Key Stage 1
Year 1 (ages 5-6) and Year 2 (ages 6-7)
Key Stage 1 is a stage of the Junior School. Students in Key Stage 1 develop early literacy, numeracy skill and learn a broad range of subjects. Following the Cambridge International Primary Curriculum, attainment targets are set out for each student under each subject and assessments are conducted regularly to monitor the progressive performance of the students. The following subjects are part of Key Stage 1:
The programme of study for the English Language is Cambridge Primary English. It enables learners to communicate confidently and effectively and to develop the critical skills to respond to a range of information, media, and texts with understanding and enjoyment. Learners who follow this curriculum framework will develop first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.
Mutiara, therefore, adopts a flexible programme of content delivery with the teaching units spread across the Key Stages. Great emphasis on phonic knowledge acquisition, developing reading and writing skills are given in the curriculum, where writers and authorship are developed.
In Key Stage 1, a formal, organized and structured English lesson delivery supersedes the play-based learning in the Early Years.
Our mathematics curriculum strictly adheres to the four Cambridge Primary learning framework strands – number, problem-solving, organizing and using data, shape, space, and measures. It focuses on principles, patterns, systems, functions, and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject. The course content, scope, sequence, style of delivery and the teaching and learning philosophy are aligned for each year groups’ programme of study. Learners develop their mathematical skills through using a variety of methods like mental strategies, practical activity, written calculations, problem solving, discussions and application of basic skills.
At Mutiara, we recognize the importance and aim to develop in our students a sense of wonder and curiosity, a passion to explore and understand the wonderful world we live in. Through skill-based practical instruction, our pupils build a solid foundation in the essential knowledge, methods, processes, and uses of science; they are encouraged to use rational explanation to understand and convey how science can be used to explain what is occurring, predict how things will behave, and analyze causes, interactions, and relationships.
Our Cambridge Primary Science curriculum extends its four content areas into our interdisciplinary learning areas. The scientific inquiry underpins all the other subject starts with a focus on developing confidence and intense quest for scientific knowledge. A great emphasis is placed on instilling environmental awareness and responsibility in our young learners is delivered through the curriculum.
The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. Pupils are encouraged to be curious and ask questions about what they notice; they will develop their understanding of scientific ideas by using different types of scientific inquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping, and classification, carrying out simple comparative tests, and finding things out using secondary sources of information.
Mutiara combines Geography and History in a single subject of Social Studies for young learners.
Our Geography curriculum helps the learners understand their environment both locally and globally. They will develop knowledge about the world, the United Kingdom and their locality understanding basic subject-specific vocabulary relating to human and physical geography. They shall use geographical skills, including first-hand observations and investigations to enhance their locational awareness and fieldwork skills.
The History curriculum develops a learner awareness of the past, using common words and phrases relating to the passing of time. They learn where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods, using a wide variety of everyday historical terms.
ICT in Junior School lays emphasis on computing with a greater focus on programming, developing their critical thinking skills and exposing them to a range of modern-day technology uses. The learners are not only encouraged to communicate ideas and information using a variety of digital forms but also familiarised with the application of important principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
In Key Stage 1, they will learn the basics of algorithms and also create and debug simple programmes. Apps and software programmes like Scratch Jnr and Daisy the Dinosaur, Code.org will be explored.
Students will discover their potential by using a range of materials creatively. They will develop a wide range of art and design techniques in using color, pattern, texture, line, shape, form and space. The students will use drawing, painting, and sculpture to develop and share their ideas, experiences and imagination. Work is assessed formatively and is an ongoing process for each project.
By learning about the work of a range of artists, craft makers and designers, students will be respecting the differences and similarities between a variety of work from different times and cultures, and making links to their own work
In Key Stage 1, students learn to use their voices expressively and creatively through songs singing songs and speaking chants and rhymes. They learn how to play tuned and untuned instruments musically. Approached predominantly through musical games and activities the students are actively engaged in the plenary and subject matter in a practical and lively way, and with an ongoing continual assessment.
