Our Proven & Effective Teaching Methodology

  • We aim to equip children with the skills needed for success in this highly competitive and technology driven
  • We foster learning environment that encourage critical thinking, creativity, problem-solving, communication, collaboration, global awareness, and social responsibility in addition to  instilling in students the flexibility to readily adapt to changing technologies.
  • We integrate technology into our teaching, tapping into students’ interests and strengthening their technical skills, all while providing enriching learning opportunities.
  • Teacher-centered instruction has had its day. We employ student-centered approach. Cooperative learning sparks engagement in classrooms by encouraging interaction among the students themselves.
  • The students work just as hard as the teachers. No longer a one-woman show, the teacher’s role becomes that of a facilitator instead. This, in turn, leads to higher achievement, while promoting both team and class building.
  • We tailor learning experiences to differentiate among the individual needs of students in the classroom. There are three main learning styles: visual, auditory and kinaesthetic (learning by doing).
  • We differentiate by matching assignments to readiness levels, offering appropriate intervention or extension activities as required.
  • Small-group work is one of the most effective ways to meet the needs of diverse learners in large class settings. That’s why we divide children into small groups of similar learning abilities.
  • Involving children in the goal-setting process is an excellent way to encourage them to take ownership of their learning. We set a few critical goals around literacy, numeracy and behaviour.
  • We employ Assessment for Learning, or Formative Assessment, which is a data-gathering process used by teachers to help them customize instruction to match students’ needs. Summative assessments (exam or test at the end of the term) don’t always give a clear picture of what a student knows. Also, by the time the data is gathered, it’s already too late! The teacher is already moving to the next objective, leaving many students behind who haven’t fully grasped the previous content yet. To prevent this problem, our teachers monitor how the children are learning as they teach, using observations, questioning strategies, class discussions, exit tickets and learning logs among other methods. Teachers can then gauge the progress of individuals, groups, or the whole class, and they can adjust the process by supporting or challenging students as needed. These ongoing assessments allow teachers to keep their fingers on the pulse of the classroom to ensure that students are learning.
  • Coupling Formative Assessment with Summative Assessment, we are able to identify fast learners who can then move on to Express Class where they will be given more challenging material. Our Express Class program is a Premium program which will command higher yet very reasonable fees.


Program Cepat Membaca / Reading Made Easy by Oxford Phonics World

Our Reading Program Methodology

Brought to you by

Oxford Phonics World

Unleashing the genius within your child

We teach your child to read early from as early as 4 years old.  Our method is the first of its kind and is proven effective. It is different from the method used in conventional classrooms as the conventional classroom techniques allow less time for learners to spend on reading and discussing books and allow more time for worksheets drill. This conventional technique has been documented to be ineffective.  Through many years of teaching young children to read, our founder has found the best method of how to effectively teach literacy (reading & writing). She implemented an innovative teaching strategy which involves the use of computers and assistive technology. Through technology, she developed individualized and self-paced programs to effectively teach young children to read.

What makes this program highly effective is the immediate & individualized assessment by a teacher.  And its effectiveness is further enhanced by the fact that this program is no longer dependent on the teacher as the teacher role is no longer to teach but simply to assess. The teacher simply acts as a facilitator. The effectiveness of the teacher teaching method is now irrelevant hence, your child no longer needs the best teacher, just this BEST METHOD!

Every child has the capacity to succeed in school and in life. Yet far too many children fail to meet their potential. Research on early reading has identified that there are five major elements that contribute to early reading success i.e. phonemic awareness, phonics, vocabulary, comprehension, and fluency.  And throughout many years of teaching young children to read, our founder has developed the best method of how to effectively teach literacy ( reading & writing).

Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes–in words.   Phonemic awareness helps children realize that words, regardless of their form (oral or print), are made up of sounds.

Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:

– recognise the sounds that each individual letter makes;

– identify the sounds that different combinations of letters make

– blend these sounds together from left to right to make a word.

Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.

Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7.

Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.

Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’.

It is in the earliest years of formal education that children define themselves as learners, largely on the basis of reading success.

Combining research findings and our founder personal experience in teaching young children to read, we bring to you the first of its kind, effective and proven method to teach your child to read, using a world renown Reading program, Oxford Phonics World

to unleash the genius within your child.

