Private Schools in Malaysia and Their Curriculum-updated 26 November

8/11/2019 Private Schools in Malaysia and Their Curriculum-updated 26 November

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EDU5353 VALUES CURRICULUM


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Started in 1950s, as the meanfor students who were unableto pursue their education inpublic institution.

In early 1970s, there was ashift towards of roles andfunctions of private educationsystem when the privateeducation corporation started

to focus more on pre-universitycourses. Adapt curriculums from United

States, British, United Kingdom,Australia, India, Canada andInternational Baccalaureate

Source:http://www.schoolmalaysia.com/resources/govn_private_education.php


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Source:

http://emisportal.moe.gov.my/emis/emis2/emisportal2/doc/fckeditor/File/Quickfacts

_2013/quickfacts2013.pdf


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Pre-school NurseriesKindergarten

Designed for children between the age of 4 to 6 for an education periodof one to three years.

Primary Privateprimaryreligious

schoolPrivateprimaryschool

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 andsecondary schooling to the more affluent segment of the MalaysianSociety.

Secondary PrivatereligioussecondaryschoolPrivate

secondaryschoolsChineseprivate school

http://www.schoolmalaysia.com/school/list.php?type=23B

http://www.schoolmalaysia.com/school/list.php?type=5B

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.

InternationalSchool

Conduct foreign curriculum using English as the main medium andprepare 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 oflanguage used are based on the requirements of the native country (e.g.Saudi Arabia, Indonesia, German, French, Taiwanese, Turkish, etc).

SpecialEducation

These schools accommodate pupils with severe visual or hearingimpairment, or learning disabilities and provide academic and vocationaleducation.

Private

Correspondence Schools

Maktab Gaya

AdabiSekolah GayaPos Utama


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Educational foundationsbuilt on the cornerstones

of key learning skills,developed throughpractical experiences andopportunities.

There 2 key stages

Key Stage 1Year 1 5 6 years of age

Year 2 6 7 years of age Key Stage 2

Year 3 7 8 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.


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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 athematic context for teaching and learning, while theNational Curriculum (UK) gives a firm set of standards inEnglish and Mathematics.

Information Communication Technology (ICT) is central tothe learning process, and it is used extensively across allareas of the curriculum. Classroom based learning, alongwith a broad co-curricular program and Education Outsidethe Classroom, ensures we provide a holistic education forall children.

The majority of learning takes place in the nurturingenvironment of the classroom, facilitated by the classroomteacher and assistant teachers. Specialist teachers supportthe teaching of Art, Design and Technology, Music, ICT,

Physical Education and Modern Foreign Languages.


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Bahasa Malaysia and Mandarin are the core languagesin KS1; they help children develop a cultural

understanding of Malaysia whilst also allowing them toconverse in these local languages.

The Foundation subjects of Science, History andGeography are taught through the International

Primary Curriculum (IPC) providing fun, stimulatingand inspiring cross-curricular themes.

Each unit is based on a universally significant Central

Idea that raises key questions for investigation. Thisenquiry-based approach enables students to acquireimportant subject skills and also develop their GISLearner Skills as they strive to become effective GlobalCitizens.


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Key Stage 2

Builds upon the strong foundations laid inthe Early Yearsand Key Stage 1, preparing childrenfor the next phase of their education.

The delivery of learning is stimulating, varied,

engaging and fun. The thematic, enquiry-basedIPC program continues in Key Stage 2with a focuson honing the key subject skills in Science, Historyand Geography and developingthe Learner Skills.

English is taught daily with a strong emphasis onthe development of speaking, listening, readingand writing skills. The development of practical,mental and applied mathematics is achievedthrough Maths lessons.


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Learning in these two core subjects is based on thestandards outlined in the National Curriculum (UK).

Additional Modern Foreign Languages are added to thecurriculum in Key Stage 2. These include French andSpanish, as well as the option to continue studying BahasaMalaysia and/or Mandarin.

Childrens progress is assessed throughout Key Stages 1and 2 against standards from the United Kingdom inensuring 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 aimedat consolidating skills taught at school and encouragingfamilies to play an active role in their childs education.


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Curriculum that encompasses the total learning experiences of thestudents, 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 campsand 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 thecurriculum. Uses the International Primary Curriculum (IPC) andthe National Curriculum of England and Wales (NC) to base itstaught curriculum.

