Curriculum designed for success
CANADA is a leading educational influence globally, as evidenced by the Programme for International Student Assessment (PISA) and the percentage of its students who graduate high school and attend post-secondary institutions.
Ontario is the most populated province in Canada. Through structured expectations for each grade level, the state curriculum details what students should be able to do and are required to learn in each subject area.
Sunway International School (SIS) employs a curriculum guided by the Ontario Education Ministry, which is modified to be culturally relevant and responsive to local needs. It also provides holistic support for students to achieve the outlined expectations for each grade level.
SIS teachers use programme documents from Ontario to develop lesson and unit plans, assessment strategies, and create learning experiences that are aligned to Malaysian and Asian values while staying true to the Canadian framework.
SIS recognises that all students are unique and have varying levels of competency in areas such as subject understanding and skill level. Hence, the programmes are personalised to meet individual needs of students.
In line with the Ontario curriculum ethos, the SIS team is committed to ensuring that the school provides an inclusive education, works towards removing barriers and creates suitable conditions for all students to succeed.
Special education programmes and services provide support for children with special needs who need short-term help or have more complex learning needs.
The help needed by each student varies due to behavioural, communication, intellectual, physical or multiple learning needs that require support over time. In addition, English as a Second Language (ESL) support is available for students who are new English language learners.
To help each student take the next step in his learning journey, SIS teachers use individualised methods of instruction for in-class learning activities and homework, and combine different teaching strategies.
For example, a teacher might instruct the whole class to introduce a story before asking students to work in groups to look at different story examples, following up with individual students who require specific instruction and assistance.
SIS teachers understand that students learn better when they can see and experience concepts. Once an activity is completed, teachers will talk to students as individuals or in small and large groups.
Students are encouraged to exercise critical thinking and conceptual understanding. They learn to differentiate facts from assumptions, think logically, ask questions, form opinions about what they learn and express their opinions to the whole class.
SIS students start working in groups at the primary level to develop their language and communication skills as well as learn to share responsibilities and listen to others.
Students are also guided into developing other skills such as researching, forming and testing opinions, taking initiative, posing questions and pursuing risks.
Assessments let education providers gather information that reflects students’ progress in achieving curriculum-mandated expectations in every subject. Their primary purpose is to improve student learning, through the concepts of “assessment for learning” and “assessment as learning”.
As part of assessment for learning, SIS teachers provide students with descriptive feedback and coaching for improvement.
Teachers engage in assessment as learning by helping students develop their capacity to be independent learners who can set appropriate and personal goals, monitor their own progress and reflect on their thinking and learning.
SIS teachers obtain assessment information through a variety of means including formal and informal observations, discussions, questions, conferences, homework, group tasks, demonstrations, projects, portfolios, developmental continua, performances, peer and self-reviews, essays, and tests.
By employing this wide array of assessment practices, a more complete understanding of student progress is acquired, allowing students to form selfdirected learning habits.
The Ontario curriculum has been tested against rigorous standards. The Education Quality and Accountability Office (EQAO) is an independent arm’s-length crown agency designed to provide all stakeholders with valid, reliable data on student achievement in reading, writing and mathematics.
The EQAO administers tests annually for all Grade 3 and Grade 6 students in Ontario schools and reports on these results.
SIS is pleased to offer a curriculum from a leading education jurisdiction, which is delivered by certified Canadian teachers.
The SIS Sunway Iskandar campus located in Johor offers the Canadian (Ontario) fullday kindergarten and primary school programme (Grades 1 to 6), while the SIS Sunway City campus in Selangor offers the Canadian (Ontario) secondary school programme (Grades 7 to 12).
Both SIS campuses offer the International Baccalaureate Diploma Programme. For more information, call 03-7491 8070/07-297 8070 or visit www.sis.sunway. edu.my
Teachers engage in assessment as learning by helping students develop their capacity to be independent learners who can set appropriate and personal goals, monitor their own progress and reflect on their thinking and learning.