachers to have
solid and meaningful discussions
with their students. This also gives
students an opportunity to learn to
interact and agree or disagree in a
safe and respectful environment.
Technology has made itself a
part of life. SIS recognises this and
will continue to merge
By bringing technology into the classroom, SIS aims to prepare students
for a seamless transition into university and the workforce.
Child obesity
and depression
WITH Malaysia being the fattest
country in South-East Asia, it’s
no secret that obesity is a major
issue in our country, and it does
not discriminate – children from
as young as two years old can
already begin to show signs of
obesity.
Besides the effects that we all
know about, like heart disease,
diabetes and certain types of
cancer, obesity can also lead to
serious mental health issues,
including depression and
anxiety.
The facts and figures
In a 2013 study titled Pediatric
obesity and depression: a cross-
sectional analysis of absolute
BMI as it relates to children’s
depression index scores in obese
7- to 17-year-old children,
researchers discovered that one
quarter to one third of obese
children from their study
sample who enter weight
management programmes show
signs of depression. The children
who were surveyed were as
young as seven, and many
already showed signs of this
debilitating mental illness.
What is scary to note, though,
is that both obesity and
depression have been proven, in
many cases, to carry forward
into adulthood. This would
mean that obese, depressed
children will most likely grow
up to be obese, depressed adults.
What can we do?
Overcoming obesity is two-
fold; there is the physical aspect
of dropping the kilos and the
mental side of it. Even if the
obese child is not depressed, the
THE STAR, TUESDAY 12 MARCH 2019
education and technology. Some
might argue too much technology
can be a distraction, but with the
right guidance, students will learn
to use technology responsibly and
respectfully.
To get a better understanding of
how SIS incorporates technology
into the classroom, visit its Open
Day on Apr 20.
n For more information, call
03-7491 8070/07-533 8070 or visit
www.sis.sunway.edu.my
social stigma that comes with
being obese will take a while to
erase.
In an article published in The
Brown University Child and
Adolescent Behavior Letter, it
advises parents to be on alert for
any signs of depression, as many
children of average weight
ranked their obese friends as the
least desirable, describing them
as “lazy” and “dumb”. This can
greatly affect how obese
children view themselves.
If you have an obese child,
you can start by opening up a
conversation with him about
how his obesity has affected him
and take the time to hear what
he’s saying – sometimes, all that
is needed is a listening ear.
If you feel like you don’t quite
know how to address the issue,
therapy might be the right
avenue, be it therapy for your
child alone or as a family.
In terms of the physical
changes that can be made,
eating a balanced diet packed
with fruits and vegetables can
significantly help your child cut
the calories. Consuming food
mindfully is also another aspect
of food intake that can be
considered. This would mean
eating without the distraction of
phones or any other screens,
with The American Academy of
Paediatrics recommending only
two hours or less of screen time
daily.
Aside from healthy eating,
living an active lifestyle can also
help curb obesity. Keeping your
kids active, whether it’s through
team sports or just walks around
the neighbourhood park, can
help immensely in burning
spare calories and keeping them
healthy.
THE STAR, TUESDAY 12 MARCH 2019 Bright Kids 7

Excellent head start

for young learners
TAYLOR’S International School
(TIS) recognises that the first five
years of a child’s life is the optimal
development phase of a child’s
health, personality, social
behaviour and learning
achievement.
As part of its commitment to
excellence, TIS is embracing the
International Early Years
Curriculum (IEYC). IEYC is based
on the latest research about brain
development in the early years of
a child’s life and incorporates
international best practices,
covering all curriculum areas
including personal, academic and
international development. The
curriculum provides a child with
a great learning opportunity and
seamless transition into the
International Primary Curriculum
(IPC), a thematic, creative
curriculum for primary school
children.
The importance of IEYC in a
child’s early years education can be
understood by understanding the
process of learning. It provides a
strong implementation structure
that captures a child’s natural
curiosity as a starting point, all
within an enabling environment,
while also balancing child-initiated
and teacher-led activities.
