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“Read about what our alumni have been up to since leaving HELP International School. Click on their photo to read more.”

Melody Cheng (Year 13- 2024)

How HELP International School Shaped Melody Cheng’s Journey to the University of Edinburgh

It’s not very often that a student calls their school a second home. If they do, the school must have something extraordinary — a welcoming environment, supportive teachers and a community that feels more like family than peers. This kind of school cultivates not only academic growth but also personal development, creating a place where students feel safe, valued and inspired every day.

Enter HELP International School. Established in 2014, the school offers the British Curriculum from preschool to A-Levels, with a current enrolment of 1,300 students. Here, students find a vibrant community where they can pursue their passions, build lifelong friendships and grow in confidence, all while being supported by dedicated teachers and staff. Just ask Melody (Zhe Rong) Cheng, an alumnus of HIS, who is currently studying for a Bachelor of Arts in Industrial and Product Design at the University of Edinburgh.

“HELP International School is my second home,” she says. “As a pioneer student, I joined the school in its first year, starting in Year 3 in 2014, and graduated a decade later in Year 13 in 2024. The teachers are our support systems and have become close friends as well. We receive constant support not only in academics but also with any other pressures in our lives.”

Studying at HELP International School

Melody took 10 subjects for her IGCSEs at HIS, starting with Malay as a Foreign Language in Year 9. By Year 11, her subjects expanded to English Language (with an Oral Endorsement), English Literature, Mathematics, Biology, Chemistry, Physics, Spanish as a Foreign Language, Design and Technology: Product Design, and Global Perspectives. Remarkably, Melody earned an A* in every subject.

But it was not a straightforward path. Studying during the pandemic meant her IGCSE experience wasn’t typical, but she remembers the effort her teachers put into making learning effective and engaging. “Our teachers did try to make the classes as beneficial and engaging as possible despite the limitations of online learning.”

As exams approached, they held optional crash courses that efficiently reviewed entire syllabuses in just a few hours. Teachers also stayed accessible over Google Chat and email, answering questions and offering a supportive presence through the uncertainty of the pandemic.

Melody completed her A-Levels at HIS, studying three subjects: Design and Technology (DT), Product Design, Mathematics, and English Literature. “It was an easy choice to stay at HIS to continue A-Levels. The two main features of the school which attracted me were the opportunities provided and the teachers I would be mentored by.”

HIS’s Sixth Form programme offered Melody plenty of hands-on learning experiences. The supercurricular programme encouraged students to pursue activities beyond the syllabus. Melody participated in VITA (virtual integrated training assistant), where she and two classmates, guided by her DT teacher, Mr. Kevin, built an F1 simulator rig from scratch. Her role focused on 3D modelling and printing, a skill she honed in HIS’s DT lab, which helped her discover new applications for her talents.

Another standout opportunity was Project Purpose, a programme that taught students the basics of entrepreneurship by having them pitch ideas to industry professionals. Through the Demo Day presentations, students like Melody gained invaluable exposure to the working world and built connections that led to internship offers and investment opportunities.

The support Melody received from the Sixth Form faculty was instrumental in her growth and confidence. Mr Paul, the head of Sixth Form, played a vital role in preparing students for university admissions interviews, encouraging them to aim high. Melody’s supercurriculum coordinator, Ms Manmeet, helped her bring a startup idea called Hydraid to life, even guiding her in pitching to HIS’s board of governors, leading the project to the stage of submitting a design patent. The university coordinator, Ms. Chan, dedicated herself to helping each student find the right pathway, arranging university fairs and inviting alumni for advice. Finally, Mr. Wong, the academic coordinator, made sure students were on track with academics while building a strong sense of community through homerooms and school trips.

“All of these teachers teach their subjects and A-Level classes on top of all the support they give our year as a whole.”

The result? Melody scored all As for A Levels, including a rare full mark in her coursework for DT, which reinforced her passion for the field.

For Melody, the two years in Sixth Form were some of the best of her life as she balanced academics, extracurriculars, and university applications. “Our cohort is so tight-knit, and we’ve become close with our teachers, eating lunch with them in the Cafe and going on school trips with them. The Sixth Form community is my favourite and will be the people I miss the most in university.”

Melody’s Active Involvement and Growth at HELP International School

Beyond academics, Melody has fully immersed herself in various activities, from clubs to leadership roles, showcasing her enthusiasm and dedication. She embraced nearly every CCA and leadership opportunity, from her early days as a primary school prefect to taking on the role of House Captain, where she led 500 students and organised various house events.

“From basketball to debate teams, the CCAs in HIS demonstrate life in all its fullness — the school’s motto. When I look back at my time at HIS and even preparing for my university applications, I’m always astonished at the amount of activities and things I’ve achieved here, as well as how much I’ve grown up as a person.”

One standout experience for her was the HIS Harmonies concert, organised entirely by her Year 13 class. Not only was it a memorable final performance for the school community, but it also served as a fundraiser for prom and graduation. What’s more, serving as House Captain brought her great fulfilment, watching her journey from a Year 6 House Representative to the leader of the entire House, where she inspired house spirit and celebrated victories with her peers.

That’s not all. At Sixth Form, students in Year 12 and Year 13 have the opportunity to apply for a variety of internships, from marketing communications to lab technician roles. Melody took part in the EdTech Internship earlier this year, gaining valuable hands-on experience. As part of the program, students also receive support in writing resumes, setting up LinkedIn profiles, and applying for internal and external internships, including summer placements.

Melody chose the EdTech internship to expand her knowledge of electronics, hardware, and software, which would be useful for her Product Design coursework. She was especially excited about working with the school’s 3D printers. “Albeit a short internship, I learnt a lot and had lots of hands-on experience, which eventually led to working closely with EdTech in my second year of Sixth Form whilst building the F1 SimRig as we sorted through software issues and 3D printing parts.”

HIS’s Support Helps Melody Secure a Spot at Edinburgh

When it came to applying to university, HELP’s Higher Education team was there every step of the way. Teachers like Mr Kevin and Ms Jessica helped Melody navigate portfolio submissions, while Mr Paul and Ms Chan guided her through multiple drafts of her personal statement. Thanks to this individualised support, mock interviews and partnerships with organisations like Mabecs (an organisation that helps and empowers Malaysian students to pursue higher education in the UK), she felt fully prepared when she submitted her application for Product Design at the University of Edinburgh, confident and well-supported.

“The team didn’t spoon-feed us material or try to steer us in a certain direction but took our goals, dreams and concerns into consideration to devise a personalised plan for each student to achieve the university and pathway they wanted.”

When choosing a university, the University of Edinburgh stood out for Melody. After researching and speaking with alumni, she was drawn to its strong academic reputation and the vibrant lifestyle of the city. “I knew I had to work hard to get into Product Design, one of the courses in the University with the lowest admission statistics.”

And she did just that — thanks to her hard work and HIS’s excellent learning system and guidance.

“I wouldn’t be able to accomplish even a quarter of what I have done without all the opportunities and unique classes an international school like HIS has compared to a government or private school in Malaysia.”

Original Article from School Adviser and you may find the original article here:

Melody Cheng (Year 13- 2024)

Zoe Soh (Year 11- 2022)

How Zoe Soh Got into LSE: Insights from Her Educational Journey

The London School of Economics and Political Science (LSE) is a leading social science university, ranked first in London and sixth worldwide in the QS World University Rankings 2024. With around 26,000 applicants for just 1,800 places in 2023, it’s incredibly competitive, and top candidates usually have excellent academic records.

If you aspire to study at LSE or any other top UK university, starting early with a strong academic foundation is crucial. Take Zoe Soh, for example — her successful admission at LSE was built on a solid education from elc International School, HELP International School (HIS) and Sunway College.

Zoe started her education at elc when she was three. The school’s focus on providing quality education set her up for academic success from the beginning. One of the core values at elc, represented by the ‘C’ for commitment, played a big role in shaping her approach to both learning and personal growth.

At nine, Zoe began participating in the Federation of British International Schools in Asia (FOBISIA) events. These events allowed her to meet and compete with students from across Asia. Through sports and competition, she learned resilience and discipline — qualities that have stuck with her ever since.

“I also served as a prefect and was recognised as an all-rounder, acknowledging my balanced involvement in academics and extracurricular activities.”

In Year 8, she moved to HIS for a different experience, eventually completing her IGCSEs there. After that, she pursued her A Levels at Sunway College, which further developed her academic skills and personal growth.

