THE STAR, TUESDAY 2 OCTOBER 2018

Speak the world

To know a culture is to speak the language. With Malaysia striving
to open borders between countries, multilingualism is essential for
your child to thrive in these promising times.
2 Bright Kids
By IRINA MYRIAM
IN Malaysia, almost every child who has
gone through the national education system
is bilingual, thanks to the compulsory
learning of Bahasa Malaysia and English.
Although Malaysians are right to see this
as a great asset, they should also realise that
beyond the confines of our borders live rich,
flourishing societies who speak, read and
write a multitude of other languages.
If you want your child to access the
greatest range of opportunities this world
offers, then introduce to them the gift of
multilingualism at a young age when
learning already comes easily.
Tim Fauth, head of Language Department
at Goethe-Institut Malaysia – Germany’s
cultural institute – reveals, “Whatever plans
children may have in the future, knowledge
of foreign languages will increase their
options. When they learn languages, they
acquire a range of skills that can improve
the quality of their work and private
life.”
Fauth explains that international careers
and global competition on the labour market
require unique qualifications – giving those
with multilingual knowledge an invaluable
edge.
Mélodie Barthoux, course director at
Alliance Francaise de Kuala Lumpur, an
international organisation that aims to
promote French language and culture,
agrees with this comment.
“Nowadays, especially in Malaysia,
everyone who has gone to school can speak
English, although of course the proficiency
level differs from one to the next. The
question is, how will you stand out from the
other candidates when you apply for jobs?
This is where the other languages you speak
or have mastered come in,” says Barthoux.
Casting a wider net
Multilingual individuals gain access to
information and acquire knowledge over the
widest possible range. In a business sense,
speakers of foreign languages can tap into
Breaking out of the shell
Teaching children multiple languages from a young age can bring about desirable personality
traits and skills.
markets and contacts that many cannot.
“If you want to sell something, speak the
customer’s language. Studies show that
companies operating in foreign markets
while using the host country’s language rate
their situation significantly better than
companies who resorted to English,” shares
Fauth.
However, knowledge of foreign languages
is not merely an important tool in modern
professional life.
Fauth illustrates that multilingualism also
helps us enhance personal relationships and
collaborate more closely in multicultural and
multilingual contexts as well as in bilateral
relations.
Currently, Malaysian secondary students
at selected boarding and day schools can
choose between Japanese, Korean, German
and French language instruction. The
Education Ministry is aiming to increase
the number of students with multi-language
skills.
“Malaysia has acknowledged the
importance of proficiency in a third
language to develop human capital that
THE STAR, TUESDAY 2 OCTOBER 2018
drives the knowledge-based economy and
can compete in the international arena,”
says Fauth.
German, for instance, is spoken by
hundreds of millions of people across the
globe and is one of the few major world
languages. Malaysian students’ interest in
German language classes and study
programmes in Germany has increased
significantly in recent years.
“In 2013, there were around 3,000
students learning German at 23 Malaysian
public schools, but now the count is nearly
10,000 students at 71 schools. Five cohorts of
German teachers have been trained by the
International Languages Teacher Training
Institute – a success story,” he adds.
French, another one of the major world
languages, is an official language in 29
countries. Barthoux says that she comes
across many parents in Malaysia who want
and encourage their children to speak
French, on top of two or three other
languages.
We are living in a time where it is hard
for the government and parents to ignore
the compelling benefits of multilingual skills.
Speak my words, learn my culture
When learning a foreign language, it does
not only mean learning new words – one
also discovers other perspectives and
understandings.
“When I was younger, I saw the world
through a French point of view, but once I
started to travel, I realised that the French
point of view is just one of many. In China, in
Peru, they don’t see the world the same way.
What may seem important in one country
may be very different elsewhere,” says
Barthoux.
> TURN TO PAGE 4
THE STAR, TUESDAY 2 OCTOBER 2018 Bright Kids 3

