Category: News

How would you describe success at different stages in your life? Would it be sufficient to achieve the highest grades, or get access to the best universities globally for your future career and beyond?

The new normal has changed the face of education and learning like never before. Robotics,  automation and artificial intelligence are already transforming the workplace and no one can predict what successful careers or professions will look like in the future. However, we can forecast the quality of the people who will thrive in times of change.

The exponential rise in technological advancements and changing scenarios of jobs and workplaces clearly calls for students and future leaders who have the knowledge, skills, creativity, thinking and ability to learn and adapt in unprecedented times.

– The Fourth Industrial Revolution

At Charterhouse Malaysia, we believe in educating students for the new reality so that they are flexible in the face of change and resilient against setbacks. We allow students to take ownership of their learning, exercising agency in their education and life beyond. Hence, Charterhouse provides ample opportunities, supportive environment and structured framework you need to become the driving force behind your growth and development. Our Cambridge IGCSE and A Levels programmes are deliberately and carefully designed to provide students with the opportunities and support needed for personal and collective growth, and the framework within which you can plan, monitor, reflect, evaluate, adjust and showcase your learning journey.

Charterhouse Learner’s Portfolio – Nurturing future leaders

The belief at Charterhouse International school puts faith in our students as leaders and consequently, during their time with us, they will be provided with numerous ways in which to inspire others. All students are automatically members of the Charterhouse Forum, a student-led body that is responsible for the personal development of all our students. The Forum is democratically led by an Executive Committee and subcommittees reporting to the executive providing many leadership opportunities under many different strands of activity such as sports, performing arts, community outreach, technology, trips, well-being etc.

Students taking the Cambridge IGCSE or A-Levels are expected to participate in a broad range of activities where they develop skills that will be transferable to all walks of life, whatever they choose to be in the future. Their participation and development within the Forum will be guided by our Design Thinking process (WEAVE) and will be evidenced in their Charterhouse Learner’s Portfolio, in readiness for their applications to top universities globally.

Hence, Charterhouse Learner’s Portfolio (CLP) will act as the vehicle through which you chart your intellectual, ethical and spiritual growth. For personal growth to occur, the development of the CLP involves real, purposeful activities, with significant outcomes; personal challenges or tasks that extend you but are achievable in scope; thoughtful consideration, such as planning, reviewing progress, reporting, reflection on outcomes and personal learning.

Here are 7 elements of the Learner’s Portfolio that make it an integral part of future-ready education.

1. What kind of activities/tasks does CLP include?

The strands of CLP include:

• Academic
• Independent Learning Projects
• Career and University Research
• Co-Curricular Activities
• Creative and Performing Arts
• Health, Fitness and Sport
• Life and 21st Century Skills
• Community Service
• Enterprise
• Student Leadership

2. What life skills will you develop through CLP?

 Through the building of your Charterhouse Learner’s Portfolio you will:

• become a reflective thinker: you will understand your own strengths and limitations, identify personal goals and devise strategies for personal growth
• be adventurous and courageous: willing to accept new challenges and new roles, often outside of your own comfort zone
• be aware of yourself as members of communities: with responsibilities towards each other and the environment
• be socially responsible: be an active participant in sustained, collaborative projects
• find balance: you will enjoy and find significance in a range of activities involving intellectual, physical, creative, and emotional experiences.
• become SPECTRA Smart: embracing the full depth of human intelligence.
• be ‘Future Ready’: equipped with the skills and resilience needed to succeed in an uncertain future.

3. How does CLP showcase your talent and abilities?

The CLP will provide evidence that you have:

• increased your awareness of your own strengths and areas for growth
• undertaken new challenges
• planned and initiated activities
• worked collaboratively with others
• shown perseverance and commitment to a project
• engaged with issues of local, national and global importance
• considered the ethical implications of your actions
• developed new skills
• embraced the full breadth of your human intelligence

4. What evidence does CLP provide to support your application?

• Digital portfolio
• Self, peer, mentor and teacher assessments
• Community impact testimonials
• Certificates of participation and/or achievement accompanied by self, peer, mentor and teacher reflections and feedback
• Activity/Event participation logs accompanied by self, peer, mentor and teacher reflections and feedback
• Smart Targets/Goals with appropriate documentation to demonstrate monitoring and reflection
• Records and examples of growth in academic work, skills and SPECTRA Smarts
• Records of Leadership positions held: Job description, goals, growth within the role, accomplishments
• Career Tests, University and course summaries with evaluations

5. How is the progress of CLP monitored?

House Tutors will be responsible for monitoring your progress with your CLP and ensuring that you are fully engaged. Planning activities and other opportunities to develop within each of the strands and in respect of the 9 learning outcomes is a key responsibility of the House Tutor in partnership with you, although some activities will be the responsibility of the Charterhouse Forum, House Guardians, committees of teachers and School Leadership Team.

A Canvas course will be created for each House Tutor Group where the planning, monitoring and evaluation of all activities of your learning journey will be recorded. In essence, this is your working folder and is for internal use only. You will be expected to organise your folder into the different strands and provide supporting evidence of your learning journey.

6. How do you present the CLP in school?

We will be using Portfolium for the presentation of your CLP. Each of you will create an account online and at designated times in the Term will be asked to upload evidence to your personal portfolio. Links to your CLP will be shared with the admissions teams at the various universities that you apply to. This will be via your personal statement or reference from the school.

7. How does the grading of the CLP take place?

CLPs will be awarded one of 4 possible grades:

• Distinction
• Merit
• Pass
• Not passed

The academic performance of students will be expressed as a percentage at the end of their academic programme and will count with the CLP towards their graduation honour in the ratio of 80:20.

Charterhouse Malaysia – Education for a new reality

Our take on the Cambridge IGCSE and A-Levels involves moving away from a traditional education model that focuses exclusively on academic intelligence and the accumulation of knowledge – to one which empowers the students and embraces the full depth of human intelligence; we prepare young people for future successes. In the coming age of AI, when everything that can be automated will be, those who will flourish will be the ones who can work with the robots, not be outsmarted by them. They will be able to manage interpersonal relationships and successfully cooperate and collaborate with others. They will also be alert to their environment and able to adapt; understand the process of learning and be committed lifelong learners; be physically healthy and active, and be compassionate and caring towards others.

We refer to these five qualities  –  connect, notice, learn, move and give – as “Five for Life”,  a  cornerstone of Charterhouse Asia’s unique education programme. Our school culture and curriculum are designed to develop these core qualities in students. When they graduate, they will have both the exam results and the life skills to achieve their full potential. They will be “Future-ready”, having a confident take on the world’s complexity and opportunity.

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Charterhouse Malaysia is an English-medium International School offering Cambridge IGCSE and A-Levels. We are located in the heart of Sri Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills.

In an era where technology is transforming the future of the workplace to an extent that it is difficult to predict what successful professions will look like in the next 10 years, there is a need for a ‘Future Ready’ education that caters to the new reality.

