Essential language skills
Students are taught essential English Language skills with particular emphasis on speaking and listening both inside and outside the classroom. Lessons promote speaking, reading, listening (and writing skills for those students at higher levels) to increase language fluency but also the opportunity to improve language accuracy and focus on new vocabulary.Lessons aim to increase the students’ confidence in communicating in English through engaging and age-appropriate topics and activities. All language is presented in context to show and practice how English is used in the real world and not just the lesson.
Assessing your English Level
On arrival all students sit an online exam to identify their correct level in the Nexus International School Syllabus. Based on continuous assessment throughout their stay all students receive a Nexus Report Card and Certificate of Attendance at the end of their course. We have developed our own academic materials, continuously updating what we use to ensure it suits the needs of our students.The curriculum programme is designed to teach English using a thematic and topical approach which encompasses the natural and cultural experiences that Malaysia has to offer. Students are always busy and more importantly always having fun because of the packed programme where learning has clear links to the afternoon activities, providing learners the opportunity to use their learning in practical situations, reinforcing the new learning.
The Curriculum Design
The syllabus is complemented by culture themed lessons, focusing on different aspects of life, including music, sport, literature and history. There are opportunities for students to find out more about their host culture and compare their cultural experiences with their own home country.We create opportunities for collaboration, promoting the Nexus ethos to practise life skills alongside their English.
Learning Expectations and Outcomes
We provide English tuition at three levels and work on a programme of study which will allow them to advance their English in the following ways:| Beginning | Developing | Mastering |
| Typical Student Profile on entrance - The learner typically has little to no English. May have a knowledge bank of common Nouns but can not independently create spoken sentences. Shows a little understanding of spoken English. Learners will usually answer questions with one word answers. Outcome Expectations - Learners will build up confidence to put common sentences together, learning how to be more confident using spoken English in their daily routine. Example: On entrance they might: - point at a banana and say “Banana” On exit of the English Programme they will have the knowledge to say: “Can I have a banana please” |
Typical Student Profile on entrance - The learner will have a good knowledge bank of common Nouns and have some confidence to link some words in sentences but also relies on gestures to understand instructions fully. Learners will answer questions using 2 or 3 words. The learner will have knowledge of grammar and tenses but use it correctly infrequently. Outcome Expectations - Learners start to put common and subject specific sentences together, responding to the answer they receive in English and requesting further information. Example: On entrance: Question: Have collected your bag? Response: Yes, (I) have (pointing to it) On Exit: Question: Have you collected your bag? Response: Yes I have, do I need my hat? |
Typical Student Profile on entrance - Learners have an excellent knowledge of common Nouns, verbs and adjectives and can put sentences together in spoken English but may make grammatical errors with tenses and plurals, yet know the corrections upon reflection. They will be able to give short but descriptive narratives about experiences they have had. Outcome Expectations: The learner will use verbs and tenses correctly and be able to choose between similar verbs according to the reference. Most Nouns will be spelt correctly and they will vary there sentences starters and connectives. Narratives will be extended with more detail using simple adverbs to make speech and writing more interesting. Example: On entrance: Question: How did you get here today and where did you come from? Response - I come in the car. Mont Kiara On Exit: Question: How did you get here today and where did you come from? Response: I travelled by car from Mont Kiara …….. and then be able to give a short narrative about their journey |
