THE STAR, TUESDAY 3 OCTOBER 2017

Creativity
amplified
An artistic approach to
teaching could encourage
children to expand their
ways of thinking and
learning. See inside for
more information.
2 Bright Kids
Improving
the learning
experience
By DHARSHINI CHANDRAN
EVEN at an early age, children
would have developed their
preferred learning styles. When it
comes to learning, there is no one-
size-fits-all method.
Traditional linear learning
approaches are ones that push
students down a straight,
progressive path determined by
lesson designers, which work for
some students but make others
brilliance fizzle out early in school
life.
While it is easier and more
efficient for grading and
examinations to put everything
into neat little boxes, they do not
do much for a childs creativity and
learning experience.
Lesson-matching was proposed
as a solution to this problem where
children are grouped based on
learning styles and lessons suited
to each groups learning style are
delivered.
he problem with this method is
that it is essentially the same
concept as traditional linear
learning, only with different boxes.
Dr Harold E. Pashler, professor
of psychology at the University of
California, San Diego, writes in a
study titled Learning Styles:
Concepts and Evidence that
previous studies done on lesson-
matching fail to support the
hypothesis that teaching styles
should match childrens learning
styles.
He also mentions in his findings
that students who enjoy lessons
more do not necessarily get better
marks than their peers who do not
enjoy lessons.
Now, instead of focusing on
different learning styles, teachers
are encouraged to incorporate
variety in their lessons. This
includes the combination of artistic
elements such as song, dance,
drawing, painting and performing
in the teaching and learning of
science, language, economics and
mathematics.
The validity of the arts in school
curricula has been contested time
and time again over the years, with
some governments implementing
cutbacks for school art
programmes.
However, even though
education that incorporates
the arts is not the cure-all for
the education industry, Boston
College psychology professor Ellen
Winner and Massachusetts College
of Art and Design professor Lois
Hetland, in their 2007 study titled
The Arts and Academic
Achievement: What The Evidence
Shows, argue that it should not
matter.
According to them, children do
not need education in the arts to
raise their mathematics and verbal
skills they need it because, in
addition to introducing them to
aesthetic appreciation, the arts
promote other valuable modes of
thinking.
The art teachers they observed
pushed students to think about the
unseen and the unknown, allowing
the children to let their creativity
and criticality blossom.
In their view, education in the
arts should be supported for its
own sake, not because of a belief
that exposing children to music
and painting will somehow
increase their proficiency in
standardised test scores.
Access to the arts
Most of the time, education in
the arts focuses mainly on the
making of art through colouring,
painting and drawing. The
perception of education in the arts
is always spotlighted with colourful
splashes of paint on happy
children, but it is so much more
than that.
The arts can be used in a
multitude of ways to improve
understanding of language,
mathematical and science-based
subjects, but in-class curricular
activities rarely include any form
of the arts besides the standard
visual arts or music subject.
Most of us learnt about the 1948
Malayan emergency through
textbooks. At most, students will
walk away with a basic
understanding and not much
empathy or appreciation for
the situation.
Now, picture putting on
a play about a scenario that
could have occurred during the
1948 Malayan emergency. Chances
are, you would have retained that
experience and appreciated it far
more.
This is just one example of how
the arts can be incorporated in
other subjects to deliver a lasting
impression for students.
According to Morris Allen
English Malaysias general
manager Angeline Teoh,
encouraging conversations about
the arts in ways that relate to
reading and writing not only
develops childrens descriptive
language but also boosts logical
and creative thinking skills.
This type of exposure to the arts,
especially through language,
increases childrens aesthetic
awareness and improves their
word-object cognitive ability.
She adds that children can also
master articulation, body language
management and even quality of
voice through dramatic and spoken
arts, improving their self-
expression and aiding in
communication of creative ideas.
Children do not
need education in
the arts to raise
their mathematics
and verbal skills
they need it
because, in addition
to introducing
them to aesthetic
appreciation, the
arts promote other
valuable modes of
thinking.
Going back to the roots
Music has been a part of human
culture for a long, long time. Songs
were part of the verbal hand-me-
downs parents passed on to their
children before the practice of
writing became widespread.
Even now, parents sing old
lullabies to their children that
speak of moral values and valuable
lessons.
For example, as children, we
learnt the alphabet as our first
introduction to formal language,
but did we memorise 26 letters just
by reading them out loud?
The alphabet song definitely
helped with memory retention,
and the use of the same tune for
Baa-baa, Black Sheep and Twinkle,
Twinkle, Little Star helped us learn
those songs by heart as well.
Music and songs in language
learning can help learners develop
motor functions of the mouth
muscles, which in turn help in the
coordination between voiced and
unvoiced sounds.
Learners learn how to
distinguish the music of language
such as sounds, patterns,
information, vocabulary, pitch,
timbre and rhythm, says Dr Elsie
Chin, chief executive officer of
Cambridge English For Life.
According to her, music in
language learning will also help
learners improve their decoding
and information-processing skills,
THE STAR, TUESDAY 3 OCTOBER 2017
which are needed for learning a
language, especially one whose use
is not significant in the learners
environment.
While singing Twinkle, Twinkle,
Little Star is probably not
something preteens would