Pioneers in early education

AS a premier preschool education
provider, Smart Reader Worldwide
has produced quality, effective
programmes. With great support
from parents and franchisees, the
organisation continues to strive to
improve children’s literacy levels
locally and abroad.
The brand has once again
proven itself as a leading
Malaysian education brand by
penetrating new international
markets. On Aug 26, Smart Reader
Worldwide’s chief executive
director Datuk Seri Dr Richard
Ong and group executive director
Datuk Dr K.H. Wang visited the
Smart Reader Kids franchise in
Melbourne, Australia, for a fun-
filled family day.
In addition, a momentous
event took place that day as the
directors signed a master franchise
agreement with new partners
from China – Tim Chen and
Datuk Joon Ong.
Also present at the occasion
were consul general for Malaysia
in Melbourne Westmoreland Palon,
Perbadanan Nasional Berhad’s
managing director Datuk Syed
Kamarulzaman, consul trade
commissioner for Malaysia in
Melbourne Jamilah Ibrahim,
Intellectual Property Corporation
of Malaysia’s Trademark and
Geographical Indication Division
senior director Norainan Abd
Latip, and the Domestic Trade
and Consumer Affairs Ministry’s
Franchise Development Division
senior assistant directors Shahrin
Ismail and Nurulakmal Md
Hassan as well as Co-operation
Development Division director
Jafri Embok Taha.
The education industry has
progressed tremendously over
the years with teaching approaches
now involving technology-
integrated lessons. Technology
has been shown to play a positive
role in children’s development
and learning when used
effectively.
With the help of experienced
academic professionals, the
nation’s leading early childhood
(From left) Ong and Chen showing off the master franchise agreement with
Dr Ong, Palon and Syed Kamarulzaman.
education provider Smart Reader
Worldwide has developed tech-
based applications that will not
only transform the teaching and
learning process but also improve
the management of the centre’s
administration to better monitor
students’ safety, well-being and
progress in school.
These innovative applications
are the Smart Kinder-Tech
Programme and Smart Student
Management System.
The Smart Kinder-Tech
Programme enables children to
enjoy stimulating, engaging lessons
through its interactive e-learning
programme that can be accessed
from various digital devices while
the Smart Student Management
System allows parents to always
have access to information
regarding their child including live
attendance, activities and
achievements from a mobile
application.
Smart Reader Kids centres in
Malaysia will be open to the public
in conjunction with its nationwide
open day this Saturday from 2pm
to 6pm.
Parents are welcome to visit any
one of the 300 centres and learn
more about enrolment, facilities
and Smart Reader Kids’
international award-winning
programmes.
n For more information,
call 03-6279 5555 or the
SMARTLine at 1300 885 555,
or visit www.smartreader.edu.my

Fun learning
never stops
ENGLISH is a key language for
succeeding in today’s global
community. The further your
children progress in their
learning, the more important the
ability to communicate using
English will become for them.
Learning to communicate in
English can be easier when it is
taught by qualified and
experienced teachers who
understand the educational
processes involved. This is
because they know the small
steps that each individual can
cope with and are able to
support progress at a pace that
is comfortable to children.
Morris Allen English uses an
interactive model that nurtures
the successful learning of
English for all students.
Its two-week holiday
programme consists of several
10-lesson short courses that
include fun learning activities
based on an interactive
approach. The short courses
focus on different English
language skills.
Morris Allen English offers
a range of courses that
incorporates reading of
children’s literature and
development of writing skills.
These courses help students
enjoy reading more as they read
some great books together.
Children also develop their
vocabulary and comprehension
skills while participating in
interactive learning activities
that are designed around these
books.
In addition, they explore
different writing styles of the
authors and practise
incorporating the techniques
learnt in their own writing.
Understanding that laying
good foundations for learning
English must start early, Morris
Allen English includes short
courses for younger students in
its holiday programme.
These include Pre-Nursery
and Phonics that are fun,
interactive and specifically
aimed at developing a love of
learning in younger children.
At Morris Allen English,
educators mix learning and fun
together so that learning does
not have to stop during the
school holidays.
Keeping young brains active
by taking part in the Morris
Allen English Holiday
Programme is a sure way for
children to build stronger
English skills for the start of
their next school year.
n For more details on the
holiday programme, visit www.
morrisallen-malaysia.com or the
MorrisAllenEnglishMY Facebook
page. Seats are limited.