In a report entitled THE FUTURE OF EDUCATION AND SKILLS, EDUCATION 2030, Organization for Economic Co-operation and Development (OECD) mentioned that “Future-ready students need to exercise agency, in their own education and throughout life. Agency implies a sense of responsibility to participate in the world and, in so doing, to influence people, events and circumstances for the better.” It further states that “To help enable agency, educators must not only recognise learners’ individuality, but also acknowledge the wider set of relationships – with their teachers, peers, families and communities – that influence their learning.”

The world is clearly looking forward to students and future leaders who have the knowledge, skills, creativity, thinking and ability to learn and adapt in unprecedented times.

But What Does a Future-Ready Education Look Like?

The first step towards creating a future-ready education is a paradigm shift from the traditional teacher led-learning to student-centred learning. Student-led learning is a powerful method that steps away from the one-size fits all approach. It embraces the concept of personalised learning which allows learners to discover their passion and interests while reaching their full potential.

It also allows students to make mistakes, learn from them and try again – a great way to promote creative thinking, problem-solving and innovation.  The most amazing thing about student-led learning is that it empowers students to play an active role in their education, motivating them to be committed lifelong learners.

To prepare students for the world of tomorrow, schools need to focus more on the skills and adaptability required to match the competition faced in this changing world. They need to develop the skills that artificial intelligence and robotics cannot substitute for.

This calls for learning on a deeper level- an environment that provides opportunities for critical thinking and the application of skills in real-life situations.

Finally, it is time for schools to allow students to exercise agency. When students are allowed to take ownership or responsibility for their learning, it motivates them to grow and be actively involved in the process.

Future-Ready Education at Charterhouse Malaysia

Charterhouse Malaysia’s unique education programme ensures that our students will have the confidence to take on the world’s complexities and opportunities. The school day is designed to furnish students with opportunities for collaboration and leadership.

Charterhouse Malaysia’s Spectra Smarts approach develops students’ full range of human intelligence and is designed to bring out the best of what it means to be human so that graduates are ‘Future Ready’, and equipped with the tools needed to succeed in a high-tech future. In addition, students learn to solve problems using Design Thinking – a powerful, human-centred thinking methodology used by scientists, innovators and entrepreneurs to solve the world’s most complex problems. This flexible, creative approach to problem-solving gives students an edge, enabling them to use their innately human qualities such as empathy to complement rather than compete with Artificial Intelligence in the changing landscape of work and industry.

Charterhouse Malaysia requires each student to complete an  Independent Learning Project, combining students’ newfound innovation and emotional intelligence skills with a commitment to serve. Working with the community enables students to engage in active learning, and to acquire valuable life lessons by using ethical research approaches to solve problems in the community. These opportunities and experiences culminate in the submission of an academic essay, earning students the Cambridge International Project Qualification (IPQ). The qualification is worth 1 AS level and is highly regarded by the worlds’ top universities.

The culture of Charterhouse is designed in a way that nurtures independence, maturity and responsibility to best prepare students for the transition to university. A focus on interdependence and interconnectedness among the students, the school and the local community, instil respect for strong relationships and the value of good community ties.

We also give students the time to explore their own academic and personal strengths and passions. Whether it be learning to play the violin or getting to grips with advanced physics, Charterhouse ensures that they discover the value of learning something in depth.

Charterhouse Forum – Creating Future Leaders

At Charterhouse Malaysia we believe all our students are leaders and consequently during their time with us they will be provided with numerous ways in which to inspire others. All students are automatically members of the Charterhouse Forum which acts as a vehicle for them to explore leadership opportunities; to take on roles of leadership or to be active team members, and to have a substantial impact on the Charterhouse Malaysia community and beyond.

The Charterhouse Forum is a student-led body that is responsible for the personal development of all our students. The Forum is democratically led by an Executive Committee and subcommittees reporting to the executive providing many leadership opportunities under many different strands of activity such as sports, performing arts, community outreach, technology, trips, well-being etc.

Students are expected to participate in a broad range of activities where they develop skills that will be transferable to all walks of life, whatever they choose to be in the future. Their participation and development within the Forum will be guided by our Design Thinking process (WEAVE) and will be evidenced in their Charterhouse Learner’s Portfolio in readiness for their applications to top universities globally.

Charterhouse Learner’s Portfolio

Charterhouse Learner’s Portfolio is a unique part of our ground-breaking programme which acts as the vehicle through which you chart your intellectual, ethical and spiritual growth: your learning journey.

While the Learner’s Portfolio provides the framework within which this Learning Journey will evolve, students will apply Design Thinking and WEAVE within this as their guides for mapping the journey out.

The Charterhouse Learner’s Portfolio will provide evidence that you have:

• increased your awareness of your own strengths and areas for growth
• undertaken new challenges
• planned and initiated activities
• worked collaboratively with others
• shown perseverance and commitment
• engaged with issues of local, national and global importance
• considered the ethical implications of your actions
• developed new skills
• embraced the full breadth of your human intelligence

It is our belief that a student that achieves top academic results will open the doors to the best opportunities after school, but the student with a well-developed Learner’s Portfolio will have the depth and breadth of experiences, knowledge, skills and understanding that will allow them to walk through these doors. The Forum, our leadership programme, will develop students that are ‘Future Ready’.

At Charterhouse Malaysia, we do not see our goal solely as being able to help you gain access to the best universities globally or achieve the highest A-Level grades. We aim for you to be ready to succeed at school, at university and in your careers and lives beyond. To achieve this we will ensure that you are “Future Ready”.

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Charterhouse Malaysia is an English-medium International School located in the heart of Sri Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills. Be a Founding Carthusian and apply for A Levels here.

Times have changed.

People have evolved.

Education in this day and age can be challenging; to both student and teacher alike.

However, embodying modern-day learning has been the very essence of Charterhouse Malaysia. Let’s find out how the holistic education and three-dimensional curriculum at Charterhouse nurtures a student’s intellectual growth along with their ethical and spiritual development.

The Three-Dimensional Curriculum at Charterhouse

In our mission to Study, Create and Inspire, Charterhouse Malaysia has always been stalwart in innovating robust and holistic curriculum to prepare students for the Cambridge International A level and IGCSE examinations – accepted by universities worldwide.

The high standards of teaching and scholarship at Charterhouse Malaysia drives intellectual development. The school maintains small classes with an emphasis on independent study and research. Engaging in independent learning projects not only supports strong university applications but also develops critical thinking skills and nurtures important personal values such as honesty, resilience, empathy and respect for others.

A Day in The Life of A Carthusian

A holistic education requires an environment conducive to learning which is why the school day at Charterhouse is designed to provide a myriad of opportunities for collaboration and student leadership. These activities support the healthy development of a student and accentuate our school culture which declares that a person’s success is measured in their value to others. That being said, students are encouraged and motivated to push themselves further in an environment that allows them to bring out the best in themselves.