appreciate, teachers can still use
the song to impart knowledge.
Using a song that every child is
familiar with to explain concepts of
heavenly bodies and speed of light
is an interesting way to present a
topic on outer space, and the
children would have gained a
deeper understanding of why the
star twinkled and exactly how high
above the world it really could
have been.
Variety, not specifics
A whole phalanx of areas of
study are influenced artistically,
which lends the field of education
a degree of interlocking
connectivity, according to Sunway
International School Sunway
Iskandars principal Anthony
Petitti.
Many studies have
demonstrated the connections
between music and mathematics,
for example. Dancing helps
students to be physically active. It
also benefits brain development
and enhances learning. Creativity
is evidenced in the arts, something
that goes across all sectors and
spheres in society, says Petitti.
According to Sheela Raghu,
principal of elc International
Schools Sungai Buloh campus,
Leonardo da Vinci is a prime
example of an artist who used
art to develop scientific ideas
and the prototypes of a tank,
plane and helicopter. Mathematics
and art go hand-in-hand in the
creation of aesthetic buildings and
bridges.
I believe that art is and can be
incorporated into all the other
fields of study. Students regularly
use their artistic abilities to create
projects and live models of science
(molecules), geography (city
planning, rivers, volcanoes and
three-dimensional maps, to name a
few) and history through artefacts
and paintings, archaeological digs,
drama, fancy dresses the list is
endless. All the fields of study have
a symbiotic relationship.
> SEE NEXT PAGE
THE STAR, TUESDAY 3 OCTOBER 2017
Encouraging
versatility
> FROM PREVIOUS PAGE
Learning with the arts is an opportunity
for students to widen their knowledge in
other ways and encourage them to use both
sides of the brain.
It enables them to make links between
subjects, previous knowledge and new
knowledge application as well as between
theoretical knowledge and practical
work.
In addition, it encourages
learners to be creative with their
own ideas, make decisions
about creative processes, take
risks, problem-solve and be
self-reflective and resourceful.
Practising what is preached
Of course, walking the talk is no easy feat.
To induce education system reform in
schools, teachers can get more involved and
start exploring different means in delivering
their material, especially to children who
have never experienced education that
incorporates the arts.
All lessons work better using variety
and, yes, an artistic approach is one of
those methods. Children not only work
excellently with an artistic approach,
but if the teacher is creative, the students
are also more engaged, says Nicole
Goodwin, head of art and design at elc
International School.
Sometimes the material we have to
deliver can be dry, but if the teacher thinks
of a really innovative way of getting the
information across, this could really be a
work of art.
Teaching a child who has never been
Cambridge
English For
Life's
programmes
help children
improve their
proficiency and
confidence in
the English
language.
English for everyone
THROUGH its 10-year plan over the span of
2015 to 2025, the Education Ministrys efforts
to reform English education are underway.
These efforts include improving teaching
methods and finding creative ways to engage
students in improving their proficiency, such
as a weekly English day where schools carry
out a campus-wide initiative to communicate
only in English.
Aligned with the vision to improve English
standards among all Malaysians, Cambridge
English For Life (CEFL) is the leading
provider of English language courses across
the nation. Its courses lead to the prestigious
Cambridge English Language Assessment,
which opens doors to education,
employment and immigration worldwide.
All 60 CEFL centres will be opening their
doors on Oct 29 for the first ever Nationwide
Open Day.
In a unified effort to show the benefits
that CEFL can offer to children as young as
four years old through to adults, every
centre is inviting families to see how its
programmes can help anyone improve his
or her proficiency, fluency and confidence in
the English language.
One advantage of studying at CEFL is that
Bright Kids 3
exposed to education that incorporates the
arts is quite rare, but it has happened a few
times. At first, it is clear to see that there is
an inability to think for themselves.
The feeling you get from them is that
their work is wrong and confidence
is very low.
After a while, you start to see a difference
in the way they think and their transferable
skills develop. They solve problems, take
more calculated risks, make decisions based
on knowledge they already have, and make
links between ideas they had never made
before, continues Goodwin.
Sheela adds, Any curriculum would
be incomplete if it did not tap into the
imagination of a child. The arts allow
students to express themselves without
having to worry about the boundaries
of right and wrong that other subjects set.
The arts give them an outlet for free
expression and I am often pleasantly
surprised at the different dimensions that
the artistic traits capture of a childs
personality, creativity and passion.
learners are grouped according to their
proficiency rather than age.
Students who are ahead of their
schoolmates in English can advance to
a class that challenges them.
On the other hand, students who are
struggling to keep up in their English classes
at school will have the advantage of learning
at a level that they are ready for, with a
teacher who cares about helping them
advance.
They can progress level by level to reach a
standard that will serve them well in gaining
entry to a college, university or the
professional workplace.
Free placement examinations will be
available at all CEFL centres during the
Nationwide Open Day.
Additionally, as a token of appreciation to
existing and new customers, the company
will be offering a free Write It Right! writing
course to everyone who confirms a seat for
next years classes.
n For more information about the
event at the CEFL centre closest to
you, call 03-7883 0912 or visit
www.cambridgeforlife.org.
4 Bright Kids THE STAR, TUESDAY 3 OCTOBER 2017

