Sri KDU International School, Kota Damansara

Unleashing Potential Through Play– a philosophy that is central to the Early Years programme at Sri KDU International School, Kota Damansara. Since it was introduced in 2022, the programme has provided children ages 3 to 5 with a great head start in their learning and development, thanks to the school’s dynamic Early Years Foundation Stage (EYFS) curriculum. 

Kiddy123 recently caught up with Sri KDU’s Early Years team, to get an inside look into the EY and Key Stage 1 experience, and how the school nurtures children into independent, confident, and well-rounded 21st century learners. 

Encouraging independence and exploration 

During our visit, we were warmly welcomed by Ms. Shamsa Babu (EYFS2 Penguins Class Teacher and Early Years Lead), Ms. Gillian Irving (EYFS1 Ducklings Class Teacher), and Ms. Katie Jones (Year 2 Woodpeckers Class Teacher, KS1 Lead, Deputy Designated Safeguarding Lead), who brought us on a quick tour of the Early Years campus, which has its own area separated from the rest of the school by safety gates. 

The layout is thoughtfully designed to support the EYFS curriculum, and features classrooms connected to an open, outdoor space to facilitate free flow play and learning. Within this space are sections dedicated to the seven key areas of learning: 

• Communication and Language

• Physical development

• Personal, Social and Emotional Development

• Literacy 

• Mathematics

• Understanding the World

• Expressive Arts and Design

Ms. Sham describes the Early Years curriculum as a blend of adult-directed and child-initiated learning. While children do spend time in the classrooms doing sit-down work, they are also afforded plenty of opportunities to go out and play in a purposeful and meaningful way. 

And even during adult led learning sessions, children are able to access learning through a variety of multi-sensory approaches to allow all learners to be successful. For example, when learning about numbers, children may explore the topic of quantities outside the classroom – Ms. Sham shares an activity where children went ‘treasure hunting’ for number tiles around the school, working together to gather the tiles and form a line from 0 to 10. “This activity can be done on paper, but we always aim to make it more engaging for different learning styles,” she shares. 

The curriculum is delivered through themes, which the teachers build upon based on their experiences with the children. “On top of provisions for maths, literacy, phonics and the like, we also plan on the spot based on the children’s interests and we adapt the activities to suit their needs,” Ms. Sham explains.

There is an emphasis on building confident, independent learners that are inspired to reach their potential.

The Early Years program provides children with numerous opportunities to connect their learning to the real world. For instance, during their “All Creatures: Great and Small” theme, children experience a visit from a petting zoo, allowing them to interact with animals firsthand. Additionally, during the “Are We There Yet? (Transport)” theme, visits from local emergency services offer children a chance to engage with professionals and explore transportation-related concepts in a meaningful way.

By incorporating a mix of structured activities and free play, teachers guide students to express their thoughts and build essential life skills – ensuring children are empowered to navigate their learning journey independently. 

A structured but flexible approach

For older students in Key Stage 1, which spans ages 5 to 7, the curriculum is more structured, following the British curriculum but adapted to the local setting. “We ensure that our topics are relatable, for instance, learning about rainforests in Malaysia,” says Ms. Katie, adding that they still involve a lot of hands-on activities to help children transition from the early years to the lower primary. 

At this stage, students will have set lessons like phonics, Math, English, geography, history, art, and ICT. The curriculum is constantly updated to suit the evolving needs of the students’ education, and teachers also share best practices so they can deliver lessons consistently and to the highest standards. Like the Early Years setup, classrooms are equipped with cosy reading corners, interactive displays, and a variety of resources that children can access independently. 

Aside from academics, older children are also given roles and responsibilities within the classroom through tasks such as handing out books or leading a line. Year 2 students are encouraged to support the younger children during shared playtime, which cultivates leadership and instils strong moral values. 

Supporting the child’s emotional wellbeing

Sri KDU recognises the importance of nurturing emotional wellbeing alongside academic success. “Circle time is our way of checking in on the children and creating a safe space for them to express themselves,” says Ms. Sham.

Additionally, the school has a dedicated Inclusion Lead and counsellors to support students with anxiety, social difficulties, or emotional challenges. “We believe that strong relationships between students and teachers are key,” adds Ms. Katie. “Identifying changes in behaviour early on and providing support is a crucial part of our role.”

Variety of extracurricular activities 

With close to 150 co-curricular activities (CCAs) to choose from, students at Sri KDU are spoiled for choice. From sports and performing arts to hobbies like sewing, there is something for everyone.

“Our teachers lead many of these CCAs based on their own interests, while external providers offer specialised options,” says Ms. Katie. “It’s a fantastic way for students to explore new interests and build skills outside the classroom.”

A school that values community and collaboration 

One of Sri KDU’s greatest strengths is its strong and diverse community, reflected in both the internationality of its teachers as well as students and their families. “Our parents are heavily involved in school events and activities to support their children’s learning journeys.  For Diwali celebrations, we even had parents coming to help decorate the classrooms.”

“We’ve also invited parents to share their stories in the classroom together with their children, where they talked about their own cultures and families using maps, flags, and stories,” Ms. Sham shares. “It really helps the children to open up and feel a sense of belonging in the school.” 

Plans are in the pipeline to bring in more resources and expand on the Early Years facilities, such as a garden where the children can plant and harvest their own fruits and vegetables, a cooking area, a role play area, and more. 

With a clear focus on developing confident, capable, and compassionate learners, Sri KDU International School is setting the stage for a bright future for its students.