Students acquire ethical understanding by identifying and investigating the nature of ethical concepts, values and reasoning. Participating in community projects teaches them to develop respect for others and learn to act with ethical integrity. In an environment that respects the individual and relationships, students develop compassion and mindfulness, which promotes the development of the ultimate human qualities leading to spiritual development.

Students graduate from Charterhouse Malaysia with more than a comprehensive and recognisable qualification. They also have the knowledge, skills and future-ready qualities to have a confident take on the world’s complexity and opportunities.

Intellectual, Ethical and Spiritual Development of The Student

Through holistic education, Charterhouse Malaysia prepares students to meet the demands of university life and beyond. We believe intellectual development is not just limited to academic intelligence and the accumulation of knowledge. It includes being smart about people, understanding, thinking, feelings, situations and oneself.

Our training of the mind through the Spectra Smarts approach aims to develop the full scope of interwoven human intelligence. Students learn to explore a different aspect of human intelligence every week using sources of wisdom from around the world.

In the coming age of Artificial Intelligence, when automation will dominate the industry, those who will flourish will be the ones who can work with the robots, not be outsmarted by them. Our unique approach, Spectra Smarts, is designed to bring out the best of what it means to be human so that our graduates are ready to succeed in a high-tech future.

In addition, our students are taught to solve problems using design thinking – an innovative process widely used by scientists, inventors and innovators. It gives students the skills to solve problems creatively and use their innately human qualities to complement rather than compete with AI.

Charterhouse Malaysia’s approach to Design Thinking is called “WEAVE”: Wonder, students engage with a problem or unanswered question; Explore, they use research skills to consider the barriers to solving the problem; Apply, they prototype possible solutions; Value, they refine their work based on feedback from their peers, teachers and the community; and Exhibit, they launch their finished product.

To promote ethical and spiritual development, Charterhouse emphasises Independent Learning Projects and commitment to service to get the students active in the community. The independent learning programme encourages students to reach out and go into the community, interact with the people, work with them to identify the challenges and come up with solutions. In this way, they learn to have a real and meaningful impact on the community they are in and carry the valuable life lessons with them, be it in the university or their workplace in the future.

Charterhouse Is Not Just Academics – It’s The Mind, Body & Soul

The culture of Charterhouse is designed in a way that nurtures independence, maturity and responsibility to best prepare students for the transition to university. A focus on interdependence and interconnectedness among the students, the school and the local community, instil respect for strong relationships and the value of good community ties.

We also give students the time to explore their own academic and personal strengths and passions. Whether it be learning to play the violin or getting to grips with advanced physics, Charterhouse ensures that they discover the value of learning something in depth. We set aside time for the arts, such as drama and music, which have the added bonus of enhancing teamwork and self-confidence.

The era of AI and robotics calls for people who will be able to manage interpersonal relationships and successfully cooperate and collaborate with others. They will also be alert to their environment and able to adapt; understand the process of learning and be committed lifelong learners; be physically healthy and active, and be compassionate and caring towards others.

We refer to these five qualities – connect, notice, learn, move and give – as “Five for Life”, a cornerstone of Charterhouse Malaysia’s unique and holistic education programme. The school culture and curriculum at Charterhouse are designed to develop these core qualities and train the mind, body and soul of the students. When Carthusians graduate, they will have both the exam results and the life skills to achieve their full potential. They will be intellectually supple, strengthened by a tradition of moral purpose and ready to contribute to their communities and the world at large.

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Charterhouse Malaysia is an English-medium International School located in the heart of Sri Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focusses on equipping students with a Future Ready perspective and skills. Be a Founding Carthusian and apply for A Levels here.

The History of Charterhouse

Founded in 1611 in London, Charterhouse was erected to give 40 poor scholars a chance to forge better lives. Today, Charterhouse is one of the UK’s leading independent boarding and day schools, providing an exceptional learning experience for boys and girls aged 16 to 19.

Also known as a British Public School in the United Kingdom, an independent school is a group of institutions offering secondary school education for a fee, independent of the government in terms of administration and endowment. The term ‘public school’ was used in the sense of being open to students irrespective of their denomination, parents profession or locality. It came into existence in the 18th century and was made formal by the Public School Act 1968. Charterhouse was one of the seven prestigious schools reformed by the Act, along with Eton, Shrewsbury, Winchester, Harrow, Westminster and Rugby.

The belief in education to build better lives is the core of the mission at Charterhouse. It attaches itself to the principles of equality, diversity and inclusion. The school defies every kind of discrimination, inclusion and malice in any form promoting British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance.

Charterhouse Malaysia

In 2021, Kuala Lumpur welcomed Charterhouse, one of the founding seven British Public schools, into the locality of Sri Hartamas. The establishment of Charterhouse Malaysia presents merits of service, excellence and a sense of community, similar to its British counterpart. What’s most exciting, however, is the fact that the Asian edition of Charterhouse benefits from having the best of both worlds – A heritage that stems from hundreds of years, and the position to harness the exciting potential of the future in an ethnocultural society.

Charterhouse Malaysia is an international sixth form college where the Cambridge International A Level and IGCSE Courses are taught in English, equipping students with the knowledge and skills required to succeed in a complex, fast-changing and multi-cultural society to be future leaders.

Living by Charterhouse Values – A Purpose-driven Education

The academic and pastoral programmes in Charterhouse encourage students to develop their unique strengths and abilities to flourish and become the best possible versions of themselves.

We recognise that we each have a responsibility to reflect upon everything we have been given.  We strive to make the most of the opportunities available to us.

Charterhouse believes in an education that lasts a lifetime; beyond achieving qualifications and passing examinations. It aims to equip its students to lead a purpose-driven life by providing a holistic education based on tradition. The school seeks to instil a sense of character based on compassion, integrity and sound judgement, a commitment to serve society and a readiness to contribute to the common good.

The five core values of Charterhouse include Responsibility, Moral courage, Perseverance, Open-mindedness and Kindness.

Responsibility

We promote a sense of responsibility in our students. We model individuals who are self-disciplined and self-aware, committed to serving and supporting the community around them.

Moral Courage

We hold ourselves with integrity and do what is right even if it is hard. We realise the impact of our behaviour on those around us and strive to leave a positive impact.

Perseverance

We teach our students to persevere in the face of adversity. We encourage them to work hard and overcome challenges, learn from mistakes and be the change that the world needs.

Open-mindedness

We are courageous to take up new opportunities and accept the perspectives of others.

Kindness

We are accepting of ourselves and our abilities, and are considerate of the needs of others.

Inspired by tradition and informed by contemporary thinking, Charterhouse gives students the skills to make them future-ready.

