Teachers as role models

Our teachers model the Cambridge learner attributes. They are confident, responsible, reflective, innovative and engaged because they:

• Have mastery of their subject area. They can relate concepts and skills in such a way that students learn to understand and appreciate the nature of the academic discipline they are studying, and what constitutes excellence for the developmental stage they are teaching.
• Teach for understanding as well as coverage. They have the ability to engage with learners’ mental ideas about the really important concepts, and take them on a journey of discovery. This approach requires learners to revisit concepts over an extended period of time and within different contexts. This spiralling strategy reinforces learning and leads to deeper levels of understanding.
• Connect learning to the real world. They connect learning to other topics in the subject, other disciplines and the experience of learners – making learning relevant.
• Scaffold learning. Teachers need to constantly challenge student thinking in the proximal zone of development. The optimal level of performance for a learner is the level that they can reach when they receive expert support, as distinct from the functional level, which they can achieve independently. Scaffolding learning helps to close this gap.
• Have a learning rather than a performance orientation. Chris Watkins (2010) points out that too many schools and teachers are more concerned about students looking good rather than learning well. There is considerable evidence that learning to learn is an effective strategy at raising student performance and preparing them to be independent, self-regulated learners equipped for modern life.
• Are able to model problem solving and consider themselves as mentors as much as teachers. They are concerned with the holistic development of the learner and understand the critical role that attitudes, emotions and self-confidence play in learning. They communicate a love of learning and believe every learner can achieve.
• Understand, and can apply, assessment for different purposes. They have an excellent grasp of summative assessment practices, but they also understand how to use assessment to support student learning. This is the process of identifying what the learner has or has not achieved in order to plan the next steps in learning and provide appropriate support.
• Use a variety of different teaching strategies and activities. This includes whole class instruction, collaborative group work and creative assignments and activities, as well as overseeing individual learning.
• Are reflective and creative practitioners engaged in ongoing effective professional learning.
• Are collaborative and supportive of their colleagues, the School and the School’s community.

Our curriculum is delivered in a safe and supportive, yet challenging learning environment in which all members of our School community are valued, respected and allowed to succeed.

We have a duty to each learner and their family to:

• Work in partnership with parents and carers, and the wider family.
• Work in collaboration with therapists and other professionals.
• Ensure that all our learners have opportunities to learn and enjoy the wider community.
• Be inclusive in our practice.
• Be outward looking in our vision and approach. Be positive and optimistic.
• Give of our best at all times.
• Recognise that everyone is a learner and that every experience is a learning opportunity.
• Empower each learner to achieve a fulfilled future.

KS3 (Secondary 1)

Our lower secondary curriculum ties in to the knowledge apprehension of the subjects later on in IGCSE. This three-years programme lays the groundwork and gives our students the opportunity to experience all of the subjects that they can select in their KS4 (IGCSE).

Here apart from the core academic subjects, the creative arts are used to provide opportunities for learners to learn how to express themselves, to develop self-esteem, thinking skills, confidence and a sense of achievement. To enrich this important aspect of the curriculum we invite creative practitioners to work in our School and develop exciting and innovative practices.

The subjects on offer at this level are:

• English
• Mathematics
• Science
• Physical Education
• Islamic Studies
• Bahasa Malaysia

• Modern Foreign Language (Mandarin, Korean, Japanese, etc.)
• Information Communication Technology
• Global Perspectives
• Art & Design
• Music
• Dance & Drama

CCA & ECA

At KLISS, we encourage our students to be actively involved in extra-curricular activities to complement their academic pursuit, making for a more balanced and meaningful holistic education. We have a diverse range of activities geared to suit every individual’s needs and at the same time provide opportunities to challenge and encourage our learners to excel and lay a strong foundation for the life-long learning journey.

Clubs, Societies, Uniformed Bodies & School Sports teams

• S.T.E.A.M (Science, Technology, Engineering, Art and Mathematics Club)
• Dance
• Equestrian (Horse-riding)
• Indoor Board Games & Consoles
• Community Service
• Outward Bound
• Student Leaders (Prefects, Librarians, House Captains and Student Council)

School Sports Teams

Sports is an integral part of the KLISS experience. Our goal is to inspire and excite our students to involve in a variety of sports for the purpose of achieving a high level of fitness, learn about sportsmanship, create strong team spirit, challenge oneself, and of course, for fun and relaxation. KLISS offers fantastic in-school facilities and also partners with specialised external providers to provide a whole array of exciting and challenging sporting activities, which includes, and is not limited to:

• Badminton
• Basketball
• Football
• Futsal

• Golf (driving range)
• Horse riding
• Martial arts
• Swimming