THE STAR, TUESDAY 3 APRIL 2018
Are we there yet?
SOON, it may be possible that we
will be studying without books.
The advancement of technology in
the past few decades has been so
rampant that many a student has
relied on technology to get
schoolwork done, as using the
Internet for research is more
efficient than flipping through
thick reference books.
The use of information and
communications technology (ICT)
in education translates into
development of better
technological infrastructure for
education in the country. The era
of depending on paper publications
in schools is long past, with
information now being
disseminated through educational
videos and virtual classrooms.
One might question if it is
appropriate for students to be
educated through electronic tablets
and laptops from such a young age
instead of focusing mainly on
textbooks. Parents have reason to
be worried that this may expose
their children to an uncharted
world of threats by giving them a
front-row seat in the cyber world.
It is our duty then – as parents
and educators – to be the
gatekeepers and ensure that there
are always proper filters and
systems in place to create a child-
friendly online environment,
especially when it comes to
education.
Looking at our neighbours
Technology has been part of our
lives for quite a while and people
across industries have taken
advantage of that presence in
increasingly innovative ways,
especially in terms of education.
In the Philippines, a project
called Text2Teach (T2T) is
currently underway. This project is
part of the global mobile learning
programme BridgeIT, which was
launched in 2003 in the Philippines
by Nokia and the Pearson
Foundation with support from the
United Nations Development
Programme.
T2T uses mobile phones as
channels to bring educational
videos and other learning
materials to children of
rural primary schools in
the Philippines.
Similar projects are
now being carried
out in 10 other
countries including Haiti, India and
Chile.
In Bangladesh, an effort to bring
technology and education to rural
areas involves a fleet of 88 flat-
bottomed boats. Led by non-profit
organisation Shidhulai Swanirvar
Sangstha, this project brings
educational access to children in
far-flung waterside communities
affected by seasonal flooding in
Northern Bangladesh.
The boats serve as mobile
classrooms and resource centres
for the communities. Each boat
school has a classroom for about
35 students and contains digital
devices such as Internet-accessible
computers, mobile phones and
other learning materials, ensuring
children do not miss school during
flood season.
Education technology in
Malaysia
“ICT was introduced in public
schools in 2003 on a big scale,
where schools were supplied with
projectors and interactive videos to
supplement educating processes. It
was very helpful for teachers and
students,” says Jeyanti Mala, a
secondary school teacher and
former coordinator of the Teaching
and Learning of Science and
Mathematics in English
programme in her school.
In Jeyanti’s experience, students
were excited to be able to use
technology in the classroom and
were more engaged in lessons,
while teachers found that their
students better understood topics
that were supplemented with
visual aids such as videos and
animated diagrams prepared in the
new modules.
According to her, teachers were
also relieved that to some extent,
they did not need to find ways to
make classes more digestible and
interesting, freeing up their time to
instead find ways to encourage
student participation and enhance
information retention.
However, she observed that
there were problems with the
initial implementation of ICT in
classrooms. Among them was that
budget allocations for the
programme were not sufficient to
cover maintenance costs such as
keeping anti-virus systems updated
and maintaining projectors.
Public school teachers also
lacked training in teaching science
and mathematics in English as they
were trained to teach the subjects
in Bahasa Malaysia. English
proficiency was low among
Malaysian teachers, which
negatively impacted the
programme due to its English-
medium interface.
With the implementation of the
Malaysian Education Blueprint in
2013, some of these issues started
being acknowledged and resolved.
Electronic tablets, laptops and
mobile phones replaced projectors
and projection screens.
Even though the language
medium for teaching science and
mathematics in the national
syllabus was switched back to
Bahasa Malaysia a few years prior,
the introduction of technology in
the classroom was still a good
foundation for future development
and integration of the digital world
into school systems.
Cloud-based learning
In the late 2000s, schools started
incorporating virtual learning
environments (VLEs) into their
syllabi.
While international schools in
Malaysia were free to establish or
maintain their preferred VLE as
part of their programme
structures, public schools were
given access to a standardised VLE.
Developed by FrogAsia under
the 1BestariNet project, its aim is to
enhance the teaching and learning
experience while simplifying
communication and administrative
tasks.
“During lessons involving VLEs,
teachers act as facilitators while
students are free to explore the
material, exchange ideas and
discuss among themselves to come
up with answers to their tasks.
