Candidates will be invited for assessment at the school or at a venue in their region: please contact us and we will do our best to help with the test location.
The school assesses candidates for entry to ensure that the curriculum and pace of learning are appropriate for them and that they have the potential to be happy and to thrive in the school, contributing co-operatively towards the community. The ability to understand and communicate effectively in English is fundamental.
Assessment of Candidates
Total Assessment time, including breaks: 4 hours.
The assessment is designed to need no special preparation and it is much preferred that candidates do not receive coaching or tuition in advance. It is intended to be a positive experience of benefit in itself and it should certainly not disrupt ordinary school work. It is understood that candidates will have different school backgrounds and different levels of English; the assessment attempts to measure a candidate’s potential to learn and develop.
All candidates will be assessed in a similar way so that decisions about class groupings and setting can be made. Some schools, including some British curriculum schools, are able to provide fuller and more focused information on candidates. This is important and useful to us, but no candidate will be at either an advantage or disadvantage because of the school from which they apply. Similarly, the admissions process is devoid of any discrimination and the application of quotas. Parents are asked to let us know in advance of any special needs so that arrangements can be made.
Out of courtesy, parents should inform the candidate’s current school before assessment for POWIIS. It is particularly important that a current school is aware of intentions before we ask for a confidential report. Ideally current schools, teachers and headteachers should be involved in the discussions so that they can offer advice about future schooling. They will know their pupils well and so their advice is to be valued.
Prior to admission, parents are required to declare they have shared with the school any background information which might reasonably be thought relevant to the offer of a place, and to the candidates’ potential for success at POWIIS.
The Admissions Process
Application To apply formally for their children to join the School, parents submit a Registration Form together with an Assessment Fee of RM500.
The Registration Fee is payable after acceptance into the School. This fee is refundable only in cases where an application is declined by the School.
Assessment The assessment procedure varies depending on the age of the pupils.
Foundation Stage (ages 3 to 5) – The pupil will be invited to spend time in the Early Years Foundation Stage (EYFS) setting and will be assessed by staff observing the interaction and use of language of the child in an informal setting. The Head of the Department will consider the comments and observations made by staff before an offer of a place is given.
Year 1 and Year 2 (ages 6 to 7) – The pupil will be invited to spend a period of time in the classroom where they can be assessed on basic skills in numeracy and literacy and the potential for learning. All work is set at National Curriculum ability levels appropriate for the age group and these assessments should be seen as a positive opportunity for the child to show their ability in these academic areas. The parents may be required to have a meeting with the Principal.
Year 3 to 6 (ages 8 to 11) – The pupil’s abilities in the core subjects of Mathematics and English along with some measures of general ability will be tested. All work is set at National Curriculum ability levels appropriate for the age group and these assessments should be seen as a positive opportunity for the child to show their ability in these academic areas. The parents may be required to have a meeting with the Principal.
The assessments are designed to need no special preparation and it is intended that they will be a positive experience for each child. It is understood that children will have had different experiences and varied levels of English; the assessments attempt to measure a child’s potential to learn and develop.