Morris Allen English uses an interactive model to make English learning

fun for children.
4 Bright Kids
Multilingualism as
a means to success
> FROM PAGE 2
Divulging that the way a society structures
a language is also its way of thinking, she
explains, “When I was teaching French in
China, I found that the way Chinese people
structure argumentative writing is distinct
from the way French people do it. It is a very
different way of organising your mind and
thoughts.”
Because of this, children who learn
languages tend to be more open-minded.
They develop an understanding for different
cultures and become more tolerant.
Correspondingly, language learning makes
one more aware of the structure of his
language. As German poet Johann-Wolfgang
von Goethe explained, “Wer fremde
Sprachen nicht kennt, weiß nichts von der
eigenen.” (Those who do not know foreign
languages know nothing of their own.)
On top of these, learning a language can
also be fun. Fauth points out that languages
enhance social skills and open doors for
children to participate in international
exchange programmes and youth camps or
find pen pals from abroad.
The multilingual brain
Beyond communicating and gaining
viewpoints, the act of learning a language
brings about desirable personal traits and
skills.
When children put in time and effort to
learn, they find that they can achieve
something wonderful. This is an important
realisation that affects their character
development and management of priorities.
“Some people think learning a language is
only about attending classes, but that’s not
the case. You have to get involved, review
lessons before each class and practise
outside of class. You have to work,” says
Barthoux. This work takes dedication, which
is a highly useful skill to have.
Speaking several languages is also a great
asset to the cognitive process. It enhances
the brain’s executive functions, which
include, among other things, the ability to
focus on something and fade out
distractions.
Fauth explains that executive functions
have a major impact on how successful tasks
can be accomplished – not just at school, but
in all kinds of situation.
“The characteristics of the multilingual
brain make it not only very flexible, but also
resilient. Studies showed that age-related
degradation processes, such as dementia,
were delayed by four to five years.
“A study published in 2015 stated that
multilingualism can protect key functions of
the brain.
“Researchers examined monolingual and
multilingual stroke patients and found that
bilinguals were much less likely to be
affected by cognitive impairment than
monolinguals,” he shares.
THE STAR, TUESDAY 2 OCTOBER 2018
Speaking several
languages is a great
asset to the cognitive
process. It enhances
the brain’s executive
functions, which include,
among other things,
the ability to focus on
something and fade out
distractions.
Make it meaningful
For successful language learning, there
must be successful language teaching.
Explaining the purpose behind a lesson to
students is essential. If children do not
understand why they need to learn
something – be it spelling or conjugation –
then the knowledge will not be useful to
them.
Similarly, it is imperative to explain the
benefits of learning languages to a child.
Knowing the many prime advantages of
multilingualism, such as the opportunity to
work abroad and make many friends, can
motivate the youth to learn.
Making children curious about the culture
behind a language can also ignite a desire to
develop multilingual skills.
Barthoux shares her experience: “When
I was a teenager, I studied English but was
not really interested in it. At some point,
however, I discovered that learning it means
understanding all the English songs that
were played in France and around the
world – songs that I really loved. That was
when I put in more effort to learn the
language.”
Fauth emphasises that language is an
activity and can only be learnt by doing.
“If foreign language teaching wishes to meet
today’s practical requirements – that is, we
learn a foreign language to communicate in
it – it must therefore give school pupils
opportunities from the word go to try out
the knowledge they have acquired in
communicatively meaningful tasks and
content-related activities.
“This application will not only consolidate
the knowledge acquired so that it can be
used, it will at the same time create
opportunities to acquire new language
skills,” he says.
Furthermore, effective teachers
understand that teaching methods and
materials should be adapted to the age and
interest of students. Children do not learn
the same way at every age, because the
brain and its capacity for abstraction evolve
with growth.
“For example, with young kids, you will
not talk about grammar and conjugation
as they will get bored.
“Learning at this age should
involve more action, play and
repetition of sentences. We
want them to start speaking
and know that it’s fine to
make mistakes,” says
Barthoux.
If the right teaching
steps are taken, learning a
language should not be a
tremendously difficult
endeavour. After all,
many people study
foreign languages and
are multilingual. For
what it will be
worth in the
future, today’s
learning
efforts will
surely pay
off.
THE STAR, TUESDAY 2 OCTOBER 2018 Bright Kids 5