“This way, they master the
essence of the lesson and subject,
and can apply it to real life as they
get a wider variety of definitions
and examples to help them better
understand concepts and
processes. Watching a video on
frog anatomy is understandably
more interesting than looking at
still pictures in a textbook,”
comments Jeyanti.
Everyone benefits
Teachers, students and parents
of students all stand to gain from
the usage of VLEs in school.
Teachers can use it to post lessons,
assign homework and keep track
of students’ progress virtually, even
if a student is absent.
Students can use VLEs to access
their learning and revision
material at anytime from
anywhere, whether on their mobile
devices or laptops. They can also
create chatrooms within VLEs for
group discussions, facilitating peer-
to-peer collaboration.
With most popular VLEs
granting parental access, parents
can be kept in the loop of school
goings-on and their child’s progress
by taking advantage of the
transparent system.
Obstacles on the path
There are still several hurdles to
overcome if we want to go
completely digital in education.
The main issue is that while the
current generation is ever-ready to
embrace technology and all it has
to offer, a fair number of students
do not have personal computers at
home – especially in rural areas –
let alone other digital devices
urban children have access to.
Internet connectivity is another
problem in rural areas.
It seems like Malaysia has quite
a bit to achieve before the goal of a
digitally equipped classroom is
realised. Only time will tell if this is
the best direction for education in
the country. So far, however, it
seems to be going well.
2 Bright Kids THE STAR, TUESDAY 3 APRIL 2018

The Arch of excellence

“THE Whitney Arch has witnessed
generations of comings and
goings. When we walked beneath
it as students, our eyes reflected
the world beyond,” says Janette
Gould Martin, Class of 1975 and
current academic staff at
Shattuck-St Mary’s School, Bayi in
Beijing, China.
In the peaceful town of
Faribault in southern Minnesota,
the United States, lies an elite
academic institution with a legacy
brought forth from generations
past to present.
Shattuck-St Mary’s School is
a prestigious American boarding
school with roots entrenched
in 160 years of educational
expertise.
What started out as Shattuck
Grammar School, a boarding
school for boys, evolved into a
military school and later merged
with St Mary’s School for girls and
St James’ School for younger boys
to form the present-day
co-educational preparatory
school.
An iconic arch, engraved The Whitney Memorial Arch is a
with the word “Shattuck”, sits Shattuck-St Mary’s School head Graham Gamble with students. symbolic representation of success.
on the freshly trimmed lawn,
framing the school from its each making a difference in They will leave from under the As students of Shattuck-St Mary’s
entrance.
Named the Whitney Memorial
their own way.
Yet the one thing that all
We are creating Arch, refined and ready to take on
the world and beyond.
School, Forest City walk under the
Arch, they can be assured that they
Arch, it was constructed from Shattuck-St Mary’s School students the education of the The symbolic Arch sitting at the are in for a life-changing
the same limestone blockades
that formed the famed Shattuck
have in common is the life-
changing Arch experience. world. We are mak- helm of Shattuck-St Mary’s School
is ingrained with thousands of
experience.
Shattuck-St Mary’s School, Forest
and Whipple Halls, and is the
most well-known part of the
Standing before it upon
beginning their journey at the
ing the scholars of vivid memories in the lives of
students, past and present, the
City is the first educational
institution in Forest City, an
Shattuck-St Mary’s School campus, school, alumni as well as current tomorrow in the city world over. intelligent eco-city comprising four
proudly represented as the school
logo.
and future students are united by
the sentiment of walking under of the future. It is now set to become a pivotal
point for all students entering
man-made islands in the south of
peninsular Malaysia. Registration
World-class musicians, Olympic- the majestic Whitney Memorial Shattuck-St Mary’s School, Forest for its Fall 2018 intake in August is
level athletes, prominent Arch. Graham Gamble City in Johor Baru. currently ongoing.
politicians and world leaders The Arch is more than just a Head of school Graham Gamble
from all corners of the globe physical structure. It is an Arch becomes a symbol of the says, “We are creating the n For more information about
have been educated here, passing experience. As students pass genesis of their greatest adventure education of the world. We are Shattuck-St Mary’s School, Forest
through its hallowed halls to through the Arch, they do not just in self-discovery, transforming the making the scholars of tomorrow City, call 019-730 2021 or visit
triumph in the world ahead, enter the school premises; the way they see the world. in the city of the future.” www.ssm-fc.org
THE STAR, TUESDAY 3 APRIL 2018
IT is a common concern of
parents and educators that
children are addicted to
consuming online content and
becoming increasingly inactive.