Studying at HIS

HIS marked a big turning point in Zoe’s educational journey. Unlike the more traditional learning methods at ELC, HIS embraced a modern approach, incorporating technology and group work into everyday learning. This helped Zoe develop critical thinking and creativity while adapting to new ways of learning.

The pastoral care at HIS stood out, as the school emphasised mental health and a balanced education beyond academics. Teachers were approachable and created an engaging, supportive environment, encouraging students to push their limits. What’s more, they always offered support and ensured that students’ questions and concerns were addressed.

“At HIS, two educators had a profound impact on my studies and personal growth: Ms. Elaine Tay and Mr. Keith Sortez. Both played significant roles in shaping my academic journey and fostering my development.”

Ms. Elaine Tay was particularly inspirational. Her dedication to her students went beyond the classroom. She was always willing to clarify doubts and answer questions, even the night before exams. Her approachable nature and willingness to provide extra support were invaluable. Ms. Elaine’s belief in Zoe’s potential was a constant source of motivation for her.

“Her encouraging words and positive reinforcement pushed me to strive for excellence and to work harder to improve myself. She helped me recognise my strengths and guided me in overcoming my weaknesses, making her a crucial influence on my academic achievements.”

Mr. Keith Sortez also left a lasting impression, particularly in encouraging creativity. His teaching style was supportive and inclusive, creating a classroom environment where Zoe felt free to express her ideas and explore new ways of thinking. Mr Keith valued creativity and innovation, urging students to think outside the box and approach problems from different angles. This made learning more engaging and helped develop her critical thinking and problem-solving skills.

“Both Ms. Elaine and Mr. Keith were not just educators but mentors who provided guidance and support during a critical time in my academic journey. Their encouragement and belief in my abilities were instrumental in building my confidence and shaping my approach to learning.”

The result? Zoe scored 10 A*s and 1 A in her IGCSE. Among the subjects she took were English (first language), mathematics, English literature, coordinated sciences, business studies, accounting, physical education, food technology, Bahasa Melayu and second language, English.

Active Participation in Co-Curricular Activities

HELP also offered a variety of extracurricular activities, from sports clubs to unique options like the World Scholars Cup (WSC), gaming, and even cooking and baking classes. Zoe was heavily involved in sports and extracurricular activities, taking on leadership roles that shaped her personal growth and helped with her university applications. As captain of the MSSD athletics team, she learned how to lead, motivate and inspire her teammates. This role taught her key leadership skills, resilience, and teamwork — qualities that are useful both in sports and in life.

At HIS, Zoe was actively involved in various sports teams and co-curricular activities, taking on leadership roles beyond just being a team member.

Zoe also served as a house representative for Yellow House (Pegasus), organising house activities and events. She was also a Majlis Sukan Sekolah Daerah (MSSD) runner and team captain, winning the Gold medal. These experiences not only enriched her personally but also helped make her university application stand out. They demonstrated her ability to balance academics with extracurriculars and highlighted her leadership and teamwork skills — highly valued in university settings.

With great facilities, including a swimming pool, two multipurpose sports halls, restaurant-quality kitchens, art rooms, design technology labs and computer rooms, the school allowed students to explore different interests and grow into well-rounded individuals.

Original Article from School Adviser and you may find the original article here:

Zoe Soh (Year 11- 2022)

Danielle Goh (Year 13 - 2022)

A Canvas of Opportunities: Danielle Goh’s Unforgettable Journey at HELP International School

“My parents took a gamble enrolling me at HELP, and I’m pretty happy they did,” Danielle Goh says. “The teachers and team at HELP really made both my and my friend’s secondary school life so memorable. During those years, I grew into my skin, and I’m happy that HELP supported me in doing so.”

Danielle is currently pursuing her Bachelor of Arts in Global Studies at Swinburne.

Studying at HELP International School

In the bustling landscape of educational institutions, HELP International School stands out as a nurturing ground where students excel academically and find their unique paths to personal growth. Danielle, an alumna of HELP, reflects on her educational journey and the school’s pivotal role in shaping her into the confident and capable individual she is today.

Danielle’s journey through HELP started with fond memories from secondary school, where she was surrounded by a diverse group of teachers from around the world. Each educator became a guiding star, nurturing her academic prowess and caring for her as an individual. This support became especially poignant during the tumultuous A-Levels amid the Covid lockdown. “My school performance took a toll, but instead of penalising or critiquing me, my teachers asked if I needed support, inquiring about my well-being. They all showed that they cared about me,” she says.

The school’s commitment to learning excellence extended beyond academics, manifesting as top-notch facilities. She enjoyed the newly built A-Level lounge, a space that facilitated academic endeavours and offered a cosy retreat. Danielle fondly recalls, “I was fortunate enough to enjoy the newly built A-Level lounge with its own cafe! I drank so much coffee and hot chocolate there; it was amazing.”

In Year 10, she had the opportunity to meet and mingle with refugees residing in Malaysia — something she truly cherished.

Extracurricular Adventures: Crafting a Well-Rounded Future

HELP doesn’t just nurture academic excellence; it cultivates well-rounded individuals through various co-curricular activities.

“I couldn’t even name all of them at one point,” Danielle reflects, emphasising the abundance of opportunities awaiting students beyond the traditional classroom setting. This major factor initially attracted her and her parents to the school – an environment that recognised the importance of holistic development.

“In secondary, I partook in fun little craft clubs like glass painting and knitting, but I also tried my hand at cheerleading and public speaking,” she says.

The spirit of the initiative was wider than what was offered by the school. One of Danielle’s friends became a trailblazer by starting a Cinematography club with the support of Ms. Dessy, a teacher at the school. “He started his own Cinematography club because it was something he was passionate about, and he noticed that there were no clubs that appealed to him – so he formed his own,” she adds.

As Danielle transitioned to A-Levels, the spectrum of opportunities widened even further. She took on an internship as an English tutor, gaining practical experience that transcended the theoretical confines of the classroom. The pinnacle of her co-curricular involvement was Project Purpose, an initiative that encouraged students to form groups and create social enterprises aligned with their passions. Danielle’s group chose to address pressing issues, focusing on environmental concerns and the impact of COVID-19 on Malaysian mental health.

The teachers at HELP weren’t merely observers of student life; they actively enriched it by curating experiences beyond the curriculum. In a memorable instance during Year 10, Danielle’s teacher collaborated with a local non-profit to create a project that allowed students to meet and interact with refugees residing in Malaysia. Ms Dessy even got everyone from the cinematography club to write and produce short films with the refugees.

She shares, “If I had to choose the most memorable experience from school, it would be that. That teacher knew I planned to start a career in social work, so she actively sought experiences for me to help with my future career.”

Danielle’s engagement in co-curricular activities wasn’t just a checkbox on her school record; it became a cornerstone for her future endeavours. During her gap year, these experiences became the focal point of her job applications, showcasing the skills she had developed. Applying to university, Danielle believes these activities played a crucial role in securing a scholarship, highlighting her well-rounded nature.

“In university, I’ve used my experience to apply as a committee member for the School of Social Sciences in Swinburne and other leadership positions in clubs. Aside from that, my experience granted me a position as a Youth Mental Health Advocate in my suburb in Melbourne, where I get to work with many young Australians,” Danielle says.

After graduating from HELP, Danielle took a gap year before starting university. During that time, she worked full-time in retail.

A-Levels at HELP: A Foundation for Success

At HELP, there are plenty of subjects which students can choose from for their A-Levels. Danielle pursued Psychology, English Literature and self-studied Sociology. Despite challenges during online learning, HELP’s supportive environment and dedicated teachers propelled her to achieve A* and A in Psychology and English Literature, respectively. Danielle scored a B in Sociology.

The learning environment, characterised by smaller classes and a dedicated A-Level lounge, allowed for a more personalised experience. Mistakes were not frowned upon but encouraged, fostering a culture of growth. “During my AS-Level, my grades were slipping because online learning was difficult for me to cope with, but my teachers really supported me and didn’t let my lower marks define the rest of my A-Level journey. They checked up on me and encouraged me to keep trying.”

Navigating the Path to Higher Education

Transitioning from secondary school to university is a significant leap, and HELP’s Higher Education (HE) team played a crucial role in Danielle’s success. Despite taking a gap year after A-Levels, Danielle acknowledges the guidance she received.

She shares, “From early secondary in HELP, there was lots of talk during homeroom time about what universities or careers we were interested in. In A-Levels, we had lots of talks from HELP alumni and university fairs to better understand what we’re looking for in a school. The HE team also helped proofread our essays and prepare us for interviews.”

For students with aspirations of applying to Oxbridge or Ivy League universities, HELP provided dedicated support teams to maximise their chances.