Instilling Carthusian Values Within A Contemporary Campus

The contemporary campus and modern school environment are informed by the work of David Thornburg, one of the leading futurists in educational technology. We have developed the four archetypal learning spaces (the campfire, cave, watering hole, and mountain top) identified by Thornburg in our school using cutting-edge design and materials.

The ‘campfire’ at Charterhouse Malaysia is a classroom where students gather to listen to the teacher, ask questions and learn from each other. The notion of ‘cave’ refers to the library and quiet corners in the school where students can withdraw from the noise and reflect on their learning.

There are several ‘watering holes’ scattered around the campus. These are informal spaces where students can get together and share ideas, collaborate and learn from each other. Finally, the ‘mountain top’ analogy refers to areas where students may demonstrate knowledge and understanding. It is the ‘peak experience’ where students demonstrate knowledge and subject mastery. These are spaces that include auditoriums, gallery spaces and multimedia networks.

The contemporary design of the learning spaces at Charterhouse allows movement and flexibility. Which, in turn, leads to increased social engagement, improved concentration and better academic performance.

The Community at The Heart of The School

Charterhouse is located in the vibrant hub of Sri Hartamas and in close proximity to the cosmopolitan neighbourhood of Mont Kiara and Solaris, an area with a significant expatriate population and an international outlook, much like the school itself. At Charterhouse, we believe in fostering a strong sense of community. Be it the campus, learning spaces or curriculum – the school encourages connections. We treasure connections because when schools, caregivers, communities and families work together to support learning, students become more committed to their studies and show improved results.

Our connection with the urban environment runs deep as a service-learning campus. The school is set in a repurposed, retro-fitted structure; sending a strong message about sustainability to benefit the local community with our presence. This connection ensures that our students carry the values imbibed in school as they move out in the world as community-minded global citizens.

Charterhouse Malaysia prepares students for the A level and IGCSE exams, as well as university admissions. Our unique and robust curriculum inspires them to be future leaders, ready to take on the complexities and challenges of the changing world courageously.

Our training of the mind through Spectra Smarts approach helps them develop their full intelligence, design thinking teaches them to solve problems creatively and our independent learning projects, combined with the Charterhouse Forum, allow them to collaborate, work in teams and get active in the community as they learn valuable life skills preparing them for a smooth transition into university life.

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Charterhouse Malaysia is an English-medium International School located in the heart of Sri Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills. Be part of a Future Ready education and Apply for term 2022.

“The world has changed so fundamentally in the last few decades that the roles of learning and education in day-to-day living have also changed forever”.

 – From the book 21st Century Skills: Learning for Life in Our Times

The past year has witnessed an unprecedented surge in digitisation and technological advancement that none of us had ever imagined. While the transition might seem difficult, it has opened a world of possibilities and opportunities for human growth and advancement. The future is unpredictable but we have to be ready for it.

Schools now have the responsibility to prepare students for future jobs that we do not know of and technologies that are yet to be invented.

When learning has already surpassed the physical boundaries of the classroom, the holistic development and well-being of students need to be prioritised more than ever. Holistic development refers to the intellectual, social, emotional, mental and physical abilities of a child that enables them to face the challenges of personal and professional life.

In its report entitled THE FUTURE OF EDUCATION AND SKILLS, EDUCATION 2030, Organization for Economic Co-operation and Development (OECD) mentions that “students will need to develop curiosity, imagination, resilience and self-regulation” to navigate the unpredictable future. They will also “need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity.  Their motivation will be more than getting a good job and a high income;  they will also need to care about the well-being of their friends and families, their communities and the planet”.

Co-Curricular Activities and Personality Development

Every child has a unique personality and the curriculum must be able to help the child discover their passion and interests while becoming the best version of themselves. Co-curricular activities play a vital role in the holistic development of the students by equipping them with the abilities, skills and values to face the challenges of the future.

Unesco defines Co-curricular activities as “A range of activities organised outside of the regular school day, curriculum or course intended to meet learners’ interests. These activities can help learners become more involved in their school or community and can help them to develop social and soft skills and to promote wellbeing. These activities can include athletics, sports, voluntary work, photography, drama, music, etc.”

By participating in such activities outside the boundaries of textbooks, students get an opportunity to explore their interests and hobbies as they develop the ability to multitask and manage their time effectively.

Skills like creative thinking, problem-solving, analytical thinking and critical thinking also come as part and parcel of participating in co-curricular activities as students learn to examine concepts, come up with new ideas to solve problems and analyse the reason behind different situations.

They also develop leadership skills by taking accountability for their actions, setting goals and motivating others to work towards their goals. Working in a team allows them to develop social and emotional skills as they learn to collaborate, build good relationships with their peers, control their emotions and empathise with others.

“Future-ready students need to exercise agency, in their own education and throughout life.  Agency implies a sense of responsibility to participate in the world and, in so doing,  to influence people,  events and circumstances for the better,” premises OECD in its report, THE FUTURE OF EDUCATION AND SKILLS, EDUCATION 2030.

Developing 21st-century skills – The Charterhouse Way

At Charterhouse Malaysia, we believe in nurturing students with the skills, values, knowledge and attitude that makes them confident to navigate through any uncertainty in future, seizing opportunities and finding solutions to complex problems. We find that intelligence is not just limited to academic knowledge. It includes being smart about people, understanding, thinking, feelings, situations and oneself. The curriculum at Charterhouse is designed to encourage students to think critically, creatively and inquisitively about the information they acquire. These aren’t simply taught in the classroom, but are fused into each lesson, interaction and co-curricular activities at Charterhouse.

Spectra Smarts

Central to this is “Spectra Smarts”, a unique approach that draws on ancient wisdom to develop the full scope of interwoven human intelligence. Spectra Smarts is informed by the work of Professor Rose Luckin, a leading expert in the application of AI in education and author of “Machine Learning and Human Intelligence”, but the approach is our own.

Each week a different aspect of human intelligence is explored using sources of wisdom from around the world. From Chinese philosopher Confucius to Indian scholar Vishnu Sharma, students learn to recognise and think deeply about human intelligence in its various forms.

Design thinking

Another skill deeply incorporated in the Charterhouse curriculum is problem-solving. We use design thinking to teach students to solve problems. It is an innovative process widely used by scientists, inventors and innovators. Charterhouse Malaysia’s approach to design thinking is called ‘WEAVE’: Wonder, students engage with a problem or unanswered question; Explore, they use research skills to consider the barriers to solving the problem; Apply, they prototype possible solutions; Value, they refine their work based on feedback from their peers, teachers and the community; and Exhibit, they launch their finished product.

Students have plenty of opportunities to develop their problem-solving skills throughout the school year. They use the WEAVE process to gain deep insight into their International Project Qualification and other curricular and extracurricular activities.

Independent Learning Programme (ILP)

The Independent Learning Programme (ILP) forms an integral part of our curriculum at Charterhouse Malaysia. Over the course of their programme, our learners conduct an Independent Research Project aimed at solving a real-world issue. The project should be linked to the curriculum in one or more of the learner’s subjects. However, a criterion for every project will be that it serves some social or charitable purpose, provides benefit in some way, solves a problem, or otherwise meets the needs of a community.