A worrying trend that is
associated with rising rates of
childhood obesity, Internet
addiction can also hinder
children’s physical and mental
growth.
Ultimately, technology is not the
villain here. You are the one who
oversees your child’s technology
consumption and, depending on
what habits you teach them, it can
be advantageous or harmful.
However, you can turn it all
around and use the very thing
Get your children to move
that contributes to inactivity in
children to help them get active
again. With the right applications,
this is an entirely possible feat.
With the introduction of
augmented virtual reality into
video games, especially in recent
years, it has never been easier to
get your children moving by
having them act like they are part
of a virtual gaming world.
The popularity of Pokémon Go!
that took the world by storm a few
years ago is a good example of how
technology can contribute to
making people more active. While
playing Pokémon Go! is more
suited to older children, there are
other games and applications that
younger children can use.
If your child is addicted to
playing games on the smartphone
or electronic tablet, there are
certain games that can encourage
them to get up and start moving.
Some applications you can
You are the one
who oversees your
child’s technology
consumption and
depending on what
habits you teach
them, it can be
advantageous or
harmful.
try include:
l Motion Maze – This is an
interactive treasure hunt where
children have to perform activities
such as running, jumping, jogging
and walking to get their virtual
character safely through a maze.
l Trainer – To play this game,
your child must take care of a
virtual creature. The well-being of
the creature, including its diet and
exercise, is the responsibility of
your child.
The catch here is that your child
must exercise along with the
creature instead of just tapping on
the screen. This application can
also teach your child to be
responsible for a pet.
If you child prefers video games,
here are a few that you can use to
get your child to move:
l Wii Sports – This popular
Bright Kids 3
game can be played by one
person or in a group. It is hosted
on a game console with a remote
controller to mimic movements
of different sports.
For instance, children can use
the controller to play tennis with
a virtual opponent that involves
having to move around as if one
is in an actual tennis court.
l Dance Dance Revolution –
This video game comes with a
floor controller with a panelled
grid. The players rely on visual
and musical cues on the grid
onscreen and translate the
movement to stepping on the
floor grid, which is their “stage”.
Dancing is good aerobic
exercise and this game can get
your children to move and
groove to the music. It can also
be a good form of stress release
for your children.
However, the best way to help
your children get active is to
adhere to scheduled “Internet
time” during which they can
lounge around watching videos
and playing games for a fixed
period.
Other times, they should be
encouraged to occupy themselves
with other activities such as
going outside to play with other
children.
Lastly, if all else fails, you can
attempt to hide their video
games or electronic devices that
they usually stay glued to all day
and see how they run all around
the house looking for their
favourite digital toys.
4 Bright Kids
The importance of nurturing creativity
ART can be an influential force on
children. Creative childhood
education provider Da Vinci
Creative Kids (Da Vinci) offers
programmes that nurture future
leaders by spurring their minds into
action.
History can reveal the importance
of art. Artists such as Leonardo da
Vinci, Vincent van Gogh and Pablo
Picasso are still highly revered
today.
At Da Vinci, children are taught to
create art, which expands their
ability to interact with the world
around them by developing new
skill sets for self-expression and
communication. Well-designed art
programmes that include painting,
crafting, cooking and music build
skills necessary for school and life
activities.
Helping children sharpen their
creativity can make them adapt
better to changing environments.
Much like a sponge soaking up
water, information is rapidly
absorbed at a young age. Cultivating
a creative brain can further lead
children to develop out-of-the-box
thinking.
Innovative business leader Jack
Ma acknowledges the importance of
creative education in preparing
young minds for their future.
According to him, education in
the coming years will not only focus
on knowledge but also imagination
and team spirit.
Da Vinci programmes are
approach ensures students grow
cognitively, physically,
emotionally, socially and
artistically.