Danielle’s passion for Global Studies found a home in her choice of a Bachelor of Arts at Swinburne University. She credits HELP for nurturing this interest, even supporting her decision to self-study Sociology. She shares, “In IGCSE, I took Global Perspectives as a subject and immediately loved it. The upper secondary and A-Levels team understood that it’s something I hold dear to me and encouraged me to study what I’m passionate about.”

Danielle believes her time at HELP International School has shaped her into who she is today.

Beyond Academics: Life Skills from HELP

Studying at HELP equipped Danielle with skills beyond the academic realm. The emphasis on essay writing during A-Levels was a valuable asset in university. “I didn’t realise how fortunate I was to be given these writing skills until I got to university, where I noticed some of my peers were learning to write higher education-level essays for the first time. I can’t imagine grappling with essay writing for the first time alongside university-level content.”

She also credits HELP for her transformation from a shy kid to a confident young woman. She shares, “My parents always complained about how I was always the least adventurous among my siblings. But after joining HELP in Year 7, I began participating in the annual public speaking competition and did well. From there, my confidence grew. Now, I’ve used that character development in all aspects of my life – presentations at university aren’t too daunting, and I’m more confident meeting new people. It’s even granted me some pretty great job offers.”

The vibrant, supportive environment of HELP has undoubtedly left an indelible mark on Danielle’s educational journey, proving that the school is not just a place of learning but a canvas where futures are painted with brilliance.

Original Article from School Adviser and you may find the original article here:

Danielle Goh (Year 13 - 2022)

Kavya Balaji (Year 13 - 2022)

Kavya Balaji’s Journey: How HELP International School Shaped Her into a Global Citizen

Kavya Balaji’s story is one of transformation, resilience and a deep appreciation for the transformative power of education. Her journey at HELP International School wasn’t just about academics; it was about shaping her into the well-rounded individual she is today.

“Studying at an International school in Malaysia gave me an added advantage,” Kavya says. “The opportunities, resources and even the syllabus content were different, and I am incredibly grateful to have gotten access to such an education before even heading off to university.”

Studying at HELP International School

Kavya’s transition to an international school in malaysia setting in Year 6 marked the beginning of a profound chapter in her life.

“My parents chose to send me to HELP International School because of its commitment to mould students into thinkers. The most important things were the exposure to the world beyond the classroom, technology integration in learning, and the balance between studying and out-of-school activities.”

At HELP International School, she also discovered a harmonious blend of Asian comfort and exposure to the broader international world. The school provided numerous opportunities for inter-school activities, fostering connections that transcended geographical boundaries. Kavya reflects, “I made lifelong friends there, ones I still keep in touch with despite being on opposite sides of the world, and unknowingly gained a few role models and mentors in my teachers.”

HELP didn’t just provide Kavya with an education; it gave her the tools and confidence to excel. The school’s supportive teachers and well-designed curriculum helped her discover her passions in English Literature, History and Design Technology in IGCSE. She learned to think critically, challenge assumptions and dive deeper into subjects that sparked her curiosity.

“Maths, which was one of my weaker subjects, became something I enjoyed learning through the support from my teachers,” she shares.

Continuous encouragement from her teachers fueled her confidence, culminating in her successful run for student council and eventual appointment as Head Girl in Year 13 during her A-Levels.

“Whether it was debating, Model United Nations or even the more rigorous syllabus of A-Levels, my teachers always supported and encouraged me.”

Beyond the Classroom

HELP’s diverse co-curricular activities allowed Kavya to explore her interests beyond academics. From dance and swimming to public speaking and debating, she found avenues to express herself, build resilience and develop valuable life skills.

“I aimed to be someone who wanted to try a variety of different things, to build my experience and learn before I took up a course at university.”

One impactful experience was her involvement in the World Scholar’s Cup. This global competition challenged her intellectually and exposed her to diverse perspectives, igniting a passion for lifelong learning.

“I met people from around the world and learned topics and subjects completely foreign to a 15-year-old, like astronomy paradoxes and social science phenomena. While it was challenging, it showed me my passions and skills as I went through the experience with my friends and teachers.”

A-Levels Excellence Amidst Challenges

Kavya’s A-Levels journey was challenging, particularly amid the disruptions caused by the COVID-19 pandemic.

“Our exams were under strict rules as we missed many face-to-face interactions that could have happened during those two years. However, this only made way for new ways of learning and creative solutions,” she notes.

Despite the constraints, HELP adapted creatively, offering engaging online classes and maintaining a high level of interaction between students and teachers. This was done through presentations and games. The teachers took the added effort to keep the learning flow going, answering students’ doubts, even on weekends, and reaching out to see if they needed any assistance.

Once Kavya was back in person, there was a seamless transition, and she did not feel left behind and overwhelmed as the momentum was always kept high. The school’s emphasis on skill-building co-curricular activities, like the entrepreneurial-focused Project Purpose in her Sixth Form Studies, added a practical dimension to Kavya’s education. This project, where she designed a website to help students manage their lives, won her the ‘Shark Tank’ competition.

“While this was extracurricular, this project helped me with my Computer Science subject as I learned to code the website from scratch and the four languages that came along with it, which was one of the best things about A-Levels – everything was connected to provide a holistic and well-rounded experience.”

A Smooth Transition to University

As Kavya neared the end of her school journey, the Higher Education (HE) team at HELP played a crucial role in shaping her path to the University of Melbourne. While her peers explored options in the UK and the US, Kavya was drawn to Australia. The school facilitated career counselling, introduced platforms like UniFrog and Forage, and connected her with alumni in the relevant field.

Contrary to the complexity faced by some applicants, Kavya’s application process was streamlined. In fact, she found the application process for Australian universities much simpler than that for the UK. She remarks, “My application process was simple enough that the school did not need to be involved in that aspect – I just had to submit my final grades.”

This simplicity, however, did not imply a lack of support. HELP’s HE team provided personalised advice through education agents, ensuring Kavya felt confident in navigating the administrative aspects of her application.

At the University of Melbourne, she is pursuing a Bachelor of Commerce – BCom, Finance and Marketing. Her exposure to finance concepts through programmes like the Bloomberg Market Concepts at HELP ignited her fascination with the intricacies of the stock market.

Her passion for reading and writing fueled her interest in marketing, and subjects like English Literature, Design Technology and History provided valuable insights into the field. The interdisciplinary approach she adopted during her school years allowed her to explore various subjects, creating a well-rounded foundation for her current academic pursuits.

International School Advantage in University Life

Studying at an international school equipped Kavya with the skills to transition seamlessly to university life. The diverse cultural exposure at HELP facilitated easy socialisation, while the rigorous A-Levels programme prepared her for the self-discipline required in higher education.

On the other hand, Kavya believes HELP taught her much about mixing with different cultures and people – something Kavya is now comfortable doing at the university.

Most importantly, HELP’s emphasis on the ‘bigger picture’ enabled her to think critically and connect the dots, which was invaluable in her academic and personal pursuits.

“Being able to understand and know a variety of subjects encouraged me to make conversation with people more, including my professors,” she shares. “It pushed me to think outside the box while learning and solving problems, and equipped me better with life skills in my daily life.”

A Grateful Reflection and Wise Advice

Kavya’s time at HELP is filled with cherished memories. Her experience as Head Girl and Senior Student Council member in Year 12 stands out.

“It was a time that I was truly given the freedom to create change for the future generation of students,” she recalls.

Her fondest memory as Head Girl was spearheading an initiative for solar panels. Kavya and her team successfully proposed the installation of solar panels in the school, contributing to a more sustainable future. This experience taught her valuable leadership skills and instilled a sense of agency and the power of collective action.

“I would definitely recommend HELP,” she says. “With the IGCSE and A-Level programme constantly being developed further, with newer subjects being introduced, and other extracurriculars, there is a great balance between academics and non-academics. There is an opportunity available for everyone; whether it be the arts, sciences, sports, entrepreneurship, or even design, there is something for you to try out and test your skills on your passion.”

Original Article from School Adviser and you may find the original article here:

Kavya Balaji (Year 13 - 2022)

Nicholas Yang Wei Choo (Year 11 - 2018)

From HIS to KYUEM and UCL: How Nicholas Choo’s Educational Journey Shaped Him into a Deloitte Consultant

“I will be forever grateful to the teachers, staff and friends I have met throughout my time at HELP International School,” Nicholas Yang Wei Choo says.