Curriculum is designed to bring out the best in internationalstudents and to provide a high quality and broad education which

enables students to move to any other English-speaking countryfully equipped to succeed.

Courses are designed to enable students to acquire importantsubject knowledge, understanding and skills and also to developtheir Learner Skills as they strive to become effective GlobalCitizens.


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Assessment

An integral part of the taught curriculumprogramme, including assessment of class

and homework. It is designed and used to:

Support, motivate and encourage studentsensuring that they make the best possibleprogress in their learning

Support student ownership of their learning byengaging them in the continual evaluation of theirleaning needs

Provide feedback for students in a way that movesthem forward

Promote thinking and dialogue about learning

between students, teachers and parents Gather feedback that inform teachers futureplanning for the needs of all learners

Provide consistent and meaningful informationabout attainment and progress for the school,students and their parents


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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.Yeargroup

Age Course of study Subjects studied Assessment overview

7 11-12 Based on UKNationalCurriculum KeyStage 3

MathematicsEnglishScience (integrated)ICT 2 Languagesstudent choicePEArt and DT on a9 week rotation

Music and Drama on a 6 weekrotation

Geography and History on atermly rotation with combinedenquiry in term 3

UK National Curriculum Levels 3-8) and

sublevels a,b,c)Regular formative and summativeassessment including a minimum of 2common assessments per term per subject

8 12-13 End of year assessments eitherexamination or extended enquiry

9 13-14 MathematicsEnglish

Science (separate sciences-following IGCSE course)ICT (choiceof discipline in term 2)2 Languagesstudent choicePEArt and DT(choice of discipline for DT) on a 9week rotation

Music and Drama on a 6 weekrotation

UK National Curriculum Levels 3-8) and

sublevels a,b,c)IGCSE grades in Mathematics

and ScienceRegular formative andsummative assessment including aminimum of 2 common assessments perterm per subjectEnd of year assessments either examination or extended enquiry


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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.


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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, independentlearning 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 challengestudents 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.


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Students follow a full range of courses leading to InternationalGeneral Certificate of Secondary Education (IGCSE) Examinations.These examinations are the modern equivalent of O levels andare internationally recognized as the basis for further educationand training.

All students follow courses in English Language and Literature,Mathematics, Science and PE. In addition, students choose a rangeof 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 thebest decisions for them.

Careers education and advice form part of the PSHE program andstudents take part in a work experience program following thecompletion of IGCSE examinations.

Students who show the necessary characteristics of reliability andcommitment have the opportunity to become school prefects andcontribute to many aspects of the school community that will helpbuild their resilience, leadership and collaborative skills.


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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 betaught in any language. The PYP curriculum documents are in English, French and Spanish butschools can still teach the program in other languages.

The IB Middle Years Program (MYP) , for students aged 11 to 16, provides a framework ofacademic challenge that encourages students to embrace and understand the connectionsbetween traditional subjects and the real world, and become critical and reflective thinkers. Thecurriculum documents are in English, French, Spanish and Chinese but this does not preventschools 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 andbalanced program of education with final examinations that prepares students for success atuniversity and beyond. The Diploma Program may be taught in English, French or Spanish. TheIB publishes Diploma Program curriculum documents and produces examination papers inEnglish, French and Spanish. Schools must therefore choose at least one of these languages asthe 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 uniqueoffering specifically designed for students who wish to engage in career-related learning.
http://www.ibo.org/school/search/index.cfm?schools_order_by=dp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=myp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=pyp&schools_order_by_direction=ASC