Engaging in independent learning projects not only supports strong university applications but also develops critical thinking skills and nurtures important personal values and attributes such as honesty, resilience, empathy and respect for others.

The school day at Charterhouse is designed to provide opportunities for collaboration and student leadership. Our pursuit in supporting the healthy development of a student is ingrained in our values, curriculum and co-curricular activities at Charterhouse and underscores our school culture which declares that a person’s success is measured in their value to others.

Paving the way for the future through the Charterhouse curriculum

 The best part is that the range of activities throughout your span in school is captured in Charterhouse Learner’s Portfolio that acts as a curriculum vitae showcasing all your accomplishments, learning and participation in school. Therefore, when you apply to the university you have a solid portfolio which reflects your personality development and gives you a confident stance in answering questions as you know exactly what you have participated in, and the why and what of your learning from it.

Good grades alone are not enough to secure a place at the world’s most prestigious universities. The admission officers at the top-ranked universities want to see evidence of an enquiring mind and an ability to think and work independently. They look for students who are original thinkers and persevere in the face of adversity. They need to know that a student can face challenges, overcome them, collaborate, solve problems and contribute to the lives of the people.

Education is the passport to the future, for tomorrow belongs to those who prepare for it today. – Malcolm X

Are you ready to be part of a Future Ready curriculum? Enrol at Charterhouse Malaysia today and make the most out of The Founding Carthusian Award. Find out more information at https://www.charterhouse-htms.edu.my/open-days-school-visits/ 

When you reflect on your life at school, what do you remember the most?

Is it the friends who supported you through thick and thin, the teacher who inspired you to be who you are today, the compelling classroom discussions or other memorable experiences you can cherish for a lifetime? Throughout the years, there are a few things that you remember and many that you tend to forget, but the impact that an event or person made in your life stays with you forever.

This makes service-learning a principal aspect in education – its ability to make a difference in the lives of both students and the community involved. While it may seem that service learning benefits the community immensely, it makes an equally important impact on the lives of the students who participate in it.

What is service learning?

Researchers Janet Eyler and Dwight Giles^a define service-learning as “a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems, and at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding for themselves”.

It is also important to note that service-learning is different from community service, volunteering, internship and field education even though it shares similar components. While community service and volunteering focus strongly on service goals, field education and internships, and lean towards attaining knowledge or learning, service-learning, on the other hand, emphasises both service goals and student learning equally. Service-learning is connected to the course curriculum and the activities have clear learning outcomes. They address the real needs of the community and provide students with an opportunity to reflect on their experiences.

Participating in service-learning activities also allows them to gain a better understanding of their strengths and weaknesses. For example, they might discover how well they can cope when exposed to stressful situations but find it difficult to lead a team. Or they might even learn of innate talents and abilities they never knew about. When they are exposed to different situations, they get an opportunity to build on these skills and work on weaknesses.

Aside from academic and self-developmental reasons, service-learning is great for the adolescent brain because it allows them to socially connect with other people, showing a positive effect on their emotional, physical and mental wellbeing. According to Stanford Medicine^c, strong social connections lead to increased longevity and improved immunity. On the other hand, people who can connect well with others are more likely to develop higher self-esteem, have empathy for others and less likely to fall into depression.

Most of all, when they focus on the problems faced by others instead of their own, it shows improved health and reduced stress levels. The London School of Economics and Political Science^d found a link between self-reported levels of good health and happiness and formal service work. Giving back to the community makes people feel happier and improves their mood.

Giving back to the community – The Charterhouse Way

Apart from the myriad of benefits reaped by the giver, it encourages students to become active participants in their community and work towards overcoming challenges together to make the world a better place. The WHO states: “With more than 40% of the world’s population under the age of 24 years, young people have to be part of any meaningful solution to the world’s challenges – and this is their right”.

At Charterhouse Malaysia, we believe our duty is to help students achieve this in a proper manner. And this is done by providing them with the best tools, knowledge, skills and passion to have a positive impact on the community and the wider world as a whole.

Our school ethos is rooted in the three ambitions we have for our students – to study, to create and to inspire. We believe that education is not only about memorising or regurgitating information. It is the ability to think independently, solve problems and adapt to new situations.

Creative thinking is fundamental to deeper learning and is at the heart of everything we do. Carthusians are engaged in the Independent Learning Programme (ILP), which forms an integral part of our curriculum at Charterhouse Malaysia. Throughout their two-year programme, our students conduct an Independent Research Project that encourages them to solve a real-world problem. The project is linked to the curriculum in one or more of the subjects that the learner is pursuing. However, a criterion of every project is that it should be of “demonstrable value to others”.

Hence, we take it a step further and embed it into the concept of service-learning. Students must reach out and go into the community, interact with the people, work with them to identify the challenges and come up with solutions. In this way, they learn to have a real and meaningful impact on the community they are in and carry this vital knowledge with them, be it in the university or their workplace in the future.

Carthusians are also provided with opportunities within the school and through learning projects in the wider community to make a difference and inspire others. The traditional house system – adopted from Charterhouse UK – emphasises participation rather than skill, instilling in students a sense of camaraderie and community.

When students engage in independent learning projects embedded in service learning, they develop critical thinking skills and important personal values and attributes such as honesty, resilience, empathy and respect for others.

Through community projects, students develop respect for others and learn to act with ethical integrity. In an environment that respects the individual and relationships, they develop compassion and mindfulness, which fosters the development of ultimate human qualities.

The activities at Charterhouse Malaysia supports the healthy development of a student and accentuates our school culture, which declares that a person’s success is measured in the value of others.

Students graduate from Charterhouse with much more than a renowned qualification. They also have the skills and future-ready qualities that will allow them to move confidently and responsibly in the world.

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Charterhouse Malaysia is the Asian extension of one of the original 7 public schools in the UK. A Future-Ready education awaits at one of the most prestigious institutions in Asia. Be part of the Founding Carthusian today.

Reference

a. Where’s the Learning in Service-Learning?
b. Vanderbilt University
ResearchGate
ResearchGate
Open Colleges
c. Stanford Medicine
d. London School of Economics

Charterhouse Malaysia is an English-medium International School located in the heart of Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills. Find out more here: https://www.charterhouse-htms.edu.my/open-days-school-visits/

Artificial intelligence is transforming The World. The past half-century has seen a seismic global shift towards, and radical growth in the power of computers. This is known as the ‘Fourth Industrial Revolution’, and its impacts have been felt in every industry and society the world – over. In addition to the decline in ‘traditional’ roles in the manufacturing and service sectors caused by increased automation, Artificial Intelligence is causing revolutionary changes in all facets of life, from self-driving cars and drone technology to virtual personal assistants, and software that can invest and translate. Such rapid changes make it very difficult to predict what successful professions and careers will look like in the future.