The Private &

International
School Fair is a
Developing language skills
MORRIS Allen English implements an
platform to help interactive structure for students to enjoy
parents make learning the English language. The teaching
wise decisions for approach, which focuses on an interactive
their childrens multi-sensory system, allows students to
education journey. actively engage in speaking, listening,
reading and writing activities.

The right start

Morris Allen English accepts students aged
four to 17 and builds them into individuals
with a good command of the English
language.

The enrichment programmes

THERE is a wide range of schools offering
international curricula in Malaysia. These
schools differ in terms of the curriculum
offered, extracurricular activities, teaching
staff and student composition, boarding
facilities as well as school fees.
Therefore, parents who are considering an
international school education for their
children should research the available
options.
Since 2012, Mint Communications has
been helping parents find the right
international school for their children
through organising a series of fairs in
Kuala Lumpur, Penang and Johor.
The Private & International School Fair
also made its debut in Kuching, Kota
Kinabalu and Singapore this year.
At the fairs, parents can speak to
representatives from leading international
and boarding schools in Malaysia before
deciding on the most suitable school for their
children.
We are excited to organise the Private &
International School Fair once again in Johor
and Penang. The fair is a great event for
parents to connect with leading international
schools in these states as well as find out
about boarding opportunities in schools in
other states, says Mint Communications
co-founder and director Nickie Yew.
The 6th Private & International School Fair
in Johor is happening this Saturday at Hotel
Jen Puteri Harbour, Iskandar Puteri, while
the 6th Private & International School Fair in
Penang will be held on Oct 15 at Olive Tree
Hotel, Bayan Lepas.
At the fairs, parents can purchase the
2017/2018 edition of the Education
Destination Malaysia, which is an in-depth
and comprehensive guide to international
schools in the country.
This guidebook contains detailed
information on schools, useful articles and
insightful advice to help parents make
important decisions about their childrens
education.
Admission is free.
n For more information, visit www.pisf.asia.
6th Private & International School Fair in Johor
Date : Oct 7 (Saturday)
Time : Noon to 5pm
Venue : Hotel Jen Puteri Harbour,
Iskandar Puteri, Johor
6th Private & International School Fair in Penang
Date : Oct 15 (Sunday)
Time : Noon to 5pm
ways for children to enrich their English
Venue : Olive Tree Hotel, Bayan Lepas, Penang
The teachers at Morris Allen English are
native English speakers who have gained
recognised teaching qualifications and many
years of teaching experience. These qualified
and experienced teachers understand
students needs and this ensures that they
provide an interactive learning environment
that nurtures the progress of all students.
The Morris Allen English interactive
learning system focuses on four major areas
of English language development, which are
listening, speaking, reading and writing.
Speaking and listening are key to language
learning. Conversing with native speakers
helps students be exposed to good models of
English and provides more opportunities for
good English language development.
Morris Allen English provides a platform
for students to explore the language and
develop their vocabulary in a secure,
nurturing environment.
There is also a listening component
included in all lessons. During the listening
comprehension session, students listen and
respond to instructions and questions.
Usually, this involves a fun activity such as
colouring. However, listening to instructions
and following with the correct action is the
focus of this component.
Reading is one of the most important
n For more information, call 03-7610 9889
language learning. Therefore, reading is
Lessons at Morris Allen English are structured
to allow students to participate in interactive
activities, which include reading, writing,
speaking and listening.
the only homework encouraged by Morris
Allen English.
Children are exposed to important English
grammar patterns when they read and when
they share what they have read, they
develop a greater understanding of what
they read.
Opportunities to read together and
respond to questions build confidence and
greater understanding of the language. This
approach of interacting with what a child
reads plays a crucial role in developing a
better understanding of the English
language. It nurtures the enjoyment of books
and makes reading a pleasant experience.
The structure and content of written work
are reinforced in a positive learning
environment, which encourages students to