WHAT can be done to facilitate

multilingualism in the future
generation? In the case of school
Schools
education, Goethe-Institut should therefore
consider what the
Malaysia’s Language Department
head Tim Fauth believes that the
following changes should be
implemented. main objective
l Make foreign language studies
compulsory.
of learning or
l Initiate a new teacher discovering a
qualification programme at the
International Languages Teacher foreign language
Training Institute.
l Seek stronger integration
is. Is it about
of internationally acknowledged making the
examinations into school
curricula. children perfect
Decades prior, learning a
speakers of the
language was about mastering language or is
the grammar and not making
any mistakes, but now there is a it more about
deviation from that – and
justifiably so.
opening their
Mélodie Barthoux, course minds to other

director at Alliance Francaise de
Kuala Lumpur, explains,
“Language students in previous
generations were maybe perfect
in grammar and writing, but if
you put them in a shop or
restaurant, it was impossible
for them to ask for bread or
buy anything (in the foreign
language).
“Since it was seen as forbidden
to make mistakes, people were
At a macro level
afraid to say the wrong thing, so
they would not open their
mouths.”
It is different nowadays, at least
in Europe, where teaching and
learning a language is all about
communication.
“When we learn a language, it’s
because we want to communicate,
not because we want to make
perfect sentences on paper.
“Schools should therefore
consider what the main objective
of learning or discovering a
foreign language is. Is it about
cultures and
realities?
Mélodie Barthoux
making the children perfect
speakers of the language or is it
more about opening their minds
to other cultures and realities?”
she asks.

