SEAMEO-Japan ESD Award
Supporting Partner:
Submission Form of 2014 SEAMEO-Japan ESD Award Theme: Fostering Global Citizenship for Sustainable Future
The last day for submission of entries: 15 September 2014
PART I: Details of Your School
1. Name of your school: Sekolah Berasrama Penuh Integrasi Jempol (INTEJ)
2. Full address: Sekolah Berasrama Penuh Integrasi Jempol,
72200 Batu Kikir, Negeri Sembilan, MALAYSIA.
3. Postcode: 72200
4. Country: Malaysia
5. School’s telephone number (country code+city code+telephone number): +6064985978
6. School’s fax number (country code+city code+fax number): +6064984167
7. School’s email Address: [email protected]
8. Name of the Head Master/ Principal/ School Director: Zainun Binti Abdullah
9. Name of Teacher Coordinator: Wahidah Binti Any
10. Email address of the Coordinator: [email protected]
11. School website (if available): -
12. Educational level (Such as Kindergarten 1 to Grade/Year 9): Form 1 to Form 5
13. Number of teachers in your school: 57
14. Number of teachers participated in this programme: 4
15. Number of students in your school: 556
1 PART II: Information about the School’s Programme
The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in total. The information should be written in Times New Roman font, 11-12 point size.
1. Title of the school’s programme
KIZUNA: INTEJ – Japan Friendship Programme
2. Summary of the programme (a half to one page A4)
In 2003, the first Japanese language classes started in Sekolah Berasrama Penuh Integrasi Jempol (INTEJ) with the arrival of a Japan-trained language teacher, Madam Rohaidah bt Kamaruddin. Japanese Language is taught in Form One to Five in INTEJ. There is currently one teacher teaching the language, Mr Hasbullah bin Idris. The students take a major examination under the Malaysian Examanination Board in Form 5. They also take other international level examinations such as the Japanese Language Proficiency Test (JLPT).
There is a Japanese Language Club in school which holds activities every Wednesday. Some of the activities include the Japanese tea ceremony, Japanese cooking classes, origami and traditional Japanese dances. Every year, the Japanese language students also participate in the Bon Odori Festival and Japanese Language Festival (JL Fest) and the Japanese Language Carnival for Residential Schools, Malaysia. The students also take part in various Japanese language activities such as public speaking competition and Soran Bushi Dance Championship.
The school takes an active part in co-operating with JICA (Japan International Co-operation Agency) Kuala Lumpur. JICA provided INTEJ assistance by giving us teaching aids, posters and support personnel. JICA also helped link INTEJ with a school in Japan for a sister-school programme. The programme started with video-conferencing sessions between INTEJ and Sapporo Kiyota High School, Sapporo, Hokkaido (SKHS). In 2008, INTEJ welcomed the first visit from Sapporo Kiyota High School, Sapporo, Hokkaido. The Grade 12 Global Studies class and their teachers visited INTEJ as part of their programme. This visit has been an annual activity since then. With these visits, INTEJ and SKHS has developed a strong global friendship and INTEJ reciprocated with visits to SKHS in 2012 and 2014. These visits place a strong emphasis on promoting mutual understanding and respect, besides encouraging the students to interact in Japanese and English. Through these visits, the students of both schools have developed strong friendships that have lasted beyond the visits themselves. Many of the students keep in touch with each other and practice speaking both Japanese and English, two very important languages in the world today.
This programme has instilled a special love and respect for Japanese language and culture amongst INTEJ students, so much so that many of them aspire to further their studies in Japan after their secondary education. In fact, a number of INTEJ alumni has indeed pursued their undergraduate and graduate studies in various fields in Japanese tertiary institutions.
With the hard work and dedication of both INTEJ and SKHS teachers, the students of both schools have enjoyed a sense of understanding and tolerance for each other. This effort is important for our future generations to develop a deeper understanding towards their role as global citizens, making it easier for them to contribute not just for the betterment of their own countries, but for the good of the world.
2 3. Background information or reasons why the school created this programme INTEJ is a boarding school with 556 students. There are six language subjects offered in this school: Malay Language, English, Arabic, Mandarin, French and Japanese. The students take Malay Language, English and Arabic as core subjects. They also offer one other language from Mandarin, French and Japanese. Every year, 30 Form One students will take Japanese as part of their school curriculum and they will sit for a national standardised examination when they are in Form 5.