For more than 25 years, Da
Vinci’s effective learning method
has helped transform children’s
raw talent into award-winning
attributes. Available programmes
and corresponding age ranges are
as listed below:
l Little Da Vinci Creative Kids
Art (age four and above)
A vibrant l Junior Da Vinci Creative Kids
environment Art (age five to 11)
is crucial for l Intermediate Da Vinci
stimulating Creative Kids Art (age seven to
young minds 12)
into l Advanced Da Vinci Creative
developing Kids Art (age 13 to 15)
imaginative l Da Vinci Kids Fun Craft (age
thinking. five to 15)
l Da Vinci International Glass
Painting (age 13 and above)
designed by professionals and have l Da Vinci Fine Art (age 16
structured syllabi that are adapted
according to new research as well
as children’s needs, delivering
lessons that are meaningful and
fulfilling to instil vital attributes that
art brings to children everywhere.
Its holistic personal development
Created by Year 5 student Phranaya, this drawing is the winning entry
of a competition held by KTJ for its primary students to design a mascot
displaying the IPC personal goals.
Enabling kids to thrive
THE years spent in primary
school are a special period in
our lives, where the foundation
of who we become is built. Our
values, behaviours and
aspirations are shaped by our
school and the people in it.
Children should feel like they
belong in their school. This sense
of belonging and the
development of a positive
character go hand in hand with
a drive to do the best for
yourself and those around you.
If children are given room to
try new things, make mistakes
and learn from them, and are
supported and challenged at the
right time, they can grow up to
be active, globally minded
citizens prepared for the
challenges and opportunities of
the 21st century.
Creating a school like this does
not happen by accident. It
requires careful thought and
planning. At a deeper level, the
school’s values should be evident
in everything the school does –
this is how a school’s culture is
formed.
At Kolej Tuanku Ja’afar (KTJ)
International School in Mantin,
Negri Sembilan, the values
upheld are compassion, empathy
and mutual respect.
At the primary school, these
values are coupled with the
eight International Primary
Curriculum (IPC) personal goals
of enquiry, thoughtfulness,
cooperation, respect, morality,
resilience, communication and
adaptability.
Displaying these values and
personal goals, highlighting
THE STAR, TUESDAY 3 APRIL 2018
and above)
Da Vinci was founded by The
One Academy, a leading
institution in creative education.
With more than 25 years of
educating young adults at tertiary
level, The One Academy now
expands its repertoire with
initiatives in helping children
develop a strong platform for
holistic success.
Established by a panel of
international creative
educationalists, Da Vinci offers
comprehensive programmes that
go beyond the mastery of art,
setting new standards for
children creative enrichment
centres across the region.
n For more information,
call 03-5637 5510, e-mail
enquiry@davinci.com.my or
visit www.dvckid.com
examples of these in others and
talking to students about how to
demonstrate them are important
ways the staff at KTJ help
prepare children for the future.
At KTJ International Primary
School, teachers want the
children to be excellent learners
and know that school
achievement and good grades
are important for opening doors
in future.
However, they also recognise
that grades alone do not
determine how well one will get
on once these doors have been
opened and that character and
attitude make a big difference.
Life in the 21st century also
requires one to be adaptable,
resilient, empathetic and able to
solve problems.
KTJ recognises that focusing
on the school’s values and
personal goals can improve
children’s school achievement
and their ability to meet their
full potential and gain life
fulfilment. These important
characteristics will serve them
well through primary school,
secondary school, university and
beyond.
With the school’s culture of
learning, children know that
they are being supported to
learn, not just to perform. The
result is a happy learning
environment that enables
children to thrive.
n For more information on KTJ
or to arrange a visit to the
school, call 06-758 2995, e-mail
registrar@ktj.edu.my or visit
www.ktj.edu.my
THE STAR, TUESDAY 3 APRIL 2018
At elc International School, students are taught important life skills through fun, engaging
activities.
Life after school
GONE are the days when a school’s focus
was on producing knowledgeable students.
Everything else was expected to fall into
place. Students were sufficiently
independent when it came time to enter
college.
In most cases, social skills and mental
health were not discussed and students were
kept active enough physically. Teaching
resilience was not something that was
deemed necessary. Life skills were exactly
that – skills that one picked up as he
progressed in life.
We now find ourselves guiding Generation
Z – the first generation born into the age of
social media – which is now living a life
dictated by hazy rules of social media. With
certain exceptions, most of Generation Z see
themselves as constantly connected digitally
yet disconnected from real life as we, the
earlier generations, know it.
They have great desire for independence
while, all too often, their reality is of
grudging dependence. Mental health issues
have become the new norm due to the
existence and pressures of social media.
Failure is too easily embraced. Self-esteem is
at an all-time low and social skills are
disappearing from the generation.