There are several opportunities for students to celebrate their newly discovered potential by playing and performing in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control, and expression. In addition, students experiment with, create, select and combine sounds using the inter-related dimensions of music giving them the opportunity to progress to the next level of musical excellence.
The school is committed to developing personal wellness and physical fitness of students. The PE Programme at Mutiara aims to provide students with an appreciation of their individual talents while teaching them the value of teamwork, competition, character, and selflessness. We place emphasis on the correct execution of related skills and encourage respect and good sportsmanship.
The Physical Education Department offers different sports which are selected from the British schools’ sports programme. The alignment of PE lessons to the International Schools Association of Kuala Lumpur’s sporting calendar provides a venue to showcase talents and skills mastered in PE lessons. The sports competition anxiety test and the yearly fitness test are some of the measurements that we use to assess and develop the physical and mental progress of our students.
PSHE programme at Junior School aims to develop the qualities and attributes our children need to nurture as responsible and contributing individuals to their family, the school, the community and the world at large. The curriculum is tailored to support a comprehensive development in each learner to build on their own experiences to ensure safety, mental health and emotional well-being. As members of family, class and school community they learn social skills, such as how to appreciate others qualities and skills, share, take turns, play, help others, resolve simple arguments and resist bullying. E-safety and online behavior is of key priority in the new curriculum as the school is moving forward with several technological initiatives.
(Bahasa Malaysia is made compulsory for all Malaysian students; Communication Malay is compulsory for non-Malaysian students. Students are allowed to select an additional foreign language of their choice among French and Mandarin.)
Bahasa Malaysia or Malay Language is a compulsory subject for Malaysian students. This is a requirement by the Malaysian Ministry of Education. Despite that, non-Malaysian students are encouraged to take up the language subject, particularly the Indonesian students due to the similarity between the two languages. The subject is introduced and taught to the students as early as Year 1.
The students are exposed to uncomplicated vocabulary, basic grammatical skills, and sentence structures, reading comprehension and other non-intricate linguistic components. Besides conventional teaching materials in the form of books, multimedia is widely used in the delivery of the subject via the use of smart boards or the projector screen. Collaborative learning is widely practiced in the classroom through group work and other interactive activities. In order to gauge the progress and performance of the students, evaluation is made in the form of coursework and summative assessment.
Communication Malay programme is designed to introduce foreign students to the basic communication skills of the Malay Language. The aim is for students to be able to converse in Malay with some proficiency and to enable them to settle into the real-life context of daily life in Malaysia.
The French program is designed to introduce the students to the French culture and language through the medium of authentic material. Students are encouraged to speak in French during classroom activities in order to increase their confidence in the language fluency and accuracy. Students learn new vocabulary and grammar through interactive language activities. Some project work is done in order to introduce French culture using the medium of stories and fables.
Mandarin is one of the foreign languages included in the curriculum for the junior school from years 1 to 6. One hour of learning is allocated per week for each year group. The syllabus adopts a new approach to teaching Mandarin as a Foreign Language. It is designed for junior students who start learning Mandarin as a complete beginner. The focus of the curriculum is on:
- Basic knowledge of ‘pinyin ‘ – syllable articulation.
- Basic knowledge of writing strokes and stroke order of characters
- Listening and speaking skills.
- Learning through authentic texts, rhymes, images, stories, and videos
- Tasks and activities designed for the target age group.
- Up-to-date topics that are relevant to junior school students.
Islamic Studies is a compulsory subject taught within the school timetable to all Muslim students. The subject focuses on producing individuals who lead a spiritual life, are upright in their behavior, have a caring and loving attitude towards themselves and others, and live harmoniously with nature.
Muslim students are taught the basic fundamental knowledge pertaining to their faith as advocated in the Qur’an and Hadith. Muslim students are also taught the practical aspects of being a good Muslim during Fardhu Ain classes. These classes will focus upon their moral behavior and in the proper manner of performing their Thaharah (rituals of purification) Wudhu (ablution) Shalat (daily prayers) and observing the Sawm (fasting).