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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
http://www.ibo.org/school/search/index.cfm?schools_order_by=pyp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=myp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=dp&schools_order_by_direction=ASChttp://www.ibo.org/school/004811/http://www.ibo.org/school/004811/http://www.ibo.org/school/049344/http://www.ibo.org/school/004093/http://www.ibo.org/school/006739/http://www.ibo.org/school/006351/http://www.ibo.org/school/026014/http://www.ibo.org/school/049527/http://www.ibo.org/school/000538/http://www.ibo.org/school/000592/http://www.ibo.org/school/002348/http://www.ibo.org/school/001224/http://www.ibo.org/school/021012/http://www.ibo.org/school/002206/http://www.ibo.org/school/003774/http://www.ibo.org/school/001306/http://www.ibo.org/school/006009/http://www.ibo.org/school/006009/http://www.ibo.org/school/001306/http://www.ibo.org/school/003774/http://www.ibo.org/school/003774/http://www.ibo.org/school/002206/http://www.ibo.org/school/002206/http://www.ibo.org/school/021012/http://www.ibo.org/school/001224/http://www.ibo.org/school/001224/http://www.ibo.org/school/001224/http://www.ibo.org/school/002348/http://www.ibo.org/school/002348/http://www.ibo.org/school/000592/http://www.ibo.org/school/000592/http://www.ibo.org/school/000538/http://www.ibo.org/school/049527/http://www.ibo.org/school/026014/http://www.ibo.org/school/026014/http://www.ibo.org/school/006351/http://www.ibo.org/school/006739/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/004093/http://www.ibo.org/school/049344/http://www.ibo.org/school/049344/http://www.ibo.org/school/049344/http://www.ibo.org/school/004811/http://www.ibo.org/school/004811/http://www.ibo.org/school/004811/http://www.ibo.org/school/search/index.cfm?schools_order_by=dp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=myp&schools_order_by_direction=ASChttp://www.ibo.org/school/search/index.cfm?schools_order_by=pyp&schools_order_by_direction=ASC


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Preparing students to be active participants in alifelong journey of learning. There are three parts of

curriculum; written, taught and assessed curriculum.

A curriculum framework designed for students aged3 to 12. Focuses on the development of the wholechild as an inquirer, both in the classroom and in theworld outside.

It is defined by six trans-disciplinary themes ofglobal significance, explored using knowledge andskills derived from six subject areas, with a powerfulemphasis on inquiry-based learning.

The PYP is flexible enough to accommodate thedemands of most national or local curriculums andprovides the best preparation for students to engagein the IB MYP.


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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 upbeyond 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 globallysignificant issues in the context of units of inquiry,

each of which addresses acentral idearelevant to aparticular trans-disciplinary theme. Lines of inquiryareidentified in order to explore the scope of the centralidea for each unit. These inquiries are substantial, in-depth and usually last for several weeks.


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There are six subject areas in the PYParts;language; mathematics; physical, social and personaleducation; science; and, social studies. These subjectareas provide students with knowledge, skills, and

concepts which students can explore to understandthe interconnected nature of the subject areas andthe trans-disciplinary themes.

Since these ideas relate to the world beyond theschool, students see their relevance and connect with

it in an engaging and challenging way. Students wholearn in this way begin to reflect on their roles andresponsibilities as learners and become activelyinvolved with their education.

All students involves an in-depth exploration of an

important idea, and that the teacher will collectevidence of how well they understand that idea. Theywill expect to be able to work in a variety of ways, ontheir own and in groups, to allow them to learn totheir best advantage.


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The Taught Curriculum

The written curriculum in action and is part of whatthe continuum of IB program calls the approaches toteaching (ATT).

Reinforces the pedagogy of authentic learning that isinquiry-based and conceptually driven. The programis committed to structured, purposeful inquiry thatengages 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 focusedteaching.

The deliberate use of ATT strategies and ATLreinforces a holistic experience that not onlyaddresses students cognitive development, but theirsocial, emotional and physical well being.


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The Assessed Curriculum

Identifies what students know, understand, can do andvalue at different stages in the teaching and learning

process. The direct link between assessment and theteaching and learning process means that they mustfunction purposefully together. Assessing the result ofinquiry as well as the process of inquiry are importantobjectives 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.


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Essentially, there are two types of assessment inthe PYP, each of which has a specific function. Formative assessmentEmbedded in the teaching and learning process

and therefore occurs in the daily routine of aclassroom. It aims to support students to becomebetter learners and helps teachers to plan the nextstage of learning.

Summative assessmentOccurs at the end of the teaching and learning

process and provides students with opportunitiesto demonstrate what they have learned in a newcontext. It aims to give teachers, students andparents clear, evidence-based insight into students'understanding at a particular moment in time.

All assessment is carried out internally byteachers within the school. The IB does not setexaminations nor does it moderate grades inthe PYP.