express themselves confidently. Students will
develop spelling, grammar, punctuation and
editing skills to become strong and creative
writers.
or visit www.morrisallen-malaysia.com.
THE STAR, TUESDAY 3 OCTOBER 2017
A dream school
THE provision of quality preschool education
is essential to give children the best start in
life. Research has proven that children who
feel happy, safe and secure at school thrive
and perform well in their academic studies
and personal development.
A good preschool environment enables
children to process knowledge faster,
memorise information better as well as
motivate them to have more interest in
learning.
To this end, Smart Reader Worldwide,
the leading early childhood education
provider, has developed a range of
international award-winning programmes
that focus on developing childrens physical,
intellectual, emotional and social skills.
Blended with more than three decades
of experience in early childhood education,
a group of educationists led by Smart Reader
Worldwides group executive director Datuk
Dr K.H. Wang developed the Smart Reader
Kids concept to create an optimum learning
environment for children, truly making it
every childs dream school.
The nations leading preschool franchise
will hold its upcoming nationwide open day
this Saturday.
Come and see for yourself the unique and
effective range of programmes we have at
Smart Reader Kids. We provide a premium
quality education with affordable fees. Give
your child an opportunity to a holistic
educational experience with a creative and
systematic syllabus, says Hayati Hussein,
franchisee of Smart Reader Kids Taman
Seluang, Kulim.
The success of this education programme
is attributed to the Smart Reader Creative
Teaching Methodology. This breakthrough in
pedagogical methods focuses on nurturing
preschoolers to be optimistic, imaginative,
independent and successful.
In this approach, students learn easily
and readily with fun and excitement.
A scene at Smart Reader Kids Taman Seluang,
Kulim, after a kindercooking class.
Children are encouraged to explore and
gain knowledge.
The unique teaching methods emphasise
educational activities that infuse fun in
conventional academic-related subjects to
make lessons more stimulating, thus
ensuring better engagement, creativity and
imagination in the classroom.
Smart Reader Worldwide also presents its
very own talent show, the Smart Star Search
2017, with the aim of discovering innate
talents, creativity and innovativeness within
children. The grand finale will be held at
Wisma Smart Reader I on Oct 15.
All are welcome to join the festivities, with
a variety of fun-filled activities.
The educational programmes provided by
Smart Reader Worldwide are Smart Reader
Kids, Smart Reader Kids Islamic, Smart
Reader Kids Mandarin Medium, Smart
Reader Kids Intensive English Programme,
Smart Reader Kids Tamil Language
Programme and Smart Reader Kids++
franchises.
n For more information, call 03-6279 5555
or SMARTLine 1300 885 555 or visit
www.smartreader.edu.my.
Helping children learn
EACH child learns differently, but instead
of splitting teaching to suit the multiple
types of learning styles, it is preferable to
present well-rounded lessons to expose
every student to the variety of education
methods available.
Teaching children to identify their
preference is one thing but encouraging
them to also be open to other learning styles
could push them to be more curious,
accepting and adventurous. It could also be
helpful for children who prefer to combine
different learning styles in their daily life.
While tailoring the learning experience to
the child has not been proven to be effective
in a classroom setting, being aware of their
childrens learning style can be important
for parents to know how to help their
children at home.
Based on the VARK model by education
researchers Neil Fleming and Colleen Mills,
there are four main learning styles and one
subsidiary that combines two or more
learning styles. The letters in VARK
represent the different styles as follows.
Bright Kids 5
l V: Visual (sight) This preference
involves the presentation of information in
maps, charts, graphs, mind maps,
flowcharts, labelled diagrams and other
symbolic graphics such as circles, arrows,
hierarchy charts and anything that is used
to represent what could be presented in
words.
Visual learners are also inclined towards
designs, white space (or negative space),
patterns, shapes and different methods used
to highlight and convey information.
However, visual learners do not depend on
pictures or photographs, movies or videos to
aid their learning.
A visual learner may be helped by
drawing symbolic diagrams and illustrating
the relationship between different things on
a whiteboard, which can then be
supplemented with pictures of the
information presented such as flowers and
buildings to improve word-to-object
connection.
> TURN TO PAGE 6
6 Bright Kids THE STAR, TUESDAY 3 OCTOBER 2017