Today, Nicholas is a consultant at Deloitte London, specialising in Reputation, Risk, Crisis, Resilience (RRCR) within the Risk Advisory practice. His educational journey from HELP International School (HIS) to Kolej Yayasan UEM (KYUEM) has been nothing short of transformative, shaping him into the person he is today. As he reflects on his experiences, it becomes evident that his time at these institutions has been instrumental in his personal and professional development.

A Foundation of Friendship and Learning

For Nicholas, HIS was more than just a school; it was a community where he found lifelong friends and discovered his passions. Despite initial reservations about stepping out of his comfort zone, his classmates became his closest companions and welcomed him with open arms. “My friends at HIS shaped me emotionally and intellectually. They challenged me to step outside my shell and pursue my interests wholeheartedly.”

HIS provided Nicholas with a diverse and enriching learning environment, offering a wide array of subjects and extracurricular activities – to help students understand their passion in life.

“The usual sciences and maths were supplemented by arts such as physical education, music and drama, and I think it made many students come out of HIS as all-rounders.”

One memory Nicholas cherishes from HIS is conquering his initial dislike of English literature, a compulsory subject. “I wasn’t a big reading fan, and learning the Shakespearean language wasn’t really appealing. However, the soft analytical skills I gained from it have helped me with my university degree and current work at Deloitte.”

These skills allow him to read between the lines in complex situations, navigate challenging conversations with his peers and colleagues and develop his sense of empathy whenever communicating.

Moreover, the school’s commitment to holistic education was epitomised by its state-of-the-art facilities. From the bustling Astro field, where friendships were forged through spirited games of football, to the nurturing environment of the classroom, every corner of HIS was imbued with the spirit of excellence and opportunity. These facilities facilitated academic pursuits and served as incubators for passion and talent.

It was also at HIS that Nicholas discovered his passion for ultimate frisbee. Ms Jill, a coach who played at the highest level, ignited his love for the sport. He started from scratch, embraced the welcoming frisbee community within HIS, and eventually transitioned from recreational play to competitive tournaments. This experience laid the foundation for his future sporting achievements, culminating in captaining his college team to a second-place finish against his former HIS peers. His passion continued into university, where he played for University College London’s (UCL) first team, winning bronze at a national competition.

The sport honed his collaboration and teamwork skills – essential qualities for his current role as a consultant at Deloitte. “Ultimate Frisbee taught me the importance of collaboration and working well in a team. As a consultant at Deloitte, I need to work well with a team from which I may not know anyone initially. So understanding their communication style and the best way to give feedback is pivotal to ensuring a project goes well.”

HELP’s multi-tiered support system proved invaluable for Nicholas’ IGCSE success. The school offered supplementary classes for those needing extra help and opportunities for advanced students to become peer tutors. This collaborative approach mirrored the professional world Nicholas would later enter, where teachers encouraged student opinions and critical thinking. Unlike other schools that ranked students by sets, HIS fostered a more inclusive environment where weaker students could learn from their peers while stronger students weren’t burdened by excessive pressure.

“HIS rewards excellence and development. I remember them doing a yearly award ceremony for each year group on the best-performing student in each subject and most improved throughout the year.”

Navigating the Challenges of A-levels at KYUEM

Transitioning to KYUEM, Nicholas, who took Chemistry, Economics and Mathematics for his A-Levels there, faced a rigorous academic environment and a vibrant extracurricular scene. “KYUEM challenged me academically and personally,” Nicholas recalls. “It was here that I honed my leadership skills and developed a deeper understanding of my academic interests.”

He surrounded himself with brilliant and talented individuals, whom many were sponsored by prestigious organisations. Despite initial feelings of intimidation, Nicholas discovered that his fellow students were just as down-to-earth as him.

KYUEM’s focus on extracurricular activities fostered a vibrant community spirit. Cultural events were a highlight, with students participating in various performances. In his second year, Nicholas took on the leadership role of ultimate frisbee captain, honing his time management and organisational skills

KYUEM’s dedicated Higher Education (HE) team provided invaluable guidance. They equipped students with the skills to craft compelling personal statements and connect them with industry professionals. Puan Kasthuri, Nicholas’ HE advisor, played a pivotal role in his success, offering crucial feedback on his application materials.

“I remember going to her with my first draft, and she suggested using an eye-opening first paragraph to captivate the reader. When I entered UCL, I coincidentally met the advisor who reviewed my personal statement and he stated that paragraph stood out to him and made him want to read more.”

Finding his Calling

Nicholas’ journey led him to a unique programme at UCL: BSc in Management Science. This programme, focused on data analysis and its application in business decisions, resonated with his desire to understand the growing influence of data in the modern world.

“The course focused more on data and how it can be analysed to make good business decisions. I understood that data is the future, with the recent proliferation of AI as an example, and I wanted to understand it in a way that would allow me to join the workforce with some knowledge.”

Nicholas’s experiences at HIS and KYUEM laid the groundwork for his success at UCL, facilitating a smooth transition into university life. His international upbringing and diverse academic background enabled him to thrive in a multicultural environment, fostering collaboration and innovation.

What’s more, it also positively impacts his current role as a consultant at Deloitte London, where Nicholas draws upon the lessons learned throughout his educational journey. His risk advisory role demands analytical prowess and effective communication skills, qualities honed through years of academic and extracurricular pursuits.

Advice for Parents Considering International Education

Nicholas believes international schools in Malaysia offer a valuable alternative approach to learning, encouraging self-expression and critical thinking rather than rote memorisation. He advises parents to carefully consider their priorities when choosing an international school, taking into account factors like location, curriculum and student-teacher ratios.

“I understand that parents have expectations on their kids but I believe that a balance should be struck to create a safe space for kids to learn in a way best suited to them; I think an international school does this well.”

Nicholas credits his international school background with his ability to approach problems from different perspectives and his proactive problem-solving skills. “It gave me perspective to think about the ‘what ifs’ when tackling issues and being proactive, I tend to look at problems through a different lens nowadays, thinking about the next steps and how everything fits into the bigger picture.”

He also highlights the importance of a strong friend group, a product of the inclusive environment fostered by HIS. “If no one included me, the shy newcomer into their community, I would still be the same shy newcomer and not the person I am today.”

Original Article from School Adviser and you may find the original article here:

Nicholas Yang Wei Choo (Year 11 - 2018)

Brandon Chew (Year 11- 2017)

Thriving in a World of Opportunity: A HELP International School Graduate’s Journey

HELP International School (HELP) isn’t just a place of learning, it’s a springboard to becoming a well-rounded global citizen. At least, that’s the experience of Brandon Chew, a former HELP student who recently graduated from University College London (UCL).

A Nurturing Environment for Success

Brandon’s experience at HELP paints a picture of a school prioritising academic achievement and personal growth. The faculty, a vibrant mix of international and local educators, consistently impressed him with their dedication.

“It was a great experience,” he says. “The teachers were passionate about supporting students academically, and I find that many of the events the school has organised such as talks by CEOs and others, are really helpful.”

One such teacher that Brandon fondly remembers is Miss Laura, his English teacher, whose passion extended beyond the classroom. “She (and other teachers in the English Department) brought my cohort to a screenplay of Merchant of Venice in KLPAC because we were studying the play for our literature IGCSE.”

Beyond academics, the school offers a dedicated pastoral support team. Weekly classes with this team equip students with valuable soft skills, fostering their personal development. Their focus on mental well-being makes them a trusted resource readily available to bridge the gap between students and teachers.

The strong sense of community extended to the faculty as well. International teachers from the UK, Poland, and beyond fostered strong relationships, creating a cohesive learning environment. Brandon holds a special place in his memory for the ‘first batch’ of international teachers: Mr Hammonds, Miss Stacey, Ms Amy, Mr McDonough, Mr Salam and Ms Hifzah, acknowledging their lasting impact.

HELP’s supportive environment proved invaluable during his IGCSEs. Most teachers went above and beyond, creating their own learning materials and meticulously dissecting mark schemes and syllabuses. This ensured the students grasped the examiners’ expectations. Their dedication extended beyond the classroom; many offered extra help whenever the students requested.

“I remember my Chemistry teacher, Ms Elaine, holding extra classes during holidays a few months before IGCSE so we could refresh our knowledge on old topics.”

Beyond academics, Brandon actively participated in numerous co-curricular activities and societies within HELP, including volleyball, ultimate frisbee, swimming, basketball and football. Since HELP was part of the KLISS (KL International School sports) association, Brandon and his peers regularly participated in inter-school competitions that their PE teachers helped organise.

This vibrant engagement wasn’t just for his university applications (though it certainly bolstered his portfolio). More importantly, it fostered significant personal growth.