What will happen to the translators, investors, engineers and all of the other professions who may be replaced by artificial intelligence? While it may seem like the robots are ‘taking over’, important research by Think Tanks such as the World Economic Forum paint a much more optimistic view of the future.

In ‘The Future of Jobs’ Report (2020) The World Economic Forum has listed several skills and attributes that are vital for human beings to thrive in the 21st Century. What separates us from Artificial Intelligence are the inherent and unique traits that make us human, such as social and emotional intelligence, and creative thinking. These are skills that Artificial Intelligence will never be able to replicate. These are skills that schools must instil and nurture in their students to ensure a happy and prosperous future for all.

Recognising the importance of preparing young people for an uncertain future within the fourth industrial revolution, Charterhouse Malaysia has developed a purpose-designed curriculum that will produce ‘Future Ready’ graduates, equipped to take on whatever challenges the future might hold.

Here’s a look at the nine “World Economic Forum’s key skills to thriving in the Fourth Industrial Revolution, and how Charterhouse Malaysia’s purpose-built curriculum shapes students into the leaders of tomorrow.

1. Creative Thinking

Creativity is an invaluable skill in any career and is becoming increasingly vital to solving complex problems that AI cannot. Developing strong critical thinking skills requires people to depart from using conventional or ‘fixed’ mindsets, and encourages people to approach problems from a  fresh perspective. Thus, being able to think creatively is the foundation of an innovative mindset that helps people come up with new solutions and ideas in challenging situations. Solving challenging situations such as agriculture sustainability and climate change will require our future leaders to engage in critical thinking! If AI or conventional thinking methods could offer viable solutions, they would have already been solved.

Charterhouse Malaysia Insight: The ‘Design Thinking’ process is a human-centred problem-solving approach used by scientists, engineers, inventors and designers to solve difficult problems. The approach is thoroughly embedded in the Charterhouse Malaysia Curriculum, allowing students to solve problems, innovate, communicate and create solutions to real-life problems. The approach is used both in their subject classes and as part of their Independent Learning Project, where they work with wider communities to create tangible solutions to issues such as unemployment, poverty and the education gap.

2. Social and Emotional Intelligence

Digital technology might be able to replicate or replace manual labour, but social and emotional intelligence is a quality that remains unique to humans. Emotional intelligence is the ability to identify emotions and regulate them, empathise with others, resolve conflicts using social awareness and communicate and collaborate effectively. Prominent researchers in the fields of psychology and business have concluded that having strong emotional intelligence skills is vital for becoming effective and transformational leaders.

Daniel Goleman speaking to Harvard Business Review in 2015 said:

‘The most effective leaders are all alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence…….. Without it, a person can have the best training in the world, an incisive, analytical mind, and an endless supply of smart ideas, but he still won’t make a great leader’.

Charterhouse Malaysia Insight: Charterhouse’s unique ‘Spectra Smarts’ curriculum is embedded in every aspect of school life. Students will look at both academic and real-life scenarios through a series of perspectives, each perspective linked to a particular aspect of emotional intelligence, such as being smart about ‘People, Myself, and Situations’. In doing so, students will learn how to regulate their thoughts and emotions, read and interpret those of others, and learn how to make the right decisions in difficult circumstances.

3. Active Learning

Active learning is a way of participating or interacting with the process of learning as opposed to passively consuming the information. In short, active learning involves learning by doing. According to Edgar Dale’s ‘Cone of Experience’, people remember 90% of what they do as compared to 10% of what they read and 20% of what they hear. Thus, active learning increases retention and enhances critical thinking as students learn to question presumptions, defend conclusions, build on ideas and recognise logic during the process.

Charterhouse Malaysia Insight: Charterhouse Malaysia’s campus in Sri Hartamas was designed and built on prominent futurist and educator David Thornburg’s philosophy of creating dynamic learning spaces that facilitate collaboration, exploration, and active learning in every corner of the campus. Students can come together to discuss ideas at the ‘Village Well’, engage in debating important issues around the ‘Camp Fire’, and exhibit their work for the rest of the community to see on the ‘Mountain Top’. Teachers at Charterhouse Malaysia have also adapted the curriculum to include many ‘Project-based learning’ opportunities. Students will also take part in service learning in the community.

4. Critical Thinking

Critical thinking is the ability to analyse a variety of information, sometimes conflicting or complex, to make a well – reasoned judgment. Critical thinkers are also reflective and independent of thought and can link seemingly abstract or unrelated ideas together logically, identify flaws, and suggest the best possible solutions to difficult problems.

Critical thinkers are greatly prized by both current and future employers, who value their open-mindedness to new ideas, and their ability to solve problems without letting personal bias or assumptions detract from the integrity of their thought process. This increases their adaptability to change, making them good collaborators and decision-makers.

Charterhouse Malaysia Insight: Through the Spectra Smarts programme, students are taught how to evaluate the nature and validity of information, and how to arrive at well–reasoned conclusions. Through Design Thinking and the Independent Learning Project, students are encouraged to think critically to solve complex, real-world problems and communicate their solutions with confidence. Building critical thinking skills is at the core of the Charterhouse Malaysia curriculum.

5. Resilience

Resilience is one of the most important traits required to deal effectively with work-related challenges. Resilient characters know that failure is the first and most important part of achieving success; they view difficult situations and failures as opportunities, and as temporary events which act as a learning curve for growth. Resilience helps people to have a positive outlook on life and is often associated with many benefits such as job satisfaction, commitment, engagement, good interpersonal relationships, high self-esteem and better control over situations.

Charterhouse Malaysia Insight: Carthusians will benefit from a highly motivating and exciting school culture and a curriculum that nurtures, whilst encouraging the development of resilience in every learner. Alongside the aforementioned Spectra Smarts and Design Thinking approaches that teach empathy and emotional intelligence, each student will be part of a small ‘House’ tutor group, lead by an educator with experience of coaching and mentoring Sixth Form students. In their house tutor groups, students will benefit from a highly supportive learning environment where success is celebrated, and setbacks are embraced as a necessary part of the learning process.

6. Problem-solving

Problem-solving refers to the ability to manage adverse or unexpected situations by identifying the problem, determining the cause and selecting the best solution from a range of options. Problem-solving skills are considered as one of the most important skills for thriving the fourth industrial revolution. This is because good problem solvers possess a range of competencies such as creativity, critical thinking, collaboration, logic, reasoning, resilience and determination.

Charterhouse Malaysia Insight: Students will be able to practice problem–solving in every facet of school life through Spectra Smarts, Design Thinking, Independent Learning Projects, and through involvement in the ‘Charterhouse Forum’ a student-led organisation where students are encouraged to come together to make improvements at school, community, national or even international levels.