Different strokes
> FROM PAGE 5
l A: Aural (hearing) This learning
mode involves a preference for auditory
information, that is, information that is
spoken or heard. The best ways for aural
learners to receive information are through
lectures, group discussions, radio, speaking,
video and audio web chats, online
messengers and the basic practice of talking
things through.
Online messengers are included in this
learning style because even though they are
in the read/write category, they are often
written chat-style with acronyms,
colloquialisms, slang and non-formal
language that mimic casual oral
conversations.
Parents may notice that their kids tend to
formulate and sort out ideas while speaking
rather than organise their thoughts before
voicing them out and such learners may
repeat what has already been said and ask
obvious or previously answered questions.
Aural learners feel a need to say to
themselves what has been presented to
them, in their own way. For them,
audiobooks, podcasts and lecture recordings
work best for information retention.
A recording device can also help aural
learners record their trains of thought and
writing in all its forms especially in reports,
essays, assignments and manuals.
Children who prefer this learning style
often express interest in lists, diaries,
dictionaries and thesauri, quotes and
websites that have a lot of text-based
information such as Wikipedia and Tumblr.
Parents who observe these habits in their
children can usually take advantage of most
learning materials as they are presented in
text form, namely encyclopaedias, fiction or
non-fiction and most commercially
available academic workbooks.
Parents of read/write learners should also
expose their children to other learning
styles, however, so they will be able to
adapt in the absence of text-centric
information.
Additionally, most search engines are
tailored to people with read/write
preferences as there is rarely an auditory or
visual option in using them, but some
search engines now offer those alternatives
with speech recognition and visual aids.
l K: Kinaesthetic (touch, smell and
taste) This type of learning style involves
experience. Kinaesthetic learners prefer to
physically appreciate their reception of
information. Flint says it is crucial for schools to do their best in producing well-rounded, caring and globally
According to Fleming and Mills, people aware individuals.