The irony is that these skills now need to
be taught, where they once developed
naturally. The question now is – how do we
teach students life skills?
“One step at a time” is the answer. It is
important to note that in teaching these
skills, we need incremental steps that slowly
build life skills.
This is not an elitist approach that caters
to a select number of students. The solution
must be made available to all students. With
this in mind, elc International School has
conceptualised the PULSE programme. The
acronym stands for:
l P – Pastoral care
l U – University-preparedness
l L – Leadership
l S – Social skills
l E – Employability
The PULSE programme organises
Bright Kids 5
If students learn to focus
on their strengths and
manage their weaknesses
to improve themselves,
they will learn that
nothing is impossible with
determination.
workshops on life skills, one-on-one
discussions with students, counselling
services, extracurricular activities to
showcase students’ skills and community
service projects that are accredited by
internationally recognised bodies such as
the Junior Award Scheme for Schools and
The Duke of Edinburgh’s International
Award.
Our goal is for students to develop life
skills, improve self-esteem and build
resilience. Life in the real world is
different from being a student. Challenges
and failures are inevitable in real life.
However, if students learn to focus on
their strengths and manage their
weaknesses to improve themselves, they
will learn that nothing is impossible with
determination. As inventor Thomas Edison
said, “Our greatest weakness lies in giving
up. The most certain way to succeed is
always to try just one more time.”
In our PULSE programme, we aim
to teach our students to stay consistently
motivated in reaching their goals in
hopes that this will eventually become
habitual.
When you are motivated, you have a
reason to keep going until you get to your
destination. – By Kumar Nagappan,
student welfare director, elc
International School
n For more information, visit
www.elc.edu.my
6 Bright Kids
SUNWAY International School (SIS)
delivers an integrated student-
focused programme that builds
character and emphasises
individual strengths.
For the past 10 years, SIS has
built its success by offering one of
the most highly respected curricula
in the world, the Canadian
(Ontario) school programme.
In the sixth Programme for
International Student Assessment
under the Organisation for
Economic Co-operation and
Development, Canada ranked first
among traditionally English-
speaking countries for reading,
mathematics and science in the
testing of 15- to 16-year-old
students.
Such a ranking shows the
strength of Canadian teachers and
the curriculum in preparing
students in literacy, numeracy and
science.
A strong foundation in these
critical aspects provides SIS
students with a springboard to
launch their individual strengths
and reap academic excellence
throughout their high school years.
The unique Canadian (Ontario)
approach focuses on students’
continuous development, with
formative assessment that is
cumulative and consistent, derived
primarily from coursework and a
final portion allotted to an end-of-
semester evaluation.
Early exposure to this style of
practical assessment endows
students with smart study skills, a
firm sense of responsibility, and
real-world knowledge to develop
critical thinking and experiential
reflection.
In addition, SIS is an IB World
School and offers the International
Baccalaureate Diploma Programme
(IBDP) at its Sunway City and
Putting together the best
Sunway International School offers the Canadian (Ontario) and IB curricula, which complement each other in
developing well-rounded individuals.
Sunway Iskandar campuses.
This means that SIS incorporates
two of the worlds’ most esteemed
curricula in its programme
offering, expanding the pre-
university qualifications available
to students.
Many of the goals in the IBDP,
including to develop inquiring,
knowledgeable and caring young
individuals to positively impact the
communities they live in, parallel
the objectives in the Ontario
Secondary School curriculum
practised at SIS.
The IBDP requires students to
study multiple subject disciplines,
leading to examinations after two
years of rigorous study.
Students explore the connections
between these areas through an
international perspective, reflect
critically on aspects of knowledge,
pursue independent research, and
apply their knowledge and skills
through local and community
service.
Community and active
learning
The CAS (creativity, action and
service) element in IB mirrors the
existing tenets prevalent in the
Ontario curriculum and is geared
to arrive at similar outcomes for
students: to achieve personal
growth, foster collaboration and
teamwork, and provide an avenue
for students to express themselves
through the creative arts.
SIS recognises the importance
of students developing their
leadership skills, self-esteem, civic-
mindedness, and finding an outlet
to play and perform with their
peers.
This is why there are a
40-hour community involvement
requirement, more than 60 types
of clubs, sports and team activities
in the SIS extracurricular calendar,
and monthly creative showcases
THE STAR, TUESDAY 3 APRIL 2018
through open mic sessions,
concerts and talent nights.