How can I
help my kid?
BEING a parent is not easy, but
you are there as an important
guide, supporter and role model
for your child. If you want to
help your child enjoy and
succeed in language learning,
there are ways to go about it.
Alliance Francaise de Kuala
Lumpur’s course director
Mélodie Barthoux says,
“Children are usually happy
enough to stay at home and
watch television or play video
games if not given more
opportunities to discover what
they like or want.
“As parents, I think it is our
responsibility to give them a
wider picture of what they can
do in this world. You can
encourage your kids to learn a
language. If your child is very
reluctant and does not like it,
then you should try to see why.”
Tim Fauth, head of Language
Department at Goethe-Institut
Malaysia’s, has a few
suggestions for parents who
wish to make their child’s
learning a success.
l Inform yourself about the
aims and content of foreign
language learning and about
the underlying principles of
learning psychology.
This is essential if parents are
to adequately understand,
follow and assist the learning
process.
l Clearly signal interest in
your child’s foreign language
learning by enquiring,
encouraging, praising in
response to successes and
initiating discussion. Any
prompting of the child to
demonstrate learning
achievements should be solely
to convey genuine interest,
never for assessment purposes.
l Do not attempt to
influence your children’s
learning process by correcting
their work. Correction of errors
should be the prerogative and
responsibility of practitioners
and teachers, who will
introduce corrections only in a
precisely targeted approach and
with restraint, so as not to
undermine the child’s
confidence and disrupt the
fluency of spoken delivery.
l Take up, whenever
possible, any opportunities to
cooperate (such as parent
evenings, briefing events or
school celebrations).
Voluntarily seek cooperation
with teaching staff – subject,
however, to the obligation on
each side to respect the
responsibilities and
prerogatives of the other.
6 Bright Kids
For quality
Fair returns to Johor and Penang
sleep and brain
and Penang have become well-known
international school hubs.
development
MOST international schools in Malaysia are
concentrated in the Klang Valley, but Johor
There are 17 international schools in
Johor, including Marlborough College
Malaysia, Raffles American School and
Shattuck-St Mary’s Forest City International
School.
Nine international schools were
established in Johor between 2011 and 2016,
including Excelsior International School,
which opened in 2013. Crescendo-HELP
International School and Sunway
International School, Sunway Iskandar
Campus were established last year.
Several English-medium private schools in
Johor such as Austin Heights Private &
International School offer international
curricula.
Up north, Penang plays host to 11
international schools. International School of
Penang (Uplands) was established in 1955
and is considered the oldest school in the
state and Malaysia.
Since then, eight international schools
have opened in various Penang townships
such as Georgetown and Tanjung Bungah.
GEMS International School Pearl City is the
only international school located in
mainland Penang.
Hua Xia International School and Wesley
Methodist School Penang (International)
were established earlier this year and Prince
of Wales Island International School will be
opening its primary school branch in Penang
next year.
In addition, Stonyhurst International
School Penang will open in the residential
area of Seri Tanjung Pinang. The British
curriculum is quite popular and offered by
seven schools, including Straits International
School.
Fairview International School and Tenby
Schools both have branches in Penang and
Johor.
Mint Communications has been
connecting parents and their children with
international schools since 2012 through the
Private & International School Fair.
According to co-founder and director of
Mint Communications Nickie Yew, “It is very
important for parents to be informed of the
various options in international education
that are available to them.
“We hope that visitors who attend the
upcoming Private & International School
Fair in Johor and Penang find the best
education options for their children.”
The 7th Private & International School
Fair will be held this Saturday at Hotel Jen
Puteri Harbour in Iskandar Puteri, Johor,
and on Oct 14 at Olive Tree Hotel in Bayan
Lepas, Penang. For the complete list of
exhibitors, visit www.pisf.asia. Admission is
free.
In addition to speaking to international
school representatives, visitors will be able
to purchase the 2018/2019 edition of
Education Destination Malaysia – a
comprehensive guide to private and
international schools in the country.
n For more information, visit www.pisf.asia
MOST kids have busy lives, especially with
examinations around the corner. Parents
plan various daily activities for their
children to maximise the children’s
intellectual potential and help them rise to
the top of their classes.
From early in the morning, kids spend
hours paying attention to their studies and
teachers in school. After school, they attend
various tuition classes or co-curricular
activities. Thus, getting enough sleep at night
is important for children to be ready for the
next day’s challenges.
We need docosahexaenoic acid (DHA) to
ensure healthy nerve growth in our brains.
The more well-developed the nerves in our
brains are, the better we perform.
A 2012 study titled Docosahexaenoic Acid
for Reading, Cognition and Behaviour in
Children aged 7-9 years (The DOLAB Study)
published in PLOS-One Journal showed that
giving seven- to nine-year-old children
600mg of omega-3 DHA every day for 16
weeks helped improve their reading and
behaviour. The children
involved in the study were
underperforming
students from
mainstream
primary schools.
Senior researcher
at University of
Oxford Dr Alexandra
Richardson, who was
involved in the study,
says, “The results (from
The DOLAB Study) showed
that taking daily supplements
of omega-3 DHA improved reading
performance among the poorest readers and
helped these children to catch up with their
peers.”
Sleep is as important for children as
nutrition and exercise. The National Sleep
Foundation in the United States recommends
that schoolchildren get an average of about
nine to 11 hours of sleep per night.
Getting enough quality sleep helps in
cognitive restitution, memory consolidation,
learning, decision making and processing,
according to a 2007 study titled Consequences
of Sleep Loss or Sleep Disruption in Children
published in Sleep Medicine Clinics.
THE STAR, TUESDAY 2 OCTOBER 2018
However, a 2013 Malaysian study titled
Sleep pattern and sleep disorders among a
sample of Malaysian children published in
Sleep and Biological Rhythms found that
41.5% of children aged six to 12 did not get
enough sleep. Without enough quality rest
each night, children may start to experience
unhealthy consequences.
New preliminary data from The DOLAB
Study shared by Prof Paul Montgomery at
the Royal College of Surgeons in 2013
showed that omega-3 DHA can help improve
quality of sleep in children. The children
involved in this study were asked to wear
wristwatch-style sensors that measure
sleep.
The children who were given omega-3
DHA showed marked improvement in their
sleep quality and blood levels of omega-3
DHA and were awake for less time
throughout the night.
Some dietary sources of DHA are oily fish
such as tuna, salmon, mackerel and trout.
According to a 2010 report titled Fats and
fatty acids in human nutrition: Report
of an expert consultation
published in the FAO Food
and Nutrition Paper, the
recommended combined
intake of EPA and DHA is
200mg to 250mg for
children aged six to 10.
Not all omega-3 fish oil
with DHA supplements for
children are the same. Parents
should look for a product that:
l Has omega-3 fish oil with
optimal levels of DHA (an ideal
product should have 133mg of DHA per
burstlet).
l Has chewable burstlets with pleasantly
flavoured contents so that children have fun
chewing and swallowing the supplement.
l Tastes great with no fishy aftertaste,
increasing acceptance of the product.
l Is safe and free from traces of mercury
and heavy metals.
This article is brought to you by Nature’s
Way.
n Look out for the advertisement in this
StarSpecial.
THE STAR, TUESDAY 2 OCTOBER 2018 Bright Kids 7