then play them back to commit the
information to memory, which is
particularly useful in more complex
subjects such as mathematics and physics.
Unsurpassed
who prefer this learning style are connected
to reality through concrete personal
experiences, examples or practice.
Children who are kinaesthetic learners
respond best to teaching through

l R: Read/write (sight) Unsurprisingly,
many teachers and students have a strong
preference for this learning style, which
involves information displayed as words.
Perhaps the most popular learning style
in the world, reading and writing well are
attributes highly sought by employers of
graduates.
This preference emphasises text-based
input and output involving reading and
demonstrations, simulations, videos and
movies of real things as well as case
studies and real-world applications.
Examples for them have to be real and
concrete in nature. If something can be
held, felt, grabbed or tasted, it will probably
appeal more to the kinaesthetic learner
than to other types of learners.
> SEE NEXT PAGE
excellence
TAYLORS International School Puchong
(TISPC) welcomes David Flint as the new
principal for the third term onwards.
Flints early pursuit in education began
after he served in the Royal Air Force in
Europe and Hong Kong.
He is a graduate of Staffordshire
University in the United Kingdom (Bachelor
of Arts [Hons]) and of the University of Hong
Kong (Master of Arts and Master of Science).
Flint began his educational training as a
geography teacher and, later, learning
technology developer for King George V
School, Hong Kong.
After completing his Master of Science in
Information Technology in Education, he
moved to Prague, Czech Republic, where he
worked as director of studies at the English
International School (a Nord Anglia
Education PLC school) before moving to
Dubai where he served as the headmaster
for the Senior School at Repton School.
His journey as an educator moulded his
belief in the value and importance of
learning.
Empowerment, understanding and
kindness are key to success. We must
embrace the truth that everybody has a skill
and we should be trusted to use and develop
it further, says Flint.
As the new principal of TISPC, Flints
determination speaks volumes when he
shares his priorities for the new term. Aside
from meeting his new colleagues, getting to
know the students and parents are also of
utmost importance.
One of my priorities is understanding the
challenges and aspirations for children,
parents and the school.
Nurturing and developing the childrens
school experience is crucial. We need to
Empowerment,
understanding and
kindness are key to
success. We must embrace
the truth that everybody
has a skill and we should be
trusted to use and develop
it further.
David Flint
ensure that we are doing our best to produce
well-rounded, caring and globally aware
individuals, he highlights.
Flint also sets his focus on exploring
existing plans and developing ways to
further celebrate excellence.
With a vision to see every Taylors student
graduate as a global citizen with strong
values, confidence and academic excellence,
Flints enthusiasm in raising the bar in
international education is apparent as he
supports his vision with steps to achieve it.
While offering premium education at a
competitive price, he also has the interests of
the students and staff clearly in mind.
He believes that improving holistic
learning in school is a joint effort among all
staff in learning not only from each other
and between Taylors schools but also on a
national and global level.
n For more information, visit
www.tis.edu.my.

About Taylors International School

Taylors International School (TIS) is a education groups in Malaysia with more

member of the Taylors Education Group
(TEG). TIS has two campuses, which are
in Kuala Lumpur and Puchong.
These schools aim to be exceptional
neighbourhood international curriculum
schools and continue Taylors heritage of
excellence in education. TEG is a pioneer
in private education in Malaysia. It is one
of the largest and most successful private
than 22,000 students across its university,
college and schools.
With an unsurpassed track record
built over the last six decades, Taylors
has earned a reputation as the leading
private education provider in Malaysia
offering a pipeline of education
excellence from preschool to
postgraduate levels.
THE STAR, TUESDAY 3 OCTOBER 2017 Bright Kids 7

Recognising abilities
> FROM PREVIOUS PAGE
Parents can expect their children who
display kinaesthetic preferences to never
take advice or admonishment at face value,
as the children would value their own
experience over someone elses, thus
learning mainly from their own experiences
instead of believing what other people have
Giving students gone through.
the opportunity These children display good writing or
to develop their speaking ability if the topic in question is
creativity allows rooted in reality. Homework that requires
for stronger, details of who, what, where, when, how and
more instinctive what for will appeal to kinaesthetic
creative thinking. learners, but they could have trouble with
opinion questions because if they personally
or more learning styles but only prefer one.
These children are versatile in learning and
usually do not insist on a particular way of
learning, instead responding to all types of
learning in minimally varying degrees.
Two types of multimodal learners have
been identified. First, there are those who
are flexible in their preferred mode of
learning who flip from mode to mode
depending on the present situation.
They are heavily dependent on context
to choose a single mode to suit what they
are working with. If dealing with history
studies, they may apply their read/write
preference and if watching a demonstration
in biology class, they may apply their
kinaesthetic preference.