As the overall education
philosophy, curricular content
and delivery model of both the
IB and Ontario programmes are
substantially similar, compatible
and interchangeable, students may
transfer from one programme to
the other with relative ease.
In this curriculum delivery
model, all students can accumulate
credits and be eligible to receive
the Ontario Secondary School
Diploma while those who choose
may also pursue the IB Diploma.
Both programmes assure
students of infallible pathways
to higher study, as global
recognition of these qualifications
paves the way for students to
pursue specialisations in their
chosen field of study at prestigious
educational institutions anywhere
in the world.
SIS was endorsed as a five-star
school by the Education Ministry in
the Standard Kualiti lnstitusi
Pendidikan Swasta (SKIPS) 2015. It
was also awarded the Leader in
Canadian Education at the
Malaysia-Canada Business
Council’s Business Excellence
Awards last year.
SIS is part of the Sunway
Education Group, which is owned
and governed by the Jeffrey Cheah
Foundation.
Explore SIS at its open day on
April 21 at both campuses.
n For more information, call
03-7491 8070/07-297 8070 or visit
sis.sunway.edu.my
THE STAR, TUESDAY 3 APRIL 2018
Innovation
in education
STUDENTS are leaving school with higher
levels of qualification and more years of
schooling than ever, yet the struggle to
secure relevant employment after
completing their education is a serious
problem affecting young people across the
globe.
The youth-to-adult ratio of unemployment
has crept upwards over the last few decades,
with the earnings of younger people
squeezed compared to older workers.
As educators amidst this modern-day
dilemma, we have to ask ourselves if the
learning opportunities we are providing are
really nurturing the skills needed to succeed
in today’s dynamic and changeable
workplace.
Proudly continuing the tradition of
innovation inherited from its sister school in
the United Kingdom, Marlborough College
Malaysia, a leading British boarding school
in Iskandar, Johor, is tackling this issue
through growing and establishing a
successful Design and Technology
department.
Combining creativity, problem-solving,
engineering and critical thinking, the cross-
curricular subject prepares pupils for a
range of innovative and industrial contexts.
Our younger pupils are engaged in the
subject from Preparatory School, designing
and manufacturing a wealth of projects such
as table tennis paddles and desk lamps.
Encouraged to be “design thinkers”, pupils
create tangible products that have
commercial value. These projects are
excellent conduits to explore and embed
learning from other areas, such as science
and computing, and to develop fundamental
skills such as problem-solving, critical
thinking and creativity that transcends the
curriculum.
As pupils enter Senior School, they would
have secured the skill set to solve different
problems. How can a product’s packaging be
reduced without compromising its
performance? How could the design of a
product be modified for mass production?
These questions enable pupils to apply
Connecting a community
A VIRTUAL learning environment (VLE) is a
power-packed platform that makes up the
core of technology integration in education
in Malaysia. VLE platforms are used in
more than 23 countries besides ours and
connect a community of nearly 20 million
teachers and learners.
Here are some features of VLEs that can
enhance the learning and teaching
experience:
l Various useful widgets – In most
VLEs, teachers can create “sites” using a
selection of control elements (widgets) that
allow them to customise their lessons.
Common widgets used are for hosting video
players, files and chatrooms for student
discussions.
l Going beyond delivering academic
Bright Kids 7
The Design and
Technology
department at
Marlborough
College Malaysia
equips its pupils
with the
knowledge and
skills to tackle
real-world
problems.
their skills and knowledge independently
and mimic challenges faced in modern-day
employment.
At 14 years old, pupils at Marlborough
College Malaysia decide whether to continue
studying design technology. As the second
most popular optional subject available, the
state-of-the-art facilities are well used.
Our three design studios and two fully
equipped workshops with 3D printers, laser-
cutters, thermo-forming machines and an
iMac suite for 2D/3D computer-aided design
would not look out of place at a world-class
university.
The International General Certificate of
Secondary Education and International
Baccalaureate pathways are available to
pupils, who are encouraged to invent and
prototype products that solve real-life
problems. Instead of simply learning subject
theories, pupils are taught the skills to dissect
information, analyse it and make decisions
considering constraints and available
resources.
As these skills are difficult to develop
without practical opportunities, Design and
Technology enables pupils to develop them
and make mistakes in a safe environment so
that when they move on to managing
projects in their future careers, regardless of
the field, they have the insight to succeed.
