FAQ

As independent and not-for-profit, Alice Smith School has always had a unique, bespoke curriculum. We are proudly British-Malaysian, but our curriculum has always been wider, deeper and more relevant to our students than the English National programme. We define curriculum as the framework of our student-centred learning experiences which define an Alice Smith education. We believe in personalised student learning which is robust and allows students to exceed and not be restricted by national standards and expectations. 

Our students benefit from a holistic education that includes a wide range of co-curricular and extra-curricular activities, enabling them to develop intellectually, socially, physically, and emotionally.

Our curriculum is under continual review and improvement for our students. We see this as an ethical imperative for the school and each learner as the world and the complex skills required to thrive within it continue to change. All curriculum developments are evidence-based and carried out rigorously and slowly. To ensure we can deliver this outstanding experience, we look to education experts worldwide, like Theresa Forbes and Dr Gerard Calnin and British education institutions such as Heriot-Watt University, as well as those from other countries such as the University of Melbourne. 

As these curriculum developments start to positively impact our students, we will continue to share details of the initiatives and how they fit within our wider curriculum.

No. There are no plans to remove the IGCSE and A Level programmes.  Our A Level programmes provide the crucial ‘Exit ticket’ for our students to progress to top universities globally. As part of our curriculum, we review the public examinations we offer regularly and we do not restrict our educators to deliver examinations from one exam board, allowing them to choose the best courses for our students. This is why most of our students already sit IGCSEs and A Levels from 2 or 3 exam boards, including Cambridge (CAIE), Edexcel and AQA. You can read more in our blog here.

A Levels hold a strong position for the UK and other countries.  We are continually adding more innovation to our learning and curricula development so that our approach to developing our learners, exit qualification, and wide-ranging experiences prepare our students for an evolving career landscape.

Our current leadership structure at Secondary campus (2024-2025)

The current structure aligns strategic areas throughout the school; however, it has led to challenges in daily operations. It lacks clear accountabilities, which can result in colleagues working in isolation rather than collaborating. Additionally, it does not consider the distinct developmental needs of Middle School students compared to those in the Senior School.

In any organisation, it’s essential to prioritise continuous improvement. It is important to regularly assess the structure, and we believe several enhancements can be made by transitioning to a structure that is more focused on the students’ stages of development. This approach is similar to the model used in primary schools, where Early Years and Juniors have separate leaders.

What will the new structure look like?

The Middle School Principal will lead Years 7, 8 and 9, and the Upper School Principal will lead Years 10, 11, 12 and 13. The structure prioritises student development by aligning leadership support directly with each student's specific growth stage and needs.

In August 2025, we will welcome a new Director of Learning who will oversee the educational experience throughout the school. This role is especially important as students transition between different phases and adapt to new teaching models. Our primary goal is to ensure our students' success at every stage of their education.

Additionally, in August 2025 we’ll be joined by a new team member, our Secondary School Technology Integrator. This role will focus on assessing and improving our students' use of technology while ensuring that human connections remain a priority. We are dedicated to our students' digital well-being and safety, and the establishment of this new position highlights its significance.

When will this happen?

The new structure will be fully implemented by August 2026. Some transitions will occur next year when the Director of Learning joins the school, along with a regular review of leadership responsibilities.

What about current post holders?

The new structure will create a range of development opportunities for existing staff members. We invest heavily in the continuing professional development (CPD) of our educators and will continue to support our staff in their growth, whether that is through opportunities with us or in other schools.

We are at a stage of maturity as a Whole School when the move to NEASC is the next natural step. We continue to support COBIS and remain a member but recognise that the time is right to continue to raise the bar for learning and make this connection and access a further global network. We remain affiliated and networked to FOBISIA, SEASC, CIS and COBIS but we always want to keep reviewing and making decisions on behalf of our students. This next step is rooted in this.

MBL is a well-researched educational approach where students progress upon mastering the subject matter. Unlike traditional learning models, where all students move together at the same pace, MBL ensures that every student understands and grasps each concept before moving forward. This approach has been proven to enhance long-term learning retention and improve academic self-concept and learning behaviours. You can read more about MBL here.

The question we hold in our minds is, “How effective are our students when we (teachers and parents) are not there?”  for instance, revising in their bedroom, during their first year of university or at their first job. Our experienced Science teachers are committed to developing research-led teaching practices that yield outstanding results and encourage the development of effective student learning habits. One approach we use is Mastery Based Learning (MBL).

My child says all they do is watch videos?
Yes, they will watch videos. Our science team has invested time in pre-recording explanations of concepts, but a mastery-based lesson is much more than this.

Here’s what the typical process is for a student in year 10: 

• At the beginning of every lesson, there is an initial check-in completed where the student can ask for help if they want to
• Students work through the same tasks they would do in a traditional lesson alone or in groups, completing tasks and watching pre-recorded explanations. They do this at their own pace and if needed, rewatch materials or watch them with subtitles in their preferred language if needed.
• Students can ask questions at any point as teachers are free to support them wherever they're needed, and teachers are actively engaging with students to check if they have questions throughout the lesson.
• When students feel they have understood a concept, they complete a mastery check so that we can double-check their understanding. This takes place in a separate area (without their devices!)
• Students are then given individualised feedback on their mastery check.

MBL ensures teachers engage with students continuously during lessons while marking occurs separately. These ongoing interactions, paired with more detailed student data, allow our educators to track individual progress through each topic with greater precision, providing targeted support or extension activities as needed. You can see some lessons in action here.

No (and yes)! Practicals are still an integral part of the course; every student is expected to complete ‘core’ practicals. We also offer many ‘extension’ practicals. However, not every topic has practicals - this academic year, our Year 10 programme started with Waves, which does have practicals. Then it moved on to Radioactivity and Particles, which doesn’t for safety reasons. They have just started studying Magnets and Electromagnets, which do have practicals.

We see this in our feedback, and we know that many students say they find being responsible for their own learning difficult at first.

However, we want our students to value active learning, even though passive learning is easier¹. Passive learning is less effective, and research shows that even when students know this, they will still pick passive learning over active learning when given the choice. We don't want our children to be afraid of "hardness." MBL is harder, and some of our students do struggle:

• With the idea that they are more clearly responsible for their own learning
• To motivate themselves
• To stay focused on their learning

Our science team has been working to find a balance between supporting students in building their own strategies and reducing their agency when they struggle to do this.

 ¹You can read more about this in The Harvard Gazette, PNAS and Edutopia.

Regarding promoting independence and self-motivation, key aspects of Mastery Based Learning (MBL) will be introduced into the middle school curriculum from August 2025. Students may not distinctly feel this change, but there will be subtle tweaks to promote the skills listed above.

We believe in our commitment to providing the highest quality education for our students. MBL is a significant step in ensuring that every student not only learns but masters the essential skills and knowledge they need for future success.