INTEJ students are selected based on their Primary Level academic achievement as well as their socio-economic background. Many of the students are high-achievers. However, they come from rural areas or underprivileged families where they receive very little exposure and opportunity to interact with people outside their local communities. As such, the Japanese and English teachers have come up with a continuous programme not only to expose the students to the languages but also to inculcate the abilities and skills to cope with globalization, therefore becoming good citizens of the world. Realising that education does not stop after school, the teachers have worked tirelessly to carry out activities beyond the language classrooms by incorporating culture, environment, social skills and sustainable development in their teaching. It is with these in mind that INTEJ has decided to develop a networking programme with Japan entitled ‘KIZUNA’. As ‘kizuna’ means ‘bond’ in the Japanese language, we hope that this programme would act as a bridge for students to connect and bond with a language, culture and country that is so remarkably different from their own.
INTEJ actively pursues the link with JICA, Japanese Language Society Malaysia (JLSM) and SKHS because we truly believe that such links will enable us to develop and produce the students who will be well-equipped to take active roles, not just at home in Malaysia, but at the global stage as well. It is our hope that these students who would otherwise be limited by their backgrounds would instead be future leaders who will be ready to play their roles in promoting peace, tolerance, understanding, respect and cooperation throughout the world. This is in line with the school’s mission to produce future leaders who are to stand in the eyes of the world.
Therefore, the ‘Kizuna: INTEJ – Japan Friendship Programme’ is a vital initiative by INTEJ to foster global citizenship for a sustainable future.
4. Objectives/goals of the programme
The objectives of the KIZUNA programme are: To enhance the Japanese and English language skills amongst INTEJ students, so that they may use their language skills to promote peace and understanding To introduce the cultures and customs of both Japan and Malaysia to students of both countries, so the students will have mutual respect for each other as well as respect for other cultures To foster the spirit of understanding and tolerance so that these values are inculcated amongst the students To strengthen and sustain the existing relationship between INTEJ and SKHS, and to extend that relationship to others To encourage INTEJ students to have the courage to explore the world and be global citizens To develop within the students the love for life-long learning and discovery, so they can contribute to the benefit of the world population To make the students be aware of and appreciate the peace and friendship they currently have, so that they will be motivated to keep that peace and friendship for future generations
3 5. Core competencies of students (e.g. knowledge and understanding, cognitive skills, non-cognitive skills and behavioural capacities) that the school aims for within the programme.
1. Language skills - the ability to read, write and speak competently in international languages such as Japanese and English 2. Communication skills – the ability to interact and network with others regardless of differences in language and culture 3. Cultural understanding – the ability to understand and appreciate the differences in cultures; the ability to accept differences 4. Tolerance and mutual respect - the ability to show regard and appreciation, including respect to self, others and the environment 5. Teamwork and co-operation - the ability to work with others, the ability to resolve issues and conflicts, the ability to put aside differences and work towards a common goal 6. Critical and Creative Thinking – the ability to think out of the box, the ability to make sound decisions and choices based on rational thoughts 7. Friendship – the ability to foster and sustain friendships 8. Sustainability – the ability to pursue lifelong knowledge and understanding, the ability to continue to pursue excellence in all fields
6. Period of the time when the programme was or has been implemented
2003 – now
7. Activities (Actions and strategies of implementation)
1. Japanese language classes 3 periods per week (each period is 35 minutes). Students are provided with textbooks and modules which are prepared by the Fully Residential Schools Division, Ministry of Education, Malaysia. The modules are based on everyday situations such as, ‘going to school’ and ‘at the market’. The Japanese language teachers is a Malaysian with a degree in Japanese and has received training in Japan. The teacher plans and writes the annual strategic and tactical plans for the Japanese Language Programme. The teacher is also responsible for the daily and annual lesson plans of each form, the course studies, tests and examinations, and the budget. These are submitted to the Head of the Language Department for record and monitoring purposes. There are 7 Japanese language classes and each class consists of approximately 30 students Classes are held at the Language Lab. The teacher employs a variety of techniques in the teaching and learning process, such as role- play, songs and dance, realia and presentation. The course components include writing, speaking, reading, listening, grammar and vocabulary. Information on Japanese culture and lifestyle is incorporated in the modules as well as the teaching and learning process. Students take an examination at the end of every semester. The examination comprises both written and oral components.