IEYC starts with an entry point –
an exciting event that encourages
children to become motivated to
learn. During this stage, children
learn to analyse their environment
and make observations. From this,
children become curious thinkers
and are ready to explore the world
around them. Nienke De Jong,
assistant head of Key Stage 1 and
Early Years, explains more about
the current unit of learning, titled
This is Me, “During entry point,
children come to school wearing
an outfit that they believe best
represents themselves. They
observe what their peers are
wearing and ask each other
questions about their outfits,
teaching them to be curious and
respect each other’s choices.”
Next, capturing curiosity is the
process of learning that supports
child-initiated enquiry. Teachers
maximise learning by tailoring
lessons based on a child’s
developmental needs and curiosity,
allowing her to learn at her own
unique pace.
In the big picture, teachers
discuss the overview of what the
learning journey will look like.
“TIS aims to create a learning
community between parents,
teachers and students. We
encourage parents and teachers to
share their child’s curiosity at
home and in school,” says De Jong.
The school also encourages
children to explore and express
themselves within an enabled
environment. This is done by
allowing them to follow where
their curiosity leads them while
exploring their environment and
express what they’ve learned
through drama, speaking, reading,
writing and numbers.
The philosophies of Elizabeth
Jarman, the founder of the
Communication Friendly Spaces
Approach, are implemented in
classroom design. De Jong believes
in an environment that promotes a
home-like feeling. “We painted the
colours of our classrooms to be
different so children can identify
with ‘their’ classroom. In class, we
create cosy corners, exploration
stations and quiet spaces for
children, as if they are in their own
home.”
Every unit of learning ends with
an exit point, which provides an
opportunity for children to reflect,
share and celebrate what they’ve
learned in school. At TIS,
excellence starts with the young
and is the platform for fostering
independent and confident
learners.
TIS believes that every learning
journey does not come to an end
but is merely the beginning of
something new. With the child’s
best interest in mind, teachers
are constantly evaluating the
child’s progress and are dedicated
to preparing her for the next
steps in her learning journey.
TIS wants you to be a part of its
family of excellence. Join it every
Friday in March or during its
Open Week between Mar 26 and
30 to catch a glimpse of its
excellent teaching and learning
methods.
n For more information, call
03-9200 9898 (TIS Kuala Lumpur)
or 03-5879 5000 (TIS Puchong).

Cultivating parent-
teacher partnerships
STEPHEN Phillips, principal
of GEMS International School
Pearl City, Penang, believes the
beautiful thing about working
in education is that the more
experience you get in different
communities and contexts, the
more you realise that children
are essentially the same the
world over.
With more than 23 years of
experience in a wide range of
education sectors, Phillips joined
GEMS International School Pearl
City in September last year. He
says, “I believe what we have at
this school is special. Our
international curriculum and
core values – leading through
innovation, pursuing excellence,
growing by learning, and global
citizenship – mirror what is
valued most by members of our
local community here in Penang.
“What drives me to succeed is
the desire to ensure the
education our children receive
every day is of the highest
quality and helps them achieve
the best they can. To make that
happen, it is important to have
the school working hand in hand
with parents and students,
guided by common goals and
clearly defined ambitions and
outcomes.”
Effective communication is
key to delivering quality
outcomes. Today, however,
communication has become
increasingly complex with the
prevalent role of social media in
larger society. At GEMS, websites
and virtual learning
environments coexist with
newsletters and handwritten
communication in pupils’ books.
Phillips notes, “The preferred
methods of communication with
parents have been different in
every school I’ve worked in,
often reflecting the desires of the
community. Ensuring this works
well is extremely important if
you are to develop the
understanding and empathy
essential for a successful school,
but it is a complex and often
rapidly moving goal.
“The relationship between
parents and their child’s teacher
has always been, and will
remain, of utmost importance to
schools within the GEMS family.
We will continue to encourage
this to flourish in as many ways
as we have at our disposal.”
As a classically trained brass
player and percussionist who has
spent many years performing
and conducting across the world,
Phillips will perhaps bring an
added dimension to his new role
within the GEMS network of
schools, which prides itself on its
special Peripatetic Music
Programme.
