Systematic Curriculum Development Process
The curriculum is the heart of the school’s strategies, and by using a systematic and comprehensive curriculum development model will allow us continuously strive to find newer, better and more efficient means to accomplish the task of educating new generations.
Pedagogy is shifted from teacher-centered to a student-centered learning approach; students become the center of learning instead of the teacher. Students will take responsibility in their own learning; and teachers serve as a facilitator to learners. Student-centered lessons and activities require lots of participation from the student- where knowledge is applied, integrated and synthesized in a meaningful way to the learner. Students are given more autonomy to decide on how they want to learn. Teachers act as facilitators- scaffolding students to explore topics at greater depth, aiming to promote higher-order thinking in class.
We utilized the best of both modern and conventional approach to create an optimized delivery of knowledge and skills.
While we focus on the implementation of modern teaching that copes with our changing society- we never neglect the benefits of conventional face-to-face teaching; which promotes the social and emotional engagement of subjects.
Meanwhile students learn evolutionary skills for internalizing today’s subject matter, but at the same time capable to uphold the tradition of excellent.
What is Flipped Learning? Flipped learning is one of the most effective pedagogical models to date- in which lecture of lessons are converted into videos for learners to access at their own pace, and the classroom times is utilized for activities that help learners who are applying and integrating knowledge.
Classroom time can now be utilized for activities that emphasize on applying and integrating the knowledge, and focus on students’ higher-order thinking skills. Activities such as projects, problem-based lessons, collaborative learning, presentations and brain-storming can now be implemented often. Besides that, learners can now learn to take responsibility of their own learning, share ideas with peers, and collaborate/ cooperate with others. These skills are essential in their real world working lives later.
Interactive equipment allows learners and teachers to interact with the materials and topics in a lively manner. Thus, it raises leaning experience to a completely new level.
Real world skills
Young learner lessons are designed to involve 4 core skills, which include; listening, speaking, reading, and writing. This all rounded approach allows student to internalise language usage in a practical and natural manner. The skills developed are highly useful when they face real world environment later. For example, reading passages, dialogs, chant, jokes, fiction, and articles, creative writing using new words and letters learned, listening to songs and chants, answering questions, singing songs, retelling stories, role-play, doing group projects and making presentation in front of class. These activities enhance learner English usage in a spontaneous and natural manner.
To learn new words, young learners require multiple exposures to the new words in order to internalise it, each exposure leads to the assimilation of more information and allows for accommodation in a better schema to construct new meaning of the words.
Young learners learn by relating prior knowledge and surrounding, they construct and store new meaning in a structural way according to hierarchical, categories, and chapters. Lessons are planned by taking into account their cognitive process and student maturity level. In addition, learners are provided with materials and interactive tools to assist learning experience.
Music in learning
Music celebrates new learning; it brings cheer and delight in lessons. Songs motivate students to express the language cheerfully, maximises long-term retention of new vocabulary in an enjoyable way. Our materials include songs that relate theme and targets relevant context.
Meaningful games excite learners’ anticipation in language usage, interactive language games selected to target specific learning goals, instil interest and motivation to maximise their language usage skills. Students are stimulated in all senses in total physical response activities. These enrich their learning experience and retention to the fullest.
Chants are also included in lessons to help reinforce pronunciation, intonation, words retention as well as structure of English sentences.
Learn Grammar naturally
Learners are exposed to grammar in a natural way through; songs, stories, dialog, and other context, instead of teaching grammar in the form of rules which makes learning it a burden.
Grammar rules are introduced as a reference using examples, comics, flash card, posters, and other forms of visual materials, instead of just memorising something in text form.
Attention to Individual differences
We are aware that individuals have different learning traits, learning styles, prior knowledge and abilities. Our lessons incorporate activities and materials that cope with different learning styles and abilities. Topics and lessons involve Visual materials (Visual learner) such as picture, illustration and graphic; listening material (Auditory learner) such as CD and multimedia; Games (Kinaesthetic) that require physical response; group work (Field dependent) and structural presentation (Field Independent).
This variety of activities approach covers most learners learning preference and style. Extra materials are also available to challenge learners with higher abilities
Foster Creative and critical thinking skills
Tasks are designed to involve divergent and convergent thinking, learners learn to produce multiple answers, bring information from various sources to solve problem and task given, which require their imagination and originality.
Besides that, different tasks also require learners to compare, apply, and evaluate information learned to instil critical thinking skills. These make learning more meaningful and promote retention of knowledge for life.