2. Japanese Language Club Club activities are held every Wednesday from 2.30 – 3.30 pm. Students are elected as Club President, Vice-President, Secretary, Treasurer and Committee Members. The Japanese language teacher acts as the teacher-advisor. 4 Teacher and students discuss and plan the annual activities which include games, presentations, movie/video watching and field trips. Club activities revolve around Japanese language, culture, traditions, food and places of interest Funding and fund-raising activities are also planned and executed by the members. The club members are often involved in presentations for the school’s Speech Day, Teachers’ Day and Language Week. Performances include choir, choral speaking, traditional Japanese dance, speech and poetry recital. Every activity is discussed with the school administration for final approval. Weekly reports are submitted to the Senior Assistant of Co-curricular Activities. At the end of the year, the club makes an analysis of all club activities and evaluate the impacts of each activity.
3. Japanese Language External Examination In Form Four, the students take a standardised external examination administered by the Fully Residential Schools Division. Students will receive certificates of ‘Distinction’, ‘Credit’ and ‘Pass’ based on their performance. From 2014 onwards, this examination will no longer be offered by the FRSD, but will be part of the Malaysian Certificate of Education examination which will be administered by the Malaysian Examination Board. The Form 5 students will take this examination and will receive their certificates from the Exam Board. Students are also encouraged to take the JLPT examination, either in Form 4 or Form 5, according to their level of competency. Most students attempt the N5 Level.
4. Sapporo Kiyota High School (SKHS) visits These visits began in 2008 and has been going on until now. The Grade 12 Global Studies class makes this visit as part of their programme. Approximately 60-70 Japanese students participate in this activity with 4 accompanying teachers. The teachers are their English Language teacher, Homeroom teacher, Global Studies teacher and one of the school administrators. Prior to these visits, the INTEJ and SKHS teachers will discuss the itinerary of the day through emails and Skype. The teachers also discuss the group discussion topics which the students will prepare in advance before the visit. Students research the topics and prepare scrap books/posters to help them in their presentation. The visits last for one day and the activities are: - Welcoming Ceremony . Kompang Presentation (Malaysian traditional drums) . Silat presentation (Malaysian martial arts performance ) . Speeches by teachers and students representatives from INTEJ and SKHS . Exchange of souvenirs - Group Discussions . Students are divided into groups according to the agreed topics. The topics vary yearly, but are mostly based on universal issues and trends. Some of the topics include Entertainment, Education System, Political System, Festivals, Attire, Natural Disasters, Recycling, Wildlife Protection, Tourism and Energy Conservation. . The students use their prepared posters and scrap books to discuss their points . They use both English and Japanese to communicate with each other . The teachers facilitate and answer questions - School visit . INTEJ students take the SKHS students on atour around the school and introduce them to the Malaysian school system. . They visit the academic block, the hostels, the school mosque and other facilities. - Lunch . INTEJ prepares traditional Malaysian cuisine for the Japanese visitors. The Japanese students usually get their first taste of eating with their hands with the help of the INTEJ students. Traditional desserts are also prepared, as well as the
5 traditional coconut water drink. Sometimes, if they are lucky, they will also taste the local seasonal fruits like mangosteen, rambutans and langsat. - Cultural Presentation . - Traditional dance presentation by SKHS. INTEJ students watch and later will join the dance together with the SKHS students. . - INTEJ students present a traditional dance such as zapin, joget, endang. SKHS students watch and then join the dance as well. - Photo session . All the participants gather for a group photo before the SKHS students and teachers leave for their next destination. - Feedback is collected from the participants - A report is written and submitted to the school and the Fully Residential Schools Division.
5. INTEJ visits to Sapporo Started in 2012 with 10 students and 4 teachers. The students were selected based on their performance in the examinations. The visit included a visit to the SKHS, Hokkaido University and Hokkaido Government Complex, as well as other places of interest. Students got to experience first-hand aspects of Japanese lifestyle that they previously had only encountered in books. The visit to SKHS included: o Speech by the school principal o School tour o Visit to the Global Studies Homeroom o Visit to the Gymnasium o Visit to the Tea Ceremony Room o Dinner In 2014, 4 students and 1 teacher visited SKHS. The next visit is scheduled for 2016.
6. Student exchange programmes INTEJ participates in the JENESYS (Japan-East Asia Network of Exchange for Students and Youths) Programme and the "The Youth-Exchange Project with Asia-Oceania and North America (Kizuna Project)" run by the Japanese government. This is an annual programme where selected INTEJ students are given the opportunity to spend 2 weeks in Japan for student exchange. The students stay with host families and are introduced to various aspects of Japanese life. The students learn many new skills in Japan and are exposed to a variety of experiences. For example, one of the students who took part in this programme in 2013 was involved in community work and disaster relief efforts, following the 2011 tsunami. At the end of the programme, the students write a report and present their experience to their schoolmates.