“I would like to thank
everyone who has helped me
and my family settle into life in
Penang so quickly. I am excited
to be in this role and have the
opportunity to play such an
important part within the local
community,” concludes Phillips.
n For more information, call
04-509 7000, email info_gip@
gemsedu.com or visit www.gems.
edu.my
8 Bright Kids
LOCATED in Austin Heights, Taman Mount
Austin in Johor Baru, Austin Heights
International School (AHIS) was founded in
2011 by Datuk Steve Chong Yoon On, a
chartered engineer and property developer
who envisioned the establishment of a
premier, respected international school in
Johor.
AHIS offers a holistic, comprehensive
education that encompasses its students’
physical, emotional, spiritual and intellectual
development. At the same time, it offers an
academic and social experience that is
unsurpassed in quality. By partnering with
parents and the community, it prepares
students to achieve their full potential in an
environment that is nurturing yet
challenging.
The school plays host to almost 1,000
students from more than 28 countries in a
purpose-built integrated school on a five-
acre site within the prestigious Austin
Heights Education Corridor. AHIS offers the
International Primary Curriculum and
International General Certificate of
Secondary Education.
AHIS’ “education without boundaries”
philosophy challenges the frontiers of
private education and brings home the
benefits of international education to all
students. Its east-meets-west approach
entails the infusion of eastern values in
western education by focusing on the 3Fs –
filial piety, family unity and forgiveness.
A mission that speaks of
dedication
AHIS is committed to offering an
affordable, quality and holistic education by
emphasising its core values, which are
responsibility, respect, integrity, compassion,
courage and equality. Affordability is
another consideration in AHIS’ policy; the
school has not raised its fees since 2011. In
doing so, however, it has never
compromised on the quality of education it
offers.
Its students’ outstanding achievements in
Guiding young minds to
the pinnacle of success
AHIS is committed to maximising its students' potential and helping them develop well-
rounded skills in all areas of their professional lives.
the Cambridge Learner Awards since its
inception in 2011 have proven that AHIS is
on the right track with its educational
philosophy and teaching and learning
programmes. The school’s holistic learning
principles go beyond the classroom, to field
trips and excursions.
Over the years, the school has received
several distinguished recognitions and
awards, such as a five-star rating from the
Education Ministry under the Standard
Quality for Private Education Institutions in
2015, Excellent Education Award in the Best
International School category from the
National Association of Private Education
Institutions in 2016, Product and Service
Excellence Award in the Sin Chew Business
Excellence Awards 2016 and the Golden
Eagle Award (Excellent Eagles) in 2017 from
Nanyang Siang Pau.
Recently, the school was named an
Outstanding Educational Institution and
received the CSR Award in the Sin Chew
Education Awards 2019.
Holistic approach to education
Besides academic excellence, the school
emphasises all-rounded development of its
students. Students get the opportunity to
participate in co-curricular and
extracurricular activities, field trips,
THE STAR, TUESDAY 12 MARCH 2019
excursions, leadership and motivational
camps (local and international), career fairs
and workshops.
AHIS also initiated a Work Experience
Program for the school’s Year 10 students to
expose them to the business world. Students
under this programme will participate in a
one-week work placement in a private
company in Johor during the December
school holidays.
AHIS has invested in an online learning
platform called Blackboard Learning
Management System. The school’s primary
and secondary teachers use Blackboard as a
supplementary teaching and learning tool.
In 2017, AHIS became the first
international school to ink a Memorandum
of Agreement with University of Malaya’s
Faculty of Languages and Linguistics, with
the objective to co-organise language
competitions in Johor to improve the
standard of English among school students
in the state.
Scholarship and support
As part of the school’s social responsibility,
AHIS provides scholarships for students in
Year 7 and above. It is school policy to award
scholarships and financial aid to students
who excel in their studies and co-curricular
activities, who are also facing financial
difficulties.
n For more information on AHIS,
call 07-351 5000/07-351 3003, email
enquiry@austinheights.edu.my or
visit www.austinheights.edu.my