7. Innovation

The Covid-19 pandemic has made innovation the top priority for every business and organisation. Innovative thinking is about adapting to changing and challenging situations by employing ideas and solutions that haven’t been thought of before. An innovative mindset enables a positive attitude, helping people to take control of difficult situations with confidence. Innovative thinkers will never be bored and will learn to see every situation as an opportunity for improvement. Every person will need to become an innovator to thrive in our rapidly changing world.

Charterhouse Malaysia Insight: Charterhouse Malaysia recognise that the students of today are the entrepreneurs and social impact drivers of tomorrow. Design Thinking across the curriculum, and in the Independent Learning Project will equip learners with the innovation skills they need to change the world.

8. Adaptability

Adaptability is a skill that shows the ability to learn skills and behaviour quickly in response to changes in circumstances. Adaptability is important because, in our fast-changing world, people will need to be able to adapt to new challenges with grace and positivity,

Being adaptable is also an indicator of a person’s resourcefulness, leadership skills, analytical skills and determination which are valuable qualities in any workplace, and will become increasingly important in the coming years of the fourth industrial revolution, where technology and evolving economies make the future of work even more uncertain.

Charterhouse Malaysia Insight: The complete academic and extended curriculum at Charterhouse Malaysia is designed to encourage adaptability and the ability to embrace change with enthusiasm. Students will learn how to respond to change for example through their independent learning project, which will need to be adapted and refined to suit changing community needs.

9. Collaboration

Collaboration has always been a sought-after skill as it brings people with diverse skills, knowledge and expertise together to achieve greater success. Collaboration leads to innovation, higher efficiency and productivity, better interpersonal relationships, and open communication. It also provides a great learning experience as people learn from each other and grow together. Needless to say, a team that can collaborate well is better equipped to handle change.

Charterhouse Malaysia Insight: The Charterhouse Forum is a haven for students to have discussions. It is led by students, for students, to spark meaningful conversations about the world that we live in. Students will think, debate, and act upon current issues that may be happening in the local community, within the classroom or further afield, and are given support by their teachers to solve these problems through the Design Thinking process. Lessons will also be delivered in such a way where students are encouraged to use the knowledge they have learned to solve complex problems in small groups.

Charterhouse Malaysia’s unique education programme ensures that our students will have the confidence take on the world’s complexities and opportunities. The school day is designed to furnish students with opportunities for collaboration and leadership. Our comprehensive A Level and extended curriculum encourages students to be active learners by thinking critically, creatively and inquisitively.

Charterhouse Malaysia’s Spectra Smarts approach develops student’s full range of human intelligence and is designed to bring out the best of what it means to be human so that graduates are ‘Future Ready’, and equipped with the tools needed to succeed in a high-tech future. In addition, students learn to solve problems using Design Thinking – A powerful, human-centred thinking methodology used by scientists, innovators and entrepreneurs to solve the world’s most complex problems. This flexible, creative approach to problem-solving gives students an edge, enabling them to use their innately human qualities such as empathy to complement rather than compete with Artificial Intelligence in the changing landscape of work and industry.

Charterhouse Malaysia‘s groundbreaking programme requires each student to complete an  Independent Learning Project, combining students’ newfound innovation and emotional intelligence skills with a commitment to community service. Working with the community enables students to engage in active learning, and to acquire valuable life lessons through using ethical research approaches to solve problems in the community. These opportunities and experiences culminate in the submission of an academic essay, earning students the Cambridge International Project Qualification (IPQ). The qualification is worth 1 AS level and is highly regarded by the worlds’ top universities.

Finally, Charterhouse Malaysia’s culture is designed to nurture independence, responsibility and social awareness. When students secure their places at the world’s most prestigious universities, join the workforce, or start their own grassroots change movement, they are empowered with the skills, experiences and outlook to make a smooth transition no matter their chosen path. They will be ‘Future Ready’ and become the generation that changes our world for the better.

In an era where social media is king, the desire to go viral and live off internet fame can be strangely enticing. Who doesn’t love instant notoriety? However, just like any trend internet fame comes to an abrupt end! Therefore, you need a more sustainable future, built on a good education from a distinguished institution that provides students like you with an edge.

According to the admissions teams at Ivy League and Oxbridge universities such as Harvard and Cambridge, a strong academic background is no longer the sole reason for someone to gain such prestigious admission. Recruitment officers are on the lookout for well-rounded students with qualities that set them apart; students with unique points of view and the drive to see their dreams come true.

You’ll be surprised at how selective the admissions team can be. They give individual attention and careful consideration to each application. Therefore, you’ll want to stand out! Here’s what you need to know:

Passion

Students should be self-motivated and have enthusiasm for a chosen course

First and foremost, pursuing a degree is no easy feat, which is why it’s called “higher education”. It requires diligence, dedication and zest for the subject you are pursuing. Without these, students may find themselves in a mental and emotional rut. Considering most degrees are a minimum of three to four years, that’s a long time to be in a rut! So, figure out what you’re passionate about! What do you love studying in school?

Strong-willed

Students should be the primary bearer of their responsibilities and have independent thoughts

In university, students will often find themselves having to do things by themselves. And whether or not they are ready for those responsibilities, students with an independent mindset often fare better than those who don’t, especially academically. Take for example Charterhouse, in its A Level programme, no more than 12 students are allowed within the classroom. This small setting presents each student with the opportunity to express his or her ideas, be heard and feel valued.

This brings us to the next point.

Commitment

Students should be dedicated, master self-management and perseverance

Independent individuals are often firm in their stance.

Students must be able to demonstrate that they are organised, be methodical in their approach, be able to make a decision through creative and critical thinking and be able to defend their point of view with salient arguments. At Charterhouse, the Learner’s Portfolio provides the students with the structure through which they can develop these traits and demonstrate them through their personal statements to a university, or an interview with the admissions team.

Participation

Students should be interdependent and have the ability to work with others through collaboration and teamwork

The fact is, the best work is produced when teams of people with different skill sets come together. It’s the way the world typically works, and students need to learn this skill before they go out into the workforce. 

As one of England’s most prestigious schools, service-learning is integral at Charterhouse. The well-rounded curriculum is further supported by a distinctive curriculum, specially formulated by the brains behind the school’s Asian chapter, now open in Kuala Lumpur.  All students participate in an independent learning project that is both theoretical and practical in nature. Taking what they learn in school and applying it, in partnership, to real-world problems in the local community. 

Being consistently participative also indicates an active learner. A person who is actively involved in the betterment of a community and in giving back to those around them.

Sociable

Students should have a high EQ and good communication skills

A student striving for higher learning must be able to construct a sound argument and relay it to others. Active participation in the classroom breeds a healthy social environment for safe discussions and builds on strong communication skills. Charterhouse’s education programme places great emphasis on a Design Thinking approach. Students will learn how to empathise first and foremost. Relating to others, listening and responding appropriately is a cornerstone to developing both EQ and communication skills. 