Striving for better purpose

THROUGHOUT my career, I have always
been fascinated by the question, “What is the
purpose of education?” Having worked in
several different countries, completed a
Masters in Educational Management and
inspected schools around the world for
around 20 years, I have been fortunate to
have had many opportunities to consider
possible answers to this important question.
From the perspective of parents, the
purpose of education is to enable their
children to grow into the best version of
themselves, make lifelong friends, achieve
success to the best of their ability and be
fully equipped for a successful and happy
life.
It is a big ask – one that educational
systems around the world have been
struggling to deliver. That struggle is evident
from the declining levels of pupil well-being.
Clearly, the pressures on young people
today are significantly more complex. The
consequences are evident in worrying trends
in teenage welfare with the alarming
increase in mental health problems among
young people, including self-harm,
heightened anxiety, sleep deprivation and
eating disorders.
Education policymakers need to reflect on
the purpose the current systems are serving
and their wider outcomes for young people.
It is with this in mind that I believe schools
within developed and developing worlds
need to look towards “positive education” as
an approach that is sensitive to the pressures
on young people and aims at enabling them
to flourish.
Studies done around the world into the
well-being of young people make for
alarming reading. Australia was early to
recognise this worrying trend and that
something needs to change.
The United States, Canada, Finland and the
United Kingdom also identified the same
declining level of pupil well-being and
acknowledged the need for a realignment in
the purpose of education.
Having extensively researched various
educational models that were designed to
address the decline in pupil well-being, I am
At Marlborough College Malaysia, pupils have the opportunity to benefit from the "positive
education" approach practised at the school.
convinced that the principles of positive
education, if embraced by a school, will
enable pupils and staff to flourish in school
and life. My research included visiting a host
of schools worldwide, most notably Geelong
Grammar School near Melbourne, Australia
– the pioneering school in the positive
education movement.
The school has worked closely with
University of Pennsylvania’s Positive
Psychology Center where the positive
education movement was founded.
The research was fascinating and
convinced me that schools must be creative
in taking responsibility for teenage well-
being and nurturing a cooperative
environment in which pupils thrive.
Companionship, conversation and
compassion are critical components of such
a cultural shift and key features of life at
Marlborough College Malaysia.
Pupils’ positive contributions come
through a multitude of opportunities in
schools such as leading clubs and societies,
organising charities or charity events,
establishing or contributing to community
services, or simply being good, active citizens
and friends.
Groundwork needs to be laid to educate
young people about the strength of character
needed for compassionate response and how
such habits are wonderful investments for
later life. We are striving to show that
positive education can play a significant part
in cultivating environments that can bring
out the best in individuals. This serves:
Pupils’ positive
contributions come
through a multitude of
opportunities in schools
such as leading clubs
and societies, organising
charities or charity events,
establishing or contributing
to community services or
simply being good, active
citizens and friends.
Magnus Cowie
l The school because it delivers happiness
well-being and high achievement.
l Individuals because they lead
meaningful, fulfilling lives.
l Society because the school and all
within the school’s community make
constructive contribution.
Schools that manage this would certainly
be delivering a purposeful education
regardless of the inspection criteria used to
pass judgement.
We look forward with confidence and
excitement to incorporating the science of
positive education to further improve the
educational experience and outcomes for
our pupils, secure in the knowledge that we
have an extremely strong foundation on
which to build. – By Magnus Cowie, deputy
head pastoral at Marlborough College
Malaysia