Investing in and empowering the Design
and Technology department is one of many
innovative approaches that Marlborough
College Malaysia employs to tackle the
challenges faced by young people when
entering the workplace.
The reality we are facing is that high
grades are simply not enough in the
competitive work environment.
Instead, creating well-informed,
knowledgeable and skilful pupils who can
apply their learning in real-life contexts is
the future of education. – By Andrew
Mason, head of Design and Technology at
Marlborough College Malaysia
n For more information, visit
www.marlboroughcollege.my
lessons – VLEs have a host of
administrative tools that teachers or society
leaders can use to organise an endless array
of extracurricular activities.
l User-friendly features – Setting up
lessons on VLEs is like playing with building
blocks. Widgets are equipped with drag-
and-drop attributes that let even the most
uninitiated technology user efficiently
create learning sites without having to
learn complicated coding principles.
l Versatile platform – VLEs are hosted
on cloud-based platforms on the Internet,
which users can access from any location at
any time. Collaborations with people inside
and outside school are made accessible and
convenient, as is both local and global
networking with education partners.
8 Bright Kids
THERE is a deep connection
between children and nature.
Children love to explore the world
around them as it is a part of their
personalities.
Think of the times you bring
your children outdoors to play in
the lap of nature and how much
they enjoy jumping in puddles,
building leaf mountains, playing on
the beach and climbing trees.
Pebbles, seashells, grass, rocks,
rain, plants, trees, sand – none of
these come with a usage guide.
Their imagination takes hold and
they start building fantasies of
many worlds.
In nature, children have no
choice but to figure out how things
are and how they can be used and
played with, subsequently
discovering how things look, smell,
move and grow.
It is important to understand
that a young child learns a lot
through unstructured play in
nature. Nature can stimulate
creative instincts and sensory
development in the child.
Vital sensory play
Today, most children are bound
by tight schedules and
extracurricular activities. Their
first educational interaction is
often through a television, tablet or
computer.
This is the beginning of many
modern problems in children such
as the rise in childhood obesity,
eyesight deterioration due to
continuous exposure to screens
and weakened infection resistance
and immunity.
Learning through nature is not
achieved through an occasional
tour of manmade parks but should
be a part of everyday life.
The Montessori Method
Nature stimulates learning
Children can learn more by interacting with nature.
recognises the significance of
nature or play-based learning in
early childhood years. Every
activity is carefully designed to
encourage the social, cognitive,
emotional and physical abilities of
the child.
Time and time again, it has been
proven that nature provides a
world of opportunities for
experiential learning. Most of all, it
triggers a sense of curiosity and
creativity in children, which helps
them develop problem-solving
skills required to be successful.
As Dr Maria Montessori writes in
her book The Absorbent Mind,
“Only through freedom and
environmental experience is it
practically possible for human
development to occur.”
Maximising nature play
The Montessori Method believes
that every child is born a sensorial
explorer and that is why The
children’s house’s (TCH) new
U-Thant centre not only
incorporates elements of indoor
learning but also provides the best
environment for outdoor learning
for little ones.
Special features of TCH U-Thant
include an al fresco dining area,
the Atelier Tree, a water play area
and a children’s art gallery that
naturally inculcate the love for
learning.
The Atelier Tree is a special
feature of TCH U-Thant. It is an
attractive structure designed with
glass windows and rooftop. This
ensures that your child gets
sufficient sunlight and can enjoy
the outdoors to gain inspiration for
creating art. Their masterpieces
will then be displayed in the art
gallery to not only appreciate the
THE STAR, TUESDAY 3 APRIL 2018
children’s efforts but also to
encourage them to be creative.
We all know that children love
playing with water and there is an
area dedicated to water play at
TCH U-Thant. The environment at
the new centre allows your child to
move freely and interact with
nature. As children interact with
the environment and learn to take
care of their surroundings, a sense
of responsibility and kindness
develop.
Eventually, children learn to
identify their emotions, express
them and respond effectively. They
develop an improved sense of self-
esteem that drives them to follow
their passion and be the best
version of themselves.
TCH U-Thant is holding an open
day from 10am to 2pm on April 21.
Bring your child along for a tour of
the new centre and enjoy hands-on
activities tailored for the whole
family.
n For more information,
call 03-6203 3833.
TCH
U-Thant
incorporates
the best
environment
for both
indoor and
outdoor
learning.