“Being captain of various sports teams in HELP and representing the school in inter-school competitions enables me to learn more about myself and my capabilities in terms of teamwork and leadership.”

Pursuing A Levels at Sunway College

Brandon, a Sunway College A-Level graduate, found the learning environment starkly contrasting to the traditional programme he experienced at HELP. Unlike HELP’s structured, traditional UK college feel, Sunway offered a taste of university life. The freedom to manage his schedule, coming and going as needed allowed Brandon to prioritise academics while still pursuing personal interests.

The faculty at Sunway College impressed Brandon with their dedication and support beyond the classroom. “I remembered reaching out to my Economics teacher at 9 PM one day to ask her about a past year’s questions, and she immediately answered me with a 3-minute voice note on WhatsApp.”

That’s not all. Brandon recalls his Physics teacher conducting extra classes (two to five-hour sessions) on the holidays just to help the students prepare for the examinations.

Considering Brandon’s subjects (Mathematics, Further Mathematics, Physics, and Economics) were heavily knowledge-based, the teachers provided invaluable resources including past paper question sets which proved crucial for exam preparation. One Math teacher, Mr. Yong Yau, even co-authored a book designed to help students excel in the exams. While the experience might not be universal for every student, Brandon felt incredibly fortunate with the instructors he had.

The result? Brandon scored 2 A*’s and 2 A’s in his A Levels. He then pursued a BEng in Mechanical Engineering at University College London (UCL) — he graduated in 2022 with first class.

A Global Perspective

Brandon believes studying in an international school in malaysia like HELP significantly broadened his horizons. Exposure to a diverse student body and international teachers offered him a glimpse of life beyond Malaysia. This fostered an open-mindedness and a wider perspective when approaching different situations.

Furthermore, the school’s teaching methods focused on comprehension rather than rote memorisation, a style that helped him gain a deeper understanding of subjects.

For parents considering sending their children to an international school, Brandon wholeheartedly recommends it.

“I honestly think HELP is a great school. Since I’ve been there from the start, I really do see HELP growing and slowly building a great reputation for itself by investing in its students. Whether it be a new student hub or investing in facilities such as a gym, a videography room and a workshop area for students in between classes, HELP does actually invest in its students.”

Brandon’s journey exemplifies the holistic approach to education offered by HELP. The school equips students not only with academic excellence but also with essential life skills, critical thinking and a global perspective, preparing them for success in a dynamic world.

Original Article from School Adviser and you may find the original article here:

Brandon Chew (Year 11- 2017)

Ammiel Ilhan Yeap (Year 13 - 2020)

Ammiel Ilhan Yeap: A Journey of Growth and Transformation at HELP International School

“My experience of studying at HELP International School was spectacular,” Ammiel Ilhan Yeap says.

Enrolling in Year 8, just a year after the school opened its doors in 2014, Ammiel found himself transitioning from a small international school to a rapidly growing HELP — which meant navigating a larger student body.

It presented a culture shock for Ammiel — from knowing everyone to not recognising faces even within his homeroom. Yet, he openly embraced the change.

Studying at HELP International School

HELP offered a nurturing environment that fostered Ammiel’s academic and personal growth. The teachers were passionate not just about their subjects but also about their students. They provided ample support through regular in-class tests, revisions and a well-equipped learning environment.

“I was lucky to have been under the teaching of many inspiring teachers who I looked up to throughout my six years at the school, and they all have impacted who I am today.”

The well-equipped facilities, from a vibrant library to science labs for engaging experiments, fostered a love for learning. The school assemblies and PE lessons were held in the large Multi-Purpose Hall, a space Ammiel fondly remembers for its size and bright illumination.

However, the most significant impact came from the friendships Ammiel was able to forge. The diverse student body, with individuals from various backgrounds, instilled acceptance, humility and kindness in him. These friendships continue to be a source of strength, shaping Ammiel into the person he is today.

Thriving Through Co-Curricular Activities

However, Ammiel’s experience wasn’t confined to classrooms. The diverse range of co-curricular activities (CCAs) at HELP played a pivotal role in his development. From the fleeting joy of the Stop-Motion Club to the teamwork honed through the Yearbook Club, each activity offered a unique perspective and valuable skills.

“I have many fond memories from participating in different activities and societies,” he says. “For one, I had the opportunity to participate in the school musical in one year, which performed High School Musical. The entire process from auditions to conclusion was something I knew I’d never experience again.”

He also participated in the Duke of Edinburgh Award, where he completed self-set activities within a period of time as well as a hiking and camping expedition — activities that honed his teamwork, communication and confidence.

The most significant impact came from Project Purpose, a compulsory programme during his A-Levels. Here, Ammiel co-founded Project: Adopt + Neuter, an initiative tackling the stray animal population in the Klang Valley. The outreach programmes, which were aimed at educating younger children about animal care, proved to be a fulfilling experience. It not only instilled a passion for social responsibility but also equipped him with leadership skills that later came in handy during his university club involvements.

A Supportive A-Level Environment

Ammiel achieved an ABB in his A-Levels, a testament to the supportive learning environment at HELP. The atmosphere wasn’t competitive; instead, students, teachers and staff fostered a sense of community. Teachers transcended their roles, becoming mentors and confidantes.

Lessons were engaging, utilising apps like Kahoot to solidify key terms. Regular revision sessions with past-year papers, graded and discussed as a class, equipped students with effective study techniques – something Ammiel is grateful for.

“I learnt various study techniques during my time there that I continued to utilise during my undergraduate studies.”

Regardless of academic standing, all students received equal support and encouragement. The A-Level Lounge served as a space for studying and socialising, fostering strong bonds among classmates who remain lifelong friends.

Since young, Ammiel has been captivated by geography and the environment, intrigued by natural landscapes and human geography like international development and urban planning.

University Aspirations and the HELP Advantage

Initially planning to study abroad, Ammiel faced challenges like choosing a programme, location and meeting university requirements. The Sixth Form team at HELP proved invaluable. They offered guidance on everything from essay writing to UCAS applications.

“Everybody on the team was approachable, and you could simply enter the A-Level Office and ask anybody to present anything related to university applications. In particular, I would like to extend my sincere gratitude to our university guidance counsellor at that time, Ms Aggie, who was very friendly and always had an answer to my endless string of questions.”

What’s more, briefings, career fairs and an opportunity to speak to officials from MABECS to receive official guidance on writing their personal statements provided a holistic approach to his university preparation.

Environmental Science: A Passion Ignited

Ammiel initially planned to study in the UK, but due to the pandemic, he pursued his tertiary studies at the University of Nottingham Malaysia (UNM). While the admissions process was less rigorous, the skills he gained in crafting his UCAS personal statement proved transferable — he could write his statement to enter UNM.

Ammiel’s passion for geography and the environment led him to pursue a Bachelor of Science in Environmental Science at UNM. This interest stemmed from a young age, further nurtured by his time at HELP.

Interestingly, HELP almost didn’t offer Geography as a subject during his A-Levels. Thanks to discussions between students and teachers, the subject was eventually included, a testament to the school’s responsiveness to student needs. Throughout his schooling, passionate Geography teachers further nurtured his love for the subject.

“I would especially like to remember Mr James during my AS (Year 12), whose enthusiasm in the subject further cemented my desire to study this field.”

HELP’s Lasting Impact on University and Beyond

Studying at an international school in Malaysia like HELP significantly shaped Ammiel in both university and life.

The rigorous A-Levels prepared Ammiel for the demands of university. The essay-based modules felt comfortable due to his experience with A-level exams.

Additionally, the school’s diverse student body equipped him to navigate various personalities in group work, ensuring successful collaboration and maintaining good grades. Ammiel also developed his social skills during A-Levels, which helped him confidently connect with others in the university who shared his interests.

The diverse student body broadened his worldview and instilled an appreciation for different cultures and values. What’s more, the curriculum honed his critical thinking skills, applicable both in academics and life situations.

“I have also learnt how to better manage my personal stressors through the support of the pastoral office and teachers, who have given me advice to tackle these issues.”

Words of Wisdom for Future Students

Reflecting on his journey, Ammiel offers two key pieces of advice:

Embrace ‘Nothing to Lose’: Don’t hesitate to try new experiences or pursue opportunities. The worst-case scenario might be rejection, but you won’t lose anything by taking a chance.
Rejection is Redirection: View rejection as a redirection towards a better path. Just like his UCAS application led him to UNM, unexpected outcomes can lead to positive destinations.