Fostering creativity
CREATIVITY is a trait that is exceptional,
inherent and cannot be taught just like
intelligence. The work produced by those
with creativity are remarkable yet
unattainable. Whether it is Mozart, Picasso,
Woody Allen or J.K. Rowling, there are
countless places, individuals and ideas that
one could think of, but what many do not do
is connect the word creative with
themselves.
The study of creative arts in its many
forms, whether as a stand-alone subject
or integrated into the school curriculum,
is increasingly accepted as an essential part
of achieving success in school and life.
At elc International School, we believe that
if students are given the opportunity to
practise and develop their creativity, the trait
will become stronger and feel more natural
as well as facilitate their personal, social and
academic development.
Including creative arts studies in
childhood education benefits a childs
physical, emotional and mental
development. Activities such as gripping a
paintbrush, pasting a button, skipping and
dancing help children build their fine and
gross motor skills.
Needless to say, this is critical to the
development of adulthood abilities and is
therefore well-deserving of its prominence
in the early days. Additionally, the arts, being
a passionate and expressive pastime, provide
an outlet for our students to explore and
gain control over their emotions.
Theatre, dramatic play and role playing
can develop emotional abilities and are
extensively incorporated in our day-to-day
lessons as well as activity days such as
end-of-term concerts, mathematics and
science expos, social science days and
weekly assemblies, which are organised
throughout the academic year.
Reports and statistics from several studies
show the correlation between education in
the arts and student success, not only in
terms of academic achievement but also in
areas of learning and development outside
of the classroom such as critical thinking,
have not been in the situation, they may These multimodal learners are VARK
have difficulty envisioning it. Type I and may have two, three or four
Parents may assist kinaesthetic learners almost-equal preferences among all
in adjusting to text-based or visual input for learning styles.
improvement of information retention. Individuals who are not satisfied until
For example, seeing and analysing they have input or output in all of their
pictures of a family at a picnic could help preferred modes are identified as VARK
decision-making and social skills. kinaesthetic learners perceive the emotions Type II. These children take longer to gather
It is well known that creative play fosters of the family, the weather on the day the information from each mode and, as a
the development of cognitive abilities as it pictures were taken and what the family result, often have deeper and greater
triggers the use of imagination, which in was doing by imagining themselves in the understanding of a matter.
turn stimulates and expands mental pictures. They may be perceived as procrastinators
capacities. or slow deliverers when they are merely
Whether children have the opportunity l Multimodal The originators of VARK exploring all options at hand and gathering
to perform in theatre productions or help also accounted for a combination technique information before acting, usually making
out behind the scenes, studying drama and in their model. improved decisions and choices due to that
performing arts not only engages with the Children may display proficiency in two breadth of understanding.
creative side of the brain but, more
importantly, teaches them life skills as they
learn the value of critical feedback, both
positive and constructive.
In upper primary, these lessons provide
students with the much needed exposure
to comprehend our world better and become
better equipped to navigate the challenges
they might face.
Studies have found that students who
participate in arts performed better on
standardised achievement tests. This is
clearly the case with the Cambridge Primary
Checkpoint test scores in the upper primary
division where our school has been awarded
for its outstanding achievements in
mathematics, English and science for four
consecutive years.
In addition, these students watched fewer
hours of television, participated in
community services and reported less
boredom in school.
At elc International School, performing
arts has been part of the curriculum for
more than a decade. During that time, we
had the pleasure of witnessing many student
productions and musicals. We have also
enjoyed seeing the way in which studying
the arts has helped our students improve
their overall academic results.
Our aim is to provide students with a well-
rounded education, which means drama and
performing arts will continue to be a strong
focus at elc International School. By
Sharmila Wahab, head of upper primary
at elc International School
n For more information, visit
www.elc.edu.my.