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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 requiresolutions based on the integration of knowledge that spansand connects several subject areas

the students are mastering skills and accumulating acomprehensive knowledge base in order to conduct theirinquiries successfully and find solutions to problems

the students demonstrate both independence and an ability towork collaboratively.

Consideration of these points allows teachers to plan foreffective teaching and learning opportunities that givestudents a chance to develop their inquiries further.

Exhibition - Students who are in their final year of theprogram are expected to carry out an extended,collaborative inquiry project, known as the exhibition, underthe guidance of their teachers.


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Consists of eight subject groupsintegrated through five interactive areasproviding global contexts for learning.

Students are required to study at leasttwo languages (as part of their

multilingual profile), humanities,sciences, mathematics, arts, physicaleducation and technology.

In their final year, students will also

undertake an independent personalproject to demonstrate the developmentof their skills and understanding.


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The MYPs core features five contexts for learningthat provide powerful opportunities to engage in thestudy of issues that affect students today. Using acommon 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 andbeyond.

Community and serviceconsiders how students can learnabout their place within communities and be motivated toact in new contexts.

Health and social educationis designed to help studentsidentify and develop skills that will enable them to functionas effective members of societies. They also learn about howthey are changing and how to make informed decisions thatrelate to their welfare.

Environmentsexplores how humans interact with the worldat large and the parts we play in our virtual, natural and builtenvironments.

Human ingenuity deals with the way in which human mindshave influenced the world and considers the consequencesof human thought and action.


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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 arefun, stimulating and inspiring.

Change the arrangement for the Languages, Math and Englishclasses 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 progressand achieve their potential.

We also can adapt their taster lessons and individualized support andprovide students with detailed options program in Form 3, including tohelping students to make the best decisions for them.


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1. Module introduced in private schools sosuccessful in creating a world-class program tobe adapted and used as a guide in the dailysupervision of the government schools.

2. Produce students who are more efficient andcompetitive.

3. Public higher education institutions can not

meet the demand of students studying ininstitutions of higher learning (complementaryto government schools)


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4. Create a more liberal educational processand democracy.

5. Provide better learning facilities and world-class.

6. Competition among private institutions havetheir own.

7. Offer more courses oriented to the needs oftheir job even more sensitive to the needs ofstudents and society.

8. Offer more courses oriented to the needs of

job.


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http://www.schoolmalaysia.com/jps/index.php

http://www.moe.gov.my/v/profil-jabatan?div=24

http://www.schoolmalaysia.com/resources/govn_private_education.php

https://www.gardenschool.edu.my/primary/curriculum/

http://www.ibo.org/pyp/ http://www.schoolmalaysia.com/school/inde

x.php
http://www.schoolmalaysia.com/jps/index.phphttp://www.schoolmalaysia.com/jps/index.phphttp://www.moe.gov.my/v/profil-jabatan?div=24http://www.moe.gov.my/v/profil-jabatan?div=24http://www.moe.gov.my/v/profil-jabatan?div=24http://www.schoolmalaysia.com/resources/govn_private_education.phphttp://www.schoolmalaysia.com/resources/govn_private_education.phphttps://www.gardenschool.edu.my/primary/curriculum/https://www.gardenschool.edu.my/primary/curriculum/http://www.ibo.org/pyp/http://www.schoolmalaysia.com/school/index.phphttp://www.schoolmalaysia.com/school/index.phphttp://www.schoolmalaysia.com/school/index.phphttp://www.schoolmalaysia.com/school/index.phphttp://www.ibo.org/pyp/https://www.gardenschool.edu.my/primary/curriculum/https://www.gardenschool.edu.my/primary/curriculum/http://www.schoolmalaysia.com/resources/govn_private_education.phphttp://www.schoolmalaysia.com/resources/govn_private_education.phphttp://www.moe.gov.my/v/profil-jabatan?div=24http://www.moe.gov.my/v/profil-jabatan?div=24http://www.moe.gov.my/v/profil-jabatan?div=24http://www.moe.gov.my/v/profil-jabatan?div=24http://www.schoolmalaysia.com/jps/index.phphttp://www.schoolmalaysia.com/jps/index.php

Documents

Private Schools in Malaysia and Their Curriculum-updated 26 November