Looking Back, Moving Forward

Having graduated from UNM in July 2023, Ammiel completed his internship at HSBC Bank Malaysia’s Corporate Sustainability department. Currently, he is doing another internship at KPMG Malaysia with the goal of pursuing a career in sustainability and Environmental, Social, and Governance (ESG) fields.

Interestingly, Ammiel has just received an offer for an MSc in Environmental Technology at Imperial College London for September 2024.

“I have been extremely blessed to be able to experience life at HELP, which has truly shaped me for the better. I would like to extend my greatest thanks to my teachers, friends, and family for their undying support in the things that I do.”

Original Article from School Adviser and you may find the original article here:

Ammiel Ilhan Yeap (Year 13 - 2020)

Lennard Boholst (Year 13 – 2022)

WHAT ARE YOU CURRENTLY DOING?

I’m a freshman at Marquette University and I intend to major in Economics.

HOW HAS LIFE AT HIS SIXTH FORM PREPARED YOU FOR UNIVERSITY?

The Sixth Form team’s dedicated university counsellor was a huge help in guiding me through the application process for universities in the US and in Canada, especially in terms of the general application requirements for each country.
The A-Level subjects themselves gave me a good academic foundation for university life, especially Maths and Economics, which I found were similar to what I did at my first semester at Marquette. English Literature–my third A-Level subject–helped me develop analytical skills and gave me a better appreciation of different forms of literature, something I hope to build on while in university.

I took on a position as member of the HIS Student Council while in A-Levels, and it taught me a lot of things about leadership and interaction with peers, lessons that I brought with me to university and hope to apply in the future.

HOW DID YOU EXPLORE YOUR INTERESTS OUTSIDE OF YOUR ACADEMICS WHEN YOU DID YOUR A-LEVELS?

Outside of my main A-Level subjects, I took on a “super-curriculum” activity called the Independent Project Qualification (IPQ). The IPQ requires students to pick a topic of their interest (for as long as that topic isn’t covered in their subjects’ curriculum) and write a research report based on that topic. I chose to write about Philippine Democracy, a topic I was highly interested in and wanted to learn more about. Doing IPQ helped me learn more about my topic, develop my research and report writing skills, and even allowed me the opportunity to share my findings with my supervisor and some peers.

I also remained an active member of the HIS Sinfonietta throughout A-Levels, which helped me keep in touch with my interest in piano and music in general. I had a small role in performances both inside and outside of school. I always appreciated this role of mine, because it gave me a reason to continue playing piano throughout a period of my academic journey where I found it difficult to do other things besides studying for my exams.

WHAT ARE 2 TIPS YOU HAVE FOR SIXTH FORMERS WHO ARE PREPARING THEIR PERSONAL STATEMENTS FOR UNI APPLICATIONS?

Before writing out their personal statements, I’d tell the current Sixth Formers to really do some self-reflection and try to discern what is important to them, and what they care deeply about. Sixth Formers might need to write their personal statement based off of their intended course–especially if they’re applying to universities in the UK–but it is important nonetheless for them to dig deeper into what has led them to take that specific course. Only then can they write an effective personal statement.

Sixth Formers, don’t lie on your personal statement. It’s as simple as that. There may be moments where you’re tempted to present yourself in a different light that so that you might get into your university of choice, but it’s always best to be yourself and trust that all the work you’ve put into your university applications is enough to get you into a good university.

LOOKING BACK TO YOUR A-LEVEL DAYS, WHAT IS ONE THING THAT YOU WOULD TELL YOUR YOUNGER SELF?

A recent conversation with another HIS A-Level friend, and some personal reflection on the whole period of A-Levels, made me realise that A-Levels was a period of genuine and meaningful personal development for me in several aspects. It gave me a better glimpse of university life, the challenges of leadership, and the complexities of friendships.

One thing I would tell my younger self is that everything that happened in A-Levels was meant to happen and that the lessons learnt from those moments do have value. Because if not for those lessons, there would have been no growth for me as an individual. I would also tell him that there’ll be a time in the future where he’s simply able to look back fondly at those challenges and simply laugh.

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

One of the main things that stimulated my interest in Economics was the fact that I decided to take IGCSE Economics back in Year 10. I had always been interested in politics and global affairs, but I had never thought about economics as a specific field of interest until I took it as an IGCSE subject. It was only as I progressed through Year 10 and 11 that I realized how integral economics was to politics and global affairs. Given that I didn’t want to enter politics specifically; I came to the realisation that economics was a good alternative that still allowed me to explore my interest in global affairs.

Lennard Boholst (Year 13 – 2022)

Shawn Phun (Year 13 – 2021)

WHAT ARE YOU CURRENTLY DOING?

I am enrolled to start my Bachelors in Biomedical Sciences in Monash University Melbourne in February 2023.

HOW HAS LIFE AT HIS SIXTH FORM PREPARED YOU FOR UNIVERSITY?

A-Levels was a coming of age experience for me — in both developing academically and maturing as a person. Not only was the jump in academic level an effective induction to preparing for university level studying; but the professional habits and relationships I built when interacting with teachers and peers were immensely transferrable to navigating university life, building bridges, entering the workforce, etc. Overall, I entered sixth form doubtful and confused, but emerged a wiser, stronger person.

HOW DID YOU EXPLORE YOUR INTERESTS OUTSIDE OF YOUR ACADEMICS WHEN YOU DID YOUR A-LEVELS?

CCAs were the most available opportunity for me to explore other interests. I participated in the student orchestra and was the vice president of the HIS Chinese Orchestra. During a few of my break times and free periods, I also accompanied my friend to the art studio and tried my hand at watercolour under the guidance of her lecturer. My A-Levels syllabus also consisted of a Project Purpose curriculum, where groups of students were given the opportunity to execute projects dedicated to one of the 16 Sustainable Development Goals. This initiative allowed me to organise a tree planting event, where my group and a few volunteers supplied and planted trees in a community garden for children with disabilities.

WHAT ADVICE DO YOU HAVE FOR SIXTH FORMERS WHO ARE PREPARING THEIR PERSONAL STATEMENTS FOR UNI APPLICATIONS?

“AIM FOR PROGRESS, NOT FOR PERFECTION.” Oftentimes, personal statements, university hunting and applications can be overwhelming. I found it incredibly tempting to put tasks off, out of fear that I may mess things up if approaching them without ‘adequate’ knowledge or planning. This however, very easily leads to a downward spiral of procrastinating, resulting in little to no work done at all. By reminding myself that imperfect progress is still more beneficial than no progress at all, I was able to push myself to slowly complete my (multiple) personal statements and uni applications one step at a time.

LOOKING BACK TO YOUR A-LEVEL DAYS, WHAT IS ONE THING THAT YOU WOULD TELL YOUR YOUNGER SELF?

Growing up is never easy. It can be discouraging when you feel like you are the only one among your peers struggling to find your footing, and there will be times when life throws multiple hurdles at you at a time — but just like a muscle, a little bit of tearing is necessary for you to grow stronger than before. It is okay to take things slow and fall down from time to time; for when you one day look back at where you have been, you will eventually realise that you are no longer the person you once was.

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

I always had a passion for biological sciences, but was extremely reluctant when it came to picking a course to aim for. I was finally inspired to take biomedical sciences after an afternoon out with my biology teacher / research report supervisor / Project Purpose supervisor, whom I had built a close relationship with. From our meeting, I learnt that before teaching, she was a biomedical student and cancer researcher — and more importantly — that one is not stuck in one job for the rest of one’s life. This revelation dispelled a lot of my fears of regret, as I realised that there are always other available pathways, should I decide that my career is no longer suitable for me.

Shawn Phun (Year 13 – 2021)

Shaquille Rashid (Year 11 - 2018)

WHAT ARE YOU CURRENTLY DOING?

I’m in my 3rd year, Sports Science and Sports Management at the University of Otago, New Zealand

HOW HAS LIFE AT HELP INTERNATIONAL SCHOOL PREPARED YOU FOR UNIVERSITY?

Year 11 has prepared me to get onto assignments as soon as possible and made me realise that balancing daily activities along with study is the most important thing.

WHAT IS ONE THING YOU REGRET NOT SPENDING MORE TIME ON/ PURSUING WHILE IN SCHOOL?

I regret not taking PE while I was doing my IGCSE exams as it would have given me a head start on pursuing my University Course. Being involved in sports is a passion and hobby for me. I have regretted not taking any leadership roles while I was in school however I have made up for it at the University of Otago.

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

Being the sports captain in school and being able to participate in multiple events ranging from swimming gala to sports day made me realise that I wanted to pursue a career in sports. Always trying to keep updated with different sports such as tennis, football and rugby has expanded my horizons and I realise that there are so many options when it comes to sports as it is becoming a major industry.