Polishing hidden gems

ALTHOUGH awareness and new methods of
working with children with special needs
have boomed over the past decades,
Malaysia still lacks the training and facilities
to support these new discoveries.
How should Malaysian parents and
caregivers give children with special needs
the right form of care and opportunities they
deserve?
Here are five simple steps to help you
nurture your special ones at home when
trained carers and new-fangled facilities are
not readily available.
l Observe – The simplest way to know
your child’s needs is to observe his
behavioural patterns. Your child’s behaviour
is a form of communication. Armed with the
knowledge that he is conveying to you, you
can customise his learning and be aware of
any changes in his behaviour to ensure the
best learning environment for him.
l Interact – After you have done your
observations, it is now time to interact with
your child. Show him that he exists and
matters in this world as a human being, and
interact with him according to his special
needs.
When interacting, always bring yourself
down to his level, maintain eye contact and
be clear in your intentions to them if you are
going to do an activity with them.
l Be flexible – Every human is different,
and so is your precious one.
Therefore, treat him as an
individual and be prepared for a change of
plans according to his needs. What might
work with one child might not work with the
other.
Bring those previous steps of observing
and interacting to good use by either slowing
down or speeding up your child’s learning
modules for a good developmental transition
into maturity.
l Be consistent – If you say it, do it.
Consistency is key in many aspects of human
life, be it in the workplace, relationships or
parenting. When you are consistent in your
instructions and actions, your child will have
something to expect and will not be nervous
when facing difficult situations.
l Be positive – Positivity is the most
valuable thing a person can have when
working with special needs children.
Negative assumptions can hinder the
learning curve of your child, while positive
ones help him flourish.
Your child can instinctually sense when
you are feeling positive, which makes him
less prone to worry and be nervous when
trying out new things. This is because he can
trust you to be his greatest support along this
journey.
Being a parent or guardian of a child with
special needs can be daunting and
exhausting. Therefore, a good support
system is always crucial in balancing your
work, social and family life.
A parent’s mental and physical condition
affects the developments of the child. Do
not be afraid to seek help from family in
helping you care for your child, for it takes
a village to raise a child, and yours is no
exception.
For further support, you can look for
social gatherings of other parents of special
needs children to back each other up with
physical, intellectual and emotional support.
If there is not one in your area, you can start
one.
8 Bright Kids
Incorporation of Ontario’s 6Cs
“WHEN the school is organised to focus on a
small number of shared goals and when
professional learning is targeted to those
goals and is a collective enterprise, the
evidence is overwhelming that teachers can
do dramatically better by way of student
achievement,” wrote Michael Fullan in his
book The Principal: Three Keys to Maximizing
Impact.
Fullan is a respected leader in education
research and former dean of the Ontario
Institute for Studies in Education at
University of Toronto, Canada.
He champions the Ontario curriculum and
recognises its focus, consistency and
collective capacity as its core strengths that
let it look to the future for continued growth,
development and success. Fullan focuses on
what is practical to test what works and
spread effective practices.
He developed the 6Cs – six interrelated
clusters that provide rich learning
experiences for students to develop valuable
skills and dispositions sought by employers
worldwide. The 6Cs comprise character
education, citizenship, communication,
critical thinking, collaboration and
creativity. Each cluster is applied in various
ways to the Ontario curriculum, be it in the
courses of study, extracurricular activities or
school culture.
Fullan’s vision and influence are
immediately apparent in Sunway
International School (SIS), the only school in
Malaysia that offers Ontario’s rich,
competitive curriculum at its campuses in
Sunway City and Sunway Iskandar.
l Character education
As soon as students enter the school, they
see our monthly theme hung prominently at
the entrance. This banner primes students
for ongoing activities that engage and enable
them to reflect on the importance of traits
SIS employs the best of the Ontario curriculum to develop well-rounded, respectful global
citizens.
such as tolerance and perseverance and how
to apply these traits to their academic and
professional lives.