Creative learning pushes students to use their imagination, which develops emotional and
mental capability.
8 Bright Kids
Building an excellent curriculum
SUNWAY International School (SIS), the only
school in Malaysia that offers the highly
acclaimed Canadian curriculum, is fast
approaching its 10th year. The addition of
International Baccalaureate Diploma
Programme (IBDP) provides students with a
dual-track option as they prepare for
admission into top universities worldwide.
There are many parallels between these
two educational approaches. The ability
to choose between two of the most respected
and progressive approaches to education
makes SIS stand out in an ever-changing
private education landscape in Malaysia.
The Canadian curriculum
The Canadian (Ontario) curriculum is one
of the most advanced and progressive
curricula in the world. Emphasis is placed
on continual, day-to-day assessment rather
than a traditional final examination or series
of examinations after a course.
With the IBDP, students are also engaged
in a dynamic, student-centred environment.
All SIS teachers are experienced and trained
in the most current approaches for effective
delivery of the IBDP curriculum.
The IBDP philosophy of education requires
students to take risks and ownership of their
learning as well as be reflective,
collaborative and give back to their
community.
Students are continually challenged to
raise their achievement level in preparation
for final assessments that will require
demonstration of mastery in their learning.
Similar to the Ontario programme, the
IBDP is a world-class university preparation
programme that prepares students for their
entry into universities.
The Organisation for Economic
Co-operation and Development (OECD) has
established the Programme for International
(From left) Harvard Club of Malaysias president Tan Sri Datuk Dr Lin See Yan, Jeffrey Cheah
Foundations founding trustee and Sunway Universitys chancellor Tan Sri Datuk Sri Dr Jeffrey
Cheah AO, 2017 Harvard Prize Book award winner Edmund Chung Sim Wea and Sunway
Education Group and Sunway Universitys senior executive director Dr Elizabeth Lee at the
Harvard Prize Book award 2017 ceremony.
Student Assessment (PISA) rankings to assess
and evaluate the efficacy of teaching and
curricula on a global scale.
For the past few years, the Canadian
education and its interconnected provincial
curricula have been ranked first among the
English-speaking countries in the world. The
tests evaluate skills and knowledge in areas
of science, mathematics and reading.
SIS provides challenging programmes that
will prepare and provide students with the
necessary foundation for a future in a
predominantly English-speaking university,
for young students to learn skills from
thus opening doors to ample career choices.
Every single student undergoes a
transformation after attending the Sunway
International School. They either become
more outgoing or more open-minded to the
world around them, says Melanie Yap, an
SIS graduate who is currently pursuing the
Bachelor of Dental Surgery at the University
of Adelaide, Australia.
She adds that SIS has provided her with
a platform to express herself and build the
confidence and character needed to pursue
success.
THE STAR, TUESDAY 3 OCTOBER 2017
Harvard connections
The alliance between Sunway and
Harvard University has opened up
tremendous academic and cultural exchange
opportunities. SIS students benefit from this
partnership through initiatives such as the
Harvard Prize Book award and leadership
camps.
The Harvard Club of Malaysia has held the
Harvard Prize Book award ceremony for the
past seven years. Applicants are assessed by
a panel of judges from the Harvard Club of
Malaysia based on an interview covering
social, intellectual and ethical aspects.
This year's winner, Edmund Chung Sim
Wea from the SIS Grade 11 programme,
received a RM2,000 cash prize, a Harvard
Prize Book, an opportunity for an internship
at the Harvard Club of Malaysia and a
certificate endorsed by the Harvard Club of
Malaysia.
SIS has organised the annual Sunway Asia
Leadership Youth Camp in collaboration
with the Centre for Asia Leadership since
2015. The camp is an extraordinary platform
Harvard-trained workshop teaching fellows
on leadership, innovation, entrepreneurship
and social-profit initiatives as well as
sessions covering career mentorship,
inspirational anecdotes on leadership and
discussions on best practices.
SIS continues to build a history of quality
and excellence with a combination of
challenging curriculum, excellent educators
and hard-working students.
SIS will host its open day on Oct 28 from
10am to 3pm at its Sunway City and Sunway
Iskandar campuses.
n For more information, call
03-7491 8070/07-297 8070 or visit
www.sis.sunway.edu.my.