Date: 13 June 2020
Time: 10am – 4pm
What School Are You Intereted In?
Early Years (3-6)International Secondary (Age 11-16)Private Secondary (Age 12 -17)International Primary (Age 5-11)Private Primary (Age 7-12)Cambridge A Levels
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During Key Stage 4, students work towards achieving top grades for the Internationals General Certificate in Secondary Education (IGCSEs). Every student has the opportunity to specialise in subject areas where they have a strong interest. With four compulsory subjects – Mathematics, English Literature, English Language and at least one Science – students are able to choose additional preferred courses from:
English Language (English 1st Language, English 2nd Language, English Literature)
Mathematics (Core / Fast Track, Additional Maths),
Science (Chemistry, Physics, Biology)
Foreign Language (Malay, French, Chinese 1st Language, Chinese 2nd Language, Chinese Foreign Language)
Humanities (Economics, Geography. History)
Creative, Technical and Vocational (Accounting, Business Studies, ICT, Art and Design, Drama, Music, Physical Education)
Acting Campus Principal
Mr. Loh brings strong leadership skills along with his extensive background in education to the MGS campus. He has served as Deputy Director of Educational Management and Leadership Training Centre with the Ministry of Education Malaysia and as Education Commissioner working with the Prime Minister’s Department from 2009 to 2012.
Children move into Year 1 in the September after their fifth birthday. This is a very exciting stage in your child’s learning journey; teaching and learning at Matrix International Primary does not stand still.
At this stage, the focus is on literacy development and their increasing understanding of phonics to progress their fluency of reading and writing. Similarly there is a strong focus on developing mathematical skills and understanding.
From Key Stage 1, children are encouraged to get in our extensive after school CCA programme.
Acting Head of Matrix Private School
Hailing from Kuantan, Datin Norlela Meon is a retired MARA Junior Science College (Maktab Rendah Sains MARA, MRSM) educator for over 32 years. As a government-linked body, MARA schools are similar to private schools as they base their curriculum on the MoE National Syllabus but with a heavy focus on STEM subjects.
Having progressed from a Chemistry teacher to Principal over the course of her career, Datin Norlela was one of the content masters assigned to map the curriculum for the dual certification of MARA-CIE (Cambridge International Education) and had trained MRSM teachers to guide students sitting for both SPM and the Cambridge IGCSE.
“I believe school is about students’ wellbeing, drawing the goodness and the best out of them, to be able to harness their interest in learning and create a great environment which suits their abilities and differences. All efforts, work and endeavours revolve around the achievement of each student’s potential, academically, socially and emotionally. We will do this by providing a welcoming, happy, safe, and supportive learning environment in which everyone is equal and all achievements are celebrated.”
Acting Head of Matrix International School (Secondary)
A dedicated leader with a strong passion for art, Ms.Dornehl Kitching has a vast secondary school teaching experience in government, private and international schools in South Africa and South Korea. With two Masters in Education qualifications, one being from University of Cambridge United Kingdom, Ms.Dornehl has also been training teachers in the PGCE and Bachelor in Education courses, making her the right fit to guide both students and teachers in our school.
“Schools today have the daunting challenge of preparing young people for an uncertain future: a future where some conventional skills won’t be relevant anymore and technological advances will change the face of our current job sectors. This is why it is so important to develop young people who can collaborate with their peers and understand the value of networking, along with the ability to express themselves confidently, think critically and creatively, and be able to learn from their mistakes.”
Acting Head of Matrix International School (Primary)
With a Bachelor of Education in History from Stranmillis University, Mr. Andrew has a decade of experience teaching Key Stage 1 and Key Stage 2 in Northern Ireland and Malaysia. As a certified International Primary Curriculum (IPC) trainer by Fieldwork Education, Mr. Andrew has a broad experience leading Primary schools which includes developing the IPC to suit learners academic and cultural needs, as well as putting in extra focus on the pastoral care of students and staff.
“With rapid technological advances and a more-connected world (just think about the number of different countries you have interacted with since you woke up this morning), education today faces the ever-growing challenge in providing a learning experience that best suits each learners’ unique and expanding needs – we are currently preparing our students for a world where most of the jobs they will do currently do not exist, using inventions that are yet to be made, to solve issues that we may not even be aware of. This is the challenge that excites me the most – being able to enhance the academic abilities of all learners, enabling them to develop personal qualities that they will need to survive in the 21st Century and assisting them in becoming more internationally minded. Essentially, my hope is to see each child be the best version of who they can be.”
Head of Matrix International School (Early Years)
Ms. Adrinna has held various positions in the Early Years education industry for many years, including working with special needs children in both local and international learning environments. Her corporate experience in banking has helped her manage the school efficiently while taking into account the personal needs of all students.
“Young children are not like other students. Their needs are distinctive and therefore early years sets the foundation for all the years that follow. Teachers in early education need to be creative and adaptive. It is important as an early childhood educator, we are able to place ourselves in their shoes. What stimulates a very young child? How do you sustain a toddler’s interest? How do you make learning fun? These are all questions that we always have to ask ourselves. Lessons in early education classrooms have to be hands-on. We need to be fast on our feet and highly adaptable to continuously come up with new ways to guide children through their early learning stages. Therefore, it is important for me and my team of teachers to provide a caring and supportive environment that promotes optimal early childhood development.”