l Citizenship
At SIS, we stress the importance of global
knowledge, which includes developing
sensitivity and respect for other cultures and
encouraging active involvement on a global
scale. Our international student body
enables a rich sharing of cultures, ideas and
understanding. The teachers at SIS take
advantage of Malaysia’s strategic location to
present diverse perspectives, foster respect
and motivate students to be world changers.
l Communication
SIS students are constantly sharing their
ideas via oral presentations and written
lessons and assessments. We are proud of
how we take full advantage of the Internet
as students learn to communicate through
many digital tools including the powerful
G Suite for Education by Google.
Focus on holistic growth
ACMAR Schools is a group of private
co-educational institutions established in
1997. It recently expanded into international
education with the newly opened Acmar
International School.
Acmar Schools comprises Sekolah Sri
Acmar (private primary school), Sekolah Sri
Acmar Secondary (private secondary school)
and Acmar International School. Acmar
Schools believes in providing a holistic
education to students – one where their
social, emotional, personal, physical and
spiritual well-being are as important as other
aspects of learning.
Acmar International School is accredited
to offer the International Primary
Curriculum, International Early Years
Curriculum and Cambridge Assessment
International Education programmes.
Sekolah Sri Acmar and Sekolah Sri Acmar
Secondary offer the national syllabus. The
Government has acknowledged the
implementation of the Dual Language
Programme in both schools. Acmar Schools’
Life Skills Holiday Camp is a two-week
programme that was created by a group of
teachers who spent countless hours deciding
on the best activities and experiences to offer
to students within the camp’s short time
frame.
The camp will be held from Nov 26 to
Dec 7 (on weekdays only). Besides its English
activity where participants will learn to read,
listen, write and speak, camp programmes
include:
THE STAR, TUESDAY 2 OCTOBER 2018
l Critical thinking
This aspect drives students to solve
problems and critically design and manage
projects. This leads students to be effective
decision makers who know how to take full
advantage of the resources available to
them.
Daily lessons at SIS encourage critical
thinking by pushing students out of their
comfort zones and challenging them to think
outside the box.
l Collaboration
This cluster revolves around effective
teamwork, which is stressed through the
many team-based activities that SIS teachers
facilitate. Students are prepared to learn
from and contribute to the learning of others
as well as develop empathy when working
within a diverse community.
l Creativity
A quality that is evident in teaching and
learning at SIS, our dedicated teaching staff
offer many activities that inspire students to
become economic and social entrepreneurs,
take initiative, assume leadership roles and
pursue novel ideas.
Fullan’s leadership is evident in SIS, from
our mission statement of “Nurturing Minds,
Building Character” to the daily interactions
between staff and students.
This multilevel approach and application
of the 6Cs could explain why so many
students love SIS and move on to be
successful global citizens in an evolving
digital landscape. – By Michael Owen,
academic coordinator at SIS
n SIS welcomes parents and prospective
students to its Open Day on Oct 27. For
details, call 03-7491 8070/07-533 8070 or
visit sis.sunway.edu.my
l Cooking & Culinary – Participants will
learn about healthy eating habits and
creating original recipes.
l Sports & Swimming – Professional
coaches will teach participants about water
safety and how to swim. Besides that,
students can look forward to enjoying the
Basketball & Gymnastics activity during this
programme.
l Art & Craft – Participants will be taught
to paint, different styles of drawing and
creative design.
l Dance, Music & Drama – With years of
expertise, a talented, richly experienced
teacher will cover dance, music and drama
with participants using the new facilities and
equipment at AcmarTunes – Acmar
International School’s music room.
l STEAM Education – This programme
will use science, mathematics, technology,
engineering and the arts to help students
develop critical and experiential thinking
and thoughtful risk-taking in a fun way.
Prospective students are invited to register
for Acmar Schools programmes by Nov 10.
Slots are limited.
Acmar Schools’ Information Day will be
held this Sunday and on Nov 18.
n For more information, call 03-3344 3634
(Sekolah Sri Acmar), 03-3344 8045 (Sekolah
Sri Acmar Secondary) or 03-3358 3777/03-
3362 4333 (Acmar International School), or
send a WhatsApp message to 016-968 8402.
Being enrolled in
Acmar Schools
means that
the learning
experience
emphasises the
most important
thing – fun.