WHAT IS SOME ADVICE YOU WOULD GIVE TO PROSPECTIVE STUDENTS NAVIGATING THROUGH DECIDING ON A COURSE AND UNIVERSITY APPLICATIONS?

My advice would be to choose what you love to study because at the end of the day you have to make yourself happy. Do some research on what University suits you best depending on your course before you make a decision. Get onto it early so that your decision making is a lot easier.

WHAT IS YOUR FAVOURITE MEMORY AT SCHOOL?

My favourite memory would be the friendships I made during school and the lovely teachers that made everything possible. Being able to socialise with different year groups and competing in different sports made my school days very competitive.

Shaquille Rashid (Year 11 - 2018)

Cho Subin (Year 13 - 2022)

WHAT ARE YOU CURRENTLY DOING?

I’m now enrolled in Seoul National University, undertaking Bachelor of Food & Biotechnology.

WHY DID YOU CHOOSE HIS A-LEVELS PROGRAMME?

To be honest, I always wanted to be in a school rather than a college as I thought that I would work better in a controlled environment. Also, not only do schools focus on academics, but also give importance to physical education and extracurricular activities. I chose the HIS A- Levels programme because I heard many good comments about the teachers in HIS and the large range of ECAs that they provide.

WHAT WAS YOUR EXPERIENCE LIKE IN THE 2 YEARS STUDYING AT HIS?

I am not going to lie, the first half of the first year was definitely a challenge due to many factors such as making new friendships and forming bonds with teachers, and also learning more advanced and difficult concepts! Most of my classmates in HIS were existing students and I was worried about blending in. Nevertheless, I met many friendly people. I really want to thank my friends who were with me throughout the two years, I wouldn’t have done it without them

HOW DID THE TEACHERS SUPPORT YOU DURING THE DIFFERENT PHASES AT SCHOOL THROUGH TO YOUR UNI APPLICATIONS?

Actually, I wouldn’t have gotten to where I am now without all my teachers’ help. Preparing for our A-Level exams, teachers gave us the greatest exposure by setting our CAs a little different from the past year’s papers, taking questions from other boards, and still relating the question to our syllabus. I think this trained us mentally to prepare for non-familiar questions and their style of asking questions. My university counsellor really helped me a lot with the documents I needed for university – Korean universities are very particular about documents and thankfully, she was extremely patient and heartfully cared for me. She also wrote my recommendation letter together with other teachers to help me succeed. I really do not know how to thank all my teachers enough for guiding me through the two years.

HOW DID YOU FEEL ABOUT GETTING INTO SEOUL NATIONAL UNIVERSITY AND BEING OFFERED THE COURSE OF YOUR FIRST CHOICE?

Both my mum and I looked at each other and screamed – I could not believe that I got into the top university in Korea! The course is exactly what I wanted; food technology and biotechnology. This was when I knew that tears of joy actually exist!

Cho Subin (Year 13 - 2022)

Teh Nian Yii (Year 13 - 2020)

HOW WAS THE SHIFT FROM SIXTH FORM/COLLEGE TO UNIVERSITY LIFE?

Going from sixth form to university definitely brought along a lot of changes. Moving to a different country alone amidst the Covid-19 pandemic was both exciting and daunting, and really pushed me to be more independent and learn to take initiative.

HOW DID YOU EXPLORE YOUR INTEREST OUTSIDE OF YOUR ACADEMICS WHEN YOU DID YOUR A-LEVELS?

During my A-levels, I was involved in Chinese Orchestra and Eco-Schools. Being part of the Chinese Orchestra in particular allowed me to explore my interest in music through learning a new instrument and performing with my peers.

WHAT ARE SOME ADVICE YOU WOULD GIVE TO PROSPECTIVE STUDENTS NAVIGATING THROUGH DECIDING ON A COURSE AND UNIVERSITY APPLICATIONS?

I would say to choose a course you find interesting and think you will enjoy. Do not be afraid to explore topics surrounding the course you are interested in to get a feel of it, even if those topics are in areas you have never encountered before.

NAME ONE INTERESTING OR FUN ANECDOTE THAT YOU HAVE DURING YOUR UNIVERSITY YEARS

My friends and I tried to go stargazing one day at the start of Spring, but the weather ended up being cloudy. Within an hour, we were shivering from the cold and we went indoors and watched a movie instead.

LOOKING BACK TO YOUR A-LEVEL DAYS, WHAT IS ONE THING THAT YOU WOULD TELL YOUR YOUNGER SELF?

I would tell her she’s doing well — that despite any of the difficulties or failures she may be facing, everything will turn out okay.

Teh Nian Yii (Year 13 - 2020)

Syazwan Nur (Year 11 - 2019)

WHAT ARE YOU CURRENTLY DOING?

I am currently in the UK doing my final year, BSc Media and Communications.

HOW HAS LIFE AT HIS SIXTH FORM / YEAR 11 PREPARED YOU FOR UNIVERSITY?

Year 11 at HIS has shaped me to be the person I am today, and was one of the best experiences of my life. Studying at HIS made me realise that with hard work, anything is possible. The people you surround yourself with are significantly important too.

WHAT IS ONE THING YOU REGRET NOT SPENDING MORE TIME ON/ PURSUING WHILE IN A-LEVEL / AT SCHOOL?

One thing I regret not pursuing more of, are the CCAs at school. HIS offers a wide range of CCA options, and I know if I were a student again, I’d join as many as I could.

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

Being an extrovert, it made me realise that I am particularly interested in interacting with people from all walks of life. I believe media is extremely relevant to today’s society as applications like TikTok and Instagram are widely popular.

WHAT IS SOME ADVICE YOU WOULD GIVE TO PROSPECTIVE STUDENTS NAVIGATING THROUGH DECIDING ON A COURSE AND UNIVERSITY APPLICATIONS?

Whilst listening to your parents is important, it is also worthwhile to listen to what you actually want. It will be valuable to apply to a course you are actually passionate about.

LOOKING BACK TO YOUR TIME IN HIS, WHAT IS ONE THING THAT YOU WOULD TELL YOUR YOUNGER SELF?

I would tell my younger self: Having fun is great, but working hard is equally great too. It’s imperative that you maintain a good balance in your high school life.

Syazwan Nur (Year 11 - 2019)

Chew Jun (Year 11 - 2021)

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

I have loved fish since I was 3. When I was around 5, I met Dr Bruce Mate of Oregon University at Mid Valley when he came to Malaysia. He was the director of the Marine Mammal Institute from 2006 to 2019 and was the person that solidified my passion for anything to do with marine/aquatics. I followed my passion and now I am pursuing a degree in Marine Biotechnology so I can have a career in aquaculture.

HOW DID YOU EXPLORE YOUR INTEREST OUTSIDE OF YOUR ACADEMICS WHILE YOU WERE AT SCHOOL / UNI?

During semester breaks I would indulge myself in projects or activities I love that are too time-consuming during study times. For example, applying the knowledge I acquired from academics in activities like fishing, white-water rafting, and aquaponics. I like reading to gain extra knowledge and be inspired too. So during the weekends I would read or watch YouTube videos to obtain the knowledge I don’t get in school/uni as well as to stay inspired and motivated. I also like photography. So whenever I can squeeze out time during the weekends I would walk around my neighbourhood to take photographs, which has improved my imagination and creativity.

NAME 1 BIG WAY / INFLUENCE IN WHICH LIFE AT HIS HAS PREPARED YOU FOR UNIVERSITY LIFE?

The HIS community of making me comfortable in having conversations and working with different people has made my life in university much more flexible. This is because I can work with more people and have more friends.

SHARE WITH US 3 TOP TIPS FROM JUN, AS TO HOW TO PREPARE A CV FOR A SUCCESSFUL SCHOLARSHIP APPLICATION / INTERVIEW.

Xiamen University Malaysia is extremely academic, the only requirement for the application of its scholarships is meeting the required number of A’s for Foundation and achieving the required CGPA in Foundation (or equivalent) for scholarships in degree. The scholarships in degree must be renewed every year, hence it is compulsory to maintain a specific academic ranking to renew the scholarship. No interviews are required for any of the scholarship applications. The only tip I can give based on my experience is to work hard and set appropriate goals to meet the requirements of the scholarship.

LOOKING BACK TO YOUR DAYS IN HIS, WHAT IS ONE THING THAT YOU WOULD TELL YOUR YOUNGER SELF?