How does Charterhouse mould the quintessential student? 

Charterhouse has assembled a ‘Future Ready’ curriculum that caters to the aspiring scientist, business leader or innovator. 

Cambridge A Levels 

The gold-standard access to university entry around the world is the central offering at Charterhouse. It provides an intensive and all-rounded University foundation for students. 

Independent Learning Programme 

The Independent Learning Programme is driven by service-learning and authentic experiences. Students are encouraged to participate, conduct independent research and solve real-world problems. Students can expect to be able to formulate compelling case studies through investigative, collaborative and analytical approaches. 

Design thinking

This innovative process is widely used by professionals in numerous industries. The approach is further broken down into a gradual process called WEAVE, which stands for Wonder, Explore, Value, Apply and Exhibit. Through this approach, students build a systematic attitude towards problem-solving. 

Spectra Smarts 

Students are highly motivated to have critical, creative and inquisitive thinking. It provides the nurturing bed to build unique perspectives. Charterhouse adopted the Spectra Smarts approach. By moving away from a traditional education model that focuses only on the acquisition of knowledge and developing all human intelligence, students will be better placed to compete successfully in the future.

Charterhouse Forum 

The Charterhouse Forum provides an outlet for students to explore leadership and managerial opportunities. It’s a student-led body, for students by students! There are numerous opportunities for leadership and teamwork, both internally to the school and externally in the wider community. Universities run Student Unions and Charterhouse has the Charterhouse Forum for the same reason.

Charterhouse Learner’s Portfolio

This online platform enables students to showcase how they Study, Create and Inspire. Its dual function acts as a university application driver and a systematic documentation process, allowing students to monitor their progress and growth throughout their learning journey and demonstrate their achievements to universities and future employers.

You’ll find that each project and interaction at Charterhouse is designed to foster leadership, initiative, social responsibility, a sense of identity and character, commitment to service and hone other skills, talents and abilities. 

Students take the initiative to build key areas through practice, experimentation and mentorship with the resources provided by the school within a futuristic environment conducive to learning. 

With such a supportive learning environment, as a student, you will be given every opportunity to find your passion, build your commitment and have compelling arguments that represent your point of view. 

In essence, Charterhouse makes you ‘Future Ready’ by instilling these qualities and qualifications in students, empowering them to recognise an equitable future, develop a genuine interest in the realities of the world around them and take necessary action!

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Charterhouse Malaysia is an English-medium International School located in the heart of Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills. Find out more here: https://www.charterhouse-htms.edu.my/open-days-school-visits/

The extended period of distance learning due to the pandemic has taught us that the world is rapidly changing and an unpredictable future lies ahead. It’s vital for education to evolve in order to prepare students for this new reality – to be Future Ready. Because in an uncertain world, where do we want to be at the turn of the next screw?

Are you Future-Ready?

Are you looking for a pre-university programme that not only opens the doors to top universities and careers but allows you to walk through them? Are you ready to take on a visionary approach to Cambridge A Levels in Malaysia that will set you apart from your peers? Whether you have a 10-year plan in place or are still struggling to decide what to take, Charterhouse Malaysia will help you decide if A Levels and our broader education programme is right for you.

All you need to know about A Levels in Malaysia and more!

What are A Levels?

The GCE Advanced Level, or A Levels, is a pre-university programme with a rigorous academic syllabus. The highly sought after UK-based qualification provides students with a solid foundation of fundamental knowledge within a specific subject area. It is equivalent to other pre-university programmes such as the Malaysian STPM, Canadian Pre-university and Australian Matriculation. Students have the flexibility to choose between a minimum of 2 and a maximum of up to 4 subjects.

There is a common perception that A Levels are one of the more difficult pathways for pre-university, considering the papers are coordinated by the esteemed Cambridge Assessment International Examinations (CAIE). However, keep in mind that this also means your qualifications are often stronger compared to other candidates when applying to a competitive degree programme.

It’s also worth noting that subjects offered in an A Levels programme often feature prerequisite subjects for universities and develop the academic skills required to succeed. So whether you already have a solid education pathway planned or are keeping your options open, it is worth noting that the UK-based certificate gives you gold-standard access to universities around the world.

How is the A Levels programme structured?

The GCE Advanced Level can be broken down into 2 sections:

• Advanced Subsidiary (AS Level) – Year 1
• A2 Level – Year 2

Or it can be structured with both AS and A2 level examinations taken at the end of the course.

Depending on your intake and institution, A Levels in Malaysia may take between 15 – 24 months to complete.

Is there a difference between the AS Level and A2 Level?

The AS and A2 components of the A Level develop and assess the same higher-order thinking skills and in most cases, the A2 is simply an extension of content rather than an increase in complexity. However, the AS is considered a lower-level qualification than the A Level. You cannot achieve the A Level without passing both the AS and A2 components.

What subjects should I take? 

Whether you’re heading for the sciences or humanities, it’s important to consider your interests, strengths and subjects concerning the type of work you’re interested in. Here is a list of subjects commonly offered at the A Level:

• Mathematics
• Further Mathematics
• Economics
• Physics
• Chemistry
• Biology
• Computing
• Law
• Accounting
• Psychology
• English Literature
• Business
• Geography
• History

The GCE Advanced Level at Charterhouse

Charterhouse Malaysia offers the Cambridge GCE Advanced Level in a “Future Ready” environment. Much like their English counterpart, Charterhouse Malaysia adheres to the stringent standards of a British education renowned worldwide. Students, both locally and internationally, aspiring to further their education past SPM, IGCSE and O-Levels, can look forward to an exciting learning journey with Charterhouse Malaysia.

Beyond a rigorous A Levels programme, we offer a ‘Future Ready’ education.

What is a ‘Future Ready‘ education?

When learning is constrained within four walls, a board, and rows upon rows of desks and chairs, it is not optimal.

The Charterhouse Malaysia take on education focuses on moulding holistic individuals based on the core values of Charterhouse.

A ‘Future Ready’ education is the amalgamation of futuristic pedagogies that teach, guide and prepare students for an uncertain future. Charterhouse students are more than boys and girls who regurgitate information, but those who can think critically, creatively and independently.

The comprehensive curriculum includes Spectra Smarts, Design Thinking and Independent Learning Programme, supported by student-led leadership programmes such as the Charterhouse Forum with students owning their learning journey with their Charterhouse Learner’s Portfolio.

Whatever role you choose to pursue in the future, Charterhouse intends to instil a critical approach to tackling problems with a touch of creativity, but one that is also rooted in empathy.

Find out more about our futuristic curriculum in the next blog post.

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Charterhouse Malaysia is an English-medium International School located in the heart of Hartamas, Kuala Lumpur. Our comprehensive and holistic pedagogy focuses on equipping students with a Future Ready perspective and skills. Find out more here: https://www.charterhouse-htms.edu.my/open-days-school-visits/