Relate to prior knowledge
Contents are carefully selected from a variety of areas such as History, Science, Literature, songs, Social studies, and Global environment studies.
These topics provide opportunity to relate new information with their prior knowledge, which lead to higher interest and learning that is more meaningful.
Student centred learning
Learners are involved in projects, which encourage active participation, developing creative problem solving skills, application of new language in related context, promoting higher order thinking skills. Example of projects include; group presentations, creating posters, role-plays, puppet shows, murals, researches, and many more.
Learners also learn social skills and professional attitude by interacting actively with peers for common goals and chanting their favourites repeatedly throughout the school year.
At, we carefully plan our courses to reflect on the education philosophies, researches, and proven pedagogy known to us.
We believe that the best learning is the process of constructing meaning that involve applications, social interactions, relate prior knowledge, and other high thinking skills. These methodologies create value and sense by relating knowledge to learners themselves. The result is that the human mind is induced and motivated to assimilate more information in order to achieve equilibrium of learning.
In CLI, learners don’t just learn language skills, but topics actually cover general knowledge about the world, activities that help develop social skills, as well as high thinking skills. Students find themselves at the same time developing language skills, general knowledge, and real world skills.
To communicate in English in variety of contexts
Social skills and interpersonal skills
Real world skills
Creative thinking skills
Critical thinking skills
Learning and Exam strategies
Inspiration and guidance
Problem solving skills
Reading, writing, speaking, and listening skills
Our lessons provide variety of activities in language learning to maintain interest on topics learnt and ensure better internalisation, this activities include; role- playing, discussions, projects, research, games, presentation, creative writing, singing, and chanting. By learning interactively and participating actively, learners develop language skills quickly, thus, promoting higher order thinking skills. Learners acquire problem-solving skills, gain more control and responsibility of their own learning. These skills will be crucial in their adult life.
Learning and cognition.
Lessons are carefully designed to reflect on education theory.
We believe learning is an active process. Knowledge is best constructed by one’s active experience, interacting with prior knowledge, and synthesizing new meaning.
Knowledge cannot be transferred directly like a recorder; due to everyone have different prior experience.
Students learn by collaboration, thus, they exchange ideas with each other. According to Lev Vygotsky, knowledge is socially and culturally constructed, for example, when students share and talk about a topic they gain more understanding of the topic by assimilating additional information from each other
Generating interest that drive learners to learn, in order to achieve learning goals.
There are several ways our teachers are trained to keep students in high spirit of learning.
Reinforcements (Operant conditioning)
Several kinds of reinforcement
They include; smiles, good eye contact, voice intonation, nods, thumb up, and so many more.
Zone of Proximal development (ZPD)
Teacher constant evaluation of learners’ level provides a little more challenging task for learners; hence, it encourages them to improve. However, it will not be too difficult so that the learners don’t get discouraged and frustrated. The teacher provides just enough support to learners such as clear instructions, goals, and tools for learners to advance further and work independently (scaffolding). Little challenges at a time with adult help, build learners’ satisfaction of achievement and confidence, it also motivates learners to seek more challenge.
Gifts, stickers, or stars will be awarded when students manage to complete their tasks as told.
The learners will be praised when they earn it, hence, they will be able to appreciate the teacher’s praise.
Quick and delayed feedback
Quick feedback for activities and tasks such as Q&A. However, feedback for more complicated tasks such as Exam, assignment, and projects will take more time.
Relate topics to learners’ prior knowledge, learners construct new knowledge relying on their connection from the past. For example, they can relate animals with their pets at home. It builds up interest and value of topics in learners.
It allows students take ownership of learning, set their goals, and take responsible of their learning. This way, learners gain self-efficiency and independence.
Attention: Teacher use multimedia, videos, songs, surprises, illustrations, and other tools to arouse curiosity and attention in teaching.
It provides opportunity to apply their new learnt skills and knowledge to projects, activities, or tasks. In addition, it helps build high satisfaction of learning; learners test the value of the knowledge gained.
Our learning materials are packed with student friendly topics, fun games, songs, chant, stories, projects, and TPR activities that motivate learners’ participation and success in English learning!
52-1, Vista Magna, Block G, Jalan Prima 1, Metro Prima, 52100 Kepong, Kuala Lumpur
Kepong: 016-3697123 / 03-6243 0770 Sungai Buloh: 03-6151 3988