7. Japanese Language Competition Speech and Public speaking competition Soran Bushi Dance Championship The students are trained by the Japanese language teacher. The weekly training sessions last 2-3 hours. The competitions are organized by the JLSM.
8. Japanese Language Festivals Bon Odori - The students take part in the Bon Odori dance and enjoy traditional Japanese cuisine. This dance festival is usually organized by the Japan Club, Kuala Lumpur and Malaya University annually. JL Fest (Japanese Language Festival) - This festival is organized by JLSM. Activities include calligraphy, tea ceremony, 6 Japanese kite, origami, karaoke, haiku and ikebana. Fully Residential Schools Japanese Language Carnival - This 3-day bi-annual carnival is organized for all the Fully Residential Schools that offer Japanese language. Each school sends 4-8 participants, depending on the host schools. Many activities are organized, such as calligraphy, origami, treasure hunt, exhibitions and cultural night.
9. Video-conferencing The video-conferencing sessions between the SKHS students and INTEJ students take place before and after the SKHS visits to INTEJ. The discussions involve introductions to each group members and topics that will be discussed.
10. Training courses for JL teachers The Japanese language teacher receive continuous professional development training in the form of short-term courses. These courses are held both locally and in Japan. The Teacher Training Institute for the International Languages Campus is responsible for the in-service training of Japanese language teachers.
8. Teaching and learning methodologies that the school applies for promoting the core competencies as identified in number 5
A variety of teaching and learning methodologies and strategies are employed: 1. Role-play Role-play and drama techniques help students to contextualize their learning of everyday Japanese phrases and situations by applying what they have learned, besides injecting life into the language classroom. 2. Pair-work / Group work We believe that cooperative learning is the key to producing mature, well-developed individuals who are able to work as a team to achieve a common goal. Collaboration will encourage healthy social interactions among the students. 3. Presentation Students are encouraged to discuss and present their opinions and ideas in class. The teacher acts as a facilitator who guides students to discover their full potential. 4. Scrapbook / Project work Students are assigned project work whereby they are required to research about aspects of Japanese culture and lifestyle that they have read about in the textbook. Students document their findings in a scrapbook that would be shared with other classmates. 5. Hands-on activities The teacher uses real-life activities to allow students to have first-hand experiences of the Japanese culture. For instance, origami, kirigami, sushi-making lesson, learning how to wear a kimono. 6. ICT ICT is incorporated into the learning through the use of the Internet as means to research about Japan and the Japanese culture. The teacher uses videos to give students insight into Japanese life and culture. Students use emails and other forms of social media to network with Japanese students. Students also engage in video conferencing with their peers from Japan to discuss about general issues. 7. Songs and Dance Songs are used to help students learn Japanese speech patterns and grammar. They also help to reinforce the students’ learning of vocabulary and grammar in a fun but educational way. The teacher uses Japanese folk songs and dances to teach various aspects of Japanese culture.
7 9. Partnership, community participation and international connection (Details of partners, their roles and activities that they have involved)
1. JICA (Japan International Cooperation Agency) – providing teaching aids, personnel training and initial setting up of relationship with SKHS 2. Fully Residential Schools Division, Ministry of Education, Malaysia - providing funding, personnel, organizing co-curricular activities, teacher-training and courses for teachers, students’ exchange programmes 3. Japanese Language Society Malaysia (JLSM) - organizing events and competitions at national and international levels 4. Sapporo Kiyota High School, Sapporo, Hokkaido (SKHS) – visits from Global Studies classes; discussions on environmental, social and cultural issues; video-conferencing 5. Alumni Association, INTEJ - providing assistance to INTEJ visits to Sapporo, talks on Japanese universities 6. JICE (Japan International Cooperation Center) – conducting the JENESYS and Kizuna students’ exchange programmes 7. International Languages Campus, Teacher Training Institute, Malaysia - personnel training 8. Japan Foundation, Kuala Lumpur – organizing events and competitions; facilitating field trips and educational visits
10. Monitoring and evaluation mechanisms and summary of results
Monitoring and evaluation mechanisms: 1. Reports Club activities Competitions 2. Meetings Panel Club 3. Examinations School-based Malaysian Examination Board JLPT Oral Assessments 4. Teachers Lesson plans Time table Teacher’s manual Classroom observation 5. Students Exercise books Module Textbook Subject notice board Feedback forms 6. Feedback from partners video-conferencing Emails
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Summary of results: 1. The first batch of 30 students took the Japanese language examination in 2009. Every year since then, about 30 students take the examination. INTEJ has consistently achieved more than 90% passing rate in these examinations. 2. This year, 20 students will take the examination in September. 3. The students have also fared very well in JLPT, although the number is smaller. 4. Currently, there are 10 INTEJ students pursuing their studies in various parts of Japan, while 2 have already graduated with Masters Degrees in 2013. 5. In 2012, one of INTEJ students won the 5th place in the international level Japanese Speech Contest. 6. The Japanese Language Club has been regularly asked to give performances during the school’s special occasions, such as Speech Day, Teachers’ Day and Co-curricular Activities Awards. 7. The Fully Residential Schools’ Division has been inviting INTEJ students to join the KIZUNA and JENESYS students’ exchange programme since 2009. 8. In 2011, the JL teacher, Mr Hasbullah Idris, was offered a scholarship for the Young Japanese Language Teachers Programme at Japan Foundation Teachers’ Training Center, Urawa.