Our systematic and structured approach is perfect for early readers or beginner readers (age 4 to 15) who are learning to read English.

  1. We employ Computer Assisted Learning followed by Immediate Individual Assessment by Teacher.
  2. Starting with Alphabet Recognition & learning the Sounds of the Letters of the alphabet (Phonics)
  3. Utilising phonics, we start with the easiest blend sounds forming 3 letter words. Your child will find this very easy to follow and this method ensures that your child does not get overwhelmed.
  4. We soon move on to reading sentences & paragraphs comprising the 3 letter words that the child has mastered. We also introduce the high frequency sight words in the sentences & paragraphs.
  5. Once, the child master these easy sentences and paragraphs, we slowly introduce the more complex blend combinations utilising phonics and we continue to increase the usage of the high frequency sight words.
  6. This way, your child will slowly master reading without all the frustrations.


We employ Computer Assisted Learning followed by Immediate Individual Assessment by Teachers.

This method is highly advantageous for your child as your child gets to learn at his/her own pace. A fast learner can learn more while a slow learner benefits by not rushing through hence avoiding loss of interest.

We employ “Talent development methodology” where we set high expectations for all students and ensures that all students receive a rich & demanding curriculum with appropriate support & assistance from the teacher.

This method is difficult and costly to implement but we are committed in TEACHING EVERY CHILD TO READ.

“The power to control our own fate began with our ability to read and write.”

“Kuasa untuk mengawal nasib kita sendiri bermula dengan kebolehan kita untuk membaca dan menulis.”

Combining all of the above with the Montessori Methodology, we create a  system that is truly a High Performance System employing Individualized Learning & Teaching.  This is because we recognize that it is the students who are learning while the teacher’s role is no longer teaching but to facilitate learning.  We strongly believe in Creating Independent Learners.  The earlier the child becomes independent learner, the better it is for both parents & child.


Without a strong foundation in preschool, the child will find it difficult to visualize when complicated concepts like number bonds, fractions and multiplications are introduced in Primary school.

  • Our mathematics learning program is a fun filled hands-on method of learning where concrete materials are used to introduce math concepts. Once the child understands that a number symbol written on a piece of paper also has a quantitative value, the kid is ready for abstract mathematics.

 Learning mathematical concepts in our classroom begins concretely and progresses towards the abstract. They are developed from simple to complex. Process is taught first and facts come later. Order, coordination, concentration, and independence are experienced by the child using these materials. The math activities are organized into five phases.

Phase 1 one introduces sets of one through ten which prepares the child for counting and teaches the value of quantity. Children begin to associate numeral and quantity with number rods and number cards. A child will gain a growing understanding of sequence. Spindle boxes, cards and counters, the short bead stair, and other 1- 10 additional counting activities a teacher may add, reinforce the one through ten numeral concept.

Phase two involves the decimal system using the golden bead material. The child will become familiar with the names of the decimal categories; units, tens, hundreds, and thousands. A concrete experience with each category is represented by beads. Quantity will be followed by symbol and association.

Phase three deals with the operations using the golden bead material. The concept and process of addition, subtraction, multiplication, and division are presented. Children work with each other and benefit from these exercises using the bank game. Progression then continues using operations with the stamp game.

Phase four consists of linear counting. Quantity is presented using the teen and ten boards followed by symbol and association. The one-hundred board and bead chains develop number concepts and recognition of numbers one through one-hundred. The bead chains also introduce the child to skip counting; five, ten, fifteen, twenty, etc.

Phase five contains activities such as strip boards, snake game, and memorization of facts. Fractions are also a part of this group. Fraction skittles and insets serve this purpose.

The activities in the Math area are not to be implemented at a set pace. Providing the child with the materials at precisely the right challenge level will enable the child to demonstrate his development to the teacher through his progress. A child that is able to grasp such math concepts as addition and subtraction demonstrates the successful use of the math materials. The materials are so beautifully designed and appropriate for each child during his sensitive periods of learning math. Mathematical apparatus provides the necessary stimulation for the child to learn math concepts more readily.

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