Quick summary of key school information
All the details about this school in their own words
| Number of students |
1400 |
| Average number of students per class |
20 |
| Additional language classes offered by the school |
Mandarin, Hindi, Bahasa Malay, Tamil, French, Sanskrit. |
| Do teachers assign homework to their students? |
Yes |
| Uniform required |
Yes |
| External examinations or assessments available |
IGCSE |
| School bus service available |
Yes |
| Dedicated staff/programs for students with special learning needs |
The school does admit children with borderline learning needs and an in-house behavioral counsellor is available for addressing minor learning and behavioural needs. |
| School start time |
7:40 or 8:00 am depending on the grade level. |
| School finish time |
12:30 or 2:30 pm depending on the grade level. |
| Extracurricular activities or clubs offered |
Table tennis, badminton, taekwondo, basketball, volleyball, cricket, chess, soccer. |
| School provided lunches |
Yes. The School has a cafeteria, where one can buy food items, such snacks and drinks. |
| Food alternatives for special dietary needs (ie. vegan, kosher, halal etc) |
The cafeteria provides both veg/non-veg items. |
| Sports activities included |
Physical education. |
| Sports facilities at the school |
IIS Kuala Lumpur Campus has facilities for table tennis, badminton, basketball etc., among others. |
| Sports teams or sport competitions available for students |
Yes |
| Qualities and characteristics best defining the school |
Global Indian International School (GIIS) - established under the guiding principles of the Global Schools Foundation - is an international network of award-winning institutions, with 20 campuses in 7 countries. Known for their learner-centric and skill-based teaching methodology, GIIS schools offer holistic education and personality development opportunities for students. |
| Teaching approach of the school |
The inputs of the GIIS curriculum warrant meaningful instruments for learning that would provide the necessary intellectual, emotional, psychological and spiritual power to the learner that makes him/her a confident, competent and contributive citizen of the society. This is not achieved by a set of certain prescribed courses of study alone and some additional inputs that help in crossing an academic barrier and overcome the hurdles of an examination. Instead, the curriculum needs the power to identify and nurture the inner and latent strengths of teach learner. In turn, it should be rich and energetic to impart on each learner the following four competencies: Power to Dream
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