11. Resources used for programme implementation
1. Human resources – teachers, support staff, students, parents, school alumni, JICA, The Principal, teachers and students of SKHS, Japanese Language Society Malaysia 2. Financial resources – funding from the Ministry of Education, Fully Residential Schools’ Division, school and generous donors 3. Facilities – language laboratory, ICT room, library 4. Reference materials – textbooks, modules, past year papers, teaching aids, posters 5. Traditional Japanese costumes and games
12. Benefits/Impacts/ positive outcomes of the programme to students, school and community
1. Students This programme has allowed students to: learn a foreign language interact and network with their peers in Japan learn about foreign cultures and customs take part in competitions at the national and international levels sit for national and international examinations for Japanese get opportunities to pursue their studies in Japan broaden their worldview foster the values of good global citizenship inculcate universal values of peace, tolerance and respect develop an interest in international relations have a wider understanding of global issues
2. School This programme benefits the school in terms of: partnerships with JICA and JLS continued networking with SKHS fostering an environment of acceptance and tolerance having solid international ties with Japan 9
3. Community This programme benefits the community in terms of: annual visit by SKHS to the local homestay programme boosting local economy through tourism
13. Plan for sustainability and plan for the future
Plan for sustainability: 1. Continued partnership with JLS and JICA. 2. Annual visits by SKHS will be maintained and INTEJ will visit SKHS every two years. 3. Japanese language classes will continue in INTEJ, with approximately 30 students per form from Form One to Form Five. 4. Japanese language students will participate in competitions and examinations every year.
Plan for the future: 1. Expand the programme to the other international languages (Arabic, French, Mandarin). 2. Extend the programme to the nearby schools by inviting them to participate in the activities that are organised.
14. List of attachments such as a copy of the school operational plan, learning/ teaching materials, samples of student worksheet, manual, etc. If the attached materials are in the local language, please provide a brief description in English language.
Attachment 1) Japanese Language Class Lesson Plan Attachment 2) Certificate of Participation – Soran Bushi Championship Attachment 3) Certificate of Completion - JENESYS Programme for JL Teachers Attachment 4) Certificate – Japanese-Language Proficiency Test Attachment 5) Photo Report – The KIZUNA Project (Batch 2) Attachment 6) The KIZUNA Project – Students’ Testimonial Attachment 7) Certificate of Attendance - JLFest
10 15. Photos related to the activity/programme (Maximum of 6 photos with captions in English)
Photo-taking session at the end of the Sapporo Kiyota High School visit to INTEJ (October 21, 2013)
INTEJ visited the Grade 12 Global Studies class of Sapporo Kiyota High School, Japan in June 2014
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INTEJ students at a Bon Odori Festival organised by The Japan Club of Kuala Lumpur in Matsushita Stadium, Shah Alam (July 6, 2013)
INTEJ students and teachers experiencing the autumn in Hokkaido, Japan (November 2012)
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INTEJ students learning ‘kanji’ at the calligraphy station during the JL Fest (Japanese Language Festival) organised by the Japanese Language Society Malaysia (JLSM) on May 4, 2014
INTEJ students learning the Japanese art of ‘kirigami’ and how to wear a ‘yukata’ during the weekly Japanese Language Club meetings
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