All the compulsory group projects, presentations, and public speaking opportunities are not a nuisance, but rather a blessing in disguise. Work hard to acquire all these soft skills, you will not regret it.

Chew Jun (Year 11 - 2021)

Benjamin Ong (Year 13 – 2022)

WHAT IS ONE OF YOUR ACHIEVEMENTS THAT YOU ARE PROUD OF?

Project Purpose was a milestone achievement for me given the conditions I was put into, it really helped me grow and prosper greatly as an individual. Despite the pandemic lockdown and the many internal issues that my team faced, we managed to adapt and move forward, and getting the best impact award makes me feel proud of my extreme efforts and time dedicated to making this project a success with my team.

HOW DID YOU MANAGE YOUR TIME AND STRESS WITH UNIVERSITY APPLICATIONS AND A LEVELS?

Applying for UK was a bit of a hassle as I had to juggle studies and constantly keep track of the progress of my uni application. The biggest part of applying to UK universities was the Personal Statement. I treated writing the personal statement as a getaway from academics so personally, it wasn’t as stressful for me and instead became a period to destress. Hence I would say having a different perspective (treating it as time away from studies) to uni application helped me manage my ‘stress’. Also, having an agent who oversees your university application really helps alleviate the stress of missing out or forgetting something.

WHAT DO YOU MISS MOST ABOUT HIS?

The very supportive teachers, they are the kindest and most caring teachers I have known till today. Without them, I don’t think I would have shaped out to be the person I am today and I can confidently say that they have made my journey in HIS an extremely memorable one which I’m eternally grateful for.

Benjamin Ong (Year 13 – 2022)

Sabrina Leong (Year 13 – 2022)

WHAT IS ONE OF YOUR ACHIEVEMENTS THAT YOU ARE PROUD OF?

I think an achievement I am proud of is when I auditioned for MPYO and prepared for my diploma violin exam at the same time (I managed to get into the orchestra and also get distinction for my exam).

HOW DID YOU MANAGE YOUR TIME AND STRESS WITH UNIVERSITY APPLICATIONS AND A LEVELS?

I luckily did not have to apply for university when i was doing my A-Levels, so I can’t say too much about managing my time there.

WHAT DO YOU MISS MOST ABOUT HIS?

Having a regular social environment.

Sabrina Leong (Year 13 – 2022)

Lee Young Woo (Year 13 - 2021)

WHAT ARE YOU CURRENTLY DOING?

I’m currently majoring in Biological Sciences at Seoul National University.

HOW DID THE TEACHERS SUPPORT YOU DURING THE DIFFERENT PHASES IN SIXTH FORM?

My teachers always valued knowledge beyond the textbook because the current trend shows that exam boards tend to show an increasing preference for application of knowledge over basic theory. Although being grilled in class about things that did not seem so obvious in the textbook was a cause of anxiety, it helped me become an assertive learner. The teachers at HIS encouraged self-directed learning by offering a wide range of resources without spoon-feeding the answers. I think pursuing my interest independently on a deeper level also helped me build a more original résumé that appealed to the university admissions officers

HOW HAS SIXTH FORM HELPED YOU COPE WITH UNIVERSITY STUDY AND LIFE?

In university, no one is there to guide you along your progress. Lecturers may teach only the basics and expect students to complete assignments of a completely different level of difficulty. Your learning is really up to you, yourself. Being an independent learner has helped me throughout A-levels into my university. Other than study habits, opportunities such as IPQ taught me citation skills and familiarised me with dissertations and research papers. Writing reports is a common task in university, and these skills certainly do help a lot.

WHY DID YOU CHOOSE A-LEVELS OVER OTHER PRE-U PROGRAMMES? HOW HAS YOUR DECISION BENEFITED YOU?

What sets A-Levels apart is the focus on depth of knowledge over a breadth of knowledge. If you are generally certain about what subject areas pique your interest, then I would say A-Levels is a more suitable choice. Since A-Levels is an exam-oriented course that does not require coursework, students are given a lot of time to explore other interests like leading a student-led organisation, a club, or a study group. Extracurriculars are an important factor for university admissions, and taking A-Levels has allowed me to strengthen my portfolio from an extracurricular perspective without having to stress about balancing my academic responsibilities.

WHAT ARE SOME OF THE FOND MEMORIES YOU HAVE ABOUT HIS?

To be completely honest, my Year 13 was cut short due to the Coronavirus. However, my A-Levels batch was very tight-knit, which I think was possible because of the bonding activities we had. The joint A-Levels Ignite Camp, which I luckily had the opportunity of going to in Year 12, allowed me to grow close to a lot of my peers and seniors.

Lee Young Woo (Year 13 - 2021)

So Zhao Qi (Year 13 - 2020)

WHAT ARE YOU CURRENTLY DOING?

I’m currently doing 3rd year Design Engineering MEng at Imperial College London (ICL).

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

When I first joined HIS back in Year 7, I was always attached to my favorite subject DT! After IGCSE I knew I wanted to work somewhere in the field of design, but also wanted to apply my academics from maths / engineering. So I combined those two keywords together online and found the perfect match for Design Engineering!

HOW DID YOU MANAGE YOUR TIME AND STRESS WITH UNIVERSITY APPLICATIONS AND A-LEVELS?

A lot of it needed a lot of planning and time management, but when I procrastinated even doing the planning itself, things definitely got overwhelming. What got me through and my best advice is to constantly proactively seek support from your peers, teachers and anyone that can help you.

HOW IS LEARNING IN A UNIVERSITY SETTING DIFFERENT THAN IN A-LEVEL?

Remember the jump from IGCSE to A-Level, where you had to start doing more independent study and self-pacing your homework deadlines? Well the jump to university is quite the same but a much further leap! Much of your learning would become self-organised, supplemented by lectures and uni work.

WHAT EXTRACURRICULAR ACTIVITIES/ ACHIEVEMENTS DID YOU INCLUDE IN YOUR RESUME?

I mentioned my interning and teaching experiences with HIS! Working with HELP’s MarComm staff taught me a lot about marketing and being in an office environment; while starting an App Development CCA and being a teaching assistant for new A-Level DT students gave me a lot of insight into education and communication with people!

NAME ONE INTERESTING OR FUN ANECDOTE THAT YOU HAVE DURING YOUR UNIVERSITY YEARS.

Without any experience or interest beforehand, I ended up joining the Lion Dance team under ICL’s Malaysian Society. I had so much fun learning different stunts and interacting with fellow Malaysians that I performed as the head of a lion in our society’s annual Malaysian Night! It was an unforgettable experience and I enjoyed it so much that I decided to become Captain of this year’s Lion Dance team.

So Zhao Qi (Year 13 - 2020)

Aidan Paul (Year 13 - 2021)

WHAT ARE YOU CURRENTLY DOING?

I am currently a 2nd year student reading Economics, politics and international studies at the University of Warwick, UK.

HOW DID YOU MANAGE YOUR TIME AND STRESS WITH UNIVERSITY APPLICATIONS AND A-LEVELS?

Honestly speaking, it was very difficult managing university applications and being on top of my studies initially. However, I feel once you have an end goal in sight in regards to knowing what you want to do, you are thus willing to do whatever it takes to achieve that.

HOW DOES THE WORKLOAD IN UNIVERSITY DIFFER TO A-LEVEL?

I think the workload in university is a bit more hefty and independent. Being on top of your assignments are essential to ensure you don’t fall behind and get a good degree classification whereas in A-Levels, doing badly in one or two CAs doesn’t mean you’d thus do badly in the final exams.

CONGRATULATIONS ON BEING ONE OF THE RECIPIENTS OF THE CIMB ASEAN SCHOLARSHIP 2022. WHAT IS SOME ADVICE YOU WOULD GIVE TO STUDENTS NAVIGATING THROUGH A SCHOLARSHIP APPLICATION PROCESS?

I think it is heavily dependent on the type of scholarship involved. Personally, I feel that for any scholarship from a big corporation, it is important to get your point across that you want to work for the company after. Other than that, confidence and charisma is key to the interviews and group assessments. Lots of knowledge of the field isn’t being looked for but they’re more interested in yourself as an individual.

WHAT STIMULATED YOUR INTEREST IN YOUR PARTICULAR MAJOR/COURSE/FIELD?

I was always interested in the economics bit of my degree as I wanted to go into finance. However, I felt it was cliché of me to do a pure economics degree so I combined it with politics which I felt was a lot more unique, especially in Asia.

WHAT IS YOUR FAVOURITE MEMORY AT HIS?

My favourite memory at HIS was going out every Friday for lunch with friends after school.

Aidan Paul (Year 13 - 2021)

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